Muddy Boots Stamford Bridge

Muddy Boots Stamford Bridge

Unique reference number (URN): 2834050 Address: Primrose Hill, Buttercrambe Road, Stamford Bridge, YORK, YO41 1AW Type: Childcare on non-domestic premises Registered with Ofsted: 28/03/2025 Registers: EYR, CCR, VCR Registered person: Muddy Boots Nursery Ltd.

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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.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

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.

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Children's welfare and well-being Strong standard

Children are secure in the well-embedded routines that promote their good health and help them to develop long-lasting healthy habits. Even babies use sign language to say that it is time to wash their hands before lunch. Children thoroughly enjoy being active outside in the fresh air for much of the day. This helps them to work up a good healthy appetite and rest peacefully after a good lunch. Staff remind them to drink their water as they play. This helps them to keep their body and brain hydrated. This includes children who have special educational needs and/or disabilities (SEND).

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Children's welfare and well-being Strong standard

Children who need extra help get exactly the right level of support to develop their independence. This includes children's physical development and their understanding of their own safety and wellbeing. Children persevere to get their own boots and coats on. They explain about the safety measures they have put in place as they pretend to build a bonfire. Leaders have reviewed their settling-in procedures. This has been very successful in building secure relationships for children who have sometimes struggled. This includes children who have SEND.

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Inclusion Strong standard

Leaders and staff work well with the local authority, parents and other agencies to ensure that children's individual needs are met. They carefully assess the needs of every child. Leaders make effective use of additional funding to help children access all areas of the curriculum. For example, they provide resources to promote children's physical skills and outdoor clothing so that children can play outside with their friends. Staff's firm focus on the prime areas of learning is of benefit to children who have special educational needs and/or disabilities. Staff understand the wide range of situations that could cause a barrier to children's happiness and access to learning. Parents confirm that their children's individual needs are supported effectively. This includes the flexible approach to settling in, as well as engaging with more specialist support.

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Inclusion Strong standard

Progress trackers for children who need extra support are detailed and followed closely by staff. Staff are vigilant in helping disadvantaged children to catch up with their peers.

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Expected standard

Children's learning needs are swiftly identified and well supported by staff. Leaders prioritise training that helps staff to get the best support available to improve

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Achievement Expected standard

A well-planned curriculum focuses on the prime areas of learning. Children excel in their personal, social and emotional development, communication and language and in their physical development. This means that all children have the necessary confidence, physical skills and language to benefit from the broader curriculum provided as they play. This includes those who have special educational needs and/or disabilities.

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Achievement Expected standard

Children are equipped for their next stage of learning. They confidently approach adults to have their needs met and to invite them into their play. This includes children who need additional support to access the learning opportunities.

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Achievement Expected standard

Other areas of learning are covered but delivered in a slightly less ambitious way. This sometimes impacts on the more able children who often lead their own play. For example, children are less inclined to use mathematical language, or revisit their learning of understanding of the world, in their free play.

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Behaviour, attitudes and establishing routines Expected standard

Staff create a positive, respectful culture throughout the nursery. They provide positive role models to children. For example, they demonstrate pleasant manners and often explain sensible rules that children need to adhere to. For example, in the baby and toddler rooms, children learn to say 'kind hands' while staff support their play and relationships with each other. Older children learn to share and take turns with the minimum of adult support. They play very well together.

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Behaviour, attitudes and establishing routines Expected standard

Staff use praise and encouragement to support children's good behaviour. Staff occasionally use explicit praise to reinforce children's expected behaviours and to celebrate their successes. For example, staff sometimes say 'well done for getting your coat on'.

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Behaviour, attitudes and establishing routines Expected standard

Staff read children's behaviours and respond intuitively when children communicate that they are tired or hungry, or need a cuddle. Children communicate confidently with staff, even those who do not yet use spoken language. They trust that staff will listen to them and heed what they are saying or implying. Children's regular attendance is key factor in their success in all areas of nursery life.

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Curriculum and teaching Expected standard

Leaders plan an interesting learning environment where children can access all areas of learning through play. Leaders understand how to drive improvements in curriculum delivery. Conversations with children are at the heart of curriculum planning. This is typically well delivered by staff who use conversation to teach children individually, including those who have special educational needs and/or disabilities as they play. Staff monitor children's development closely so that their individual learning is supported. This is particularly evident in the prime areas of learning.

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Curriculum and teaching Expected standard

Older children are helped to remember and practise their new words. Babies and toddlers enjoy singing and signing. This creates a vibrant happy environment where babies enjoy communicating with staff. Children know that their needs and views are important and that they will be listened to. Children enjoy books and stories. Younger children are comforted as they snuggle with staff for a story. Older children use more complex language of story in their role play.

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Curriculum and teaching Expected standard

Children have fun with their developing understanding of number. For example, younger children count and match the coloured pompoms. More experienced children count their steps while playing games, such as 'What time is it Mr Wolf?' in the garden with staff.

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Leadership and governance Expected standard

Following previous changes to staff and local authority boundaries, the leadership team has supported staff sensitively and flexibly. Staff say their workload and personal wellbeing needs are acknowledged and supported by leaders. This has provided a high level of continuity for children and their families. Overall, parents are very pleased with their children's care and education and say that their children have flourished when they have moved on to school.

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Leadership and governance Expected standard

Leaders have prioritised important training in response to various changes. This means that staff with responsibility for liaison with other agencies have made good links, understand their processes and the support available. This includes support for disadvantaged children and those who have special educational needs and/or disabilities.

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Leadership and governance Expected standard

Leaders are proactive in monitoring the quality of provision and have made sensible improvements since the last inspection. They understand how to continue to improve. They are proud of recent successes and acknowledge where ongoing improvements are yet to be fully embedded into practice. However, while teaching is typically effective, monitoring of the quality of teaching is not yet having the full impact that it could. For example, the quality of incidental teaching during some child-led activities can be a little inconsistent.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Leaders and staff place a firm focus on the prime areas of learning. Their approach to supporting children's physical and emotional wellbeing is particularly successful. Children develop positive attachments to the familiar adults in their room and form firm friendships with their peers. This strong sense of safety, security and belonging shows in children's behaviour. They are relaxed and happy. They are motivated and engaged in the meaningful learning opportunities that staff provide.

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What it's like to be a child at this setting

Children have a wonderful time at nursery. This is due to the well-planned indoor and outdoor environment that has their every need, area of learning, and play preference in mind. Parents confirm that the provider's approach to outdoor play mirrors their lifestyles.

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Inspector:

Pat Edmond Children are self-motivated to access all areas. This includes those with special educational needs and/or disabilities. Staff get to know the children and their families well and know how to help them succeed according to their individual learning needs. For example, staff use the same book several times in different ways to engage children. Children have great fun outdoors, developing their physical skills and language, such as when staff lead them on an elf hunt. Children confidently repeat familiar phrases such as 'munch crunch' as they enjoy listening to the story again indoors. Children's regular attendance is key factor in their success in all areas of nursery life.

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Inspector:

Leaders place a slightly lesser focus on the curriculum for some of the specific areas of learning, such as understanding the world and mathematics. This means that some children's next steps are less clear to staff and therefore not always taught as explicitly as they could be. Children count well and begin to use mathematical language as part of their play. They recount what they have learned about autumn. For example, they confidently explain that that the leaves fall off the trees and that hibernation is when animals go to sleep for the winter.

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Next steps

Leaders should continue to monitor and improve the consistency of curriculum delivery, particularly in relation to the specific areas of learning, so that children show what they know and can do, more confidently in their free play.

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About this inspection

The inspector spoke with leaders, practitioners, the special educational needs coordinator, children, and parents during the inspection.

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About this inspection

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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Address:

Primrose Hill, Buttercrambe Road Stamford Bridge YORK YO41 1AW

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Muddy Boots Nursery Ltd.

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standards expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standards set out in statutory and non-statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

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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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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