Muddy Boots Nursery School Bournemouth

What is it like to attend this early years setting?

Staff get to know children and families well. For example, they visit children at home to find out about children's routines before they start attending the nursery. This helps children settle quickly and feel safe and secure. Children arrive confidently, excited to see staff and their friends. They show curiosity about the day's activities. Younger children play happily as well-trained staff support them to learn about caterpillars and butterflies. Staff model language well and use words like 'squeeze' and 'press' as they show children how to mould play dough using fingers and tools. Children delight as they make different patterns. Children enjoy looking at books in the den. They develop literacy skills as they turn the pages independently and gaze at the pictures.

The curriculum is organised well to engage children and nurture their interests. For example, children enjoy messy play with sand, water and play dough. They explore different textures as they learn about the colours of the rainbow. Staff count aloud as children race cars down a ramp, which helps to develop children's early counting skills. Children behave well and know what is expected of them. Staff have high expectations for all children. They monitor children's progress well, identifying when some children might need extra support in their learning. All children progress well. Parents comment that staff are approachable and keep them updated about their children's development.

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

• Parents say that they have a good relationship with staff who support them with home learning. For example, each child has a 'library card' that they use to borrow books from the nursery to read with their families. This helps children to develop a love of reading. Staff support parents to be active with their children at home, suggesting fun activities to get the family moving inside or outside. This supports children to develop an interest in exercise.
• Children are well behaved, and staff are excellent role models. Relationships between staff and children are supportive and caring. For example, staff provide children with reassuring cuddles and comfort when they become tired.
• Staff promote children's independence. For example, they encourage children to remove their smocks after a painting activity, only intervening when necessary. Children know when to wash their hands and are becoming independent in self-care routines. This helps to prepare them for school.
• Children's health and well-being is central to everything that staff do. For example, staff lead a discussion about the benefits of eating fruit, and children talk about their favourites. Staff plan opportunities for children to play outside and be physically active. Children learn how to keep their teeth clean and healthy and why it is important. They remember this and sing the teeth brushing song at home with their families.
• Staff arrange a variety of regular trips and outings for the children. For example, the children have visited a pet shop, a care home, the beach and the local area. This broadens their knowledge of the world around them.
• Children highlight their home countries on the world map, alongside photos of their families and familiar words from any languages they speak. Diversity is celebrated, and children learn to value their similarities and differences with others.
• Staff narrate stories in an expressive way, and children sit and listen. Staff encourage children to participate and make predictions about what will happen next. Children are developing confidence to think and discuss topics openly. Staff help to extend children's vocabularies and give them time to absorb new words, such as 'fidgety', when they describe the character in the book.
• Children benefit from a well-balanced curriculum, and children enjoy the various activities that staff organise. However, at times, staff do not engage older children during group activities to extend their learning further and build on what they already know and can do.
• Staff are enthusiastic and dedicated in providing children with the best possible start in life. Staff well-being is of high priority to the provider. Staff work closely as a team to create a nurturing environment for children and continually assess the provision to identify and implement improvements.

What the setting must and should do next

The provider should:

• support staff to engage older children more during activities to maintain their focus and develop their learning further.