Muddy Boots Pinhoe

What is it like to attend this early years setting?

Staff create a warm and welcoming atmosphere, greeting children with genuine warmth at the start of each day. They deliver an ambitious curriculum that is thoughtfully tailored to meet the individual needs and interests of the children. Through skilful interactions, staff implement the curriculum effectively, supporting children's development and preparing them well for future learning. The learning environment is carefully designed to offer a homely, nurturing feel, which children clearly benefit from.

Children are encouraged to be independent, confident and resilient. Staff provide a wide range of social opportunities that help children build positive relationships. For instance, children chat with one another while painting coasters to use in their role play and discuss different vegetables as they prepare them for use in the outdoor play kitchen. They show a 'can-do' attitude. They confidently ask for help when needed but always try to do things for themselves first. Children take pride in managing their own needs and celebrate their achievements.

Books are used exceptionally well to engage children and support their listening and speaking skills. Staff interact effectively with babies and young children, pointing to pictures and encouraging babbling and single word responses. During group activities, children understand the importance of sharing and taking turns. For example, they negotiate whose turn it is to climb the outdoor climbing frame, demonstrating cooperative play.

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

• Children enjoy a broad range of activities that promote strong physical development. Babies confidently crawl and pull themselves to standing, while two-year-olds carefully climb low-level equipment, smiling and squealing with pride. All children engage enthusiastically with play dough, using tools to cut and shape it, which supports their hand-eye coordination.
• Staff have a deep understanding of each child and plan learning that builds on what children already know and can do. Assessment is used effectively to identify any developmental concerns, and prompt action is taken to close gaps, including working closely with external agencies when needed.
• Children behave well. Staff apply consistent strategies to support positive behaviour, encouraging sharing and turn-taking while helping children understand why these behaviours matter. Praise and encouragement are used effectively, fostering a happy and cooperative environment. For example, children play together as superheroes, creating imaginative storylines and narratives.
• Staff promote communication and listening skills well, making the most of spontaneous opportunities to explore books and songs. They introduce new vocabulary, such as 'layers', and explain its meaning in relation to vegetable preparation. However, during some adult-led sessions, staff occasionally focus too narrowly on one area of learning, missing opportunities to extend children's vocabulary and deepen understanding fully.
• Leaders demonstrate a strong commitment to staff development. Staff have attended curriculum training, which has boosted their confidence and improved implementation. As a result, children benefit from a wider range of learning experiences tailored to their individual needs, making good developmental progress.
• A strong sense of community is evident. Children participate in enriching experiences, such as Spanish lessons, visits from the police and fire service and interactions with visiting animals. These opportunities broaden their understanding of the world around them.
• Staff model healthy lifestyles effectively. Children are offered nutritious meals, and staff gently encourage them to try new foods. For example, when children are hesitant, staff support them to smell, touch and taste the food, using a sensitive and nurturing approach that builds confidence and understanding.
• Parents speak highly of the provision and the staff. They feel involved in their children's learning and appreciate the ideas shared to extend learning at home. Communication is strong, with daily face-to-face updates and electronic information shared via an app.

What the setting must and should do next

The provider should:

• develop the consistency of staff interaction during adult-led activities to build on children's vocabulary even further.