Munchkins Nursery and Pre School

What is it like to attend this early years setting?

Children receive an incredibly warm welcome from staff who they have built strong relationships with. They run to greet friends and excitedly choose which activities to explore. Children have a powerful desire to learn from the moment they enter the setting. Their learning experiences are facilitated by staff, who have expert knowledge of their key children. They plan a curriculum based on children's interests and by allowing children to follow their natural desire to learn.

Children learn to manage risks by cooking pancakes on the open firepit, supported by staff. They talk about heat, saying, 'It is hot,' and 'We must keep safe,' when pouring batter into a pan. They light up with excitement, successfully turning their pancakes in the pan, cheered on by their friends. Children's language and communication skills are excellent due to incredible teaching. Pre-verbal babies use Makaton sign language to say 'hello' when greeting people and 'more' when requesting extra food.

Children show wonderful warmth and empathy for others, sharing resources and showing concern for their peers. They are guided by staff, who are excellent role models. Children learn to self-regulate in quiet areas where they read books and openly discuss their emotions with staff. They show pride in their achievements and have a real sense of self in the setting.

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

• Inspirational leaders implement a curriculum that is securely embedded in the setting. This enables staff to plan a highly effective learning environment for the children. Children use language to share what they know and understand about their lives. For example, children say, 'Lets go in mummy's car,' and expand this by saying, 'Her car is for all the family.' They discuss flying on an aeroplane and say, 'We need a passport,' as they recall past holiday experiences.
• Teaching is outstanding. Children master their physical skills as they climb with confidence on the climbing frames. Babies use hand-eye coordination to explore sand in the garden. They are fascinated when exploring the texture of ice in the sensory tray. Children use trial and error to overcome problems, saying, 'It won't fit,' when negotiating space. They make masks and narrate what they are doing.
• Children are well supervised at mealtimes. They skilfully cut up fruit and pour their drinks. They talk about how melon is good for you and squeal when it slips from their fingers. Children wash their hands before meals, and older children can independently put on their coats, hats and boots.
• Staff have expert experience in supporting children with special educational needs and/or disabilities. They work in partnership with external professionals to ensure that children have access to tailored support plans. As a result, children make excellent progress in their learning. Children who speak English as an additional language make consistent progress in their communication skills.
• Children gain an abundance of knowledge about the wider world on outings. They develop a deep understanding of the lives of others, celebrating various festivals throughout the year. For example, they decorate stones to place around the local community for Black History Month.
• Staff build professional working relationships with local providers, including schools, to ensure that transitions for children are seamless. Teachers meet children and discuss their development with staff before transition.
• Parents speak incredibly highly about the quality of care and education the setting offers their children. They are constantly updated about their children's daily experiences and achievements. Parents particularly appreciate being partners in their children's learning. They use learning bags that provide them with tips and strategies on various topics, such as potty training or new babies. Parents' evenings and open days enable parents to know how their children are learning and developing.
• The setting advocates staff training and well-being at the core of their values. Staff access a range of training that enables them to teach at a very high level. For example, all staff use Makaton to support children's language and communication. As a result, children make excellent progress in this area, especially the youngest babies, who use signing to communicate with others.