Milford Early Years Centre

Inclusion: Expected standard

Staff swiftly identify children who need extra support, including those with special educational needs and/or disabilities (SEND). Staff seek advice from professionals and make referrals to specialist teams. These timely interventions support children with their confidence, speech and ability to manage their emotions.

Leaders use the government's early years pupil premium funding well to extend the interests of children, for example by improving access to specialist football sessions. Children in receipt of this funding have embraced these sessions, which have fostered their confidence and developed their physical skills.

There is an effective key-person system in place. Staff know the specific needs of individual children well and have a good understanding of their lives and experiences at home. This allows staff to help children transfer new skills between home and the pre-school.

Leaders have high expectations for all children, including those with SEND. Staff work with families to support the language of children who speak English as an additional language. For example, leaders share lists of everyday words in both English and the home languages of children. However, on occasion, staff do not identify further opportunities to teach English for children who speak English as an additional language in literacy activities, for example by discussing the meaning of words when linking letters to objects.

Curriculum and teaching: Expected standard

Leaders have devised a well-sequenced curriculum that focuses on developing children's curiosity, confidence and independence. Staff ensure that babies are safe and settled, which helps to improve outcomes for their social and emotional development. They use facial expression, encourage words and use sensory resources well to stimulate connection with very young children. Staff support children's growing independence well. For example, staff understand the importance of helping very young children learn to walk and the skills important for older children to successfully start school.

Staff provide high-quality interactions for children that help to strengthen their communication skills. Staff take frequent opportunities to teach new language, for example using new words such as 'rapid' alongside the word 'quick'. This promotes children's widening vocabulary. Staff also support children's critical thinking skills well. When children notice construction work on a local church roof, staff extend children's curiosity by helping them to make links between the high visibility vests they wear and those worn by the construction workers.

Staff explicitly teach mathematics. For example, they support children to count objects and use the language of 'full' and 'empty' in context when using watering cans. However, at times, most-able children are not challenged to extend their knowledge of number, for example by counting on past a given number that they know.

Achievement: Expected standard

Children, including those with special educational needs and/or disabilities (SEND), get better at understanding and regulating their emotions because of highly effective staff support. Babies grow in confidence with their use of spoons to feed themselves. Toddlers develop their fine motor skills when using a variety of tools, such as tweezers, expertly modelled by staff. Children listen intently to stories. Staff support children to clap out the syllables of tricky words, such as 'anemone', which they later pronounce correctly in context. Children with SEND take delight in talking to new people about what is important to them. Pre-school children develop the skills they need for a secure start in school. Toddlers and older children show perseverance in their learning, taking care and attention to paint and thread. Children are proud of their achievements and bring their work immediately to adults for celebration.

Behaviour, attitudes and establishing routines: Strong standard

Staff build trusting relationships with children. This supports excellent behaviour during important transitions and routines. For example, staff clearly communicate their expectations about behaviour on trips out. Staff use a combination of rhyme, song and hand gesture to let children know what they need to do and where they need to be. All children show they can follow instructions to keep themselves safe, for example as they walk sensibly with staff along the side of small village roads.

There is a high level of staff support during transition times. As younger children put on coats and shoes, staff follow the curiosity of older children who are interested in the resources around them. Staff teach children how to ask for help while fostering their independence. When young children put their shoes on the wrong feet, staff take the time to guide children to correct their mistake without swapping shoes for them. This builds children's confidence in important self-help skills.

Staff promote extremely positive attitudes to learning. For example, children learn to develop a 'can-do' attitude through their high-quality interactions with encouraging staff. This helps children to develop confidence and high levels of self-esteem.

Leaders are committed to ensuring the consistent attendance of children and use effective monitoring procedures to address any concerns.

Children's welfare and wellbeing: Strong standard

Staff encourage children to take plenty of exercise. Leaders take full advantage of the local countryside and ensure that daily trips provide children with opportunities to be physically active and engrossed in nature.

Staff prioritise children's welfare when outside. Staff conduct rigorous risk assessments and follow strict protocols to ensure that children stay safe outside. For example, leaders skilfully deploy staff on outings so that children are well supervised. Communication between staff on trips is superb and ensures that everyone is clear about their roles and how they can best support children. Staff sing memorable songs with children about road safety as they walk.

Staff have an excellent understanding of the personal needs of children. Leaders ensure that parents and staff share detailed information about children's allergies or food intolerances. Staff have a clear understanding of the impact of children's medical conditions. They know what to do should children become unwell.

Staff promote healthy eating well. They talk to children about the 'yummy' green vegetables on their plate. Leaders arrange for specialists to teach children about healthy lifestyles and the importance of oral hygiene. This has helped children to talk more confidently about their visits to the dentist.

Leadership and governance: Expected standard

Leaders build important relationships with parents. This helps parents communicate any changes to routine or ask for support with their children's learning. Parents praise staff for their clear communication. Parents of children with special educational needs and/or disabilities are extremely positive about the support for their children. For example, parents feel their children do very well as a result of effective transition arrangements.

Leaders work well to foster connections in the local community. They arrange for special teaching visits from the police and yoga sessions on the beach, and have permission to tend to plants in the local meadow. People in local businesses wave to staff and children as they walk past. There is a real sense of community in the lives of the children at this setting.

Staff wellbeing is high. There are frequent opportunities for career development. For example, staff are able to attend courses of interest to further develop their skills. In addition, leaders communicate regularly with their team to celebrate achievements and create development plans that strengthen staff's practice.

Leaders prioritise a continuous strive for improvement. Where areas for development have been identified, leaders are swift to take action. For example, following recent input from the early years advisory team, leaders have created accessible photos of resources so that babies can better communicate their choices. Leaders reflect well on their practice and use this analysis to continually improve outcomes for children.