South Milford Pre-School

What is it like to attend this early years setting?

Children thrive in this welcoming and inclusive setting. They arrive eager to engage and demonstrate high levels of curiosity and confidence in their play and learning. Warm, respectful relationships between children and staff help children feel safe and secure. As a result, children settle quickly and develop a strong sense of belonging.

The curriculum is rooted in children's interests and enriched through real-life experiences that promote language, independence and emotional development. For example, children confidently sing nursery rhymes, request favourites and giggle with excitement when staff sing at faster speeds. These moments reflect the joy and positive attitudes children have towards learning.

Children are supported to become increasingly independent and resilient. They manage tasks such as putting on coats, finding their name cards and helping with tidying up. Staff know the children well and use this knowledge to adapt experiences that support individual progress.

The environment is thoughtfully planned to provide rich opportunities across all areas of learning. Children enjoy exploring the outdoor space, caring for plants and using natural resources to enhance imaginative play. Staff maximise the use of available time to support learning, where every moment is seen as a learning opportunity. The setting has a calm and purposeful atmosphere, where routines are embedded and expectations are clear.

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

• Staff plan learning around what children are interested in and what they already know. For example, children who enjoy dinosaurs learn new words, like 'herbivore' during group play. This helps them build their vocabulary and understanding of the world.
• Children's communication and language skills are promoted well through daily singing and storytelling. They confidently request favourite songs and join in with enthusiasm, using actions and repeated phrases. This supports their listening, recall and growing vocabulary.
• Children benefit from rich language experiences and growing independence, supported by well-structured routines. However, staff do not consistently tailor their interactions or planning to reflect what the youngest children know and can do. As a result, at times, some children are not supported to make the best possible progress.
• Children's physical development is promoted well. They take part in a range of activities that build strength, coordination and confidence. For example, during sports day practise, staff provide encouragement and support to help children complete hurdles and balancing tasks. This enables all children to join in and succeed.
• Additional funding is used effectively to support children who need extra help. For example, children take part in singing songs in different languages and enjoy books about emotions and moving home. These activities help children understand their feelings and promote a sense of inclusion.
• Staff have a good understanding of their key children and tailor activities to support their development. Children with additional needs receive appropriate support, enabling them to participate fully in daily routines and group learning.
• Mealtimes are used effectively to promote children's independence and understanding of healthy lifestyles. Children confidently manage their packed lunches with minimal support. Staff engage children in conversations about food choices and encourage even the youngest children to do things for themselves. This helps to build self-care skills and prepare them well for future learning.
• Partnership with parents is strong. They feel well informed and involved in their child's learning. Parents appreciate regular updates through daily conversations, emails and newsletters. Many praise the setting for helping their child settle quickly, develop speech and gain confidence.
• Staff understand their responsibilities to keep children safe and know how to respond to any concerns about a child's welfare. The setting provides effective induction and training to ensure all staff are confident in safeguarding procedures.
• Leaders have a clear vision for the setting and work closely with staff to ensure high-quality care and education. They provide regular training and promote reflective practice. Staff morale is high due to effective leadership. Staff feel valued and well supported in their roles, contributing to a positive and consistent learning environment for children.

What the setting must and should do next

The provider should:

• support staff to further strengthen their understanding of child development, so that interactions and expectations are consistently matched to the individual needs of the youngest children.