Muddy Boots Acomb

Inclusion: Strong standard

Staff consistently observe children and know them extremely well. This ensures that any gaps in children's learning or development are swiftly addressed. Leaders and staff use refined assessment tools to ensure the early identification of any delays in children's language development. This supports staff to deliver well-planned interventions that help all children to develop their communication skills in line with their peers.

Leaders and staff with responsibility for children with special educational needs and/or disabilities (SEND) are motivated and well trained. They work in close partnership with staff and external agencies to continuously review and adapt the plans for children's learning and development. Staff break down children's learning targets into smaller steps to support children with SEND to achieve and make progress. They skilfully adapt group activities and learning experiences to ensure inclusion for all. As a result, children with SEND or those known (or previously known) to children's social care, make consistent progress.

Leaders know that some children have limited opportunities to develop their physical skills at home. They have used early years pupil premium funding to buy equipment to promote children's physical development. This promotes children's activity levels indoors as well as outdoors and supports their learning and wellbeing needs especially well.

Curriculum and teaching: Expected standard

The nursery provides a wonderful outdoor space that is specifically planned for each group of children. This positively promotes children's development in all areas of learning as they work towards their move on to school. Children thrive in the outdoor area as they learn about nature and practise riding the wheeled toys. Sometimes they rest with staff to read a story. Staff ensure that there is always something interesting to talk about, which in turn promotes children's speaking skills. However, some staff would benefit from further support to enhance the strategies used to develop children's language skills, broaden their vocabulary and make even further progress in their speaking and listening skills.

Staff support children to play well together, and as a result they form lovely friendships. Staff introduce younger children to mathematical language, such as 'big' and 'small', and older children learn and enjoy number songs. This supports children's early understanding of numbers and simple mathematical problems. Staff carry out regular assessments to establish the skills and knowledge that children need to learn next. Leaders support staff to adapt their teaching to extend children's learning as they play. However, they have not considered how to enhance some daily routines, such as mealtimes, to further extend children's personal and social skills.

Children with special educational needs and/or disabilities receive targeted one-to-one support. Staff sensitively consider the needs of children with disadvantage. They provide purposeful learning experiences that specifically support children's needs. Staff support all children to successfully access the learning opportunities and daily routines.

Achievement: Expected standard

All children typically achieve well and make appropriate progress in their development and learning. They hold conversations with their friends, take part in pretend play and think of their own ideas. Children with special educational needs and/or disabilities are especially happy and settled at the nursery. They make superb progress towards managing their behaviour and emotions. This supports them to play and learn alongside their peers. Children with disadvantage build their confidence as they join in with group activities. They concentrate and keep trying as they play and learn. Older children are ready for their move on to school. They are confident and self-assured. Children develop the necessary skills to manage their self-care needs. They are generally prepared to thrive in life.

Behaviour, attitudes and establishing routines: Expected standard

Staff are very nurturing and caring towards children. They respond quickly to children's emotional and care needs. Children from the youngest age are confident to approach staff and seek cuddles or assurance. Staff enthusiastically join in with children's play. They help to support children to work together and play collaboratively. Staff promote positive manners. For example, children sing the 'please and thank you' song before mealtimes.

Daily routines for older children are generally well organised. Children typically know what is expected of them and happily listen to instructions. For instance, older children are keen to help at tidy up time. They line up quickly and sensibly for staff to carry out headcounts when it is time to go inside after outdoor play. However, on occasion, the routines for younger children, such as changing out of outdoor clothes or getting ready for mealtimes take too long. This has an impact on children's engagement and ability to concentrate.

Leaders are kind and sensitive in their approach to promoting children's attendance. For example, staff offer supportive home visits to families. This helps staff and families to work together to minimise or remove any barriers to children's attendance and learning.

Children's welfare and wellbeing: Expected standard

Staff are vigilant in supporting children's health and hygiene. For example, they ensure that children's noses are clean and offer regular opportunities for children to practise handwashing. The outdoor area supports children to safely assess and manage risk during play, under close supervision by staff. Children confidently climb and balance on tyres or play on rope-swings and learn how to manage their own safety. Staff encourage children to spend as much time as possible playing outside to promote their physical and mental wellbeing. Staff sing and talk to young children as they change their nappies. This promotes children's emotional security and creates a positive experience. Mealtimes are a pleasant time for children and they learn to use cutlery well, developing independence skills.

Leaders previously identified that the settling-in procedures for babies and toddlers were not as effective as they could be. Staff have been successful in addressing the issues and this has positively promoted children's ability to settle. Babies and toddlers are typically happy and safe in the care of their key persons. Staff talk to children about emotions and help them recognise how others are feeling. This is particularly impactful for children who benefit from the further support for their behaviour and learning about how their actions may affect others, such as those with specific needs.

Leadership and governance: Expected standard

Leaders show their commitment to the continuous improvement of the nursery. They work with leaders from other settings to provide further oversight and identification of areas to develop. For example, leaders acknowledged that staff needed more support in providing a balance of adult- and child-led activities to support children's learning. This support has been put in place and is having a positive impact on staff's practice and children's learning. Leaders acknowledge that further improvements to staff's interactions with children and the ways in which daily routines are organised would further raise children's progress. They are continuing to embed the processes for evaluating the nursery. This helps to ensure that the quality of care and education for children continues to be extended and enhanced.

Leaders carry out regular staff surveys to support their oversight of staff's wellbeing. This helps to ensure that staff's happiness and welfare are promoted. Staff receive regular opportunities for professional development to support their skills and knowledge. For instance, some staff are working towards higher-level childcare qualifications. Other staff take part in training to enhance children's learning in the outdoors. Staff who are new to the childcare sector report high levels of support and mentoring from leaders. Those staff with responsibility for children with special educational needs and/or disabilities continue to liaise with local authority advisers and access professional development opportunities. All staff show dedication to the ongoing development of the nursery.