Muddy Boots at the Market

Inspection of Muddy Boots at the Market Unit 2, 16a Fore Street, Tiverton EX16 6LH

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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

Leaders have extended their settling-in procedures for children. As a result, children develop even greater bonds with their key person and feel physically and emotionally secure. Staff monitor children's engagement and well-being to ensure that they provide an enabling environment where children are happy and inspired to learn.

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The provision is good

Staff and leaders plan an ambitious curriculum for all children. They recognise the importance of getting to know children and their families well. From children's induction, staff build important partnerships with parents and any others involved in children's development. This ensures that all staff know how to meet children's care and learning needs effectively.

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The provision is good

Children are inquisitive and make choices, and staff motivate their learning well. Overall, staff plan successfully, using children's changing fascinations to encourage their curiosity and exploration. For example, toddlers practise their pincer grip as they watch staff demonstrate how to fill up a pipette with water and then persevere trying for themselves. Older children try a range of raw vegetables in their role play, describing how they taste, look and smell, noticing how they get smaller when peeled. Children concentrate well in their chosen activities. They become confident learners, preparing them well for school.

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need to do better?

n The strong management team has a clear vision of providing high-quality care and education for children. Through evaluation and reflection, the team supports staff in attending appropriate training to provide the best outcomes for children. For example, baby room staff have extended their knowledge of baby massage and are currently studying brain development. Staff confirm how much they feel valued by leaders and love working at the nursery. n The staff work extremely well as a team, keeping each other informed and supported. They provide good positive role models for children by being polite and respectful to each other, the children and parents. Older children emulate them, such as praising each other's achievements and kindness. Staff provide sensitive support for children to learn to manage their emotions. n Effective monitoring of children's development ensures that all staff have a strong knowledge of each child's abilities and next stages of development. This

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need to do better?

helps them to know what children can already do and what they need to do next. However, not all staff ensure that young children always know what they should be doing for their maximum enjoyment and learning during planned activities. n The curriculum focuses on embedding children's prime areas of development,

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need to do better?

30 October 2024 which underpins all other learning. Planning highlights children's well-being, language skills and active learning. Staff provide good support. For example, they use words with actions, such as 'scooping' and 'splashing', giving babies and toddlers context to their meaning, and staff check their understanding. Staff add vocabulary and ask good open-ended questions, giving children plenty of time to think, recall and respond. n Teaching is consistently good, and staff follow children's interests so they remain engaged. For example, young children are fascinated by a toy truck rolling down a slope. Staff encourage them to try different size vehicles and predict which will go the fastest, before finding out. However, they do not use opportunities for older children as well as they could to learn about capacity and quantity, such as when playing with water. n Staff enable children to become independent, providing just the right amount of

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need to do better?

support until children succeed. For example, older babies help to tidy up and can get themselves in and out of a sleeping pod. Toddlers put on their slippers and learn to pour milk into their cup. By pre-school age, children understand how to manage risks to cut an orange in half and squeeze the juice for their snack. n Parents confirm how well staff work in partnership with them to support learning at home. Staff meet children's care routines extremely well, collaborating closely with parents to support weaning, safe sleeping, cleaning teeth and potty training. Parents whose children have special educational needs and/or disabilities praise staff for the support they receive, as well as working with outside agencies and using funding effectively to ensure that their children have full access to the curriculum.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n help all staff to communicate effectively to younger children what they need to do during planned activities to support their understanding, enjoyment and learning even further n build on staff's interactions to appropriately extend older children's understanding of capacity and quantity during their play.

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Setting details

Unique reference number 2688293 Local authority Devon Inspection number 10360143 Type of provision Childcare on non-domestic premises

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Registers

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

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inspection

Total number of places 50 Number of children on roll 49 Name of registered person Muddy Boots Childcare Ltd

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reference number

Telephone number 01884 210915 Date of previous inspection Not applicable

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Information about this early years setting

Muddy Boots at the Market is one of three privately owned nurseries. It registered in 2024 and is located in Tiverton, Devon. The nursery operates Monday to Friday, from 8am to 6pm, all year, except for bank holidays and Christmas. There are 10 members of staff. Of these, seven hold an appropriate early years qualification at level 3 and one at level 2. The nursery offers government funded places.

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Inspection activities

n The manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n The inspector talked to staff at convenient times and observed the quality of teaching indoors and outdoors, assessing the impact this has on children's learning. n The manager and inspector conducted a joint observation in the toddler room. n The inspector spoke with parents, read written feedback left for the inspection and spoke with children, taking account of all their views. n The inspector looked at relevant documentation and evidence of the suitability of staff working in the nursery.

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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

30 October 2024 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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