Milkyway Preschool Playgroup

Inspection of Milkyway Preschool Playgroup Bangladesh House, 19a Birch Lane, MANCHESTER M13 0NW

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Children are warmly greeted into this bright and stimulating environment. They are supported wholeheartedly by the caring and dedicated staff. Children follow routines and respond well to instructions and directions. They are taught techniques to regulate their feelings and emotions to ensure they are ready for learning. Children's emotional security is of high priority.

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The provision is good

The curriculum is designed to give children meaningful experiences to teach them about the world and equip them with skills and knowledge. This is successfully done through carefully planned activities and experiences alongside the children's own interests. The outdoor area promotes opportunities to enhance gross motor skills with different wheeled toys, balls and hoops and areas to run and exercise. As a result, children are happy and engaged, freely expressing their love for the outdoors.

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The provision is good

Leaders work hard to embed a school readiness programme. This is carefully planned to support pre-school transitions by developing skills, meeting new teachers and preparing children for change. This robust process ensures children are equipped with the skills needed to enter future learning. Parents commend staff for their commitment and devotion. They say their children develop well, learn new skills and acquire English as an additional language.

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need to do better?

n Learning and development are well planned and delivered. Children have free access to the learning environment that offers a variety of different experiences. For example, children learn the names of basic shapes and are taught how to count and sort the shapes. Teaching is differentiated according to children's age and ability. This tailored learning supports children's development. n Children with special educational needs and/or disabilities are well supported. Staff are passionate about getting the children and their families the early support they need. Staff execute strategies such as using objects of reference and visual aids to support understanding. These methods help children to make good progress. n Children precisely navigate their way around the outdoor environment with excitement and enthusiasm. For example, they climb the slide with confidence, count each step and slide down with glee. Children feel a sense of achievement

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need to do better?

and continue to exert their energy repeating the activity. n Children develop socially as they role play in the home corner. Staff facilitate and embrace the children's love of re-enacting. For instance, children write down food orders over the telephone, while the 'chef' prepares the food for the 'customers' to enjoy. These real-life imitations spark engagement, enjoyment

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need to do better?

3 July 2025 and extensive imaginative play skills. n Communication and language are a key part of the curriculum and daily intent. Staff assist the children to build their communication skills by modelling words and phrases. They speak clearly when reading stories, giving instructions and explaining new concepts. However, some activities, such as large-group time sessions, are not precisely focused on some children's stage of development and level of understanding. n Staff successfully support children who speak English as an additional language using key phrases and singing nursery rhymes in children's home languages. This provides familiarity, resulting in children feeling valued and included. n Children demonstrate their independence from an early age. They wash and dry their own hands, pour drinks and select their own healthy snacks using serving tongs. Children are encouraged to try for themselves at every opportunity. This

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need to do better?

creates confidence and resilience. n Staff know their key children very well. They are supported emotionally and academically. However, next steps in learning are not always consistently shared with parents. Parents express their children develop well but are not always sure of their children's next steps. This impacts on children being supported at home. n Leaders and managers are dedicated in providing training opportunities to equip staff with essential knowledge and skills. For example, staff have ongoing opportunities to undertake training courses. They talk positively about the impact these have on their practice. Additionally, leaders and managers are able to identify training needs and act swiftly to provide targeted training. This raises standards.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n organise group times, to fully support the engagement and learning of all children n share children's next steps of development with parents, in order to consistently support home learning.

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Setting details

Unique reference number EY451353 Local authority Manchester Inspection number 10394579 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register Day care type Full day care

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inspection

Total number of places 30 Number of children on roll 31 Name of registered person Manchester Early Learning Centre Ltd

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reference number

Telephone number 01612257482 Date of previous inspection 13 September 2019

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Information about this early years setting

Milkyway Preschool Playgroup registered in 2012. The playgroup employs six members of childcare staff. Of these, three hold early years qualifications at level 2 or 3. One staff member has qualified teacher status. The playgroup opens from Monday to Friday, during term time only. Sessions are from 9am until midday and from 12.30pm until 3.30pm. The playgroup provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The manager, deputy manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n Children spoke to/communicated with the inspector during the inspection. n Children told the inspector what they like to do when they are at pre-school. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector spoke with the nominated individual about the leadership and management of the setting. n The special educational needs coordinator spoke to the inspector about how they support children with special educational needs and/or disabilities. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning.

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Inspection activities

n The inspector carried out a joint observation of a communication and language activity with the manager and deputy manager. n The inspector spoke to several parents during the inspection and took account of their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery.

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Inspection activities

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Inspection activities

3 July 2025 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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