Muddy Boots Wilberfoss

Muddy Boots Wilberfoss

Unique reference number (URN): 2834062 Address: Muddy Boots Nursery Wilberfoss, Storking Lane, Wilberfoss, York, YO41 5ND 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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Achievement Strong standard

Children make consistent progress from their original starting points. Staff have a deep understanding of the next steps of their key children. Children can gradually develop their skills, such as counting, through daily opportunities. As a result, children deepen their knowledge and have secure foundations.

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Achievement Strong standard

Children who are disadvantaged and those with special educational needs and/or disabilities make extensive progress from where they begin. They receive support from specific and well thought-out provision. For example, leaders bought bridges, frames and wiggle trays to support physical development. As a result, children's barriers to learning are reduced and their physical development skills are strengthened.

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Achievement Strong standard

Children benefit from secure relationships with staff and extremely well-planned transition arrangements. For example, staff ensure detailed information is passed between the setting and new schools. As a result, children settle quickly and develop into confident, emotionally secure learners within the nursery and beyond.

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Behaviour, attitudes and establishing routines Strong standard

Leaders have embedded a truly harmonious and respectful culture within the setting. This is portrayed by all staff and children. Staff build positive relationships with the children. Staff consistently model kind interactions with children and colleagues. As a result, children work together to make boats and share books. Children continuously interact positively with one another and show positive behaviours for learning.

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Behaviour, attitudes and establishing routines Strong standard

Leaders also ensure that routines are well established within the setting. Through reflection, the setting has ensured its routines support the children. For example, children sing songs as they transition from one room to another. They use firm routines for washing hands before lunch. As a result, children understand expectations and manage routines well.

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Behaviour, attitudes and establishing routines Strong standard

Staff effortlessly praise and encourage children. For example, within the baby room, staff use energetic tones, facial expressions and praise, such as 'good boy, well done!' Children are given the confidence to try new activities and attempt new challenges. Children develop a 'can-do' attitude and engage with their own learning.

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Behaviour, attitudes and establishing routines Strong standard

Staff understand the importance of positive attendance. They speak with parents in a warm and supportive manner at drop-off. Staff routinely check on children's wellbeing and discuss any concerns. They also sensitively explore reasons for lateness when needed. This open communication helps build positive relationships with families. As a result, the setting promotes a culture of attendance and supports children to access learning consistently.

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Children's welfare and wellbeing Strong standard

Leaders ensure that children are at the heart of all decisions. They rigorously review their practice and procedures to ensure it supports children's overall development. For example, leaders ensure careful transition offers and tailors emotional support for individual children. This enables staff to always promote a safe and nurturing environment. As a result, children develop secure bonds and are ready to succeed within the nursery. Staff have a comprehensive understanding of emotional needs and respond quickly. As a result, children feel happy, safe and cared for.

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Children's welfare and wellbeing Strong standard

Positive relationships with parents are fostered by the staff. Staff provide advice and support for families. As a result, a true working partnership has been established. Children benefit from a home and nursery approach to their wellbeing and development. Parents feel confident in the care that is provided and feel actively involved.

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Children's welfare and wellbeing Strong standard

Staff constantly encourage healthy habits. Children develop their understanding around self- care skills, healthy eating and exercise. For example, children can explain healthy foods and why we eat them. Children wash their hands and use beautiful manners throughout lunch. As a result, children are building lifelong healthy habits and understand how to keep themselves healthy.

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Children's welfare and wellbeing Strong standard

Leaders have embedded daily routines that allow children to develop their independence skills. For example, children are encouraged to serve their own meals and gather their own water. As a result, children continuously develop their self-care and independence skills. This prepares them well for future transitions and their next stages of development.

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Curriculum and teaching Strong standard

Leaders have crafted an extremely thought-out curriculum. They ensure their curriculum is highly inclusive and consistently at a high standard. If moments of poor practice are seen, they act swiftly to provide support and coaching. The curriculum is designed with the children's development at the centre. Through careful assessment, the children's next steps are carefully mapped.

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Curriculum and teaching Strong standard

Leaders ensure that provision is suited for each child's stage of learning. Through effective teaching, the curriculum is taught and enhanced to meet the needs of all learners. Disadvantaged children receive help from tailored resources and verbal prompts. Staff are highly in tune with each child's next steps. Staff deliver high-quality interactions. For example, changing the number of words used and using open-ended questions to extend a child's learning. As a result, children are able to develop their communication and extend their learning.

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Curriculum and teaching Strong standard

Leaders have a clear focus on personal, social and emotional development. Staff build trusting relationships with the children, helping them to develop a sense of belonging. As a result, children begin to express their emotions and seek help from trusted staff members. Children are happy and engaged within the environment. They show confidence and are willing to try new activities. Staff use mathematical language effectively within their interactions. They ensure that opportunities to develop mathematical language are maximised. For example, exploring size when building and counting the children in the line. As a result, children experience highly intentional interactions that extend their learning in many areas.

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Inclusion Strong standard

Leaders have an impressive understanding of how to support disadvantaged learners. Leaders are highly effective in their self-evaluation and commitment to improving practice. They have ensured staff have the training to understand how to assess and track barriers to children's learning and development. As a result, leaders have developed a highly inclusive culture in the setting. Staff identify needs and put effective support in place.

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Inclusion Strong standard

Staff excel at early identification and support within the setting. They work with leaders and parents to ensure concerns are highlighted and monitored. Through effective small steps and tracking systems, children who face barriers have tailored support. Children are supported in their emotional and sensory needs. Carefully thought-out strategies and adaptations are used. For example, introducing 'messy' food play and taste testing to support different sensory profiles. As a result, children become confident to try new foods, and their barriers to development are reduced. Children's wellbeing and development is supported across the setting.

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Inclusion Strong standard

Leaders have a thorough overview of the funding available to them. They use the funding to give children a wealth of support and meet their individual needs. For example, they buy resources such as sensory jewellery, small wooden bridges and wiggle trays. Leaders also use funding strategically to ensure resources can support many children. They continually check the impact of these resources and adapt when needed. Therefore, barriers to learning and development are reduced across the setting.

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Inclusion Strong standard

Leaders work effectively with parents and professionals. They seek specialist advice to enhance their provision. As a result, practice is strengthened across the setting. Positive relationships with parents enable staff to share information openly. This enables a consistent approach for children at home and in the setting. Parents feel listened to, supported and part of their child's developmental journey.

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Leadership and governance Strong standard

Leaders have an extremely accurate understanding of the setting's strengths and areas for development. They use meticulous self-evaluation to identify and address areas for improvement. For example, they have successfully adapted whole-setting routines to increase effectiveness. Leaders undertake regular observations of the provision and staff to ensure practice aligns with their vision and high expectations. Resources are organised and managed well across the different rooms, creating a positive and enriching environment for children. Leaders consistently reflect on and review practice. They show a proactive commitment to continuous improvement. As a result, high aspirations for children stay at the heart of their work. Leaders have created a nurturing culture that supports professional development. They use peer observations to check practice and guide staff. Staff report that leaders are considerate

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Leadership and governance Strong standard

of their workload and wellbeing. For example, staff are given time away from the provision to complete training. As a result, staff are encouraged to reflect on their practice and continually develop their skills.

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Leadership and governance Strong standard

Leaders prioritise staff wellbeing and foster a positive working environment. Staff describe leaders as approachable and supportive. Regular supervision meetings provide opportunities to discuss both personal wellbeing and workplace challenges. This helps staff feel listened to and supported. As a result, staff morale is high, and there is a commitment to achieving the best outcomes for children.

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Leadership and governance Strong standard

Leaders have highly impressive partnerships with parents, the local community and a range of professionals. Parents are actively involved in their children's learning and work with staff to support their development. Also, leaders ensure links to the community. For example, there are visits from local farmers, police officers and the fire service. Due to this, children have valuable and unique experiences. Leaders work effectively with external professionals. Consequently, leaders ensure children receive targeted support. As a result, children enjoy enriched learning opportunities. Children's individual needs, development and wellbeing are consistently promoted.

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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

Children are welcomed by kind and supportive staff. Staff build trusting and meaningful relationships with the children. Children's individuality and stage of development is recognised. They are continuously supported to blossom. Staff work with families to understand each child's uniqueness before they start.

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

Children work brilliantly together, and with staff, to extend their own learning. Through careful direction, children create vehicles from boxes and pretend waterfalls. They also explore the natural world around them. Children have a range of opportunities to develop their communication skills. For example, children understood they need additional boxes to make their vehicles. They had discussions with staff members about the size of the boxes and how many they would need. Children are settled and interact with a range of familiar adults and peers. Positive and meaningful relationships support children to feel secure and valued. Children have access to a broad curriculum that allows them to thrive to their fullest.

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

Children are offered a range of different experiences in the setting and the wider community. For example, children experience churches, fire engines, police cars and tractors. They have opportunities to explore their community by feeding chickens on their outings. Children develop a sense of belonging within the nursery and their community. Parents feel grateful for the opportunities that their child gains and can follow these interests at home. Children gain from the positive partnership with parents and the setting. Parents feel included and supported with their child's learning and development. Through this partnership, positive attendance is also encouraged.

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

Children engage in highly curious exploration within their environment. Through adult support, children feel secure to take risks, accept challenge and extend their own learning through play. Children have a range of adaptations to allow them to explore at their stage of development. On the whole, children are supported to grow their confidence and

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Address:

Muddy Boots Nursery Wilberfoss Storking Lane, Wilberfoss York YO41 5ND

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Address:

Type: Childcare on non-domestic premises independence. As a result, they meet their next steps and achieve.

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Address:

Children actively take part in their own learning. They have a deep knowledge about healthy habits, physical health and using scissors safely. Children are building positive behaviour attitudes and secure routines. This is supported by a carefully designed outside area. Children develop their physical skills alongside their imaginative play. For example, they have opportunities to create dens and stories to deepen their imaginative play. As a result, children become confident learners who access the curriculum at their stage of development.

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Next steps

Leaders should continue to ensure that high standards are sustained across the curriculum and teaching within the setting, ensuring that all interactions remain highly responsive and effectively support children to make sustained progress in their learning and development.

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About this inspection

The inspector spoke with leaders, practitioners, 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. Registration date: 28/03/2025

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About this inspection

Registered person: Muddy Boots Nursery Ltd.

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About this inspection

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

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About this inspection

Local authority: East Riding of Yorkshire

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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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