Muddy Boots Day Nursery

Muddy Boots Day Nursery
Unique reference number (URN): 2795696
Address: Horndean Community Association, Merchistoun Hall, 106 Portsmouth Road, Horndean,
Waterlooville, PO8 9LJ
Type: Childcare on non-domestic premises
Registered with Ofsted: 17/07/2024
Registers: EYR
Registered person: Muddy Boots Nursery (Hampshire) Ltd
Inspection report: 29 July 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement

Expected standard
Safeguarding standards met
The safeguarding standards are met. This means that leaders and/or those responsible for
governance and oversight fulfil their specific responsibilities and have established an open
culture in which safeguarding is everyone's responsibility and concerns are actively
identified, acted upon and managed. As a result, children are made safer and feel safe.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
Met: The setting has an open and positive culture of safeguarding.
Not met: The setting has not created an open and positive culture of safeguarding. Not all
legal requirements are met.
Achievement Expected standard
Children, including those who face barriers to their learning and/or wellbeing, make steady
progress in their development. Children build on their communication and language skills,
for instance, they learn new words in context such as 'investigate' and 'magnify', broadening
their growing vocabulary and supporting their social interaction skills.
Children learn to be curious. They eagerly explore insects and their habitats and enjoy using
other senses such as listening as they curiously notice birds singing. Children enjoy regular
access to the outdoors where they develop their physical skills such as climbing and
balancing. Children develop their mathematical understanding as they use numbers during
routine times and when singing familiar songs with gusto. They begin to learn and use
positional language such as 'under', 'over' and 'in', during their play.
Children develop their hand-eye coordination skills and small muscle dexterity in a variety of
ways. For example, children manipulate twigs to move attached pieces of string with a
magnetic shape hanging from them. They concentrate as they 'go fishing' for magnetic fish.
They persist as the magnet swings, manoeuvring their hands to move the string and magnet
to capture the fish. Children keep trying until they achieve, even when things are difficult.
Children are suitably prepared for their next stage of learning.
Behaviour, attitudes and establishing routines Expected standard
Staff have high, yet appropriate, expectations of children's behaviour. They teach children
the skills they need to develop positive social relationships. For instance, children
confidently explain how to tell a friend to stop if their behaviour is hurting them or making
them feel sad. They also know to ask a teacher for help if this does not resolve the situation.
These are valuable skills that help children to understand and manage their own emotions
and needs, while developing respect and empathy for others.

The overall routines of the nursery day generally meet children's learning and well-being
needs. However, some parts of the daily routine are not as well organised as they could be.
During these times, staff are occupied with other tasks, which reduces their availability to
engage with children or extend their learning in the moment. As a result, some children
move away from activities, and their engagement is not consistently maintained.
Occasionally, this has a negative impact on behaviour, such as children tussling over toys.
Despite this, children are enthusiastic and generally demonstrate positive attitudes towards
their learning, showing curiosity and eagerness to join in. Staff typically manage minor
conflicts well, modelling turn-taking and supporting children to resolve problems
independently.
Leaders work with parents to establish positive attendance, recognising the benefits of
consistency this has for children, including their eventual preparation for school.
Children's welfare and wellbeing Expected standard
Staff understand the importance of building warm, nurturing relationships with all children.
They recognise these are the foundations to children developing a sense of belonging and
security, which enables them to achieve and thrive. Children are supported to understand
their own and other's feelings. For instance, during group time, children recall their golden
rules. One of these is to be kind. Children take turns to tell 'Terry the dinosaur' how they are
going to show kindness, such as giving a fist pump or offering a cuddle. Staff use these
opportunities to reinforce positive behavioural expectations which children engage with and
respond to well.
Children are well supported to keep themselves safe. For instance, staff teach children how
they walk down the stairs with empty hands so they can safely hold on to the rail. They
remind children to ensure they have a secure footing when curiously climbing the low-level
tree in the garden. This helps children begin to understand risks and how to safely navigate
them. Furthermore, staff support children to develop healthy habits such as washing their
hands with soap after wiping their noses and before mealtimes.
Children benefit from regular access to the outdoors where they can be physically active.
Leaders educate parents on the expectations of healthy lunch boxes and teach children
about a balance of healthy and unhealthy foods. Staff carry out activities to promote oral
health, such as practising teeth brushing. Leaders recognise that children have access to
screens outside the setting and provide some opportunities to talk with children about
screen use. However, leaders have not fully considered how they can further promote
healthy screen use, in partnership with parents and in ways that are appropriate to children's
age and stage of development.
Curriculum and teaching Expected standard
Overall, leaders generally have an accurate view of the quality of their curriculum and
teaching. They recognise they are on a journey to embed teaching practice and the delivery
of the curriculum over time. Staff talk confidently about why they have planned activities and
experiences. They understand the areas of learning these promote and how activities
support individual children to make their own progress. The curriculum is inclusive, and staff
adapt activities based on what children know and can do. Staff typically recognise

opportunities to extend children's learning and skills as they play. As a result, all children
typically have access to a broad curriculum that supports their development in all areas of
learning.
Children's communication and language skills are generally well promoted. Staff adapt their
interactions based on children's own stages of development. For instance, staff
appropriately narrate play, clearly pronounce words, and support children to develop
conversational skills as they share their own thoughts and ideas. However, at times, in their
enthusiasm, staff ask children questions in quick succession or provide them with lots of
new information at once. This does not always give children the time they need to pause,
think or enable them to respond. As a result, at these times, children are not fully supported
to deepen their critical thinking skills or practice their spoken language.
Inclusion Expected standard
Leaders and staff create an inclusive environment where children, including those with
special educational needs and/or disabilities, or those who face other barriers to their
learning and/or wellbeing, feel welcome. Staff have a clear understanding of child
development, and as such, identify any gaps in children's learning promptly. Those with lead
responsibility for inclusion understand their roles and responsibilities. They help provide
ongoing support and guidance to other staff and understand referral processes. Leaders
and staff work closely and openly with parents. This ensures children receive any specialist
support when necessary. Children with additional support in place benefit from individual
plans. These target children's precise next steps which enables them to make continual
progress. Staff understand the importance of promoting any strategies provided by external
professionals. For instance, children with speech and language delay receive tailored focus
time to practice making the sounds that letters make.
Leaders ensure any additional funding they claim is used effectively. Additional funding is
spent appropriately to make a difference to children. Leaders monitor the impact to ensure it
is having a positive outcome. Leaders recognise that those with lead responsibility for
inclusion would benefit from further developing their expertise to strengthen their ability to
provide strategic support and guidance across the staff team. Leaders have clear plans in
place to support the continued development of inclusion leads and ensure that their
knowledge and skills continue to have the greatest possible impact on children with
additional needs.
Leadership and governance Expected standard
Leaders are reflective. They understand their roles and responsibilities. Generally, leaders
identify their strengths and priorities for continuous improvement. For example, leaders
support and mentor their staff team to promote consistency in the high-quality interactions
and teaching they strive for. In addition, leaders have taken action to strengthen
arrangements during transitional times. This ensures all children remain accounted for and
are always supervised effectively. Furthermore, leaders have ensured all staff, including
those with lead roles for safeguarding, have sufficient knowledge and understanding of their
responsibilities, specifically regarding whistleblowing. This supports an open culture of
safeguarding where children's safety and welfare are promoted as a priority.

Leaders work closely with their staff team. Staff receive effective supervision sessions and
have access to a variety of training opportunities to support their ongoing professional
development. Staff report enjoyment for their roles and talk positively about the leadership
team who they share are approachable and supportive.
Leaders are ambitious for all children, including those who face barriers to their learning
and/or wellbeing. They understand the importance of building positive relationships with
parents, carers, and other professionals, including other early years provisions children may
also attend. Parents comment positively on the care and learning their children receive.
They appreciate the familiarity of the staff team and the opportunities their children have to
explore the outdoors. Parents report that their children make good progress, which they
attribute, in part, to the nursery, particularly in their communication and language skills and
self-confidence.
What it's like to be a child at this setting
Children arrive eager to begin their day at this nursery. Those who need a little extra support
as they arrive receive reassuring words and comforting cuddles from familiar and caring
staff. This enables all children to settle quickly, as they enjoy a social breakfast, before
delving into a range of thoughtfully planned activities. Children benefit from an effective key
person system, although, the familiarity with all staff quickly supports children to build
confidence and develop a positive sense of belonging. Overall, children benefit from a well-
designed, broad curriculum, which supports every child to make steady progress from their
starting points. Staff carefully organise the environment and plan activities and play
experiences that ignite children's curiosities. Children's ongoing interests are intertwined
throughout the day. This supports children's engagement and enables them to develop
positive attitudes to their learning. Staff are positive role models to children and guide them
to understand and think about their own and other's feelings. Children help create their own
golden rules, and staff use different ways of positively reinforcing these. For instance, staff
give gentle reminders and promote children to think about how to stay safe and how to be
kind. This typically supports children to play cooperatively and helps them to form early
friendships.
Children benefit from an abundance of opportunities to access the outdoors as they explore
the world around them. For example, children develop their physical skills as they learn to
manoeuvre their whole bodies. They safely climb a low-level tree and navigate a floor
seesaw as they learn to balance and strengthen their core muscles. Others eagerly use
magnifying glasses and check lists as they explore the nature garden, seeking out and
learning about different insects and bugs. Children are supported to become curious and

Inspector:
Natalie Moir
About this setting
Unique reference number (URN): 2795696
Address:
Horndean Community Association
Merchistoun Hall, 106 Portsmouth Road, Horndean
confident explorers. Leaders recognise the importance of children's attendance. This is well
promoted and enables children to access the full range of experiences on offer and maintain
positive relationships.
Next steps
Leaders should review the organisation of some routine times to ensure all children are
consistently supported to achieve high levels of engagement and benefit from consistency
in interactions.
Leaders should support staff to recognise when children need time to process and
respond to information or questions, enabling them to deepen their critical thinking and
fully promote communication skills.
Leaders should strengthen their approach to supporting children and families to
understand healthy screen use so that children develop positive habits that support their
health, wellbeing and development.
About this inspection
The inspector spoke with leaders, staff, including those with lead responsibilities for
safeguarding and inclusion, parents, and children during the inspection.
We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the
quality and standards of provision that is registered on the Early Years Register. The
registered person must ensure that this provision complies with the statutory framework for
children's learning, development and care, known as the early years foundation stage.
We carried out this inspection as a result of a risk assessment, following information we
received about the provider. The provider will be able to give parents further information
about this.

Waterlooville
PO8 9LJ
Type: Childcare on non-domestic premises
Registration date: 17/07/2024
Registered person: Muddy Boots Nursery (Hampshire) Ltd
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: Hampshire
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 29 July 2026
Children numbers
Age range of children at the time of inspection
2 to 4
Total number of places
20
Our grades explained
Exceptional
Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are
following the standard set out in statutory and non ‑ statutory legislation and the professional
standards expected of them.
Needs attention
The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement
The setting needs to make urgent improvements to provide the expected standard of
education and/or care.
The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
services providing education and skills for children and learners of all ages, and inspects
and regulates services that care for children and young people.
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