Milford Explorers Day Nursery & Pre School

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are eager to get settled into their chosen play as they arrive at the nursery. They demonstrate a sense of feeling secure as they happily move around the environment and confidently communicate their intentions and wishes.

Younger children who are new to the nursery are supported by nurturing staff to settle into their new surroundings. Children venture out into the local community daily with proactive staff who promote many learning opportunities. Children develop good levels of independence during daily routines.

They prepare their individual bags ready with their water bottles and dress themselves in high-v...isibility jackets ready to go on outings. Children know and understand how to keep themselves safe when walking alongside roads before getting to their destination. They keenly talk about what they see and notice, such as different transport and nature.

This sparks wonderful opportunities for social interactions and language development, as well as new vocabulary.Children thrive in the freedom of the local meadow. They have many opportunities to follow their interests under the close supervision of attentive staff.

Children are keen to work together and develop good physical skills. For example, as they practise throwing with different objects, such as bean bags and balls. Older children are interested in the world around them as they take part in a treasure hunt.

They develop early literacy skills, for example through checking the pictures or recognising familiar letters on their lists and then looking for the items in the environment.

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

Leaders are passionate about delivering quality learning experiences for all children. They proactively recognise the importance of staff well-being and promote a healthy and well-balanced workload.

Staff appreciate this and feel supported in their roles.Leaders work together to provide a curriculum that is ambitious. This is shared well with staff, resulting in children having access to meaningful learning opportunities.

Staff are quick to identify when children may need additional support and swiftly communicate with parents to enable all children to make good progress.Staff use what they know about children to spontaneously plan how best to support them. They use assessments well to track children's ongoing progress.

Staff are skilled when observing and use their professional judgement to know when a child needs support. They know when to stand back and allow children to build on their resilience and problem-solving skills. Staff are passionate about following the interests of children and successfully adapt their teaching to suit.

Staff communicate well with children and use opportunities effectively to listen and talk to children. This supports good communication and language skills. Staff skilfully introduce key words and talk to children about their play.

For instance, staff working with babies are responsive and use facial expressions and actions, alongside words, to support their communication. During outings, younger children notice themselves as they walk past parked cars. Staff support these connections and teach children about shadows.

Staff have high expectations of children's behaviour and offer consistent reminders when required. Children behave well both in the setting and when on outings.Children learn how to be independent and do things for themselves with support from staff when required.

This starts in the baby room where children help set tables for lunch, while older children collect plates and put them in the dishwasher. Older children independently take care of their personal care needs and are praised and encouraged to do so.Parents offer positive feedback about the nursery.

They comment that staff are highly competent and approachable. They value the input they have had to support their children's behaviour and milestones, such as toilet training. However, the key-person approach is sometimes not fully effective when children move rooms.

This at times, causes a breakdown in communication, leading to some parents being unsure who their child's key person is.Leaders are passionate about ensuring communication is not a barrier for any parent accessing the nursery. For instance, they gain help from others who offer translation for families learning English as an additional language.

This helps them to share information about children effectively. However, children learning to speak English as an additional language are not fully encouraged to use their home language in the setting.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have addressed all actions previously raised during a recent Ofsted regulatory telephone call. They have reviewed their safeguarding practices to ensure requirements are met. This includes safeguarding documentation as well as accident reporting procedures, staff's suitability and their ongoing suitability to work with children.

Staff fully understand procedures that must be followed in the event of referrals to outside agencies, including Ofsted. Risk assessments are in place and staff know and understand the importance of these, particularly when on outings.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nenhance the key-person system so that all parents fully understand who their child's key person is, especially as children move rooms, to further support the communication about children's needs provide more opportunities for children to use their home languages, to help support the development of these alongside English.