Little Munchkins Nursery & Pre-School

Inclusion: Expected standard

Children with special educational needs and/or disabilities (SEND) are supported and close monitoring of their progress is in place. Staff prioritise children's speech and language development, alongside supporting children's wellbeing. For example, staff talk to children as they play and model new words. In addition, they provide comfort and support for children, helping them to feel safe and secure in their surroundings.

Clear next steps in learning are planned, and children continue to make progress in all areas. For example, children who were previously non-verbal begin to speak clear words and use short, simple sentences. Children who speak English as an additional language begin to speak confidently. They continue to learn new words and become confident communicators both in English and their home language. Additional funding is used towards staffing. For example, children with SEND are cared for within lower ratios and this supports them to access the setting effectively.

Staff recognise barriers to children's learning swiftly and make adaptations across the setting to support children's wellbeing. For example, the transition between rooms is made when children are developmentally ready, rather than at a set time. This means children with SEND or emerging needs are given more time to develop the skills they need for the next stage in their learning.

Curriculum and teaching: Needs attention

Leaders have a clear intent for the curriculum, however, there are inconsistencies in staff implementation. Staff do not use every opportunity to teach and extend children's skills and this impacts on children's understanding and progress. For example, staff do not help children achieve the learning intention, such as using tools and manipulating play dough. Instead, young children wander around the room not knowing what to do. Additionally, staff do not always prioritise engagement and high-quality interactions over routine tasks, such as cleaning, and sometimes lack organisation. That said, when staff do engage in children's play, for example when helping children to balance across beams and mixing potions in the mud kitchen, children respond positively to the interactions and this sparks conversation.

Staff prioritise speech and language opportunities for those children with a language delay. For example, they support children during their play, modelling words and short sentences. Lower staff ratios are used to support those children with special educational needs and/or disabilities (SEND) and this ensures interactions and teaching are focused on children's needs and specific levels of development. During mealtimes, staff prioritise children's language development. For example, they talk to children, initiate conversation and encourage children to enjoy the social mealtime with peers. Reading is an important learning opportunity that staff provide for children. They talk throughout the story, asking age-appropriate questions and narrating the story to support children's understanding. Children listen carefully and talk about the pictures they can see, using basic, but age-appropriate language.

Achievement: Needs attention

Young children do not achieve as well as they could to help them progress well enough in their learning. They do not consistently benefit as well as older children from the learning intentions as they are not always implemented effectively. However, at some points children engage in conversations about their day. They hear new words, for instance the names of different foods they are eating and new vocabulary to describe textures. Children who speak English as an additional language, learn the English language well and can communicate effectively. Children with special educational needs and/or disabilities make more progress, particularly with their personal and social development due to higher staff ratios. For example, they build strong relationships and develop social interactions.

Children begin to develop some skills they need in preparation for school. Children dress themselves ready to play outdoors, and older children begin to find their own belongings. Children learn a range of mathematical language that is weaved into their play and learning. For example, they demonstrate how they can count to 10 when they count the necklaces they are collecting.

Behaviour, attitudes and establishing routines: Expected standard

Children with special educational needs and/or disabilities are well supported by staff. Secure relationships ensure a sense of trust and safety. Staff are responsive to children's needs and remain calm throughout their play. This impacts positively on children's behaviour. The importance of routine attendance is shared with parents. This means attendance for all children is continuous.

When staff initiate learning opportunities, children are excited to join in and find out more, demonstrating positive attitudes to their learning. Children listen carefully to instructions and join in group play with respect for their peers. They understand boundaries and rules within the setting, understanding staff's expectations. Therefore, children demonstrate positive behaviour throughout their play and interactions.

Children demonstrate high levels of engagement throughout most learning opportunities. For example, they listen carefully to staff read and engage in make-believe play in small groups as they explore the dolls' houses, acting out their personal experiences.

Children's welfare and wellbeing: Expected standard

Parents comment on the strong relationships children have with their key person. Children demonstrate their sense of trust and safety through relationships with staff and look to them for reassurance and guidance. For example, when children have a disagreement, they look to staff for support and communicate their needs. Staff are responsive and intervene quickly when needed.

Staff recognise barriers to children's learning and adapt their provision to meet their needs. For example, where children struggle to settle, leaders provide alternative session times to ensure the setting is accessible to all children. Children with special educational needs and/or disabilities are provided with a morning transition into the setting that helps them feel more relaxed. Parents spend time settling children into their rooms before leaving, helping children to feel safe and happy.

Staff teach children about their emotions, using new vocabulary and developing children's understanding of each word. For example, during group time, children express how they are feeling and give reasons for this emotion. This demonstrates children's understanding of emotions well. Children enjoy looking through the family photo album. They share information with their friends about their families, pointing and naming different people who are important to them. Children develop a sense of pride and belonging at the setting as they talk about themselves and their families.

Leadership and governance: Needs attention

Since their previous inspection, leaders have recruited new staff members. They have provided training and a full induction plan to help staff to understand and follow the setting's policies and procedures. Leaders recognise where improvement is needed. For example, although some training opportunities have been provided, leaders do not always monitor the impact of these, and they are not always consistent across the setting. This means only some staff develop their skills effectively, which impacts on the quality of education children receive. That said, staff report positively on the support they receive at the setting regarding their wellbeing. Additionally, leaders do not help staff to identify the lack of organisation in daily routines, which impacts on children. For example, children sit at the table waiting for meals for extended periods and receive limited interaction while staff attend to chores.

Parents are kept well informed of their children's learning. For example, they receive updates on the app regarding their achievements and receive daily face-to-face feedback. Regular development reports are shared with parents alongside children's next steps to help support learning opportunities at home. Furthermore, leaders and staff work closely with other professionals, such as speech and language therapists, to support children learning and development.