Munchkins Nursery and Pre School

What is it like to attend this early years setting?

Children thrive in this setting and are highly motivated to join in with the stimulating, hands-on experiences. They are cared for by committed and dedicated practitioners who hold high expectations for children's learning. They provide exciting and enticing learning experiences for children to freely explore and investigate, both inside and outdoors. This sparks children's sense of awe and wonder and provides them with fantastic learning experiences across all areas of development.

Leaders have created an ambitious curriculum that ensures every child has the best possible start to their education. Practitioners have a superb understanding of what each child already knows and what they need to learn next. Practitioners are skilled at knowing when to intervene in children's play and when to stand back and observe. They work closely with parents and other agencies to make sure that all children make excellent progress in their learning and development, including children with special educational needs and/or disabilities.

Practitioners show the utmost respect to children and each other, demonstrating the behaviour that is expected. As a result, children's behaviour is exemplary. They have a high level of regard for their friends. For example, children spend an extended period acting out a story in the garden together. They decide what will happen next. Negotiating harmoniously with each other about the roles they will adopt and the dialogue they will use.

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

• The passion and commitment of leaders influences all aspects of the setting. The whole team is highly committed to providing the best possible care for children. They share a clear vision to support children to become ready for their next stage of learning. Practitioners constantly reflect on the provision and make continuous improvements that benefit the children.
• Practitioners skilfully monitor children's learning. They rapidly identify children who need additional support. Practitioners work closely with outside agencies to implement shared strategies to ensure that children make the best possible progress. Leaders use additional funding to target specific areas of development for children and reduce any differences in their learning.
• Practitioners place great value on encouraging children's communication and language. They make effective use of sign language to support all children. Children have very good language skills for their age and use them very effectively to communicate their ideas as they play. Children recall and discuss knowledge that they have learnt. For example, they confidently talk about the lifecycle of a frog. Practitioners skilfully weave new words into their vocabulary by informing them that the eggs they referred to are called frogspawn. During play, when children say couch, practitioners tell them they it could also be called a sofa. This is highly effective in helping to extend children's vocabulary.
• Children are supremely self-sufficient and adept at doing things for themselves, even the youngest children competently serve their food at mealtimes and peel their own fruit. Older children successfully assess risks when climbing trees and when standing on crates. When children ask for help, practitioners skilfully guide them to try things for themselves. For example, they model to them how to roll clay into a ball, children copy them and show delight when they can do it themselves. This helps build children's confidence in their abilities and encourages a positive attitude to learning.
• Partnership working with parents is exceptional. Clear lines of communication, including detailed verbal handovers and regular meetings, ensure a two-way flow of information about children's development and progress. The information helps practitioners decide what to teach children. Parents appreciate that practitioners know their children as individuals and tailor learning to their specific needs. Parents are frequently provided with activities they can do to support and extend their child's learning. Advice is readily available about topics such as, toilet training and new siblings so parents can support their children through these transitions.
• Practitioners report their morale is high and they are proud to be part of a team that puts children at the heart of what they do. They benefit from excellent training and support they receive through coaching and mentoring. Leaders take their responsibilities towards practitioners well-being very seriously. They value and respect practitioners, ensuring they are involved in all aspects of the provision. Practitioners are motivated to provide excellent care for children. This is clearly evident in their practice.