Muddy Boots Wilberfoss

Inclusion: Strong standard

Leaders have an impressive understanding of how to support disadvantaged learners. Leaders are highly effective in their self-evaluation and commitment to improving practice. They have ensured staff have the training to understand how to assess and track barriers to children's learning and development. As a result, leaders have developed a highly inclusive culture in the setting. Staff identify needs and put effective support in place. Staff excel at early identification and support within the setting. They work with leaders and parents to ensure concerns are highlighted and monitored. Through effective small steps and tracking systems, children who face barriers have tailored support. Children are supported in their emotional and sensory needs. Carefully thought-out strategies and adaptations are used. For example, introducing 'messy' food play and taste testing to support different sensory profiles. As a result, children become confident to try new foods, and their barriers to development are reduced. Children's wellbeing and development is supported across the setting. Leaders have a thorough overview of the funding available to them. They use the funding to give children a wealth of support and meet their individual needs. For example, they buy resources such as sensory jewellery, small wooden bridges and wiggle trays. Leaders also use funding strategically to ensure resources can support many children. They continually check the impact of these resources and adapt when needed. Therefore, barriers to learning and development are reduced across the setting.

Leaders work effectively with parents and professionals. They seek specialist advice to enhance their provision. As a result, practice is strengthened across the setting. Positive relationships with parents enable staff to share information openly. This enables a consistent approach for children at home and in the setting. Parents feel listened to, supported and part of their child's developmental journey.

Curriculum and teaching: Strong standard

Leaders have crafted an extremely thought-out curriculum. They ensure their curriculum is highly inclusive and consistently at a high standard. If moments of poor practice are seen, they act swiftly to provide support and coaching. The curriculum is designed with the children's development at the centre. Through careful assessment, the children's next steps are carefully mapped. Leaders ensure that provision is suited for each child's stage of learning. Through effective teaching, the curriculum is taught and enhanced to meet the needs of all learners. Disadvantaged children receive help from tailored resources and verbal prompts. Staff are highly in tune with each child's next steps. Staff deliver high-quality interactions. For example, changing the number of words used and using open-ended questions to extend a child's learning. As a result, children are able to develop their communication and extend their learning. Leaders have a clear focus on personal, social and emotional development. Staff build trusting relationships with the children, helping them to develop a sense of belonging. As a result, children begin to express their emotions and seek help from trusted staff members. Children are happy and engaged within the environment. They show confidence and are willing to try new activities.

Staff use mathematical language effectively within their interactions. They ensure that opportunities to develop mathematical language are maximised. For example, exploring size when building and counting the children in the line. As a result, children experience highly intentional interactions that extend their learning in many areas.

Achievement: Strong standard

Children make consistent progress from their original starting points. Staff have a deep understanding of the next steps of their key children. Children can gradually develop their skills, such as counting, through daily opportunities. As a result, children deepen their knowledge and have secure foundations. Children who are disadvantaged and those with special educational needs and/or disabilities make extensive progress from where they begin. They receive support from specific and well thought-out provision. For example, leaders bought bridges, frames and wiggle trays to support physical development. As a result, children's barriers to learning are reduced and their physical development skills are strengthened.

Children benefit from secure relationships with staff and extremely well-planned transition arrangements. For example, staff ensure detailed information is passed between the setting and new schools. As a result, children settle quickly and develop into confident, emotionally secure learners within the nursery and beyond.

Behaviour, attitudes and establishing routines: Strong standard

Leaders have embedded a truly harmonious and respectful culture within the setting. This is portrayed by all staff and children. Staff build positive relationships with the children. Staff consistently model kind interactions with children and colleagues. As a result, children work together to make boats and share books. Children continuously interact positively with one another and show positive behaviours for learning. Leaders also ensure that routines are well established within the setting. Through reflection, the setting has ensured its routines support the children. For example, children sing songs as they transition from one room to another. They use firm routines for washing hands before lunch. As a result, children understand expectations and manage routines well. Staff effortlessly praise and encourage children. For example, within the baby room, staff use energetic tones, facial expressions and praise, such as 'good boy, well done!' Children are given the confidence to try new activities and attempt new challenges. Children develop a 'can-do' attitude and engage with their own learning. Staff understand the importance of positive attendance. They speak with parents in a warm and supportive manner at drop-off. Staff routinely check on children's wellbeing and discuss any concerns. They also sensitively explore reasons for lateness when needed. This open communication helps build positive relationships with families. As a result, the setting promotes a culture of attendance and supports children to access learning consistently.

Children's welfare and wellbeing: Strong standard

Leaders ensure that children are at the heart of all decisions. They rigorously review their practice and procedures to ensure it supports children's overall development. For example, leaders ensure careful transition offers and tailors emotional support for individual children. This enables staff to always promote a safe and nurturing environment. As a result, children develop secure bonds and are ready to succeed within the nursery. Staff have a comprehensive understanding of emotional needs and respond quickly. As a result, children feel happy, safe and cared for. Positive relationships with parents are fostered by the staff. Staff provide advice and support for families. As a result, a true working partnership has been established. Children benefit from a home and nursery approach to their wellbeing and development. Parents feel confident in the care that is provided and feel actively involved. Staff constantly encourage healthy habits. Children develop their understanding around self-care skills, healthy eating and exercise. For example, children can explain healthy foods and why we eat them. Children wash their hands and use beautiful manners throughout lunch. As a result, children are building lifelong healthy habits and understand how to keep themselves healthy. Leaders have embedded daily routines that allow children to develop their independence skills. For example, children are encouraged to serve their own meals and gather their own water. As a result, children continuously develop their self-care and independence skills. This prepares them well for future transitions and their next stages of development.

Leadership and governance: Strong standard

Leaders have an extremely accurate understanding of the setting's strengths and areas for development. They use meticulous self-evaluation to identify and address areas for improvement. For example, they have successfully adapted whole-setting routines to increase effectiveness. Leaders undertake regular observations of the provision and staff to ensure practice aligns with their vision and high expectations. Resources are organised and managed well across the different rooms, creating a positive and enriching environment for children. Leaders consistently reflect on and review practice. They show a proactive commitment to continuous improvement. As a result, high aspirations for children stay at the heart of their work.

Leaders have created a nurturing culture that supports professional development. They use peer observations to check practice and guide staff. Staff report that leaders are considerate of their workload and wellbeing. For example, staff are given time away from the provision to complete training. As a result, staff are encouraged to reflect on their practice and continually develop their skills. Leaders prioritise staff wellbeing and foster a positive working environment. Staff describe leaders as approachable and supportive. Regular supervision meetings provide opportunities to discuss both personal wellbeing and workplace challenges. This helps staff feel listened to and supported. As a result, staff morale is high, and there is a commitment to achieving the best outcomes for children. Leaders have highly impressive partnerships with parents, the local community and a range of professionals. Parents are actively involved in their children's learning and work with staff to support their development. Also, leaders ensure links to the community. For example, there are visits from local farmers, police officers and the fire service. Due to this, children have valuable and unique experiences. Leaders work effectively with external professionals. Consequently, leaders ensure children receive targeted support. As a result, children enjoy enriched learning opportunities. Children's individual needs, development and wellbeing are consistently promoted.