Milkyway Preschool Playgroup

What is it like to attend this early years setting?

Children are warmly greeted into this bright and stimulating environment. They are supported wholeheartedly by the caring and dedicated staff. Children follow routines and respond well to instructions and directions. They are taught techniques to regulate their feelings and emotions to ensure they are ready for learning. Children's emotional security is of high priority.

The curriculum is designed to give children meaningful experiences to teach them about the world and equip them with skills and knowledge. This is successfully done through carefully planned activities and experiences alongside the children's own interests. The outdoor area promotes opportunities to enhance gross motor skills with different wheeled toys, balls and hoops and areas to run and exercise. As a result, children are happy and engaged, freely expressing their love for the outdoors.

Leaders work hard to embed a school readiness programme. This is carefully planned to support pre-school transitions by developing skills, meeting new teachers and preparing children for change. This robust process ensures children are equipped with the skills needed to enter future learning. Parents commend staff for their commitment and devotion. They say their children develop well, learn new skills and acquire English as an additional language.

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

• Learning and development are well planned and delivered. Children have free access to the learning environment that offers a variety of different experiences. For example, children learn the names of basic shapes and are taught how to count and sort the shapes. Teaching is differentiated according to children's age and ability. This tailored learning supports children's development.
• Children with special educational needs and/or disabilities are well supported. Staff are passionate about getting the children and their families the early support they need. Staff execute strategies such as using objects of reference and visual aids to support understanding. These methods help children to make good progress.
• Children precisely navigate their way around the outdoor environment with excitement and enthusiasm. For example, they climb the slide with confidence, count each step and slide down with glee. Children feel a sense of achievement and continue to exert their energy repeating the activity.
• Children develop socially as they role play in the home corner. Staff facilitate and embrace the children's love of re-enacting. For instance, children write down food orders over the telephone, while the 'chef' prepares the food for the 'customers' to enjoy. These real-life imitations spark engagement, enjoyment and extensive imaginative play skills.
• Communication and language are a key part of the curriculum and daily intent. Staff assist the children to build their communication skills by modelling words and phrases. They speak clearly when reading stories, giving instructions and explaining new concepts. However, some activities, such as large-group time sessions, are not precisely focused on some children's stage of development and level of understanding.
• Staff successfully support children who speak English as an additional language using key phrases and singing nursery rhymes in children's home languages. This provides familiarity, resulting in children feeling valued and included.
• Children demonstrate their independence from an early age. They wash and dry their own hands, pour drinks and select their own healthy snacks using serving tongs. Children are encouraged to try for themselves at every opportunity. This creates confidence and resilience.
• Staff know their key children very well. They are supported emotionally and academically. However, next steps in learning are not always consistently shared with parents. Parents express their children develop well but are not always sure of their children's next steps. This impacts on children being supported at home.
• Leaders and managers are dedicated in providing training opportunities to equip staff with essential knowledge and skills. For example, staff have ongoing opportunities to undertake training courses. They talk positively about the impact these have on their practice. Additionally, leaders and managers are able to identify training needs and act swiftly to provide targeted training. This raises standards.

What the setting must and should do next

The provider should:

• organise group times, to fully support the engagement and learning of all children
• share children's next steps of development with parents, in order to consistently support home learning.