S4YC @ Mickle Trafford Preschool

What is it like to attend this early years setting?

Children arrive happily at this nursery. They are confident to leave their parents and carers at the beginning of the day. Children are keen to include staff and their peers in their imaginative play. They pretend to make pizza in the role-play area and discuss what toppings are available. Staff support older children to consider where they live as they look at an atlas together. Children speculate about which cities are close to them. Children begin to learn about the world around them.

Staff combine singing sessions with storytelling to engage toddlers. They laugh as they follow staff around the room singing songs, such as 'The Wheels on the Bus' and 'Tiny Turtle'. Staff make the sessions fun and engaging by varying their tone and pace. This promotes children's active participation and language development. Staff gently settle babies using soothing techniques, such as cuddles and rocking, to help them to build secure attachments.

Children love the time they spend outdoors. They build their large muscles, such as when they ride on bicycles and scooters. Older children learn balance, coordination and confidence as they negotiate the climbing frame. Younger children roll and stretch in the ball pit. They stretch up and bend down as they chase balloons and balls. Children develop their fine motor skills, such as when staff encourage them to roll, poke and pinch play dough.

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

• Younger children display a positive approach to their learning and follow staff's expectations for their behaviour. However, in contrast, staff do not consistently help older children to understand and follow the rules and boundaries of the setting. Consequently, children's learning is often disrupted, and they do not develop the necessary skills to fully comprehend and manage their behaviour independently.
• The management team has designed a curriculum with an emphasis on supporting children's communication and language, emotional stability and well-being. However, at times, children's learning often occurs incidentally rather than through staff planning intentionally for it. This means that the delivery of the curriculum does not always prioritise all areas of learning. As a result, children's opportunities to develop a well-rounded foundation for their future learning are not consistent.
• Staff provide children with access to writing tools to make marks and practise their early writing skills. When children describe that they have drawn a 'wiggly worm', staff support their thought process by introducing a book about a worm. They read together quietly, and staff give children time to speculate and suggest that animals and insects, such as worms, birds and slugs, can be found in a
• 'courtyard'. Children begin to make connections between their creations and real-life concepts.
• The nursery receives highly positive feedback from parents, who praise the dedicated staff for their attentiveness, effective communication and ability to support children's individual needs. Parents appreciate the regular online updates that they receive about their children.
• The management team is highly regarded by staff, who describe managers as approachable and actively involved in the daily operations of the setting. Staff appreciate the emphasis placed on their emotional well-being. They value the structured support and ongoing training opportunities they receive.
• Staff support children's communication and language development effectively. They help babies to expand their vocabularies by naming images, foods and objects, while older children engage enthusiastically in games such as hiding objects. Through these activities, staff introduce new vocabulary and progressively support children to become capable communicators.
• Children with special educational needs and/or disabilities (SEND) receive good support. Staff work closely with parents to gather essential information to meet each child's unique needs. The nursery quickly identifies and addresses gaps in children's learning and makes prompt referrals to external agencies. As a result, children make good progress from their starting points in development.
• Care routines are respectful. Staff use interactive approaches, such as singing during handwashing routines, to foster children's positive habits and awareness of hygiene. The nursery encourages healthy eating. Staff help children to understand the benefits of the milk and food they consume.
• Staff promote children's independence by encouraging them to use cutlery, peel fruit and manage tasks, such as putting on their coats with appropriate support. These practices help children to build confidence, self-reliance and essential life skills.

What the setting must and should do next

The provider should:

• support staff to implement strategies that help older children to understand and regulate their behaviour to help them be better prepared for the next stage of their learning
• plan more intentionally to prioritise all areas of learning to provide children with more opportunities to develop a foundation for their future learning.