Munchkins Nursery

Inclusion: Expected standard

Leaders demonstrate a commitment to inclusive practice. Staff consider children's backgrounds and make adaptations to their curriculum to best support each child in their care. They promptly identify children's individual needs through clear assessment processes. Staff work with the special educational needs and disabilities coordinator to ensure that funding is used to invest in a range of equipment to promote children's learning and wellbeing. For instance, staff buy games that promote turn taking.

Staff work closely with families and build positive relationships. Parents state that the designated leaders go 'above and beyond' to achieve support needed for their children. Leaders work with a range of experts to develop personalised support, particularly for those children with special educational needs and/or disabilities and those known, or previously known, to social care. Staff regularly review plans with parents and external professionals, so that support remains focused. Staff know children's next steps well and adapt activities so they can take part and succeed. This builds harmonious relationships that put the children at the heart of all they do.

Curriculum and teaching: Expected standard

Leaders have worked with the local authority since the last inspection. Staff have a clear understanding of child development. They make every effort to provide an ambitious curriculum that supports children's learning across all areas. Staff use accurate assessments of what each child already knows and can do to support learning effectively. They identify next steps that are shared with parents, which ensures that children, including those with special educational needs and/or disabilities and those known, or previously known, to social care, progress well. Staff follow children's interests well, having a deep understanding on what drives and motivates them.

Staff sequence the mathematics curriculum well. Babies have early experience of mathematical concepts and begin to understand that each number has a value. Reading is promoted in the setting and children are excited to listen to stories with staff. Staff create rich environments in which children are engaged, providing activities that enable children to explore using their physical skills. For example, children use tools effectively to manipulate play dough.

Staff support children's communication and language through regular conversations. For example, babies are exposed to ambitious language when creating spring pictures, such as 'soft' and 'fluffy'. An understanding of how interactions can drive teaching and learning is positively taking shape.

Achievement: Expected standard

Children flourish in a nurturing and inclusive environment where they feel safe and valued. Children, including those with gaps in their development, special educational needs and/or disabilities and those known, or previously known, to social care, progress steadily and some achieve more rapidly across all areas of learning. Children gain confidence through their time at the setting. For example, they welcome peers into their play by sharing resources.

Babies are curious and keen to explore their environment. Older children are confident communicators and express their needs and feelings well. Children gain skills for the future, such as independence. The youngest children are confidently beginning to feed themselves. Older children clean and set tables at lunch. They begin to manage their self-care. For example, children collect their own belongings and put their own coats on, supporting their readiness for school.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff have created a calm and wholesome environment where all children thrive and achieve. The staff team has high expectations of children's behaviour and attitudes to learning. Leaders identify patterns of non-attendance, acting swiftly in collaboration with parents to address this. This decisive approach supports a strong foundation for regular attendance as children move on to school.

Flexible settling-in sessions and focused transitions ensure that children are ready for the next stage in their learning journey. Staff carefully plan the learning environment to support this. Spaces and resources are set up to encourage children to explore, try new things and take measured risk in a safe and supportive way. Children receive generous praise in recognition for the good behaviours they display. Staff recognise children's age and stage of development when considering their expectations.

Positive and nurturing relationships ensure that children confidently follow routines that are well established. Staff are well attuned to the children in their care, including those with special educational needs and those known, or previously known, to social care. They understand their uniqueness and how best to support them in all areas of learning. Staff make adaptations to practice, ensuring inclusivity. For example, the plan time for breaks in the sensory room.

Children's welfare and wellbeing: Expected standard

Staff have a caring approach towards children, which helps children to feel safe and secure. Staff build excellent relationships with children and families. Children's toilets offer privacy and dignity. They are clean and well equipped to meet children's personal care needs and encourage independence. For example, older children have a 'toilet train' and manage their own self-care needs. Staff support younger children's emotional wellbeing by singing with them as their nappies are changed. Staff work closely with parents and carers to align routines from home and offer support with eating routines, toilet training and sleep patterns.

Careful consideration is given to settling new children. Staff make every effort to give them a calm and positive early experience. They offer reassurance and engage them in play until they feel more settled. Parents express full confidence in their child's key person, noting that they understand their children's interests and needs.

Staff promote healthy lifestyles for children and recognise the importance of this. For instance, the setting is part of an initiative to promote oral health. Children's allergens and dietary needs are managed effectively. For example, a coloured plate system is established and understood by staff.

Leadership and governance: Needs attention

Leaders lack long-term vision and insight. They have a broad awareness of the setting's strengths and areas of development, but this lacks precision. They have been working effectively with the support of the local authority since the last inspection to address the actions set. They have improved safeguarding knowledge and understanding, which is now clear, effective and understood by all staff.

Leaders are committed to making secure bonds with families and the community they serve. This is reflected by parent feedback and a strength of the setting. The designated leaders are effective in role. They support staff to write support plans, which further support their knowledge and understanding of the curriculum offering. Parents and wider professionals are engaged in meetings that develop strategies to support those children with special educational needs and those who are known, or previously known, to social care.

Leaders ensure that supervisions take place regularly and take time to talk about how they are feeling and help to manage workload. Staff attend training and share it with the wider team to enhance practice. For instance, staff have attended safer sleep training, which is effectively embedded across the setting.