Millbrook Pre-School

What is it like to attend this early years setting?

Children enjoy their time at the pre-school and feel safe with the friendly and welcoming staff. Staff talk to children about their experiences, such as their transition days at their new school. Children show a willingness to share their thoughts and confidently relay these to adults and peers alike.

Staff have made improvements to their curriculum since the last inspection. They plan and implement educational activities that link closely to children's next steps of learning and development. Staff introduce new vocabulary, such as 'recycling'. They explain to children that this means 'to use it again'. For example, they tell children they can reuse the foil that their sandwiches have been wrapped in.

Staff praise children often. When children comment, 'Look what I've made,' staff respond warmly, saying, 'I love your effort. That's awesome.' They talk to children about what they have created, such as models using bricks. Children show pride in their achievements and confidence in their abilities.

Children develop their understanding of emotions. Staff read stories around feelings and talk to children about what these mean. Children label 'happy', 'sad', 'angry' and 'calm' effectively. They know to take deep breaths to help them relax if needed.

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

• Staff implement daily adult-led groups. They play musical instruments and sing a song to help gather children on the carpet. Children learn about the days of the week, and staff encourage them to count how many people are in the group. They use their fingers well to represent numerals to support their mathematical development.
• Children develop an understanding of risk. Staff teach them about road safety, and children know to stop at the kerb and check for traffic both ways. Children learn how to use the 'walking rope' that they hold on to during outings to help keep them safe. Children behave exceptionally well, always listening carefully to staff. They understand that staff must check the surrounding area for hazards before they go off and play to ensure their welfare.
• Children enjoy free-play activities, such as playing with water and making pretend ice cream using play dough. Occasionally, the deployment of staff is not effective. While some staff prepare snack in the kitchen area, some children run around as staff do not actively engage with them.
• Children develop strong language skills. They talk with their peers and staff as they walk alongside the river. Children identify different wildflowers, such as clover, and comment on the butterflies they see among the wild grass. When children see a 'dandelion clock', they ask, 'Can I make a wish?' Children think of a positive affirmation before blowing the dandelion seeds, watching them float into the air.
• Children develop good physical skills. They enjoy the freedom of running in the field and playing football with their peers. Others enjoy blowing bubbles and trying to catch and pop them. Staff encourage children to take regular drinks during exercise, informing them to stay hydrated.
• Staff have formed effective partnerships with parents. They keep them informed about their child's learning and ways to support them at home. Staff implement a 'lending library' scheme where children can borrow books to take home to help support their early reading skills.
• Children develop their coordination skills well. They learn how to throw beanbags into a hoop and cheer when they succeed. Occasionally, older children do not receive consistent challenges in their learning to build on their existing skills as staff support the younger children. Older children play among themselves for periods of time.
• Staff implement regular singing sessions with children to help develop their confidence and communication skills. Children enjoy choosing props from the bag, and together they sing songs. Children benefit from positive interactions with peers and staff and develop their social skills effectively.

What the setting must and should do next

The provider should:

• deploy staff more effectively to help keep children actively engaged in learning
• extend older children's learning, particularly during free-play activities, to build on their existing knowledge and skills.