Muddy Boots Stamford Bridge

Inclusion: Strong standard

Leaders and staff work well with the local authority, parents and other agencies to ensure that children's individual needs are met. They carefully assess the needs of every child. Leaders make effective use of additional funding to help children access all areas of the curriculum. For example, they provide resources to promote children's physical skills and outdoor clothing so that children can play outside with their friends. Staff's firm focus on the prime areas of learning is of benefit to children who have special educational needs and/or disabilities. Staff understand the wide range of situations that could cause a barrier to children's happiness and access to learning. Parents confirm that their children's individual needs are supported effectively. This includes the flexible approach to settling in, as well as engaging with more specialist support.

Progress trackers for children who need extra support are detailed and followed closely by staff. Staff are vigilant in helping disadvantaged children to catch up with their peers. Children's learning needs are swiftly identified and well supported by staff. Leaders prioritise training that helps staff to get the best support available to improve

Curriculum and teaching: Expected standard

Leaders plan an interesting learning environment where children can access all areas of learning through play. Leaders understand how to drive improvements in curriculum delivery. Conversations with children are at the heart of curriculum planning. This is typically well delivered by staff who use conversation to teach children individually, including those who have special educational needs and/or disabilities as they play. Staff monitor children's development closely so that their individual learning is supported. This is particularly evident in the prime areas of learning.

Older children are helped to remember and practise their new words. Babies and toddlers enjoy singing and signing. This creates a vibrant happy environment where babies enjoy communicating with staff. Children know that their needs and views are important and that they will be listened to. Children enjoy books and stories. Younger children are comforted as they snuggle with staff for a story. Older children use more complex language of story in their role play.

Achievement: Expected standard

A well-planned curriculum focuses on the prime areas of learning. Children excel in their personal, social and emotional development, communication and language and in their physical development. This means that all children have the necessary confidence, physical skills and language to benefit from the broader curriculum provided as they play. This includes those who have special educational needs and/or disabilities.

Children are equipped for their next stage of learning. They confidently approach adults to have their needs met and to invite them into their play. This includes children who need additional support to access the learning opportunities.

Other areas of learning are covered but delivered in a slightly less ambitious way. This sometimes impacts on the more able children who often lead their own play. For example, children are less inclined to use mathematical language, or revisit their learning of understanding of the world, in their free play.

Behaviour, attitudes and establishing routines: Expected standard

Staff create a positive, respectful culture throughout the nursery. They provide positive role models to children. For example, they demonstrate pleasant manners and often explain sensible rules that children need to adhere to. For example, in the baby and toddler rooms, children learn to say 'kind hands' while staff support their play and relationships with each other. Older children learn to share and take turns with the minimum of adult support. They play very well together.

Staff use praise and encouragement to support children's good behaviour. Staff occasionally use explicit praise to reinforce children's expected behaviours and to celebrate their successes. For example, staff sometimes say 'well done for getting your coat on'.

Staff read children's behaviours and respond intuitively when children communicate that they are tired or hungry, or need a cuddle. Children communicate confidently with staff, even those who do not yet use spoken language. They trust that staff will listen to them and heed what they are saying or implying. Children's regular attendance is key factor in their success in all areas of nursery life.

Children's welfare and wellbeing: Strong standard

Children are secure in the well-embedded routines that promote their good health and help them to develop long-lasting healthy habits. Even babies use sign language to say that it is time to wash their hands before lunch. Children thoroughly enjoy being active outside in the fresh air for much of the day. This helps them to work up a good healthy appetite and rest peacefully after a good lunch. Staff remind them to drink their water as they play. This helps them to keep their body and brain hydrated. This includes children who have special educational needs and/or disabilities (SEND).

Children who need extra help get exactly the right level of support to develop their independence. This includes children's physical development and their understanding of their own safety and wellbeing. Children persevere to get their own boots and coats on. They explain about the safety measures they have put in place as they pretend to build a bonfire. Leaders have reviewed their settling-in procedures. This has been very successful in building secure relationships for children who have sometimes struggled. This includes children who have SEND.

Leadership and governance: Expected standard

Following previous changes to staff and local authority boundaries, the leadership team has supported staff sensitively and flexibly. Staff say their workload and personal wellbeing needs are acknowledged and supported by leaders. This has provided a high level of continuity for children and their families. Overall, parents are very pleased with their children's care and education and say that their children have flourished when they have moved on to school.

Leaders have prioritised important training in response to various changes. This means that staff with responsibility for liaison with other agencies have made good links, understand their processes and the support available. This includes support for disadvantaged children and those who have special educational needs and/or disabilities.

Leaders are proactive in monitoring the quality of provision and have made sensible improvements since the last inspection. They understand how to continue to improve. They are proud of recent successes and acknowledge where ongoing improvements are yet to be fully embedded into practice. However, while teaching is typically effective, monitoring of the quality of teaching is not yet having the full impact that it could. For example, the quality of incidental teaching during some child-led activities can be a little inconsistent.