Munchkins Day Nursery

Inspection of Munchkins Day Nursery 1-2 Mount Radford Crescent, Exeter, Devon EX2 4EW

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Children are curious, engaged and eager to learn. Pre-school children move confidently around the learning spaces, chatting with their friends and playing games. They develop their creative and imaginative skills as they pretend to bathe toy babies and rock them to sleep in a toy cot. They take turns, share the toys and explain how they will help each other. Staff build strong bonds with children, focusing on their social and emotional well-being to help them feel safe and secure in the nursery. They recognise the positive impact this has on children's learning and development. Leaders have created an ambitious curriculum, and all children make good progress in their learning and development.

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The provision is good

Staff guide children as they develop their creative skills by exploring with paint. Toddlers choose the colours they want and express their ideas, such as painting a large yellow banana. They mix cornflour with water, exploring the mixture, and staff guide them to extend their vocabulary by discussing how it feels, such as 'slimy'.

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The provision is good

The nursery has a curriculum that guides children in developing their independence skills. For example, at snack times, toddlers wash their hands and then pour their own drinks. Children are supported to put on their rain clothes independently.

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need to do better?

n Children of all ages are kind to one another and have a positive attitude towards learning. They are curious and focused during play. Children are well prepared for their next stage of learning. Staff help pre-school children become used to sitting in a group. Children listen to each other's opinions and know how to take turns. They understand how their behaviour affects others. For example, when they return from outside play, they walk carefully to avoid slipping and move quietly so as not to disturb other children who are playing calmly indoors. n Staff in the pre-school support children in developing good communication skills. They engage children in rich conversations that build their knowledge and vocabulary. They encourage children to recall what they already know, developing their ability to remember things. At lunchtime, staff discuss with children how the carrots they are eating have grown in the ground. They extend

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need to do better?

the discussion to explore where other fruits and vegetables grow. They guide children to recall an earlier discussion about where rain comes from and extend this to explore where the water from the taps comes from and how it is prepared in water-cleaning plants. However, at lunchtimes in the baby and toddler rooms, although staff verbally remind children to eat their food, they generally do not extend interactions to build children's communication skills further.

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need to do better?

2 December 2024 n The curriculum has a good focus on supporting children's physical development. Babies are encouraged to spend plenty of time playing outdoors, and they enjoy exploring in the sandpit. Toddlers and pre-school children build their core strength and balance by jumping over obstacles on an obstacle course. In a dance class led by an outside professional, toddlers develop their rhythm and coordination. They beam with happiness as they dance and run to the music. The leaders recognise the importance of guiding children to develop healthy attitudes towards exercise and physical exertion. n Staff build children's numeracy skills throughout the day. When babies climb the stairs to their room, staff count the steps with them. With staff's support, toddlers develop confidence in patterns and sequences as they complete jigsaw puzzles. In the pre-school, staff guide children as they explore quantity and size,

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need to do better?

discussing the size of the pretend cakes they make out of dough. As they build shape magnets together, they develop knowledge of shapes. n Staff guide children to develop a love of stories. They encourage parents to extend this experience by loaning parents nursery books to read to their children at home. Staff read to children of all ages in interesting and engaging voices. Children join in with the parts they know. Staff ask toddlers if they can remember what happens in the story and who is hiding behind the door. However, during story times in the toddler room, staff do not provide more experiences to engage children. As a result, children's motivation, engagement and learning do not develop as much as possible at this time.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n extend opportunities to develop children's communication skills even more in the baby and toddler room n develop strategies in the toddler room to offer more experiences to children, consistently motivating and engaging them.

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Setting details

Unique reference number EY299719 Local authority Devon Inspection number 10373914 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

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inspection

Total number of places 39 Number of children on roll 72 Name of registered person Munchkins Day Nursery Limited

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reference number

Telephone number 01392 498814 Date of previous inspection 5 December 2019

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Information about this early years setting

Munchkins Day Nursery registered in 2004. It is a privately owned setting and operates from three buildings in the St Leonard's area of Exeter in Devon. The nursery is open each weekday from 7.45am to 6pm, all year round. The nursery employs 24 staff to work with the children. Of these, four hold early years teacher status, one has a level 5 qualification, 11 have a relevant qualification at level 3, three at level 2 and five are unqualified.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n Children spoke with the inspector during the inspection. n The inspector read parents' feedback during the inspection and took account of their views. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery. n The inspector and manager carried out a joint observation.

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Inspection activities

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Inspection activities

2 December 2024 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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