The Cygnets Milton Pre-School

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About The Cygnets Milton Pre-School

Name The Cygnets Milton Pre-School
Ofsted Inspections
Address Humphries Way, Milton, CAMBRIDGE, CB24 6DL
Phase Childcare on Non-Domestic Premises
Gender Mixed
Local Authority Cambridgeshire
Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children arrive happy in this welcoming pre-school.

They are eager to start their day and enthusiastically greet staff who respond warmly to them. Children settle quickly at their chosen activity and are keen to explore. They confidently access resources and equipment to investigate a range of stimulating experiences that staff plan.

For example, children engage in conversation with staff about various herbs, staff teach them to touch the leaves to release the scent and to snip the leaves with scissors, which they combine to create sensory dough.Children behave well and listen to staff. They follow simple instructions ...and enjoy having responsibility for small tasks, such as collecting equipment for friends and watering the garden.

Children are keen to do things for themselves. For instance, they self-serve their snack from a variety of healthy options and tidy and wash their dishes when they finish. Children learn to take turns and share equipment.

They form friendships with their peers and seek each other out to share ideas and experiences. Children thoroughly enjoy playing outside, and they have ample opportunity to gain increasing control of their physical movements. For example, they confidently use climbing equipment under staff's supervision and develop their skills as they negotiate space on balance bicycles.

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

Staff have a good understanding of each child's individual needs. The manager has incorporated flexible settling-in arrangements, which help to ensure that children form strong attachments with their key person. For example, parents receive pictures of their child's key person, home visits are provided and detailed information is collected about children's interests and routines.

This means that children settle quickly and are prepared well for their learning.Staff celebrate children's culture and family backgrounds. They explore a range of festivals and celebrations.

For instance, parents bring different food items for children to share and demonstrate how to make various decorative items, such as Diwali lamps. This helps prepare children for life in modern Britain as they develop an understanding and respect for people and communities beyond their own.Staff support children's communication and language well.

For example, they engage in conversations with children and comment on their actions. Staff repeat children's sentences back for clarity and introduce new words such as 'wrench' and 'mystery'. Children participate in group times to practise their listening and attention.

However, occasionally, some group times are disrupted by other routine activities or last too long. Consequently, some children lose interest and become distracted.Staff are good role models.

They encourage children to use manners, such as 'please' and 'thank you', when making requests. Children receive praise for persistence. This helps to support a 'can-do' attitude to allow children to overcome challenges.

Staff incorporate strategies to support children to be patient and take turns, such as using sand timers and children create a waiting list for items using their name cards. This helps children to visualise their turn.Partnerships with parents are good.

They comment on how pleased they are with the support they receive from the manager and the staff at the pre-school. They describe staff as 'extremely supportive' and 'caring'. They appreciate the lengths staff go to, in order to keep them informed of their child's progress, and value the suggestions for supporting their children at home.

Staff work closely with other professionals to plan targeted support for children with special educational needs and/or disabilities. This helps them to reach their highest potential. The manager makes good use of extra funding so that children receive any additional support and resources they need.

The manager works closely with the management committee. They have a good understanding of their roles and responsibilities in running the pre-school. The manager has good strategies in place to evaluate the provision.

These include regular team meetings to reflect on the provision, peer observations and regular parental feedback. Staff say they feel supported and are able to extend their areas of professional interests and receive regular training.


The arrangements for safeguarding are effective.

The manager and the staff have a secure understanding of how to safeguard children. They regularly complete child protection training. Staff are familiar with the pre-school's safeguarding policies and procedures.

For example, they are aware of the procedures to follow for whistle-blowing and how to raise concerns they may have about a child. The management committee understands its roles and responsibilities in relation to supporting and managing the pre-school. The manager has implemented secure recruitment and vetting procedures.

These help to ensure that all adults working with children are suitable to do so. The manager carries out thorough risk assessments and ensures that staff are deployed effectively throughout the day to maintain children's safety.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nimprove the organisation of group times and adult-led activities to ensure that all children are highly engaged and focused.

Also at this postcode
Milton Church of England Primary School

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