Mini Munchkins Preschool And Childcare Services

What is it like to attend this early years setting?

Children develop strong, nurturing relationships with staff at this warm and welcoming nursery. Children arrive happy and are keen to explore the activities on offer. They have a positive attitude to learning and show high levels of enjoyment and curiosity. Staff have high expectations for all children. The curriculum provided is a child-led approach and stimulates the interests of all children, including those with special educational needs and/or disabilities (SEND). For example, staff use activities to develop children's language skills, such as spontaneous singing. This supports babies learning to talk and also those children who speak English as an additional language. Children are keen to get involved in the activities on offer and show positive attitudes to learning.

All children behave well. They learn to take turns and share the resources. Children learn to be independent as they put outdoor waterproofs on for the garden and serve their meals. Children have good opportunities to develop their physical skills. For example, they eagerly join in activities to develop their large muscles, balance and coordination as they use wheeled toys, climb slides and jump in muddy puddles in the garden. Children are confident and are motivated to learn and develop skills needed for the next stage of their learning.

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

• A strong focus is placed on children's speech and language development in the nursery, and staff are skilled at supporting children to acquire language. Staff effectively communicate with the children and each other, using stories, songs, rhymes to support children to acquire and use language. Babies enjoy using finger puppets and joining in with songs they are familiar with. Staff introduce new vocabulary, such as 'gloopy', as they describe the texture of the play dough mixture. Children become confident communicators.
• The special educational needs coordinator has a good knowledge of children and gives good support to staff to provide targeted plans for children. Staff work closely with parents and other professionals to ensure that children with SEND are well supported.
• Children are keen learners. Staff implement exciting activities based around children's fascinations, which capture their interest and imagination. This promotes children's deep concentration. For example, children spend time making and experimenting with ingredients as they make play dough. However, at times, staff do not have a clear understanding of what they want children to learn during activities to enhance children's progress further.
• Staff support children to lead healthy lifestyles. They enjoy time in the garden for fresh air and having healthy snacks and meals. However, the organisation at these times means children sit waiting for too long. Therefore, children are waiting for extended periods of time because staff do not fully tailor the routines to children's needs.
• Staff introduce mathematical language into children's play and learning. Babies enjoy counting as they build a tower of three bricks. Older children count and match dots as they play a games of dominoes in the garden. As a result, children become confident to use mathematical language in their play.
• Partnership with parents is strong. Parents speak highly of the nursery and comment that the staff team are nurturing and approachable, therefore, children settle well and build strong bonds with them. Good communication ensures that parents know what their children can do and what they will be learning next.
• Staff supervision and support is effective. The managers ensure that regular discussions and group meetings enable staff to identify their own strengths and areas for improvement. Staff speak positively about their roles and how the manager's ongoing support and guidance promotes their professional development. This has a positive impact on staff.
• The managers regularly reflect on the provision to identify and build on good practice. They actively seek the views of parents, staff and children and then use the information to plan improvements.

What the setting must and should do next

The provider should:

• support staff to provide activities with a clear learning intention for what children need to learn next
• refine the organisation of routines during the day to minimise waiting time for children.