Lindale Muddy Boots Nursery

What is it like to attend this early years setting?

Staff provide a warm welcome to children as they arrive. They use new children's special interests to encourage them to play. This supports children to settle, and they soon develop strong bonds with their key person. Staff listen attentively to what children tell them as they play. For example, when one child explains that they feel tired, staff reflect this back to them. They ask if there is anything that could help and offer a comforting drink of warm milk earlier than planned. This nurturing approach helps to develop children's feeling of security.

Staff are enthusiastic about children's learning. They set up a range of exciting activities that capture children's curiosity. For example, they paint a fire and give children bottles of water to squirt to 'put it out'. Staff join in with the children, modelling language and cooperative play. Children show they are highly motivated and beam with joy as they take part.

Staff promote team work. They expect and encourage the children to look after the environment. For instance, they provide bubbly water and brushes for children to wash the mud kitchen pots. They ask children, 'What do we need to do next?' Older children show that they know where resources belong and guide their younger peers. Staff thank children for their contributions. Children reflect these positive interactions with each other and behave well.

What does the early years setting do well and what does it need to do better?

• Children regularly go on walks in the community. They develop their endurance, balance and coordination as they navigate uneven surfaces in the woods. Children strengthen their large muscles as they use larger equipment at the park.
• Staff guide children to develop friendships and be mindful of their peers. When children are eager to have a turn, they encourage the group to let quieter children 'have a go'. Children learn to include each other in their play and share resources.
• The provider plans in time for conversation around mealtimes. Staff model how to listen and take turns. In addition, they ask children questions to build on what they know and can do. For example, they talk about the shape of lunch containers or challenge children to pick out a certain amount of raisins.
• Staff promote democracy. For instance, they take votes when choosing songs or ask children if they would like their drinks before or after the bin lorry has finished collecting at the top of the hill. This begins to prepare children for life as future citizens.
• The provider develops strong relationships with parents. It informs parents about which skills and knowledge their children learn. Parents say they feel supported and that attending the nursery has developed their children. For instance, they say children have learned to be independent with their clothing and help to tidy up. In addition, they say children are more outgoing and confident.
• Staff teach children about healthy food. They talk about vitamins and energy. Furthermore, staff take children on trips to the local dentist. As part of the trip, children help to pick healthy snacks from the greengrocers. Staff help them make links between the food they eat and tooth health.
• The provider ensures that staff have opportunities to update their own knowledge and understanding. Staff reflect on training with each other and find ways to embed what they have learned into practice. For example, after a course on moving to write, staff encourage children to make large vertical and horizontal lines during their play. Parents notice that their children do this at home.
• The provider plans a curriculum that prioritises children's needs. However, there are some minor gaps. For example, the provider has not considered ways to teach children about online safety or the healthy use of computer screens. This means that children are not learning about the potential impact of choices they make with technology.
• Children with special educational needs and/or disabilities (SEND) are quickly identified. The team supports parents' understanding and directs them to screening services. When necessary, the provider involves outside agencies and secures funding for children who need additional support. This helps children to be as ready as possible to access their next stage of learning.

What the setting must and should do next

The provider should:

• teach children about the healthy use of screens and online safety to help prepare them for life in the modern world.