Munchkinz Pre School Nursery

Munchkinz Pre School Nursery

Unique reference number (URN): 2805298 Address: ST Andrews Church Halls, The Drive, ILFORD, Essex, IG1 3PE Type: Childcare on non-domestic premises Registered with Ofsted: 23/08/2024 Registers: EYR, CCR, VCR Registered person: Munchkinz Ltd

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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 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.

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Achievement Expected standard

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.

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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.

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Behaviour, attitudes and establishing routines Expected standard

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.

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Behaviour, attitudes and establishing routines Expected standard

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.

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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.

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Children's welfare and wellbeing Expected standard

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.

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Children's welfare and wellbeing Expected standard

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.

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Children's welfare and wellbeing Expected standard

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.

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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.

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Curriculum and teaching Expected standard

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.

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Curriculum and teaching Expected standard

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.

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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.

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Inclusion Expected standard

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.

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Inclusion Expected standard

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.

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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.

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Leadership and governance Expected standard

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.

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Leadership and governance Expected standard

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.

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Leadership and governance Expected standard

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.

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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 make secure progress in their learning at this pre-school in all aspects of their development. They are well settled and excited to take part in the range of activities staff have planned for them. Leaders are dedicated and ensure their curriculum is accessible to all, including those with special educational needs and/or disabilities (SEND). They ensure the planned activities reflect the interests and abilities of all children who attend.

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

Children enjoy their play. They are engaged and have a positive attitude to learning. For example, they pretend play in the 'shop' with their friends, and confidently involve adults,

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About this setting

Unique reference number (URN): 2805298 chatting eagerly about their purchases.

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About this setting

All children, including those with SEND, establish secure relationships with staff and peers. With adults' patient guidance and support, children become familiar with the pre-school's routine and continue to develop skills, such as playing together and sharing toys.

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About this setting

Practitioners know their children well. They set appropriate targets for them to reach their milestones in a graduated and sequenced way. The firmly embedded key-person system enables parents and practitioners to share children's learning and concerns each day. This helps children to receive consistent support for their wellbeing and all-round development.

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About this setting

Parents comment that their children have made significant progress from their starting points, especially in their communication and language skills and their social skills.

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Next steps

Leaders should review the resources on offer, particularly in the outdoor play space, so that all children have the opportunity to access the activities they enjoy and learn from. Leaders should continue to provide targeted professional development, including professional role modelling, to ensure that all staff consistently use every day routines, such as lunchtime and playful activities, to develop high-quality interactions that maximise children's learning.

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About this inspection

The inspector spoke with the manager, practitioners and the special educational needs coordinator 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 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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Address:

ST Andrews Church Halls The Drive ILFORD Essex IG1 3PE

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 15:00

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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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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

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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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