Mucky Pups Day Nursery

Mucky Pups Day Nursery
Unique reference number (URN): EY266483
Address: 140 Garretts Green Lane, Garretts Green, Birmingham, West Midlands, B26 2JN
Type: Childcare on non-domestic premises
Registered with Ofsted: 08/12/2003
Registers: EYR, CCR, VCR
Registered person: Mucky Pups Day Nursery Ltd
Inspection report: 5 August 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
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.

Strong standard
Children's welfare and wellbeing Strong standard
Leaders prioritise children's welfare and wellbeing. They have created a caring and inclusive
culture where all children are supported emotionally. They make adaptations for those
children who face barriers to their learning or have special educational needs and/or
disabilities. For example, staff take extra time to explain things to children that need this.
They are patient in their approach, helping children to feel calm and safe.
Children learn healthy habits through making their own food choices and learning where
food comes from. They learn to take care of their oral health as they practise tooth brushing
with support. Staff help them to learn about keeping themselves safe as they highlight
obstacles in the environment. Children notice these and begin to risk assess the space
where they play. Older children are particularly conscious of the risks that exist and take
steps to remove these to keep younger children safe. Children learn to be independent.
They do things for themselves and remind one another of what is expected. Children show
care and empathy for one another, building close friendships with peers. This is role
modelled by the caring and affectionate staff. Leaders and staff know the children and
families well and are responsive to their differing needs. Leaders ensure that policies and
procedures are implemented effectively. As a result, staff follow a nurturing approach,
showing genuine affection and interest in the children who attend.
Inclusion Strong standard
Leaders and staff have high expectations for children with special educational needs and/or
disabilities (SEND) and those who face barriers to their learning. They ensure children's
needs are identified early and support is accessed at the very earliest opportunity. This
helps to close gaps in children's learning.
Children with SEND make extremely good progress. Leaders gather detailed information
about children's needs before they start at the nursery. They engage in extensive training so
that they have the knowledge they need to be able to support children with medical and
health needs. Staff are committed to ensuring that children gain the skills they need to
confidently and competently manage unfamiliar environments such as school, helping to
make transitions smooth and effective.
Leaders and staff tailor support to meet children's emerging and changing needs. They work
closely with other professionals to ensure support plans are targeted specifically for each
child. Where children attend other settings, staff liaise with them regularly to ensure the
information they have about children is up to date. Leaders and staff monitor children's
progress and adjust targets according to the progress children make. For example, where
children need to make further progress with their mathematical development, staff provide
resources and activities to support this. Children learn about quantity alongside number
recognition. As a result, they make continuous progress in their development.

Expected standard
Achievement Expected standard
Children make typical progress across the nursery. They develop the foundational skills they
need to prepare them for their move to school. Babies make progress in their physical
development, managing to build stability in their core muscles, as they go from crawling to
walking. They have opportunities to practise these new skills, helping them to gain stability
and eventually walk independently. Older children develop their imagination. They spend
time caring for dolls as they act out scenarios where they feed them with pretend bottles and
lay them down to sleep under blankets. They learn to be gentle and caring as they act out
these experiences.
Children with special educational needs and/or disabilities make excellent progress in their
learning. They learn to make friends and follow routines with ease. Adaptations to teaching
and interactions mean that they receive the targeted support they need. They manage their
personal care needs independently, and express their needs so that they are well-prepared
for their move to school.
Behaviour, attitudes and establishing routines Expected standard
Children settle well at this nursery. Leaders and staff develop warm and affectionate
relationships with children and their families from the moment they start at the nursery. An
effective key person system helps children to develop secure attachments, helping them to
feel safe and develop a sense of belonging. This promotes regular attendance and helps
children to establish early positive attitudes towards learning.
Leaders and staff have high expectations for children's behaviour. Approaches to supporting
children to manage their behaviour are generally implemented well across the nursery.
Children quickly learn routines and follow these without prompting. Children with special
educational needs and/or disabilities are fully included in routines. Staff make adaptations
specific to children's needs so that they gradually learn to follow the routine in the same way
as other children. This helps them to have the skills they need to manage unfamiliar and
changing routines when they move on to school.
Children learn to be confident and engage in independent learning. They are keen to take
part in the learning opportunities on offer. Children are generally encouraged to have a go
and do things independently, persevering with tasks they find difficult. On rare occasions,
staff provide help for children before letting them have a go at completing tasks for
themselves. Children are considerate. They ask staff for support if needed. Staff calmly
remind them of what is expected. They learn to play together and cooperate. For example,
they roll balls to one another and take turns with support from staff. They show care to
adults and their peers, learning to be respectful and polite.
Curriculum and teaching Expected standard
Leaders have created a curriculum that generally meets the needs of all children. Staff get
to know children well and understand what they know and need to learn next. They plan

learning activities that incorporate children's interests and motivate them to engage. The
curriculum covers all areas of learning, with a focus being placed on children's
communication and language development. Children hear language throughout their
nursery day, through play and general routines. Staff describe what children are doing and
help them to recall past experiences. For example, during a sand activity, children talk about
when they have previously visited the beach and mention the sandcastles they made. Staff
provide opportunities for children to practise this further, ensuring they have containers they
can fill and empty.
Staff generally interact well with children during their play. They allow children to engage in
independent play, and join in when children request. However, there are times when staff do
not always interject to extend children's learning further when there are opportunities to do
so. As a result, children's learning sometimes ends prematurely. For example, children
quickly complete an activity where they use counters to match colour and pattern. Staff do
not follow up this activity with further learning or provide an opportunity for children to
practise this knowledge further. As a result, children's learning is not fully maximised. That
said, children enjoy the activities on offer and quickly engage in further play opportunities.
The curriculum is adapted for children with special educational needs and/or disabilities.
Staff take time to sit with these children providing specific learning for them to extend their
knowledge further. When children complete activities that build on their existing knowledge
of mathematics, staff find further opportunities for them to continue this learning. As a result,
teaching is inconsistent across the nursery.
Leadership and governance Expected standard
Leaders have a good oversight of the nursery. They understand families well and apply
flexible approaches to policies such as settling in processes, so that all children can be
included. Leaders create a warm and welcoming environment where children are keen to
engage in learning. They have links with the local community where they contribute to
supporting families in the local area. This helps families to adopt a sense of belonging and
for children to learn about the world around them.
Leaders are visible throughout the nursery. They accurately identify where there are
improvements to be made. They include the whole staff team in changes that are made.
This builds staff morale and supports their wellbeing. Staff comment that their workloads are
manageable and leaders support their individual professional development needs. Leaders
partner less experienced staff with those who have been in their role for longer periods to
help build confidence among the staff team. Staff have regular opportunities to develop their
own knowledge and skills. Those responsible for special educational needs and/or
disabilities (SEND) are well-trained, and support staff to implement strategies that support
children who face barriers to their learning.
Parents are highly complimentary about the staff and the nursery, commenting that their
children make progress and they have been supported as a whole family unit. Parents credit
smooth transitions to school, particularly for those children with SEND, to the dedication of
staff.

Compulsory Childcare Register requirements
This setting has met the requirements of the compulsory part of the Childcare Register.
How we check if a provider meets the requirements of the Compulsory Childcare
Register
When we check if settings meet the Compulsory Childcare Register requirements, they can
have the following outcomes:
Met
Not met
Voluntary Childcare Register requirements
This setting has met the requirements of the voluntary part of Childcare Register.
How we check if a provider meets the requirements of the Voluntary Childcare
Register
When we check if settings meet the Voluntary Childcare Register requirements, they can
have the following outcomes:
Met
Not met
What it's like to be a child at this setting
Children arrive at the nursery happy and ready to start their learning. They are welcomed by
the friendly caring staff who get to know them well. They build positive relationships with
staff from the moment they start at the nursery. Children are confident and excited to play
with their friends. The nursery has a family feel with a calm atmosphere where children feel
motivated to engage in learning opportunities. Children feel a real sense of belonging and
grow in confidence as they progress through the nursery.

Inspector:
Christine Ward
About this setting
Unique reference number (URN): EY266483
Babies settle quickly. They are supported by an effective key person system, that helps staff
to develop secure attachments with them. Babies have ample opportunities to explore the
environment and quickly move from crawling to walking as they are curious about their
surroundings and have the chance to pull themselves up on furniture and cruise around.
They take interest in other children and the resources available to them.
Older children develop the skills they need to move onto school confidently. They learn to
make relationships with their peers and are caring and patient. Older children show
consideration for younger children as they join together for play opportunities. They develop
their imagination through role play and act out experiences they have previously
encountered. Children enjoy their time at nursery and are thoroughly engaged in play and
learning.
Children with special educational needs and/or disabilities are extremely well supported and
make the progress they need to thrive in school when the time comes for them to move on.
They have targeted plans in place that detail accurate information about their needs and the
support they require. They benefit from early intervention programmes and knowledgeable
staff that implement effective strategies that help them to make the progress they need.
Children benefit from attending nursery regularly which contributes to their ability to thrive.
Next steps
Leaders should further enhance teaching across the nursery so that learning opportunities
to build on what children know and can do are maximised.
About this inspection
The inspector spoke with leaders, practitioners and parents and carers 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.

Address:
140 Garretts Green Lane
Garretts Green
Birmingham
West Midlands
B26 2JN
Type: Childcare on non-domestic premises
Registration date: 08/12/2003
Registered person: Mucky Pups Day Nursery Ltd
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30
Local authority: Birmingham
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 5 August 2026
Children numbers
Age range of children at the time of inspection
0 to 5
Total number of places
30
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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