Muddy Boots Wilberfoss

Muddy Boots Wilberfoss
Unique reference number (URN): 2834062
Address: Muddy Boots Nursery Wilberfoss, Storking Lane, Wilberfoss, York, YO41 5ND
Type: Childcare on non-domestic premises
Registered with Ofsted: 28/03/2025
Registers: EYR, CCR, VCR
Registered person: Muddy Boots Nursery Ltd.
Inspection report: 25 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
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.
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.
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.
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.
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 are welcomed by kind and supportive staff. Staff build trusting and meaningful
relationships with the children. Children's individuality and stage of development is
recognised. They are continuously supported to blossom. Staff work with families to
understand each child's uniqueness before they start.
Children work brilliantly together, and with staff, to extend their own learning. Through
careful direction, children create vehicles from boxes and pretend waterfalls. They also
explore the natural world around them. Children have a range of opportunities to develop
their communication skills. For example, children understood they need additional boxes to
make their vehicles. They had discussions with staff members about the size of the boxes
and how many they would need. Children are settled and interact with a range of familiar
adults and peers. Positive and meaningful relationships support children to feel secure and
valued. Children have access to a broad curriculum that allows them to thrive to their fullest.
Children are offered a range of different experiences in the setting and the wider community.
For example, children experience churches, fire engines, police cars and tractors. They
have opportunities to explore their community by feeding chickens on their outings. Children
develop a sense of belonging within the nursery and their community. Parents feel grateful
for the opportunities that their child gains and can follow these interests at home. Children
gain from the positive partnership with parents and the setting. Parents feel included and
supported with their child's learning and development. Through this partnership, positive
attendance is also encouraged.
Children engage in highly curious exploration within their environment. Through adult
support, children feel secure to take risks, accept challenge and extend their own learning
through play. Children have a range of adaptations to allow them to explore at their stage of
development. On the whole, children are supported to grow their confidence and

Inspector:
Jordan Fox
About this setting
Unique reference number (URN): 2834062
Address:
Muddy Boots Nursery Wilberfoss
Storking Lane, Wilberfoss
York
YO41 5ND
Type: Childcare on non-domestic premises
independence. As a result, they meet their next steps and achieve.
Children actively take part in their own learning. They have a deep knowledge about healthy
habits, physical health and using scissors safely. Children are building positive behaviour
attitudes and secure routines. This is supported by a carefully designed outside area.
Children develop their physical skills alongside their imaginative play. For example, they
have opportunities to create dens and stories to deepen their imaginative play. As a result,
children become confident learners who access the curriculum at their stage of
development.
Next steps
Leaders should continue to ensure that high standards are sustained across the
curriculum and teaching within the setting, ensuring that all interactions remain highly
responsive and effectively support children to make sustained progress in their learning
and development.
About this inspection
The inspector spoke with leaders, practitioners, and parents 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.

Registration date: 28/03/2025
Registered person: Muddy Boots Nursery Ltd.
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: East Riding of Yorkshire
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 25 August 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
85
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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