Melanie Mix at "The Muddy Boots Project"

The Muddy Boots Project

I am a childminder and my setting is called The Muddy Boots Project, I pride myself in providing a loving, caring, and comfortable home-away-from-home environment for children and their parents.

My setting is registered with Ofsted, and it has achieved the "Outstanding" grade twice, in November 2014 and August 2019. I have obtained the Children and Young People Workforce "CYPW Level 3 diploma" and the Reading Quality Improvement Award. I anm also Montessori Led & Inspired and have obtained the Certificate in the Montessori Practice (CPD for Childminders) accredited by Montessori Centre International in January 2014.

As a Forest Childcare Provider, I believe that spending time outdoors is essential for children's wellbeing. I ensures that children have daily outdoor time, regardless of the weather, as fresh air and the natural environment provide valuable benefits for their growth and development. My setting is run from my spacious home and garden, which is larger than average. The fully enclosed garden provides a safe and accessible outdoor space for the children to enjoy whenever they wish. Additionally, we are located near beautiful parks, woodland areas, and nature reserves, which the children visit once a week.

My setting is more beneficial for a child's individual care and development as it is home-based, and it allows me to work closely with parents to ensure that each child's needs and preferences are met. We offers a wide range of educational toys and activities, promotes healthy eating, and provides hot and cold meals. All food, drinks, and outings are included.

I also offers personal care, toileting assistance, and changing facilities. Full safeguarding and full Paediatric 1st aid certificate are available to view, as well as my  level 2 food and hygiene certificates. I also offers additional language teaching in German & Spanish. The Muddy Boots Project has signed up to offer Tax Free Childcare.

I always value feedback and we have arrangements for feedback from parents/carers, including compliments and complaints. I can be contacted for any questions or to arrange a visit directly.

At the Muddy Boots Project I monitor each child's progress, and parents/carers are involved in this process. I also provides additional support for children with additional needs or SEND and ensures that they can be included in the same activities as other children. Arrangements to support a child's transition to a new setting or school is in place. 

Who to contact

Contact Name
Melanie Mix
Contact Position
Manager
Telephone
07825091152 07825091152 07825 091152 07825 091152
E-mail
melanie.mix@me.com

Where to go

Name
The Muddy Boots Project
Address
Reading
Berkshire
Postcode
RG30 2UG
Directions to RG30 2UG
Notes

I provide an open play environment with plenty of natural daylight. My toys are mostly made from natural resources, and I apply the curiosity approach in our setting. I have an open plan kitchen where children can join in with cooking, a separate toilet, and a sleeping room for children to rest. My garden is fully enclosed and features a large sandpit, mini beast area, Wendy house, mud kitchen, lots of wheeled toys, water play, and arts and crafts. I regularly take children on outings to the park and forest for forest school and spend most of our day outside in the fresh air. For more information about our setting, you can visit our website or Facebook page

Time / Date Details

When is it on
Monday to Friday 7.30am - 6pm

Costs

Details
To obtain more details about my rates and available days, please contact me directly. I do not charge for holidays or bank holidays when my setting is closed.

Availability

Wheelchair access
Yes
Other notes

As early Years childminder I offer additional services to cater to children with special needs or specific dietary requirements. I also specialise in providing care for a specific age group or have experience working with children from diverse cultural backgrounds. My setting provide services in specific locations or communities. It's best to contact us directly to inquire about any additional services or accommodations we may offer.

Inclusion Information

Wheelchair access
Yes
Details
My setting is fully accessible for children with disabilities, including those who use wheelchairs. We have ground-level entry and our facilities are designed to provide easy access for all children. We believe in promoting inclusion and ensuring that all children feel welcome and comfortable in our setting.
Special Needs provision
Yes
Special Needs Experience
Speech & Language difficulties
Dietary needs
Social & Emotional needs
Hearing Impairment
Delayed speech
Autism
General Special Needs
Developmental delay
Sign Language (BSL)
Diabetes
Toileting Assistance
Learning difficulties
Walking disability
Memory difficulties
Provision for special dietary needs
Yes
Details
As a fully qualified Chef with 15 years of catering experience, I am well-versed in healthy eating practices and capable of accommodating special dietary requirements.
Can make special cultural provisions
Yes
Details
If you have specific questions regarding ability to cater for other cultures, it is best to contact them directly via phone or email provided.

Childcare Information

Vacancies

Immediate vacancies
No
Details
Possible vacancies from September 2024
Updated
29/02/2024

Funded Places

Has 3 & 4 year old funding
Yes
Has 2 year old funding
Yes

30 Hours Extended Entitlements

Additional 15 hours of *Free* childcare offered
Yes
When are the additional 15 hours available? (e.g. Monday to Friday, 8am to 1pm)
We are currently only accepting full-time enrollments with a minimum of three full days per week. Please note that at this time, all available funded places have already been filled.
How many places are available for the additional 15 hours to meet the 30 hours childcare
0
Intending to provide 30 Hours?
Yes
Registered to provide 30 Hours?
Yes
30 Hours Partner Summary
Not applicable don’t offer shared funding

Opening Times & Facilities

Opening Times
Opening Times
DayOpening TimeClosing Time
Monday 07:30 18:00
Tuesday 07:30 18:00
Wednesday 07:30 18:00
Thursday 07:30 18:00
Friday 07:30 18:00

Ofsted Information

Ofsted URN
EY358682Link to latest Ofsted inspection report 
Inspection history
Inspection History
DatetypeOutcome
16/12/2008Inspection (Early Years Register)Good
17/11/2014Inspection (Early Years Register)Outstanding
28/08/2019Inspection (Early Years Register)Outstanding

Local Offer

Description

I provide support for children with special educational needs and disabilities as per the local offer guidelines.

 

 

Contact Name
Melanie Mix
Contact Telephone
07825091152
Contact Email
Melanie.mix@me.com
Local Offer Age Bands
Early Years (0-4 years)
Primary (4-10 years)
SEN Provision Type
Universal
Local Offer Updated
02/05/2023

Early Years Private, Voluntary & Independent Settings

Description

The Muddy Boots Project 

At The Muddy Boots Project, we take pride in providing a loving, caring, and comfortable home-away-from-home environment for children and their parents. Our mini nursery has a capacity of 12 children, and we have four highly qualified and experienced staff members on board.

We are registered with Ofsted and have achieved the "Outstanding" grade twice, in November 2014 and August 2019. Our commitment to safety is evident through our certification in paediatric first aid, safeguarding children, and liability insurance. Additionally, all our staff members have undergone DBS checks, hold intermediate food hygiene certificates, and have safeguarding certificates.

As the owner of The Muddy Boots Project, I have achieved the Children and Young People Workforce "CYPW Level 3 diploma" and the Reading Quality Improvement Award. We are also proud to be a Montessori Led & Inspired setting, having obtained the Certificate in the Montessori Practice (CPD for Childminders) accredited by Montessori Centre International in January 2014. Our focus on Montessori principles demonstrates our commitment to ongoing learning and development to provide the best possible care for our children.

 

As a Forest Childcare Provider, we strongly believe that spending time outdoors is essential for children's wellbeing. Our setting ensures that children have daily outdoor time, regardless of the weather, as we believe that fresh air and the natural environment provide valuable benefits for their growth and development.

 

My setting is situated in a spacious separate annex within my garden, which is larger than average. Our fully enclosed garden provides a safe and accessible outdoor space for the children to enjoy whenever they wish. In addition, we are fortunate to be located near beautiful parks, woodland areas, and nature reserves, which we visit once a week.

As a home-based childcare provider, I strongly believe that this setting is more beneficial for a child's individual care and development. It also allows me to work closely with parents to ensure that each child's needs and preferences are met. If you have any questions or would like to visit my setting, please don't hesitate to contact me.

 

 

1: How does the setting identify children with additional needs or SEND?

As an early years education childminder, I use continuous assessment and observation in line with the Early Years Foundation Stage (EYFS) set out by the government to monitor the development and progress of all the children in my care. For new children, I conduct an initial assessment as a starting point to track their individual progression. I regularly discuss any concerns with parents and share termly reports with parents of all pre-school children.

In addition, I conduct a 2-year-old development check jointly with parents to review ongoing progress. With my extensive child-development knowledge gained through training and working within childcare for many years, I make informed judgments and decisions about the support needed for each child's individual needs.

If I have any concerns, I would discuss them with parents first and then, with their permission, seek advice from professionals. My Inclusion Policy ensures that I provide an inclusive environment for ALL children and their families, complying with the requirements of the EYFS (2014), Childcare Register (2012), Equality Act 2010, and SEND (Special Educational Needs and Disabilities) Code of Practice 2014

My setting identifies children with additional needs or special educational needs and disabilities (SEND) through various ways, including:

  1. Initial assessment: We conducts an initial assessment of every child when they start, which helps to identify any concerns about their development or behaviour.

  2. Observations and monitoring: We observes and monitors children regularly to identify any emerging issues that may need additional support or intervention.

  3. Feedback from parents and carers: We seeks feedback from parents and carers about their child's development, behaviours, and any concerns they may have.

  4. Health visitor and GP advice: We may seek advice from health visitors or GPs about a child's development or behaviour.

  5. External professionals: We also work with external professionals, such as speech and language therapists or educational psychologists, to identify and support children with additional needs or SEND.

  6. Once a child has been identified as having additional needs or SEND, we will work with parents and carers to develop a plan to support the child's learning and development.

2: How will I be informed / consulted about the ways in which my child is being supported?

As a parent, you will be regularly informed and consulted about the ways in which your child is being supported. As an early years education childminder, I believe in open communication and collaboration with parents.

I will discuss your child's development and progress with you regularly, sharing observations and assessments as well as discussing any concerns or issues that arise. I will also involve you in the development of your child's individual learning plan, ensuring that it meets both your child's needs and your expectations as a parent.

In addition, we will provide you with termly online reports for all children, detailing their progress and highlighting areas of development. For children with additional needs or SEND, I will work with you to create an individual plan with targets and strategies to support their progress.

If further support is needed, I will involve other professionals and specialists, such as speech and language therapists or occupational therapists. I will always obtain your consent and involve you in any decisions related to your child's care and education.

Overall, I strive to maintain open and effective communication with parents to ensure that we are working together to support your child's development and progress.

3: How will the setting adapt the Early Years Foundation Stage curriculum for my child's needs?

The Early Years Foundation Stage (EYFS) curriculum is designed to be flexible and adaptable to meet the individual needs of each child. As an early years education provider, my setting will assess and observe your child continually to identify their strengths, interests, and any areas where they may require additional support. Based on this information, my setting will plan and provide a curriculum that is tailored to your child's needs.

If your child has additional needs or SEND, the setting will work closely with you and any other professionals involved to ensure that your child's individual needs are met. The setting may make adaptations to the EYFS curriculum, such as using visual aids or providing additional support for language and communication development.

The setting will keep you informed of your child's progress and any adaptations made to the EYFS curriculum through regular discussions, progress reports, and meetings. You will also have the opportunity to provide feedback and discuss any concerns you may have with the setting.

4: What teaching strategies does the setting use for children with additional needs or learning difficulties?

Teaching strategies for children with additional needs or learning difficulties vary depending on the individual child and their specific needs. However, there are some general strategies that may be used in a setting to support children with additional needs or learning difficulties.

For example, my setting may use visual aids, such as pictures, symbols or written words, to support communication and understanding. We may also provide additional support for language development and communication skills, such as speech and language therapy.

We also use multi-sensory approaches, such as using different textures, smells, and sounds, to engage children in learning and provide a variety of sensory experiences. We are specialised in curiosity. 

In addition, we also use differentiated instruction, which involves adapting the curriculum and teaching methods to suit the individual learning styles and needs of each child. This may involve providing extra support, simplifying instructions, breaking down tasks into smaller steps, or using hands-on learning activities.

The Muddy Boots Project collaborate with other professionals, such as speech and language therapists, occupational therapists, and educational psychologists, to provide a holistic approach to supporting the child's learning and development.

Overall, my setting will aim to provide a supportive and inclusive environment for all children, with adaptations and strategies put in place as needed to ensure that each child has the opportunity to reach their full potential.

5: What additional support does the setting provide for children with additional needs or SEND?

The specific additional support provided by my setting for children with additional needs or SEND may vary depending on the individual child's needs. However, we try support that in my setting and may provide the following:

  1. Individualized education plans (IEPs) or personalized learning plans (PLPs) to meet the child's specific needs and goals.
  2. Extra adult support, such as a one-to-one support assistant or key worker, to ensure the child receives the appropriate level of attention and guidance (agreed by myself first)
  3. Adaptations to the environment, such as modifying the physical space or providing sensory equipment, to accommodate the child's needs as much as possible.
  4. Use of specialized teaching strategies or resources, such as visual aids or alternative communication methods, to support the child's learning.
  5. Collaboration with outside professionals, such as speech and language therapists or occupational therapists, to provide additional support and guidance.
  6. Regular communication with parents or caregivers to ensure a consistent approach to the child's care and learning.

My setting provided support and may adapt or modify to the child's needs and changes over time, we will work closely with parents or caregivers and any outside professionals involved in the child's care to ensure the best possible outcomes for the child

6: How will the setting monitor my child's progress and how will I be involved in this?

As an early years education provider, my setting will use continuous assessment and observation in line with the Early Years Foundation Stage (EYFS) set out by the government to monitor the development and progress of all the children, including your child. This will involve regular observations and assessments of your child's learning and development, and their progress will be recorded in their individual learning journey.

The Muddy Boots Project key worker allocated to your child will regularly discuss your child's progress with you, either informally at drop-off and pick-up times, or through more formal parent-teacher meetings or via online system. Termly progress reports will also be shared with parents of all pre-school children, outlining their achievements and areas for development. Additionally, my setting will conduct a 2-year-old development check jointly with parents to review ongoing progress.

You will be involved in your child's progress by being provided with regular updates on their development, as well as being invited to discuss any concerns you may have. We will work collaboratively with you to identify any areas where additional support or interventions may be needed and will involve you in any decisions regarding the provision of such support. You will also have the opportunity to contribute to your child's individual learning plan, which will outline the steps that will be taken to support their progress and development.

7: How do you ensure children with additional needs or SEND can be included in the same activities as other children, including trips?

As a childminder, I am committed to providing an inclusive environment for all children, including those with additional needs or SEND. I will work closely with parents to identify any barriers to inclusion and adapt my activities and resources accordingly.

For example, I may modify activities to suit a child's individual needs, provide additional support or equipment, or use visual aids to support communication. I will also ensure that all staff members are aware of the child's needs and how to support them appropriately.

When planning trips, I will consider the accessibility of the venue and the potential impact on the child with additional needs or SEND. I will work closely with parents to ensure that the child's individual needs are met and that appropriate support is provided. In some cases, it may be necessary to provide additional staff or resources to support the child on the trip.

Overall, my aim is to ensure that all children, regardless of their individual needs, can participate fully in all activities and experiences within my setting.

8: How accessible is the building for children with mobility difficulties / wheelchair users?

We are all ground level and in general, my settings buildings are accessible to children with mobility difficulties or wheelchair users. This may include features such as ramps, wider doorways, accessible toilets, and handrails. My setting also has a plan in place to ensure that children with mobility difficulties or wheelchair users are able to fully participate in activities and experiences, including outdoor play and trips, by making reasonable adjustments as and when necessary. It is recommended that parents or caregivers discuss any specific needs with me prior to enrolment to ensure that their child's needs can be accommodated.

9: How will you support my child's transition to a new setting or school?

As an early years education childminder, I understand the importance of supporting children through transitions to new settings or schools. I will work closely with you and your child to make the transition as smooth as possible.

To support your child's transition, I will share information with the new setting or school about your child's individual needs, interests, and learning style. I will also discuss any additional support that your child may require to ensure a successful transition.

I will provide opportunities for your child to become familiar with the new setting or school. This may include arranging visits, meeting with new teachers or staff, and attending any transition events or activities.

I will also provide emotional support for your child during the transition process, as well as practical support such as helping your child to prepare for the change in routine and supporting any changes in the daily care or learning activities.

Throughout the transition process, I will maintain open communication with you, providing updates on your child's progress and any concerns that may arise.

10: How does the setting assess the overall effectiveness of its SEN provision and how can parents / carers take part in this evaluation?

In my setting I regularly review and evaluate our SEN provision to ensure it is effective in meeting the needs of children with additional needs or SEND. This may involve monitoring progress, collecting feedback from parents and my staff, and seeking external validation such as through an Ofsted inspection.

Parents/carers can take part in the evaluation by providing feedback on their child's experience at the setting and the effectiveness of the support provided. We also involve parents in any reviews or meetings related to their child's additional needs or SEND, and seek their input in developing and implementing support plans.

The Muddy Boots Project also has a formal process for seeking feedback and suggestions for improvement, such as through a parent/carer survey or a suggestion box (in progress).

11: Who should I contact if I am considering registering for a place at the setting?

You can contact me or The Muddy Boots project directly to inquire about registering for a place. The contact information for the setting are be available on my website melanie.mix@me.com or through a directory of childcare providers childcare.co.uk. You may also be able to find information about the setting's registration process and availability of places on the local RBC website or by speaking to your local authority's Family Information Service.

You can me direct via mobile on 07825091152 or email: melanie.mix@me.com. I have also my own website and Face book page were you can have a closer look at my settings and you can contact me through.

Website "The Muddy Boots Project" at www.melaniemix.com 

12: What arrangements does the setting have for feedback from parents / carers, including compliments and complaints?

As an early years education provider, I have a process in place for receiving feedback from parents and carers. I value all feedback and encourage open communication to ensure that any issues can be addressed promptly and effectively.

If you have any compliments or concerns, you can speak to me directly or raise them with me during a scheduled meeting or through email. I will always take your feedback seriously and work with you to address any issues or concerns.

If you have a complaint, you can follow the complaints procedure outlined my companion policy or ask for a copy of it. This includes a step-by-step process for raising your concern and how the setting will respond. I aim to resolve any complaints as quickly and efficiently as possible, and I am committed to providing a high-quality service for all children and their families.

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Disclaimer

This information has been collected from third party providers therefore the Reading Services Guide, Reading Borough Council (RBC) and Brighter Futures for Children (BFfC) cannot accept responsibility for the accuracy of this information and recommends that parents, carers, young people, residents and professionals check with providers regarding DBS (Disclosure & Barring Service) and OFSTED registrations and CQC registrations. Information collected by Reading Service Guide; is used solely to implement and supply the Family Information Service (FIS), Special Educational Needs & Disabilities - Reading's Local Offer, Adults & Carers Support Group and Reading Youth.

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