Muddy Boots Nursery

Muddy Boots Nursery The Old School, Low Poppleton Lane, YORK, YO26 6AZ

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Inspection date

Previous inspection date 2 March 2017 4 December 2012

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Effectiveness of the leadership and management Requires improvement Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Requires improvement Outcomes for children Requires improvement

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This provision requires improvement. It is not yet good because:

 Teaching in the baby room is weak. Staff do not sufficiently promote young children's learning through meaningful interactions.  Staff deployment in the baby room is not effective. Staff are taken away from their interactions with children to complete routine duties. Consequently, children's needs are not effectively met.  Arrangements to monitor the quality of teaching and improve staff's performance are not yet fully embedded.  Some elements of the daily routine are less effectively organised. Consequently, tasks, such as handwashing, take too long and children become distracted.

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It has the following strengths

 The key-person system is implemented effectively. Staff help children to settle quickly. Children have secure relationships with friendly staff and are self-assured and relaxed.  Partnerships with parents are strong. Staff use a variety of methods to exchange information with parents to promote learning both at home and in the setting.  Links with other settings are well established. Staff exchange relevant information to promote consistency in children's care and learning.  Children who have special educational needs and/or disabilities receive good levels of support. Staff work closely with other professionals to help children to reach developmental milestones.

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What the setting needs to do to improve further

To meet the requirements of the early years foundation stage the provider must:

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Due Date

 ensure that staff working with babies engage them in meaningful interactions and support them to develop key language, personal and social skills 20/04/2017

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Due Date

 ensure that the deployment of staff in the baby room does not have a negative impact on the quality of teaching. 06/04/2017

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Due Date

To further improve the quality of the early years provision the provider should:

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Due Date

 embed the systems to monitor staff performance, in order to raise the quality of teaching  consider further ways to minimise children's waiting times during planned routines.

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Inspection activities

 The inspector had a tour of the premises.  The inspector observed the quality of teaching in all playrooms and assessed the impact this has on children's learning.  The inspector completed a joint observation with the manager.  The inspector looked at evidence of the suitability of staff, a sample of policies and procedures and discussed children's assessments.  The inspector spoke to parents, staff and children during the inspection and considered their views.

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Effectiveness of the leadership and management requires improvement

The manager is not yet monitoring teaching effectively enough to ensure that it is consistently of good quality. However, she has acknowledged some weaknesses in the quality of staff interactions with the youngest children. In response, she has implemented more robust systems to supervise staff and monitor their performance. Consequently, teaching is improving steadily. However, these improved systems are in their infancy and have not yet raised teaching standards to a consistently good level. The Manager frequently consults with parents, staff and children, in order to generally evaluate practice. The arrangements for safeguarding are effective. Staff are trained well in child protection issues and know how to raise concerns about children's welfare. There are effective recruitment procedures in place and all staff are appropriately checked and vetted.

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Quality of teaching, learning and assessment requires improvement

Teaching is variable. Staff working with babies do not interact well enough to promote their learning and engage them in purposeful play. Therefore, some babies wander around and do not receive the support they need from adults to develop key skills. In contrast, some staff working with older children are highly qualified and well trained. They expertly interact to guide and stretch children's learning. Older children become engrossed as they construct bridges and ramps for vehicles. Staff skilfully question children and support them to solve simple problems independently. Older children explore paint using their hands and thoroughly enjoy the sensory experience. Staff help children to talk about size and support them to count and calculate to promote their mathematical skills. Overall, suitable systems are used to observe, assess and plan for children's future learning.

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Personal development, behaviour and welfare require improvement

Staff in the baby room are not deployed effectively and spend long periods completing tasks, which take them away from children. This has a detrimental impact on teaching and means that the remaining staff cannot fully meet the needs of all children. However, staff are vigilant and ensure that children remain safe. Furthermore, some elements of the daily routine are less effectively planned. For example, group handwashing time takes too long and children become distracted. Nevertheless, children are happy and self-assured. They behave well and are helpful and considerate to others. Staff reinforce positive behaviour and help children to resolve any minor conflicts amicably. Their physical health is promoted through nutritious meals, good hygiene practices and daily opportunities to play outdoors.

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Outcomes for children require improvement

Weaknesses in teaching mean that babies are not consistently supported to make the best possible progress in their learning. However, older children are generally achieving at expected levels. Overall, children are developing the skills needed in readiness for school. For example, children are independent and follow their own interests. They play harmoniously together and know how to share and take turns. Children show an interest in shape and competently count in sequence.

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Setting details

Unique reference number EY440563 Local authority York Inspection number 1059976 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 0 - 4 Total number of places 86 Number of children on roll 160 Name of registered person Muddy Boots Nursery Ltd.

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reference number

Date of previous inspection 4 December 2012 Telephone number 01904 289291

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reference number

Muddy Boots Nursery was registered in 2011. The setting employs 27 members of childcare staff. Of these, 21 hold appropriate early years qualifications at level 2 and above, including one with early years professional status. The setting opens from Monday to Friday all year round. Sessions are from 7.30am until 6pm. The setting provides funded early education for two-, three- and four-year-old children.

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reference number

This inspection was carried out by Ofsted 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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reference number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, 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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reference number

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reference number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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