Little Oaks At Muddy Boots

Inclusion: Expected standard

Leaders and staff are committed to ensuring that all children's needs are well known and met. Close partnership working with parents and carers and accurate assessment of children's progress mean that staff are able to identify where children may need further support. This includes within the nursery and/or through professional involvement. Staff working directly with children with special educational needs and/or disabilities (SEND) play a lead role in contributing to, and implementing, plans in place to support their progress. This is overseen by leaders and those who take a lead role in supporting children with SEND or other barriers.

Leaders and staff have high expectations for children, and in the main, effective strategies are in place to ensure that all children are able to fully access the curriculum and all opportunities for learning. For example, staff carefully consider environmental factors in support of those children who rely on navigating the nursery environment in different ways to their peers. Some strategies are still in the early stages, to ensure that children's needs are supported in all aspects of nursery life. Leaders are aware of this and are working well towards improvements.

Curriculum and teaching: Expected standard

Leaders understand the context of the nursery well and what this means for their curriculum. They understand the precise skills and knowledge that children need in order to be ready for the next stage of their learning. However, this has not been shared effectively with the staff team to ensure that all staff know and understand the curriculum aims as identified by leaders, and what this means for their practice and teaching.

Support for children's individual next steps is, however, in place. Staff understand their individual key children's needs and support these well, overall. The learning environments across the nursery are rich and broad in opportunities that support children's learning across all educational programmes. Careful consideration is given to the layout and the way the space is used to support all children, including those with special educational needs and/or disabilities, so that they can fully access all opportunities for learning. For example, during story time, staff use separate spaces within the pre-school room for different groups of children. The groups are split depending on age and stage of development, meaning that staff can more effectively support children's listening skills during this time and ensure all children are benefiting from this valuable learning experience.

In the main, staff teaching is of high quality. Staff adapt their teaching during interactions to ensure that learning intentions are met. However, the quality of staff interactions and some practices is not consistently at the highest level across the nursery. Leaders are aware of this as an area for development and have already put some plans in place to support improvement.

Achievement: Expected standard

Children make progress from their starting points across the areas of learning. They develop their physical skills through the wide range of equipment available inside and out. For example, older babies become confident walkers as they navigate the shallow incline slopes, building strength and balancing skills. Toddler children then use these firmly laid skills, confidently jumping off equipment as they develop in their core and leg strength. By the time children become pre-school age, they begin to use their whole bodies in a range of ways, such as pedalling and steering tricycles and manoeuvring to lift and carry large equipment.

Children with special educational needs and/or disabilities and children who face barriers to their learning receive effective adaptations and targeted support to help them participate and make progress alongside their peers. For example, staff skilfully use children's known interests to help them remain engaged in activities, in good support of their attention skills. As a result, children gain the knowledge, skills and confidence they need for their next stage of learning.

Behaviour, attitudes and establishing routines: Expected standard

Leaders successfully create and embed a positive environment for staff, families and children to enjoy and benefit from. The atmosphere is calm but purposeful. Staff support children's positive behaviour and ensure they are aware of expectations. For example, staff give specific praise for children's positive behaviour. Leaders and staff are inclusive in their support for children's behaviour. Staff understand and consider each child's individual needs, taking care to react calmly and consistently, giving children the time they need to understand what is being asked of them. This approach helps children to participate in the routine, alongside their peers, and fully benefit from their time at nursery.

Most children have positive attitudes to learning and show curiosity as they explore their ideas. Leaders are aware of the challenges presented by the complex needs of babies, particularly where they are new to the setting. Leaders are working towards greater consistency in this room, in support of children's early development of positive attitudes to learning.

Leaders are proactive in promoting children's attendance. There are clear procedures in place for the monitoring of children's attendance as part of safeguarding, as well as in support of children's good progress and in preparation for their eventual move on to school.

Children's welfare and wellbeing: Expected standard

Leaders focus on children's welfare and wellbeing. They ensure that new updates to legal requirements linked to children's health and safety are well understood and implemented by staff. Leaders oversee the management of children's dietary requirements, including weaning stages and allergies, further supporting children's welfare. Hygiene practices are well embedded from a young age, as even the youngest children are supported to wash their hands. Overall, staff teach children about making healthy choices about food, rest and exercise.

Children develop close bonds with staff, which, in the main, lead to secure attachments. Leaders are working on putting support in place for the youngest children to ensure all children benefit from the warm and nurturing practice of the staff team. Staff members with lead roles, who are not routinely based in rooms, place a high priority on building relationships with all children. Leaders receive a warm welcome from children, who burst with eagerness and enthusiasm to share stories and experiences, building emotional connections. Children benefit greatly from the genuine care and attention they receive from those caring for them.

Leadership and governance: Expected standard

Leaders are committed to their roles and are passionate about providing high-quality care and education for the children and families that attend. Leaders take a reflective approach and embrace opportunities to grow and develop as a whole nursery. While this clear focus on improvement is having a positive impact in many aspects of the provision, there are areas in need of further strengthening. For example, supervisions completed by senior leaders are well embedded. However, those completed by room leaders to support staff's professional development and reflections of their professional effectiveness are not as effective. Furthermore, those leading in rooms are not as well supported to provide coaching for newer, less experienced staff. This limits consistency for high-quality teaching and practice. Support for staff's wellbeing and workload is well considered. For example, leaders recognise the impact of long hours and therefore have created staggered shifts to accommodate a better work-life balance for staff.

Partnership working is positive. Parents are kept well informed and are involved in many aspects of their children's time at nursery. They value the care, advice and support they receive, especially during challenging milestones. Staff share information about children's care and learning, both electronically and during verbal handovers. Leaders work collaboratively with a range of external agencies, supporting the needs of all children, in particular those children attending who have special educational needs and/or disabilities. In this way, children's needs are well known and met throughout their time at nursery.