Muddy Boots Drighlington

Muddy Boots Drighlington
Unique reference number (URN): 2834058
Address: Adwalton Court, Hodgson Lane, Drighlington, Bradford, BD11 1BJ
Type: Childcare on non-domestic premises
Registered with Ofsted: 28/03/2025
Registers: EYR, CCR, VCR
Registered person: Muddy Boots Nursery Ltd.
Inspection report: 26 February 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.

Expected standard
Achievement Expected standard
Children demonstrate the skills that they have learned. They use language such as 'one
more' as they play. Children show confidence as they share out objects, counting them out
and returning for them later. They match numbers to the corresponding number of objects.
Children independently wash their hands after activities and before they eat. They say that
they need to wash their hands to get rid of the germs. Children ask for help to engage with
their friends. They seek out opportunities to play together, are kind, happy, share and take
turns. Children blow up balloons to fuel their cars' movement and then measure how far it
travels with a ruler. They use weighing scales and work out that if one side goes down, the
object is heavier.
Children's independence shines. They persevere, such as when trying to tie their hair up out
of their face. They make independent choices. All children, including those with special
educational needs and/or disabilities, make progress in all areas of learning and are
generally well prepared for their next stages in education.
Behaviour, attitudes and establishing routines Expected standard
Staff understand and support children at different ages and stages of development. They
consider this when helping children to learn what is expected of them. For example, small-
group sessions with young children help them to learn alongside each other and develop
relationships. Older children learn to share, take turns and tidy up their toys. When children
need extra support to manage conflict, staff are on hand to sensitively support them to
navigate this. They help children to learn important skills that support them in later life. Staff
are positive role models. They model what is expected of children, such as being kind to
each other and listening to others. Relationships between staff and children are positive and
respectful.
Leaders ensure that parents and carers understand the importance of regular attendance.
They have discussions with parents about the benefits of children attending all of their
sessions. Breakfast sessions are offered to further promote this and to help children prepare
for school.
Children's welfare and wellbeing Expected standard
Staff help all children, including those with special educational needs and/or disabilities, to
understand their feelings and emotions. They use books and associated resources to help
children understand and express their emotions and feelings.
Leaders and staff place emphasis on children's wellbeing. Leaders recognised that transition
times, such as moving from outdoors to indoors or from breakfast to morning activities, were
a little unstructured with some children not managing well. Changes have been made to
ensure that children are more supported at these times. Children are comforted by staff

when they are unsettled or upset. Staff sing and talk to them, helping them to feel safe and
secure as they transition between different times of day. This is having a positive impact on
children's wellbeing.
Staff typically help children to understand how to keep themselves healthy and safe. They
supervise children well while they eat and encourage children to wash their hands at
different times of the day. However, younger children are not consistently supported to
understand more about their health and hygiene as they play.
Curriculum and teaching Expected standard
Leaders have a clear focus on ensuring the curriculum meets all children's needs. They
amend and enhance the curriculum regularly and adapt it to meet the changing needs of
children who attend. A recent review identified improvements that have now had a positive
impact on the progress that all children make. Leaders adapted provision to meet the needs
of children with special educational needs and/or disabilities and other learning barriers.
This includes taking account of children's interests and what they want them to learn next
and reflecting this within the activities available. This ensures that all children benefit from
the varied learning that is offered.
Staff support children to develop their communication and language skills. Staff typically
engage with children on the child's level. Staff sing songs with babies, such as 'The wheels
on the bus', as they move cars through gloop. Some children clap along while others sit and
listen. Staff introduce simple mathematical concepts, such as counting up to 3. They use
language such as 'small' and 'large'. They help children develop their small muscles by
providing opportunities to use scissors and other utensils. There is a focus on supporting
children to develop their independence. Children learn to share and make choices, which
supports their personal, social and emotional development. Occasionally, the youngest
children are not fully supported to develop their understanding of health and hygiene as they
play. The ongoing development of staff skills to bring about improvement will support this to
develop.
Inclusion Expected standard
Children with special educational needs and/or disabilities (SEND) are supported by staff,
who know them well. They identify and assess children's needs swiftly. Staff set achievable
targets that help children make secure progress across all areas of learning. Leaders have
appropriate oversight of the support provided for children with SEND. They ensure that staff
have appropriate training and development opportunities to develop their skills to support
children with SEND. This means that all children typically receive support that is appropriate
for their individual needs.
Partnership working with parents and carers and other professionals who support children is
effective. This ensures that any interventions are targeted and impactful. Interventions are
shared with parents so that they can continue these at home, to further support children's
development. Thorough monitoring of children's progress helps staff to plan and amend
further support as children's needs change. Additional funding is used to further enhance

provision for children with barriers to learning. For example, additional resources and books
are purchased to support children who need help to regulate their emotions.
Leadership and governance Expected standard
Staff wellbeing is prioritised by leaders. They ask parents and carers for feedback about
what staff are doing well so that this can support staff's practice further. This helps to
develop staff's confidence and self-esteem. A comprehensive package of wellbeing support
is offered through the organisation for staff. For instance, this provides help and support for
life issues and counselling.
Training and development has recently focused on enhancing the curriculum to ensure that
this benefits all children, including those with barriers to learning. Staff have undertaken
training opportunities that help them to understand the intents behind their practice and how
this links to child development. Leaders monitor the effectiveness of training by ensuring
that staff embed their learning in the setting. Some staff have completed leadership training
to help them to progress in their careers. Regular opportunities to discuss their development
help staff to enhance their practice over time. Leaders focused on supporting the
development of senior staff to promote their confidence in modelling practice to support
newer staff.
Leaders reflect on strengths and typically identify what could be improved. There are some
inconsistencies in staff's practice, which leaders reflection processes have not identified.
Leaders understand that there is scope to fine tune their evaluation procedures to support
continuous improvement even further.
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 settle easily with staff, who are caring, nurturing and comfort children when they
need it. Staff sing and talk gently to children to promote a calm environment. Relationships
between staff and babies are secure. Key staff know children well and use this information
to ensure that they meet their individual needs. Children develop positive relationships with
one anther, care about each other and make friends. They actively engage in cooperative
play, working together to solve problems and enjoy their learning. There is a focus on
promoting children's independence. Staff support children to take on responsibilities. For
example, children are eager to help with simple tasks in the room, such as sweeping up.
Leaders design the curriculum to ensure that it meets all children's needs. Staff use familiar
stories to engage children in activities that promote language and mathematics. They read a
book about worms and then search for worms in a tray of soil. They help children to count
the worms as they find them. Staff encourage children to use their senses as they explore
dough. They model language such as, 'pat, soft' and 'smooth'. There are plentiful
opportunities for children to develop their physical skills, both outdoors and indoors. All
children, including those with special educational needs and/or disabilities, make secure
progress from their starting points. Children develop their independence and confidence.
They enjoy exploring the opportunities that are offered. For example, children enjoy testing
out their ideas and theories as they undertake experiments. They explore shape, space and
measure, developing mathematical language and a wide range of vocabulary that helps
them to communicate well.
Leaders ensure that regular attendance is promoted so that children get the most from their
early learning. The positive partnerships and effective communication with parents and
carers support children's regular attendance.

Inspector:
Aimee Hill
About this setting
Unique reference number (URN): 2834058
Address:
Adwalton Court
Hodgson Lane, Drighlington
Bradford
BD11 1BJ
Type: Childcare on non-domestic premises
Registration date: 28/03/2025
Registered person: Muddy Boots Nursery Ltd.
Register(s): EYR, CCR, VCR
Operating hours:
Local authority: Leeds
Next steps
Leaders should further embed practices to promote children's understanding of health
and hygiene routines even further.
Leaders should enhance their reflection and evaluation processes to focus their areas for
development further to continuously improve provision.
About this inspection
The inspector spoke with leaders, staff, special educational needs and/or disabilities
coordinators, children, 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.

Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 26 February 2026
Children numbers
Age range of children at the time of inspection
0 to 11
Total number of places
101
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.

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