Munchkins Daycare (Brentwood) LTD

Munchkins Daycare (Brentwood) LTD

Unique reference number (URN): 2847701 Address: Hogarth Primary School, Riseway, BRENTWOOD, CM15 8BG Type: Childcare on non-domestic premises Registered with Ofsted: 28/07/2025 Registers: EYR, CCR, VCR Registered person: Munchkins Daycare (Brentwood) 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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Achievement Strong standard

All children, including those who face barriers to learning, make significant progress from their starting points across all areas of learning. They benefit from a highly effective school readiness programme that prepares children well for the next stages of their education. The programme focuses on developing children's independence, confidence, attention and listening skills, which are reinforced through daily routines and purposeful learning experiences. As a result, children develop the knowledge, skills and attitudes needed for future learning.

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Achievement Strong standard

Children benefit from their achievements being celebrated. This helps to build their confidence, self-esteem and sense of achievement. Consequently, children are eager to extend their learning, practise new skills and share their successes. Children are able to follow their interests, creating opportunities that deepen understanding, sustain involvement and support continued progress. As a result, children are motivated learners who demonstrate curiosity, resilience and enthusiasm in their play and learning.

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Behaviour, attitudes and establishing routines Strong standard

Leaders have created a highly positive and nurturing environment. Practitioners embed and consistently uphold clear expectations for children's behaviour. Children understand exactly what is expected of them, and are happy, settled and self-assured. They move confidently and independently between the different areas of the setting. Children demonstrate high levels of engagement, concentration and enjoyment in their play. They show a deep sense of belonging. Children are motivated to explore, investigate and make choices in their learning. They play harmoniously with each other, discussing how their play can develop and suggesting ideas to each other.

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Behaviour, attitudes and establishing routines Strong standard

Leaders monitor children's attendance and punctuality effectively through clear and consistently implemented procedures. Practitioners respond promptly to unexplained absences. They ensure that children's whereabouts are established quickly and any concerns are followed up without delay. Leaders know children's families well. They maintain a thorough understanding of individual circumstances, enabling them to balance a supportive approach with robust safeguarding practices.

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Behaviour, attitudes and establishing routines Strong standard

Effective processes are in place to ensure that children who may face barriers to their learning are fully included and able to participate in all aspects of the provision. Practitioners adapt teaching, resources and learning experiences thoughtfully to meet individual needs and enable all children to engage alongside their peers.

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Children's welfare and wellbeing Strong standard

Warm and nurturing relationships are at the heart of children's experiences. Children of all ages confidently seek out practitioners for comfort and reassurance and to share their achievements, ideas and experiences. Staff know children extremely well. They respond sensitively to their emotional needs, helping them to feel secure, valued and respected. Practitioners remain attentive to children who choose to play alone. They regularly check on their wellbeing and ensure that they remain happy, included and fully engaged. Practitioners make effective use of everyday routines and interactions, such as snack times, group discussions and play experiences, to support children in recognising, understanding and expressing their feelings. As a result, children develop positive emotional wellbeing and secure relationships with others.

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Children's welfare and wellbeing Strong standard

Practitioners promote children's independence consistently throughout daily routines. Children confidently pour their own drinks, serve themselves at mealtimes, locate their name places and take increasing responsibility for managing their personal needs. Practitioners provide encouragement and reassurance. They support children to persevere, make decisions and develop confidence in their own abilities. Practitioners organise mealtimes thoughtfully to meet children's individual needs. They provide valuable opportunities for children to make choices, practise self-help skills and explore new foods. Consequently, children demonstrate increasing levels of independence, self-confidence and responsibility. This prepares them well for their future learning and transitions.

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Curriculum and teaching Strong standard

The setting delivers an excellent child-centred curriculum. It reflects children's interests, supports their patterns of play and promotes independence and engagement. Practitioners have a secure understanding of the curriculum. They use meaningful interactions and learning experiences to build expertly on children's curiosity and interests. Practitioners have high expectations for all children. They provide learning opportunities that support continued progress and allow children to make the best possible progress.

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Curriculum and teaching Strong standard

Effective settling-in procedures enable staff to gather detailed information about children before identifying starting points and next steps. This helps to ensure that learning is tailored to children's individual needs from the outset. Practitioners use their knowledge of children's development, interests and learning goals to plan engaging experiences. They adapt their teaching to meet children's differing needs, including those of children who may face barriers to learning.

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Curriculum and teaching Strong standard

Practitioners promote children's communication and language well throughout the day. They model language effectively, introduce new vocabulary, use sign language and engage children in purposeful conversations. Interactive story sessions encourage children's participation, extend their vocabulary and foster an enjoyment of books. Practitioners teach children mathematical concepts, including shape, size and counting, through practical exploration.

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Curriculum and teaching Strong standard

Experienced practitioners deliver the curriculum effectively and demonstrate a secure understanding of how children learn. Newer practitioners are developing their practice well and benefit from ongoing support, enabling them to provide consistently positive learning experiences for children.

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Inclusion Strong standard

Leaders have created a highly inclusive culture where practitioners support children who may face barriers to learning extremely well. They are relentless in their efforts to reduce barriers that children and families face. Practitioners have a thorough understanding of each child's individual needs and circumstances. They have high expectations for all children. There is a clear focus on early identification and intervention. Leaders have developed an effective settling-in process that enables practitioners to identify and respond to children's individual needs from the outset. This ensures that children are well supported from their first day at the setting. Leaders use a range of assessment tools to identify emerging needs at the earliest opportunity. They put appropriate support in place promptly. Interventions are tailored to children's specific needs and are reviewed regularly to ensure that they continue

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Inclusion Strong standard

Leaders work closely with parents and carers, schools and external professionals to secure positive outcomes for children. They support parents to access additional services, specialist advice and training. This helps parents to develop the knowledge and skills needed to support their children at home. This collaborative approach helps to ensure that children receive consistent support across all areas of their development in order to enable them to achieve the best possible outcomes.

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Inclusion Strong standard

Leaders place an emphasis on supporting children through transitions to their next stage of learning. They work in partnership with receiving schools. Leaders share detailed information, provide training and resources where appropriate and develop personalised support plans to promote continuity of care and learning. This promotes continuity in children's learning and care. It also helps receiving schools to be well prepared to meet each child's individual needs from the outset.

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Leadership and governance Strong standard

Leaders demonstrate a reflective approach and a focus on achieving positive outcomes for children, families and practitioners. They have a clear and accurate understanding of the setting's strengths and areas for development. Leaders are reflective in their approach to continuous improvement. Following the recent recruitment of several new practitioners, leaders have implemented well-considered plans to further strengthen practice and maintain the quality of provision. They recognise that newer practitioners require additional support as they develop confidence and expertise, and have put effective measures in place to support this. The induction process is thorough and includes mentoring, modelling of practice and regular check-ins. This enables new practitioners to settle quickly into their roles and develop a secure understanding of expectations.

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Leadership and governance Strong standard

Practitioners benefit from personalised professional development plans, a wide range of training opportunities and encouragement to pursue their specialist interests. Feedback from staff is highly positive. Apprentices and experienced practitioners alike report feeling valued, supported and encouraged to progress in their careers. Recruitment processes are carefully considered and help attract suitable candidates who share the setting's values. Staff wellbeing is a clear priority for leaders, who foster an open and supportive culture through regular wellbeing meetings, recognition initiatives and a range of staff benefits. Leaders demonstrate a deep commitment to inclusion and partnership working with all parents and carers. Relationships with parents are well established and maintained through a variety of communication methods. Practitioners provide additional guidance and resources to help families access the support they need. This further strengthens the

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Leadership and governance Strong standard

positive relationships between home and the setting.

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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

Children feel safe, settled and welcome in this warm and nurturing setting, where they flourish. They form secure and trusting relationships with practitioners, who are caring, responsive and approachable. Children confidently seek practitioners out for comfort, reassurance and support throughout the day. They readily share their achievements, ideas and experiences with them. Leaders know children and their families extremely well. This enables them to provide tailored care and support that reflect each child's individual needs and circumstances. Parents and carers speak positively about the setting, reporting that their children are happy, make significant progress and are keen to attend.

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

Children are motivated learners who engage enthusiastically in a wide range of experiences. Babies demonstrate sustained concentration as they pour and fill containers with sand. They explore musical instruments for extended periods, showing curiosity, perseverance and increasing coordination. Practitioners introduce vocabulary and encourage discussions about the marks and drawings young children make with chalks. Older children become deeply involved in imaginative play in the mud kitchen, using vegetables grown in the allotment to enhance their play experiences. They learn to use tools safely as they chop vegetables under close supervision. Children are exposed to a rich vocabulary, including words such as 'rhubarb chard'. Following an outing, children benefit from staff expertly extending their interest in worms and bugs through bug hunts, gardening activities, nature exploration and related songs and discussions. This helps children to build their knowledge

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

Children play and learn in an inclusive environment where their individual needs are understood and supported. Families are valued as partners in children's learning. Leaders work closely with parents and other professionals to identify children's needs early and reduce barriers to their learning and wellbeing. As a result, all children, including those who face additional challenges, receive support to participate fully in the life of the setting. They benefit from the rich learning opportunities available to them.

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Next steps

Leaders should continue to mentor and develop newer practitioners to ensure that the consistently high standards of care and education across the setting are sustained and further strengthened.

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About this inspection

The inspector spoke with leaders, practitioners, special educational needs coordinators and parents and carers during the inspection.

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About this inspection

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

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Address:

Hogarth Primary School Riseway BRENTWOOD CM15 8BG

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Munchkins Daycare (Brentwood) Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 19:00

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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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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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

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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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