Little Munchkins Nursery & Pre-School

Little Munchkins Nursery & Pre-School

Unique reference number (URN): EY500684 Address: St Barnabas Church, Medway Road, Huntingdon, PE29 1SF Type: Childcare on non-domestic premises Registered with Ofsted: 04/10/2016 Registers: EYR, CCR, VCR Registered person: Little Munchkins (Huntingdon) Limited

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Behaviour, attitudes and establishing routines Expected standard

Children with special educational needs and/or disabilities are well supported by staff. Secure relationships ensure a sense of trust and safety. Staff are responsive to children's needs and remain calm throughout their play. This impacts positively on children's behaviour. The importance of routine attendance is shared with parents. This means attendance for all children is continuous.

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Behaviour, attitudes and establishing routines Expected standard

When staff initiate learning opportunities, children are excited to join in and find out more, demonstrating positive attitudes to their learning. Children listen carefully to instructions and join in group play with respect for their peers. They understand boundaries and rules within the setting, understanding staff's expectations. Therefore, children demonstrate positive behaviour throughout their play and interactions.

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Behaviour, attitudes and establishing routines Expected standard

Children demonstrate high levels of engagement throughout most learning opportunities. For example, they listen carefully to staff read and engage in make-believe play in small groups as they explore the dolls' houses, acting out their personal experiences.

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Children's welfare and wellbeing Expected standard

Parents comment on the strong relationships children have with their key person. Children demonstrate their sense of trust and safety through relationships with staff and look to them for reassurance and guidance. For example, when children have a disagreement, they look to staff for support and communicate their needs. Staff are responsive and intervene quickly when needed.

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Children's welfare and wellbeing Expected standard

Staff recognise barriers to children's learning and adapt their provision to meet their needs. For example, where children struggle to settle, leaders provide alternative session times to ensure the setting is accessible to all children. Children with special educational needs and/or disabilities are provided with a morning transition into the setting that helps them feel more relaxed. Parents spend time settling children into their rooms before leaving, helping children to feel safe and happy.

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Children's welfare and wellbeing Expected standard

Staff teach children about their emotions, using new vocabulary and developing children's understanding of each word. For example, during group time, children express how they are feeling and give reasons for this emotion. This demonstrates children's understanding of emotions well. Children enjoy looking through the family photo album. They share information with their friends about their families, pointing and naming different people who are important to them. Children develop a sense of pride and belonging at the setting as they talk about themselves and their families.

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Inclusion Expected standard

Children with special educational needs and/or disabilities (SEND) are supported and close monitoring of their progress is in place. Staff prioritise children's speech and language

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Needs attention

development, alongside supporting children's wellbeing. For example, staff talk to children as they play and model new words. In addition, they provide comfort and support for children, helping them to feel safe and secure in their surroundings.

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Needs attention

Clear next steps in learning are planned, and children continue to make progress in all areas. For example, children who were previously non-verbal begin to speak clear words and use short, simple sentences. Children who speak English as an additional language begin to speak confidently. They continue to learn new words and become confident communicators both in English and their home language. Additional funding is used towards staffing. For example, children with SEND are cared for within lower ratios and this supports them to access the setting effectively.

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Needs attention

Staff recognise barriers to children's learning swiftly and make adaptations across the setting to support children's wellbeing. For example, the transition between rooms is made when children are developmentally ready, rather than at a set time. This means children with SEND or emerging needs are given more time to develop the skills they need for the next stage in their learning.

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Achievement Needs attention

Young children do not achieve as well as they could to help them progress well enough in their learning. They do not consistently benefit as well as older children from the learning intentions as they are not always implemented effectively. However, at some points children engage in conversations about their day. They hear new words, for instance the names of different foods they are eating and new vocabulary to describe textures. Children who speak English as an additional language, learn the English language well and can communicate effectively. Children with special educational needs and/or disabilities make more progress, particularly with their personal and social development due to higher staff ratios. For example, they build strong relationships and develop social interactions.

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Achievement Needs attention

Children begin to develop some skills they need in preparation for school. Children dress themselves ready to play outdoors, and older children begin to find their own belongings. Children learn a range of mathematical language that is weaved into their play and learning. For example, they demonstrate how they can count to 10 when they count the necklaces they are collecting.

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Curriculum and teaching Needs attention

Leaders have a clear intent for the curriculum, however, there are inconsistencies in staff implementation. Staff do not use every opportunity to teach and extend children's skills and this impacts on children's understanding and progress. For example, staff do not help children achieve the learning intention, such as using tools and manipulating play dough. Instead, young children wander around the room not knowing what to do. Additionally, staff do not always prioritise engagement and high-quality interactions over routine tasks, such as cleaning, and sometimes lack organisation. That said, when staff do engage in children's play, for example when helping children to balance across beams and mixing potions in the mud kitchen, children respond positively to the interactions and this sparks conversation.

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Curriculum and teaching Needs attention

Staff prioritise speech and language opportunities for those children with a language delay. For example, they support children during their play, modelling words and short sentences. Lower staff ratios are used to support those children with special educational needs and/or disabilities (SEND) and this ensures interactions and teaching are focused on children's needs and specific levels of development. During mealtimes, staff prioritise children's language development. For example, they talk to children, initiate conversation and encourage children to enjoy the social mealtime with peers. Reading is an important learning opportunity that staff provide for children. They talk throughout the story, asking age-appropriate questions and narrating the story to support children's understanding. Children listen carefully and talk about the pictures they can see, using basic, but age- appropriate language.

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Leadership and governance Needs attention

Since their previous inspection, leaders have recruited new staff members. They have provided training and a full induction plan to help staff to understand and follow the setting's policies and procedures. Leaders recognise where improvement is needed. For example, although some training opportunities have been provided, leaders do not always monitor the impact of these, and they are not always consistent across the setting. This means only some staff develop their skills effectively, which impacts on the quality of education children receive. That said, staff report positively on the support they receive at the setting regarding their wellbeing. Additionally, leaders do not help staff to identify the lack of organisation in daily routines, which impacts on children. For example, children sit at the table waiting for meals for extended periods and receive limited interaction while staff attend to chores.

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Leadership and governance Needs attention

Parents are kept well informed of their children's learning. For example, they receive updates on the app regarding their achievements and receive daily face-to-face feedback. Regular development reports are shared with parents alongside children's next steps to help support learning opportunities at home. Furthermore, leaders and staff work closely with other professionals, such as speech and language therapists, to support children learning and development.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Leaders have not yet provided effective training to enhance staff's teaching skills and interactions. For example, staff do not always help children achieve the learning intention they have planned, such as developing their physical skills and social interactions. Additionally, children do not always benefit from high-quality learning opportunities as staff do not organise activities well enough. For example, young children are left for periods of time with nothing to do and limited learning taking place, particularly during changes in routines. This impacts on children learning and progress. Children are happy and settled. They have positive relationships with staff and look to them for cuddles and reassurance if they are upset. Staff are responsive and give reassurance and empathy when needed. For example, where children become upset, staff respond with cuddles and a soft reassuring voice. Through warm and responsive relationships, children

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What it's like to be a child at this setting

feel safe in their surroundings and are happy to explore. Children enjoy playing with their peers and share ideas that support their make-believe play.

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What it's like to be a child at this setting

Children with special educational needs and/or disabilities are well supported. Staff work closely with children regarding their next steps in development, providing some learning opportunities that develop children's social skills. Visual prompts are used to support children's understanding of routines and children are encouraged to make friends.

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What it's like to be a child at this setting

Children demonstrate a positive attitude to their learning. Routine attendance is promoted by staff and parents understand the positive impact this can have. When staff engage with children, they enjoy asking questions and learning alongside staff members. For instance, as children collect wild flowers outside and water the seeds they have planted, children thoroughly enjoy talking about the different flowers they find. Older children begin to develop their independence in preparation for school. They demonstrate manners during mealtimes and pour their own drinks, focusing their attention as well as making choices about their play.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

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Action Completion Date

improve the implementation of the curriculum effectively to help extend children's knowledge and skills 06/08/2026

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Action Completion Date

support staff to develop their organisation to ensure children benefit from staff engagement and high-quality interactions 06/08/2026

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Action Completion Date

ensure professional development opportunities are monitored effectively to help staff make consistent improvement across the setting to benefit children's development 06/08/2026

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About this inspection

The inspector spoke with leaders, staff, the special educational needs coordinator, designated safeguarding leads, children and parents during the inspection.

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Address:

St Barnabas Church Medway Road Huntingdon PE29 1SF

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Little Munchkins (Huntingdon) Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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1 to 4

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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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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