Muddy Boots Day Nursery

What is it like to attend this early years setting?

Leaders have devised a highly ambitious curriculum for all children. Staff implement the curriculum superbly and plan the environment with precision to maximise every potential learning opportunity. They build on what children know, can do and need to learn next. Children are well prepared for their next stage of learning. For example, staff support younger babies to develop their core muscles as they pull themselves up to reach the purposefully placed sensory tray. Staff provide opportunities for older children to continue to build on their bigger physical skills as they navigate and climb their way over and under trees. Staff expertly facilitate children's independence and critical thinking skills. For example, when older children fill up a watering can and ask staff to carry it, staff ask, 'Is it too heavy for you? Do you think you could carry it?' Children pause, lift the watering can successfully and continue with their play.

Staff establish clear expectations, and children's behaviour is exemplary. Children have a deep understanding of boundaries, particularly how to keep themselves safe. For example, staff remind children of the rules outside and children say, 'We do not run away from a grown-up.' Staff help babies to begin to understand behaviour expectations by gently directing them to share with each other. Staff are extremely positive role models and have formed wonderfully nurturing relationships with children. They empower children to express how they feel and place their well-being at the forefront of everything they do.

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

• The highly dedicated leaders and staff deliver a broad curriculum that challenges children's learning. Children work together cooperatively and indulge their natural curiosity by testing out their ideas as they explore the new 'pully system' outside, for example. Children say, 'You need to pull it up using this piece of rope' and 'Oh yes, I remember.' Children's learning remains of a high quality even without staff intervention and they use their new knowledge to make valuable connections with their learning.
• Staff have an excellent knowledge of how children learn and know the children extremely well. Staff use a 'children's voice board' to gather children's ideas, interests and views. They creatively include these in the planning of activities to support children's next steps in learning. All children make excellent progress from their starting points.
• Staff thread mathematics throughout the curriculum. From the start, babies show awareness of number as they use language such as 'only one' during snack time. Staff encourage older children to estimate and then check how many children they have as they independently set up for lunch. Children develop strong mathematical skills.
• Staff provide excellent support for children with special educational needs and/or disabilities. The special educational needs coordinator works closely with parents, staff and outside professionals to ensure children have the continuous support they need to reach their full potential.
• Leaders provide all children with unique opportunities that widen their learning experiences. For example, children safely explore the bee hives in the nursery grounds, collecting honey and learning about this process with staff. Staff embrace diversity, and children develop a secure understanding of the world around them. Leaders celebrate the array of staff cultures and traditions, offering children and their families great opportunities to learn about diversity. Leaders have created an ethos of respect, ensuring each child feels valued. For example, children try various foods from different countries and have recently learned about Ramadan.
• Leaders are passionate about their roles and strive for excellence. They lead the nursery with great commitment and have exceptional focus on staff well-being. They support, mentor and value staff. Staff report high levels of well-being. They have recently completed training on 'high-quality interactions'. This has provided staff with even more knowledge about how their interactions can extend children's development and skills, helping to further children's learning. Children are empowered to achieve.
• Parents report that leaders and staff ensure each child is valued. Parents comment on the support they receive from the 'caring' staff, who are kind, approachable and nurturing, helping their children to flourish. They have noticed progression in their children's development. They discuss how the consistent communication is effective and they know their children's next steps in learning.