Incy Wincy's Limited

What is it like to attend this early years setting?

Children flourish in this welcoming and nurturing environment. They arrive happily and settle quickly, showing strong attachments to the adults who care for them. Across all rooms, children demonstrate high levels of confidence and a strong sense of belonging. They navigate the setting with ease, showing that they feel safe, respected and secure. Babies are soothed by gentle background music and responsive adults, who tune into their individual needs. Toddlers move between activities with curiosity, choosing toys independently and engaging in sensory exploration. Older children speak confidently with visitors, eager to share what they know and enjoy.

Children are curious learners, who benefit from varied, purposeful experiences. They explore nature during weekly off-site sessions and help grow and harvest fruit and vegetables in the on-site kitchen garden. These hands-on activities support children's understanding of food, the seasons and the natural world in meaningful ways.

Staff are positive role models and have high expectations for behaviour, kindness and independence. Children are reminded gently to take turns, show consideration and persist with new challenges. For example, toddlers are supported to put on slippers by themselves and praised for helping to tidy up, promoting a sense of responsibility and self-belief.

What does the early years setting do well and what does it need to do better?

• Leaders have designed a thoughtfully sequenced curriculum that is tailored to children's interests and stages of development. In the baby room, for example, staff set up black-and-white sensory areas to stimulate visual development and promote physical exploration. This individualised and responsive approach ensures that all children make secure progress across the areas of learning.
• A strong emphasis is placed on supporting children's communication and language. Across all age groups, children are encouraged to express their needs and feelings using both spoken words and use of signs. Staff consistently use key Makaton signs, such as 'more' and 'finished', during daily routines, enabling even the youngest children to participate in conversations. This inclusive practice helps children build their confidence and develop early language skills.
• Children are supported to become increasingly independent through well-established routines. For example, at snack and lunchtime, children confidently collect their own plates, serve food and pour drinks. Visual systems, such as coloured plates to identify allergies, help reinforce safety and promote healthy habits. These daily experiences support self-care, fine motor development and early understanding of health and hygiene.
• The curriculum is enriched through meaningful outdoor learning. Weekly off-site sessions, affectionately known as 'Woodpecker Wednesdays', give children the chance to explore natural environments and engage in hands-on learning. Children use magnifying glasses and maps, observe seasonal changes, and use vocabulary, such as 'dew' and 'pollen'. These experiences nurture children's curiosity and deepen their understanding of the natural world.
• Mathematical development is woven into everyday play. Children are encouraged to count, compare quantities and explore size and shape. For instance, toddlers repeat comparative language, such as 'big' and 'little', while modelling dough. These experiences develop early mathematical vocabulary and problem-solving skills.
• Transitions and group activities are well embedded in the daily routine and support shared learning through songs, stories and social events. In many instances, staff guide children effectively, helping them move between routines with calm and purpose. However, not all transitions are led with consistent structure or clarity. For example, during one group session, the absence of defined seating and uncertainty around leadership resulted in a loss of focus for some children.
• Leaders demonstrate a strong commitment to their team and provide informal support based on individual strengths. However, systems for supervision and feedback are not yet consistently embedded across all rooms. Staff do not always have regular opportunities to reflect on practice or receive targeted coaching. This means that opportunities to build staff confidence and strengthen consistency in teaching are not yet fully realised.
• Parents describe staff as nurturing, approachable and attentive to their children's individual needs. Ongoing communication is supported through daily handovers, regular updates via online learning journals and home learning suggestions. This collaborative approach ensures parents feel involved and valued, and strengthens the link between home and setting.

What the setting must and should do next

The provider should:

• strengthen the consistency and organisation of transitions and group activities, so that children remain purposefully engaged and learning opportunities are optimised
• embed regular, structured supervision and feedback systems across all rooms, so that all staff have consistent opportunities to reflect on their practice, receive targeted support and build professional confidence.