Muddy Footprints Early Years Centre

Inspection of Muddy Footprints Early Years Centre Parklands, Conleach Road, Liverpool, Lancashire L24 0TY

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children of all ages enjoy fun-filled days of excitement and learning at this nursery. They gleefully arrive each morning to play with their friends and happily greet staff. Younger children giggle and join in during staff-led story and song times, which enthusiastic staff bring to life with puppets. Children copy the sounds in books, saying 'hiss' and 'ahh' which helps develop their early speech. Older children show their curiosity and imagination during outdoor play as they use maps to hunt for pretend treasure. They also use binoculars and magnifying glasses to hunt for insects while dressed as explorers. Other children make pretend food from mud and water in the outdoor kitchen as they immerse themselves in the texture of the sticky wet mud. Children challenge themselves as they learn to walk along balance beams and use a variety of wheeled toys, which develops their coordination. In their creative play, children gently wash dolls, recreating the care their parents give

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The provision is good

to younger siblings at home. At other times, children concentrate as they try to build increasingly high towers from blocks. As they do so, they accurately count the blocks in sequence, identifying the different colours and shapes they use. Children are beginning to correctly identify numbers in different contexts. This shows the impact of the mathematical learning which has taken place while children attend the nursery. Children show that they feel safe at nursery as they are keen to involve staff in their play and show them things they have created. Others come to staff for cuddles, particularly when they are feeling tired.

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The provision is good

Due to the impact of the COVID-19 pandemic the nursery is providing children with even greater support in relation to communication and language and social and emotional development.

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need to do better?

n Leaders ensure that the nursery provides an exceptional level of support to children with special educational needs and/or disabilities (SEND) and their parents. The skilled staff team are true advocates for children and are unwavering in seeking out the support needed. Referrals are made at the earliest possible point, and tailored educational plans are put in place to support children. Close partnership working with parents is a vital part of the success of the work the nursery does. This builds to give children with SEND, and indeed all children, the best possible progress and outcomes from their starting points. n Leaders plan, and staff deliver, an exciting and challenging curriculum for all children at the setting. They provide children with experiences in their daily learning that they might not otherwise have access to. Staff have high aspirations for all children and deliver activities that prepare children well for the

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need to do better?

next stage in their learning. n Staff consistently model appropriate behaviours and expectations to children

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need to do better?

22 June 2022 throughout the nursery. By acting as good role models, the behaviour of children is of a consistently high standard. Children learn right from wrong and understand the importance of good manners and the appropriate way to treat and speak to others. In their play, children learn to share and take turns. They quickly become familiar with daily routines and thrive from this consistent structure in their day. n From a young age, staff help children to develop their independence. Babies explore their environment and select what they want to play with. They feed themselves with increasing skill, progressing from finger food and bottles to cutlery and open cups quickly. Older children competently use knives and forks at lunchtime. Children recognise when they need the toilet and make their needs known or use the toilet independently. Staff teach children the importance of good oral health and ensure children brush their teeth daily. However, there are

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need to do better?

some limited instances where staff do things for children that they are capable of doing for themselves. For example, staff wash and dry some children's hands for them, place them in their chairs at mealtimes, pour drinks for them and wipe their faces for them after eating. n Staff praise the support they receive from leaders and talk positively about what it is like to work at the nursery. They explain that training is targeted at the specific needs of the community as well as individual children. For example, staff have received training in sudden infant death syndrome, lots of guidance on oral health and training in a variety of strategies to support communication and language development. n Parents consistently comment on the high level of support they receive from the nursery to aid in their children's development. They talk about the ideas they are given, for example, to help improve children's bedtime routines. Some parents

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need to do better?

have also accessed training sessions so that they learn how to support their child's communication and language at home. Parents say their children are 'happy and contented' at nursery. Parents of children with SEND particularly praise the nursery and the 'proper bond' that develops between staff and children.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

All staff and leaders at this nursery have a deep understanding of their complex safeguarding responsibilities. Leaders invest in training and development so that staff are knowledgeable and have good insight into child protection matters. The nursery builds strong relationships with families from the outset. This means that they understand the unique needs of every family and can tailor support to ensure the best outcomes for children. The nursery understands the needs of its community and works in close partnership with a wide range of agencies to both help keep children safe and support parental needs where required. Staff know who to report concerns about a child to and what to do if an allegation is made. They are clear on who they would contact should leaders fail to act to safeguard children.

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should:

n enhance staff's practice to better develop all children's independence skills.

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Setting details

Unique reference number 2578810 Local authority Liverpool Inspection number 10239441 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 52 Number of children on roll 90 Name of registered person Five Children and Families Trust Ltd

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reference number

Telephone number 01517050247 Date of previous inspection Not applicable

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Information about this early years setting

Muddy Footprints Early Years Centre registered in 2020 and is based in the Speke area of Liverpool. The nursery employs 19 members of childcare staff. Of these, 16 staff hold appropriate childcare qualifications ranging from level 2 to level 5. Also, two staff are qualified at level 6. The nursery opens from Monday to Friday all year round from 7.30am until 6pm. The nursery provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want their children to learn. n Children told the inspector about their friends and what they like to do when they are at nursery. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The special educational needs coordinators spoke to the inspector about how they support children with special educational needs and/or disabilities. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector spoke to several parents during the inspection and took account of

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Inspection activities

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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Inspection activities

22 June 2022 regulates and inspects to 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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