Munchkins Day Nursery

Inclusion: Expected standard

Leaders identify children's needs quickly and with care, particularly those of disadvantaged children, those with special educational needs and/or disabilities, and those who face additional barriers to their learning and/or wellbeing. Leaders and staff work closely with parents and external professionals when needed, following a clear, graduated approach to ensure that support is appropriate and responsive to children's changing needs. Leaders make informed decisions on the use of additional funding to help reduce barriers those children may face. This support helps children to take part more confidently in activities and continue to make progress over time.

Practitioners receive guidance and training to help them implement agreed strategies consistently in practice. Leaders have an accurate understanding of children's progress and use relevant evidence to inform decisions about children's support. As a result, barriers to participation are reduced, and children are able to take part in routines and make progress alongside their peers.

Curriculum and teaching: Expected standard

Leaders make sure the curriculum is inclusive and takes account of children's different needs. This includes disadvantaged children, those with special educational needs and/or disabilities, and those who may face other barriers to their learning and/or wellbeing. Children's needs are identified early, and leaders work with parents and outside professionals when needed to agree the right support. Changes and adaptations are put in place so children can join in and learn alongside their friends.

The curriculum is deliberately sequenced to promote children's emotional security, confidence and resilience, ensuring children feel safe, valued and ready to learn. Simple mathematical language and activities are introduced in the baby room and extended throughout the older age groups to promote children's knowledge and development.

Most staff use very effective interactions to build on children's learning and develop their language and thinking. However, some staff do not consistently use opportunities to extend children's learning further through their interactions with the children. Leaders know this and are providing further training and coaching so that practice becomes more consistent.

Achievement: Expected standard

Children make encouraging progress from their starting points across the areas of learning. They follow daily routines and respond well to planned activities, which builds on what they already know and can do. Children communicate confidently with adults and their peers. They learn new words and and use them during play and conversation. Children ask questions, share ideas and listen attentively during stories and group times.

Children with special educational needs and/or disabilities, disadvantaged children and those who may face additional barriers receive support that helps them take part in learning and make progress alongside their peers. Leaders and staff keep track of these children's progress and review support to make sure it is helping them move forward.

Over time, children gain the confidence and early skills they need for their next stage in learning. Children show increasing independence in managing their self-care needs, such as washing hands, putting on coats and tidying resources away. They confidently make choices, follow routines and show pride in their achievements. This supports children to become resilient learners who are well prepared for the expectations of school.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have created a calm and positive environment where children understand what is expected of them. Routines are clear and consistent, which helps children feel secure and confident in their day. Relationships between staff and children are warm and respectful, and children respond well to the encouragement and guidance they are given.

Children show positive attitudes to learning. They join in activities, listen carefully and help with tidying and setting up. Children take turns, share resources and play alongside their friends. Staff support children to manage their feelings and behaviour in ways that are appropriate to their age and stage of development, making adaptations where needed so that all children can take part.

Children enjoy being part of the setting. They talk confidently about their experiences and take pride in their setting. Leaders promote the importance of regular attendance and work with families, including those who may need additional support, to help establish routines that support children's wellbeing and readiness to learn.

Children's welfare and wellbeing: Strong standard

Children thrive in this nurturing and emotionally secure environment. They arrive happily and seek reassurance from familiar staff, demonstrating secure and trusting attachments. The settling-in process is robust and carefully tailored to each child and family. Leaders and practitioners work closely with parents from the outset so that transitions into the setting, and between rooms, are calm, sensitive and highly supportive of children's emotional wellbeing.

Staff know children exceptionally well and respond thoughtfully to their individual needs, including children with special educational needs and/or disabilities and those who may face additional barriers to learning and/or wellbeing. Positive partnerships with parents ensure that care routines and support strategies are consistent between home and nursery, helping children to feel safe, settled and understood.

Routines are calm, predictable and matched to children's age and stage of development. Babies and younger children benefit from nurturing care, feeding and sleeping routines that promote comfort and security. Older children develop healthy habits, learn how to keep themselves safe and confidently make their own positive choices.

Children talk openly about their feelings and emotions. Staff support them to recognise, express and manage these, which contributes to a strong sense of belonging and emotional resilience. As a result, children are confident, relaxed and exceptionally well supported to thrive.

Leadership and governance: Expected standard

Leaders are knowledgeable and committed to providing high-quality care and education for all children. They have a clear understanding of the setting's context, strengths and priorities for development, and they take well-considered action to improve outcomes, particularly for disadvantaged children, those with special educational needs and/or disabilities and those who may face additional barriers to their learning and/or wellbeing.

Leaders place a strong emphasis on professional learning. Staff benefit from regular, relevant training and opportunities to develop their skills, which supports them to carry out their roles and responsibilities with confidence. Leaders monitor the impact of professional development and use this to inform further improvement work.

Relationships within the staff team are positive and respectful. Leaders create an open and supportive culture where practitioners feel able to seek guidance and share concerns. Decisions about routines, staffing and organisation take account of staff wellbeing and workload, helping to ensure a stable and consistent environment for children.

Leaders reflect on feedback and evidence from across the setting and use this to review and refine practice. Where improvement is needed, action is taken in a timely and proportionate way. This contributes to a shared ambition for children to achieve and thrive during their time in the setting.