Muddy Boots Day Nursery

Muddy Boots Day Nursery

Unique reference number (URN): 2795696 Address: Horndean Community Association, Merchistoun Hall, 106 Portsmouth Road, Horndean, Waterlooville, PO8 9LJ Type: Childcare on non-domestic premises Registered with Ofsted: 17/07/2024 Registers: EYR Registered person: Muddy Boots Nursery (Hampshire) 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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Achievement Expected standard

Children, including those who face barriers to their learning and/or wellbeing, make steady progress in their development. Children build on their communication and language skills, for instance, they learn new words in context such as 'investigate' and 'magnify', broadening their growing vocabulary and supporting their social interaction skills.

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Achievement Expected standard

Children learn to be curious. They eagerly explore insects and their habitats and enjoy using other senses such as listening as they curiously notice birds singing. Children enjoy regular access to the outdoors where they develop their physical skills such as climbing and balancing. Children develop their mathematical understanding as they use numbers during routine times and when singing familiar songs with gusto. They begin to learn and use positional language such as 'under', 'over' and 'in', during their play.

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Achievement Expected standard

Children develop their hand-eye coordination skills and small muscle dexterity in a variety of ways. For example, children manipulate twigs to move attached pieces of string with a magnetic shape hanging from them. They concentrate as they 'go fishing' for magnetic fish. They persist as the magnet swings, manoeuvring their hands to move the string and magnet to capture the fish. Children keep trying until they achieve, even when things are difficult. Children are suitably prepared for their next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

Staff have high, yet appropriate, expectations of children's behaviour. They teach children the skills they need to develop positive social relationships. For instance, children confidently explain how to tell a friend to stop if their behaviour is hurting them or making them feel sad. They also know to ask a teacher for help if this does not resolve the situation. These are valuable skills that help children to understand and manage their own emotions and needs, while developing respect and empathy for others. The overall routines of the nursery day generally meet children's learning and well-being needs. However, some parts of the daily routine are not as well organised as they could be. During these times, staff are occupied with other tasks, which reduces their availability to engage with children or extend their learning in the moment. As a result, some children move away from activities, and their engagement is not consistently maintained.

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Behaviour, attitudes and establishing routines Expected standard

Occasionally, this has a negative impact on behaviour, such as children tussling over toys. Despite this, children are enthusiastic and generally demonstrate positive attitudes towards their learning, showing curiosity and eagerness to join in. Staff typically manage minor conflicts well, modelling turn-taking and supporting children to resolve problems independently.

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Behaviour, attitudes and establishing routines Expected standard

Leaders work with parents to establish positive attendance, recognising the benefits of consistency this has for children, including their eventual preparation for school.

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Children's welfare and wellbeing Expected standard

Staff understand the importance of building warm, nurturing relationships with all children. They recognise these are the foundations to children developing a sense of belonging and security, which enables them to achieve and thrive. Children are supported to understand their own and other's feelings. For instance, during group time, children recall their golden rules. One of these is to be kind. Children take turns to tell 'Terry the dinosaur' how they are going to show kindness, such as giving a fist pump or offering a cuddle. Staff use these opportunities to reinforce positive behavioural expectations which children engage with and respond to well.

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Children's welfare and wellbeing Expected standard

Children are well supported to keep themselves safe. For instance, staff teach children how they walk down the stairs with empty hands so they can safely hold on to the rail. They remind children to ensure they have a secure footing when curiously climbing the low-level tree in the garden. This helps children begin to understand risks and how to safely navigate them. Furthermore, staff support children to develop healthy habits such as washing their hands with soap after wiping their noses and before mealtimes.

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Children's welfare and wellbeing Expected standard

Children benefit from regular access to the outdoors where they can be physically active. Leaders educate parents on the expectations of healthy lunch boxes and teach children about a balance of healthy and unhealthy foods. Staff carry out activities to promote oral health, such as practising teeth brushing. Leaders recognise that children have access to screens outside the setting and provide some opportunities to talk with children about screen use. However, leaders have not fully considered how they can further promote healthy screen use, in partnership with parents and in ways that are appropriate to children's age and stage of development.

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Curriculum and teaching Expected standard

Overall, leaders generally have an accurate view of the quality of their curriculum and teaching. They recognise they are on a journey to embed teaching practice and the delivery of the curriculum over time. Staff talk confidently about why they have planned activities and experiences. They understand the areas of learning these promote and how activities support individual children to make their own progress. The curriculum is inclusive, and staff adapt activities based on what children know and can do. Staff typically recognise opportunities to extend children's learning and skills as they play. As a result, all children typically have access to a broad curriculum that supports their development in all areas of learning.

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Curriculum and teaching Expected standard

Children's communication and language skills are generally well promoted. Staff adapt their interactions based on children's own stages of development. For instance, staff appropriately narrate play, clearly pronounce words, and support children to develop conversational skills as they share their own thoughts and ideas. However, at times, in their enthusiasm, staff ask children questions in quick succession or provide them with lots of new information at once. This does not always give children the time they need to pause, think or enable them to respond. As a result, at these times, children are not fully supported to deepen their critical thinking skills or practice their spoken language.

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Inclusion Expected standard

Leaders and staff create an inclusive environment where children, including those with special educational needs and/or disabilities, or those who face other barriers to their learning and/or wellbeing, feel welcome. Staff have a clear understanding of child development, and as such, identify any gaps in children's learning promptly. Those with lead responsibility for inclusion understand their roles and responsibilities. They help provide ongoing support and guidance to other staff and understand referral processes. Leaders and staff work closely and openly with parents. This ensures children receive any specialist support when necessary. Children with additional support in place benefit from individual plans. These target children's precise next steps which enables them to make continual progress. Staff understand the importance of promoting any strategies provided by external professionals. For instance, children with speech and language delay receive tailored focus

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Inclusion Expected standard

time to practice making the sounds that letters make.

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Inclusion Expected standard

Leaders ensure any additional funding they claim is used effectively. Additional funding is spent appropriately to make a difference to children. Leaders monitor the impact to ensure it is having a positive outcome. Leaders recognise that those with lead responsibility for inclusion would benefit from further developing their expertise to strengthen their ability to provide strategic support and guidance across the staff team. Leaders have clear plans in place to support the continued development of inclusion leads and ensure that their knowledge and skills continue to have the greatest possible impact on children with additional needs.

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Leadership and governance Expected standard

Leaders are reflective. They understand their roles and responsibilities. Generally, leaders identify their strengths and priorities for continuous improvement. For example, leaders support and mentor their staff team to promote consistency in the high-quality interactions and teaching they strive for. In addition, leaders have taken action to strengthen arrangements during transitional times. This ensures all children remain accounted for and are always supervised effectively. Furthermore, leaders have ensured all staff, including those with lead roles for safeguarding, have sufficient knowledge and understanding of their responsibilities, specifically regarding whistleblowing. This supports an open culture of safeguarding where children's safety and welfare are promoted as a priority. Leaders work closely with their staff team. Staff receive effective supervision sessions and have access to a variety of training opportunities to support their ongoing professional

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Leadership and governance Expected standard

development. Staff report enjoyment for their roles and talk positively about the leadership team who they share are approachable and supportive.

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Leadership and governance Expected standard

Leaders are ambitious for all children, including those who face barriers to their learning and/or wellbeing. They understand the importance of building positive relationships with parents, carers, and other professionals, including other early years provisions children may also attend. Parents comment positively on the care and learning their children receive. They appreciate the familiarity of the staff team and the opportunities their children have to explore the outdoors. Parents report that their children make good progress, which they attribute, in part, to the nursery, particularly in their communication and language skills and self-confidence.

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

Children arrive eager to begin their day at this nursery. Those who need a little extra support as they arrive receive reassuring words and comforting cuddles from familiar and caring staff. This enables all children to settle quickly, as they enjoy a social breakfast, before delving into a range of thoughtfully planned activities. Children benefit from an effective key person system, although, the familiarity with all staff quickly supports children to build confidence and develop a positive sense of belonging. Overall, children benefit from a well- designed, broad curriculum, which supports every child to make steady progress from their starting points. Staff carefully organise the environment and plan activities and play experiences that ignite children's curiosities. Children's ongoing interests are intertwined throughout the day. This supports children's engagement and enables them to develop

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

positive attitudes to their learning. Staff are positive role models to children and guide them to understand and think about their own and other's feelings. Children help create their own golden rules, and staff use different ways of positively reinforcing these. For instance, staff give gentle reminders and promote children to think about how to stay safe and how to be kind. This typically supports children to play cooperatively and helps them to form early friendships.

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

Children benefit from an abundance of opportunities to access the outdoors as they explore the world around them. For example, children develop their physical skills as they learn to manoeuvre their whole bodies. They safely climb a low-level tree and navigate a floor seesaw as they learn to balance and strengthen their core muscles. Others eagerly use magnifying glasses and check lists as they explore the nature garden, seeking out and learning about different insects and bugs. Children are supported to become curious and

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Address:

Horndean Community Association Merchistoun Hall, 106 Portsmouth Road, Horndean confident explorers. Leaders recognise the importance of children's attendance. This is well promoted and enables children to access the full range of experiences on offer and maintain positive relationships.

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Next steps

Leaders should review the organisation of some routine times to ensure all children are consistently supported to achieve high levels of engagement and benefit from consistency in interactions. Leaders should support staff to recognise when children need time to process and respond to information or questions, enabling them to deepen their critical thinking and fully promote communication skills. Leaders should strengthen their approach to supporting children and families to understand healthy screen use so that children develop positive habits that support their health, wellbeing and development.

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About this inspection

The inspector spoke with leaders, staff, including those with lead responsibilities for safeguarding and inclusion, parents, and children 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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About this inspection

We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information about this. Waterlooville PO8 9LJ Type: Childcare on non-domestic premises

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About this inspection

Registered person: Muddy Boots Nursery (Hampshire) Ltd

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 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 standard 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 standard 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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