Munchkinz Pre School Nursery

Inclusion: Expected standard

Leaders are passionate about the roles they play in children's education and development. They adapt the setup of the play spaces and activities to ensure their provision is accessible for all children, including those with special educational needs and/or disabilities, or other barriers to learning. Although the pre-school has sufficient resources, staff do not always plan their use effectively to ensure that enough are available for all children to access. Consequently, some children become disappointed and move to play elsewhere. This limits their opportunities to follow their interests and enjoy their learning.

Leaders work closely with parents and carers to identify children's individual needs and plan appropriate actions to help them achieve their goals. They promptly liaise with the local authority advisors and external professionals for advice and specialist support. As per their recommendation, the pre-school has implemented the use of picture cards to help children familiarise themselves with the routines of the day and enhance their communication skills.

Leaders support families to access relevant government advice, support and early years pupil premium funding. They use the funds to purchase specific resources to enhance children's learning goals. Children who speak English as an additional language are well supported. Staff use key words from families and use Makaton sign language and visual prompts to help them learn English.

Curriculum and teaching: Expected standard

Staff have good knowledge about child development, and leaders ensure staff have ongoing opportunities to undertake professional development to enhance their knowledge and experience. For example, the recent 'baby room' training improved staff's understanding of babies' needs, in preparation for admitting them at the pre-school in future.

The planned activities support children's interests and learning goals, and early mathematics is weaved into all areas of the curriculum. Focussed activities help children to weigh and measure small and large objects. Leaders place a clear focus on promoting children's communication and language skills. Song time is part of the daily routine and adults engage in warm dialogues with children throughout their day. On occasion, however, adults are not always alert to children's attempts to communicate and fail to respond to them promptly. For example, when children are inquisitive about an object stuck inside a toy, staff do not encourage children to explore solutions, limiting opportunities for extending discussions and independent problem-solving.

Children show keen interest in early reading. They sit themselves comfortably, and carefully turn pages of books, immersing themselves in the interesting contents. They call adults excitedly, eager to share books with them. Furthermore, the pre-school has implemented a book library for children to share books at home, enhancing their opportunities in language development.

Achievement: Expected standard

Staff know their children very well. They plan relevant targets for them, in order to build on what they already know and can do. All children, including those with special educational needs and/or disabilities, or other barriers to learning, make secure progress across all areas of their development from their individual starting points. While this is the case, not all opportunities to extend children's learning via playful, daily interactions are consistently maximised. This limits the extent of the progress that some children make. For example, during lunchtime, some staff encourage children to count the items of food on their plates, and recognise text on food packaging. However, this practice is not yet consistently implemented by all staff.

Leaders and key persons help children with smooth transitions to school. They organise the 'school' workshop to familiarise children with the typical routines of a school day. Staff organise purposeful mark-making activities to prepare them for later writing and use simple resources and games to embed their learning in early mathematics. Children access books enthusiastically and adults readily share books with them. They read with intonation and excitement and encourage children to develop a lifelong love for reading.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have established clear and familiar routines that help children to transition into pre-school with ease. Children readily wash hands when they enter and choose their names to self-register. A well-established key-person system ensures all children, including those with special educational needs and/or disabilities (SEND), form secure attachments with a familiar adult. Children have positive relationships with their peers and staff.

Staff are skilful in encouraging children, particularly those who are shy and quiet, or those with SEND, to familiarise themselves with the play environment and access the full range of their provision. Children develop confidence and explore the activities with assurance .At times however, staff do not always organise an adequate number of resources for children to share, for example bubble-blowing tubes during garden play. Children are sometimes let down as they are unable to pursue their interests.

Adults are kind and caring, and prove positive role models through the courteous interactions they display with the children and each other. They support children to manage their feelings and emotions through playful activities and sensitive discussions. Children attend the pre-school regularly. They establish friendships with their peers and enjoy communicating with adults around them. Children learn to share and take turns. They are polite and well behaved.

Children's welfare and wellbeing: Expected standard

Adults support healthy eating and help children to learn about healthy food choices and the importance of washing their hands before they eat. Children are carefully supervised during mealtimes and reminded to chew their food before swallowing. This supports children's health and understanding of personal safety.

Mealtimes are calm and relaxing. Staff ensure children eat fully and give them time to finish their meals at their own pace. Although some adults use these occasions to encourage conversations and embed children's learning in early mathematics, this does not happen consistently. Overall, children gain warm, social experiences, which develop their emotional intelligence.

All staff are aware of children's dietary and medical needs and have systems in place to manage these effectively. Leaders ensure staff are well equipped with the knowledge for safer sleeping and have clear practices in place to manage this.

Leaders promote children's physical development. All children, including those with special educational needs and/or disabilities have ample opportunity to explore in the secure garden. They have space to run, climb and ride tricycles. At times, children resist sharing their toys with their peers, so staff gently support them to understand and manage their emotions.

Leadership and governance: Expected standard

Leaders and staff are passionate about their roles in keeping children safe. They are aware of current statutory requirements and ensure they are always alert to new changes in legislation. Staff are aware of the risks posed to children at home, in the community and online, and the risks to their health and wellbeing. They have a clear understanding of the procedures they need to follow when concerns are raised. Leaders implement safer recruitment processes.

Leaders are proud of the diverse community they serve. They support children to appreciate their own uniqueness and that of their peers. For example, they organise various events, inviting families to share their culture and foods with each other. Parents offer positive comments about the pre-school team and value the affectionate care their children receive and the continued learning they achieve.

Leaders liaise with local authority advisors to access necessary support for children with special educational needs and/or disabilities. As a result, children receive timely interventions to help them reach their targeted milestones.

Staff are happy working at the setting, as leaders consider their work-life balance. Staff value receiving training opportunities for their professional development, which extend their knowledge and experiences. Leaders should now consider opportunities to enhance the skills of some staff through specific professional development, which would help to improve consistency in the quality of interactions between all adults and children during routines.