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
Inspection report: 6 May 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
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.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
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.

Expected standard
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.
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.
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.
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.
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.
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.
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

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.
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.
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.
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.
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.
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.
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.
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.
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.

Compulsory Childcare Register requirements
This setting has met the requirements of the compulsory part of the Childcare Register.
How we check if a provider meets the requirements of the Compulsory Childcare
Register
When we check if settings meet the Compulsory Childcare Register requirements, they can
have the following outcomes:
Met
Not met
Voluntary Childcare Register requirements
This setting has met the requirements of the voluntary part of Childcare Register.
How we check if a provider meets the requirements of the Voluntary Childcare
Register
When we check if settings meet the Voluntary Childcare Register requirements, they can
have the following outcomes:
Met
Not met
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
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.
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.
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.
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:
Action Completion Date
improve the implementation of the curriculum effectively
to help extend children's knowledge and skills
06/08/2026
support staff to develop their organisation to ensure
children benefit from staff engagement and high-quality
interactions
06/08/2026
ensure professional development opportunities are
monitored effectively to help staff make consistent
improvement across the setting to benefit children's
development
06/08/2026
About this inspection
The inspector spoke with leaders, staff, the special educational needs coordinator,
designated safeguarding leads, children and parents during the inspection.

Inspector:
Vikki Taylor
About this setting
Unique reference number (URN): EY500684
Address:
St Barnabas Church
Medway Road
Huntingdon
PE29 1SF
Type: Childcare on non-domestic premises
Registration date: 04/10/2016
Registered person: Little Munchkins (Huntingdon) Limited
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:00
Local authority: Cambridgeshire
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 6 May 2026
Children numbers
Age range of children at the time of inspection
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.

Total number of places
36
Our grades explained
Exceptional
Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
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.
Needs attention
The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement
The setting needs to make urgent improvements to provide the expected standard of
education and/or care.
The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
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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