Munchkins Nursery and Pre School

What is it like to attend this early years setting?

Children are eager and excited to learn. They arrive happy and leave their parents with ease. They are welcomed by caring, attentive and nurturing staff. Children explore the exciting environment, confidently accessing resources to initiate their own ideas and games. The nursery environment provides children with a calm, home-from-home environment. Children demonstrate they feel safe and comfortable in the nursery. They have formed close attachments to their key persons and enjoy the cuddles and reassurance they receive. Babies explore the sensory experiences of water play. They investigate fruit slices floating, and excitedly splash and listen to the trickling of water. They giggle as they happily sit on their key persons' laps.

Children eagerly investigate the activities provided outdoors and relish their time in the garden. They work together to make obstacle courses using planks, tyres and ladders. They are well supported by staff who engage children in meaningful conversations, challenge their thinking and provide a running commentary as they make structures. Children learn how to take safe risks and stay safe using the resources through the well-planned activities. The Munchkins curriculum is planned around the children's interests and developing needs, and there is a strong focus on communication and children's well-being.

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

• The manager is very enthusiastic and passionate about her role. She demonstrates a commitment and dedication to provide children with the best possible learning opportunities. This is infectious and the staff are positively supported with their own professional development and welfare. Training is positively encouraged. There is a strong focus and commitment to evaluate continuously to ensure that outcomes and experiences for children are continually improved. The manager and senior management team also understand the importance of staff well-being, and staff comment that they feel valued and enjoy their time at work.
• The nursery is fully inclusive, and all children make good progress, including those who need additional support or speak English as an additional language. The introduction and positive approach to teaching children Makaton sign language has a very positive effect on children's communication. Staff engage children in meaningful conversation. They are skilful in posing questions using signs and they allow children time to think and respond. Children communicate well and have good language skills.
• Parents speak very positively of all aspects of care and learning their children receive. They state that communication with the staff is excellent. Parents say they feel welcome, supported and able to discuss any concerns. They comment that the staff are approachable, sensitive and helpful. Parents comment how quickly their children settle, make very good progress and cannot wait to attend nursery.
• Children's mathematical development is progressing well. The nursery is rich in numbers, shapes and mathematical opportunities. For example, children use measurement as they make their own play dough. They make predictions as they balance planks and use mathematical language, such as 'longer' and 'shorter'.
• A broad curriculum is planned that covers all areas of learning both indoors and outdoors. Staff plan according to children's individual interests and what they need to learn next when implementing activities. All children make good progress as activities are provided with a precise focus on supporting each child's needs.
• The session runs smoothly throughout the morning, and children are engrossed in their play. However, the organisation of mealtimes means staff are sometimes busy with other tasks. Therefore, they are not able to focus on supporting the children for a smooth transition for sleep time.
• Children's behaviour is good overall. Staff have high expectations for all children attending. Children make friendships, listen intently to staff instructions, for example, when it is time to tidy away the toys. They are keen to help and understand what is acceptable. They are kind to one another. This is because the staff are good role models who speak to the children calmly and with respect. For example, babies and toddlers are asked if staff can wipe their noses or change nappies.

What the setting must and should do next

The provider should:

• improve the organisation of meal and sleep times to ensure that all children are fully engaged at these times.