Munchkins Nursery And Pre School

What is it like to attend this early years setting?

Children arrive at the setting happy and excited to begin their day. They are met at the door by warm and welcoming staff, which supports children to feel secure.

Children's behaviour is good. Staff consistently praise children, which enhances their sense of belonging and promotes their self-esteem. Younger children begin to respond well to songs and music. This helps them to recognise different parts of the daily routine, such as preparing for snack time.

Children are eager to access the range of activities and resources on offer inside and outside. They demonstrate good attitudes to learning and are keen to explore and follow their own ideas. For example, children enthusiastically choose items to make shakers. They look for suitable contents, such as rice and pasta, and confidently describe the different sounds they make.

Children gain good independence skills as they learn to serve themselves at snack and lunchtimes. Older children routinely put on their own coats and hats for outdoor play. Children enjoy being active and benefit from the well-resourced garden area. They develop good physical skills, such as running with their friends, climbing and balancing.

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

• Staff provide a well-organised learning environment which provides children with a good range of experiences through all areas of learning. Younger children are keen to explore the different textures and sounds of the sensory bags as they feel them, roll them about and hit them with hammers. They try to catch bubbles, clapping with excitement and enjoyment when they see, catch and pop them.
• Staff have high expectations for all children in their care. There is a strong focus on supporting children's communication and language skills, particularly for those children learning English as an additional language. Staff introduce new vocabulary into children's play. For example, staff use descriptive language to explain to younger children the shape of bubbles.
• Children's care needs are met well. Staff work in partnership with parents to support toilet training. They plan effective steps to support and progress each child. Children develop a good understanding of routines that keep them safe, including during regular handwashing that helps to reduce the spread of germs.
• Staff help children to learn the skills they need in preparation for their next stage in learning and move to school. They provide opportunities such as using the trampoline for children to learn about taking turns, sharing with others and how to keep themselves safe. Children show good concentration and coordination when using play dough and cutting out shapes that represent festivals and celebrations.
• Staff place a strong emphasis on children's personal, social and emotional development. They help children to recognise and talk about their emotions, and how this makes them feel. Children freely go to staff for cuddles when they are feeling sad and need support. Staff use their Makaton training and visual aids to support children's communication development.
• Partnerships with parents are strong. Parents describe the staff as kind and caring. They comment on the high levels of progress their children have made since starting the nursery. Parents appreciate the detailed information staff share with them about their child's learning and development, including what they are working on next. This helps staff and parents support children consistently.
• Leaders provide regular time through team and individual supervision meetings for staff to discuss their work and the children they care for. Staff receive support for their ongoing professional development, including through an online training provider. This helps support their practice and children's needs. Staff are confident in approaching leaders and feel their well-being is considered.
• Leaders have worked hard to make changes to enhance the provision. They have introduced new planning systems which provide a more child-centred approach to learning. While the new systems are understood, there is still some work to be done to embed these changes, enabling staff to fully support children to build on what they already know and can do.

What the setting must and should do next

The provider should:

• strengthen staff's understanding of the methods for supporting children's learning.