Mini Munchkins Montessori

Inspection of Mini Munchkins Montessori Cedrus House, 156 Horton Road, Datchet, Slough SL3 9HJ

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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 Not applicable

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The provision is good

Children have formed good relationships with staff, who get to know them well. Staff find out as much as possible about children's routines and unique family background to help them settle in when they first start. They pay careful attention to meeting children's individual care needs, such as food they must not eat or how they can communicate key routines in the child's home language. Children are confident and feel secure in the nursery.

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The provision is good

Children are eager to learn and explore the interesting range of resources that broaden their experiences beyond home. Staff have high expectations for what each child can achieve. Children remain engaged in their play and learning for significant periods of time. Staff support children to be independent and tolerant of others. Children learn about others' cultures and traditions and the types of homes that people around the world live in. Babies enjoy learning to become confident climbers under the close supervision of staff, and all children have ample opportunities to be active and to practise their physical development in the outdoor area. Throughout the nursery, staff nurture children's natural curiosity and introduce new words and vocabulary to support their learning and develop their growing communication and language skills.

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need to do better?

n Leaders and staff provide a clear, sequenced curriculum that supports children to make good progress across all areas of their learning and development. For example, staff plan for children to develop their growing independence and provide them with opportunities to practise this throughout the nursery. As a result, by the time children are in pre-school they know how to clear away their dishes after meals and set up the tables for their chosen activity. n Staff support children to develop a love for stories, books and rhymes. Very young children sit turning the pages of books and regularly ask staff to read to them. Children learn to concentrate well and listen carefully. They share and discuss information in books with staff and their friends, which helps them to make connections in their learning and develop a greater understanding of the world. n Generally, children get along well together. Staff respond to them kindly and

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need to do better?

treat all children with respect. Older children remember the Golden Rules, which contributes to a calm and happy atmosphere. However, when minor disputes occur elsewhere, inconsistency in the managing of these by staff does not prevent them reoccurring, and can leave some children unclear on what is expected of their behaviour at the setting. n Staff value each child's unique background and experiences. Children who speak other languages at home benefit from hearing familiar words at the nursery.

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need to do better?

10 February 2025 Staff plan a range of opportunities for children to find out about each other's lives and different cultures and beliefs. This helps children feel valued and respected, as well as developing understanding and tolerance for others. n Staff understand the importance of promoting healthy lifestyles and routines. They discuss with children the benefits of making good choices in relation to food and drink during snack time and mealtimes. For example, children learn about keeping themselves healthy, discussing how carrots are good for their eyesight, and practise removing all the germs from the teeth of model dentures as they talk about the importance of oral hygiene. This promotes children's overall health and well-being. n The provider has effective systems in place for sharing information with parents relating to their children's learning and development. Parents are able to share the good progress that their children make. For example, parents have seen a

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need to do better?

noticeable improvement in their children's social and independence skills. These skills ensure children are ready for their next stage in learning. n Leaders have systems in place to provide effective oversight and governance of the setting. However, support for children with special educational needs and/or disabilities (SEND) is not yet as fully effective as it could be. While new measures have recently been introduced, these are not yet imbedded and so the impact of them can not yet be demonstrated. As a result, there have been delays in seeking extra support, including funding to ensure that children with SEND receive any additional support they require.

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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 support staff to understand and consistently implement the setting's behaviour management strategies to help all children understand what is expected of them n support staff to understand and embed the systems in place for identifying children with gaps in their learning and to seek support at the earliest opportunity.

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Setting details

Unique reference number 2711957 Local authority Windsor and Maidenhead Inspection number 10380347 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 60 Number of children on roll 37 Name of registered person Datchet LMM Limited

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reference number

Telephone number 01753773724 Date of previous inspection Not applicable

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Information about this early years setting

Mini Munchkins Montessori registered in December 2022 and is situated in Datchet, Slough. It is open each weekday from 8am to 6pm for 51 weeks of the year. The provider currently employs 10 members of staff, of whom eight hold appropriate early years qualifications at level 2 and above. The nursery receives funding for early education for children from birth to four years.

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Inspection activities

n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n Children spoke with the inspector during the inspection. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector spoke with the nominated individual and registered individual about the leadership and management of the setting. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n Staff spoke to the inspector about how they support children with SEND. n Parents shared their views of the setting with the inspector.

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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

10 February 2025 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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