Trinity Day Nursery

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About Trinity Day Nursery

Name Trinity Day Nursery
Ofsted Inspections
Address 156 Trinity Street, Gainsborough, DN21 1JP
Type Childcare on Non-Domestic Premises
Gender Mixed
Local Authority Lincolnshire
Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is inadequate

Children's safety and well-being are compromised.

While most staff have completed safeguarding training, they do not have a secure understanding of the indicators of abuse, including the 'Prevent' duty guidance. As a result, children are potentially at risk of harm. Despite this, children enjoy their time at the setting and make progress in their learning.

They readily join in with adult-led activities. For example, pre-school children want to make carrot pictures. They carefully use scissors to cut along the lines.

Staff recognise when children need support. They model how to hold the scissors and paper... correctly. Children persevere and show pride as they cut out their pictures.

This helps them develop the muscles they need for early writing.Children behave well. They show consideration for others.

For example, pre-school children independently fetch other children's slippers for them. Children use their manners, with gentle reminders from staff when needed. They understand why rules are in place and readily follow instruction.

For instance, children know to line up at the door when outdoor play is finished.Children are developing their physical skills well. Babies learn to walk with confidence.

Staff hold their hands to ensure they are safe. Toddlers focus as they use small rakes and spades to dig in the soil. Staff support them to compare the worms they find.

Children recognise ones that are 'bigger than' or 'smaller than' the others. Staff present extra challenge for pre-school children. They place planks on tyres so children can balance and walk across.

This helps children develop muscle strength and coordination skills. Children extend their game further and pretend their dolls are walking across the planks.

What does the early years setting do well and what does it need to do better?

Children's safety is not assured.

The manager has failed to ensure that all staff complete relevant safeguarding training. Not all staff can describe the indicators that may suggest a child is at risk of harm. This means staff could miss the early signs and symptoms of abuse, building possible delays before action is taken to protect a child.

Some staff were also unable to describe how they might recognise when a family is being influenced by radical views.Children with special educational needs and/or disabilities receive effective support. For example, staff support families to access services such as speech and language therapists and early help workers.

This helps children make good progress from their starting points.Overall, staff support children's language and communication development well. Toddlers and pre-school children freely engage in conversations with staff during play and daily routines.

This helps children become confident talkers and practise their conversational skills. However, on occasion, staff do not interact with babies in the same way. For example, staff do not always react to babies' babbling, and they do not encourage conversation during lunchtime.

This means babies are not hearing a wide range of vocabulary or benefiting from back-and-forth interactions.Staff provide children with healthy meals and snacks. Children are learning good hygiene routines.

For example, they know to use their hand to catch germs from a sneeze. Staff use mealtimes to teach children about healthy bodies. They ask children why milk is good for their bones, and children say that it makes their bones strong.

Staff support children's developing independence skills. Toddlers carefully use a knife to chop their own fruit. Pre-school children are encouraged to set the table for lunchtime.

They collect their own plates, cups and cutlery before sitting with their friends. Children are developing the skills they need to do things for themselves.Staff support children's developing mathematical knowledge and skills.

For example, pre-school children match coloured counters. They estimate which line of counters is the longest. Staff encourage children to check this by counting.

Children eagerly write the numbers on a board. They recognise the plus and equals signs. Children know that this means they have to add up numbers.

Children are praised for their achievements, which helps to develop their self-esteem.Staff are good role models and support children to be respectful. Pre-school children are encouraged to listen to each other during group conversations.

They confidently ask each other questions, demonstrating their interest in finding out more. Children are helpful towards each other and staff. For example, toddlers kindly hold the door open for others.

Staff praise them for their actions.


The arrangements for safeguarding are not effective.Not all staff have a secure understanding of how to recognise the signs of abuse, including those children and families who may be at risk of radical views.

This puts children at risk of potential harm. That said, staff know they must report any concerns they have about a child's welfare. Staff implement risk assessments to ensure children can play in a safe environment.

The premises are secure. The manager uses effective safer recruitment processes to ensure all staff are suitable to work with children. Children are taught about staying safe.

For example, toddlers know that they cannot go out on their own and need to be with an adult.

What does the setting need to do to improve?

To meet the requirements of the early years foundation stage, the provider must: Due date ensure that all staff have a secure knowledge and understanding of the signs and symptoms of abuse, including the 'Prevent' duty guidance, in order to protect children from harm.31/05/2022 To further improve the quality of the early years provision, the provider should: nensure that staff engage purposefully with babies during play and daily routines, to help them learn new vocabulary and encourage them to communicate with others.