Muddy Footprints

Inspection of Muddy Footprints Garston Adventure Playground, Bowden Road, Garston Liverpool, Merseyside L19 1QP

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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 are happy and feel safe in this inclusive and nurturing environment. They build positive relationships with staff and settle quickly when they join the nursery. Children enjoy sharing their experiences with their friends. They giggle with excitement as they blow bubbles in the water together. Children who find it difficult to manage their emotions are supported by the knowledgeable staff to learn strategies to help them. Promoting children's emotional development is at the heart of this calm and caring nursery.

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The provision is good

Children are curious about the world around them and benefit from spending a large proportion of the day exploring outside. They watch the branches of trees swaying in the breeze and notice their footprints in the sand. Children can recall the outings they have been on and can describe what they saw in the driver's seat of the train they were travelling on. Children are developing positive attitudes to learning.

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The provision is good

Children's independence is given high priority. They confidently explore the environment and extend their own play ideas using the many open-ended resources available. Children enthusiastically set the table for lunch and wash their own hands. They are taught how to use the toilet and recognise when they need to wipe their own noses. Children are learning the skills they need to manage their own personal needs.

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need to do better?

n Staff have a vast knowledge of how to effectively support children with special educational needs and/or disabilities (SEND). They attend training and seek advice and support from a broad range of specialist professionals. Staff successfully use the strategies that they have learned to ensure that children with SEND are extremely well supported and make optimum progress. n Leaders are eager to develop staff expertise to the highest level. Staff benefit from engaging in an abundance of professional development opportunities. Their knowledge and skills are developing over time. Staff morale is high and their well-being is supported. n Children apply their knowledge of early mathematical concepts. For example, children say that their sandwich 'Looks like a semi-circle' and follow the visual instructions of a game by recognising the numbers in order. They accurately count their strawberries at lunchtime and say 'It's empty' when they have eaten

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need to do better?

the last one. Children's mathematical skills are developing well. n Staff find many ways to support children to develop their strength and coordination within their play. For example, children climb over large tyres to reach the top of the steep bank. They pull and stretch blankets as they create

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need to do better?

14 July 2022 walls for a den. Children carefully push fruit onto a stick using their finger and thumb. Children are active and their physical development is well supported. n Staff promote children's language and communication skills. Children sing nursery rhymes from memory and ask for their favourite stories to be read to them. Children enjoy learning new vocabulary. They teach their friends what a parasol is and describe how it protects you from the sun. Children are developing a wide vocabulary. n Staff have built strong partnerships with parents and communicate effectively with them. They offer advice to parents about strategies they can use to support their children's emotional needs at home. Parents appreciate the help that the nursery provides to ensure that their children are happy and secure. They say the staff 'go the extra mile' and that they care about their children 'like a parent would'.

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need to do better?

n Overall, staff know children well. They use this knowledge to design a broad curriculum, which offers children learning experiences linked to their interests. However, at times, some children do not fully engage in the activities on offer. On these occasions, staff do not yet consistently adapt their teaching in the moment to ensure that these individual children are consistently building on what they know and can do.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders carefully assess risks in the environment to ensure that the nursery is safe and secure for children. Children learn how to keep themselves safe. For example, they talk about the risk of glass smashing and the need to be careful as you hold a glass cup. All staff understand their responsibility to keep children safe. They receive regular training and have a clear understanding of the signs that may indicate children are at risk of abuse. Staff know what actions to take if there are any concerns about children's welfare.

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should:

n adapt teaching in the moment, so that all children remain engaged and are consistently building on what they know and can do.

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Setting details

Unique reference number EY560979 Local authority Liverpool Inspection number 10190520 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

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inspection

Total number of places 30 Number of children on roll 23 Name of registered person Five Children and Families Trust Ltd

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reference number

Telephone number 0151 427 3800 Date of previous inspection Not applicable

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Information about this early years setting

Muddy Footprints registered in 2018. The nursery employs five members of childcare staff. Of these, four hold appropriate early years qualifications at levels 3 and above. The nursery opens from Monday to Friday term time only. Sessions are from 8am until 4pm. 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 inspector observed the staff's interactions with the children and the impact of these on children's learning. n Leaders took the inspector on a learning walk and explained the intentions for children's learning. n The inspector looked at relevant documentation, including checking the suitability of the staff. n Discussions were held with leaders and staff during the inspection. n Parents shared their views of the setting with the inspector. n The manager and the inspector carried out a joint observation of an activity outside. n Children spoke to the inspector during the inspection.

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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

14 July 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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