Krazy Dayz Nursery Ltd Walsoken
Krazy Dayz Nursery Ltd Walsoken is a day nursery in Wisbech for children aged 0 to 10, with 72 registered places. Ofsted report card, 14 May 2026: Expected standard in 6 areas; safeguarding standards met.
39 Kirkgate Street, Wisbech, PE13 3QS
Key facts
- Type
- Day nursery (Full day care) (Ofsted childcare register, as at 30 June 2026)
- Ages
- 0 to 10 (Ofsted childcare register, as at 30 June 2026)
- Registered places
- 72 (Ofsted childcare register, as at 30 June 2026)
- Registered
- 2 July 2014 (Ofsted childcare register, as at 30 June 2026)
Opening hours
Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00
Source: Ofsted report, inspection on 14 May 2026
Who runs it
Krazy Dayz Nursery Ltd Walsoken is run by Krazy Dayz Nursery Limited (Ofsted register).
Latest inspection
- Inclusion: Expected standard
- Curriculum and teaching: Expected standard
- Achievement: Expected standard
- Behaviour, attitudes and establishing routines: Expected standard
- Children's welfare and wellbeing: Expected standard
- Leadership and governance: Expected standard
- Safeguarding standards met
Source: Ofsted, inspection on 14 May 2026. Contains public sector information licensed under the Open Government Licence v3.0.
What it's like to be a child at this setting
Children feel safe and secure in the setting as staff build positive and trusting relationships with them and their parents. Staff promote regular attendance, which helps provide consistent learning experiences. Children receive timely and coordinated support for their development as staff typically share information effectively with parents and external professionals. Children, including those known to social care, make progress in their learning because staff use their interests to plan engaging and meaningful activities. Children with special educational needs and/or disabilities (SEND) spend time with staff concentrating hard when completing challenging puzzles.
Babies have the time they need to settle into the setting and form secure attachments with their key person. Babies and children approach staff for comfort and reassurance, and staff respond warmly. Children enjoy imaginative play with staff and engage in shared activities, such as racing ride-on toys in the garden, which strengthens relationships in the setting. Staff typically know children well and find out their communication preferences. This helps ensure that children's voices are heard, including babies, children with SEND and disadvantaged children. Children become resilient as staff support them to try new things and learn from their mistakes.
Children are generally confident learners who explore different areas of the setting and engage in a wide range of sensory activities. Children, including those with SEND, benefit from calm, quiet spaces in the setting. This helps them to regulate their emotions, and they snuggle up in weighted blankets to share books with staff. Children enjoy water play and use a variety of resources to pour and squirt water. They form positive relationships with one another, learning to take turns, share and collaborate. Staff promote independence for all children. Babies learn to put on their own shoes while older children use knives safely to chop their fruit at snack time. As a result, children are suitably prepared for the next stage of their learning.
What Ofsted found in each area
Inclusion: Expected standard
Staff get to know children and their families well, enabling them to identify needs quickly. They share information with parents so that children with special educational needs and/or disabilities (SEND) receive timely support through the statutory assessment process. Leaders undertake relevant training to strengthen the coordination of SEND provision in the setting. Staff typically carry out ongoing assessments and review children's progress with parents and professionals to ensure that interventions are consistent and effective. They remove barriers to participation by creating sensory spaces and providing resources such as weighted blankets and spinning toys. These help children to regulate their emotions. Staff provide and adapt activities to reflect children's interests. These strategies help to engage children in their learning successfully.
Staff typically ensure that disadvantaged children and those known to social care are included in all aspects of the setting. They use additional funding appropriately to support children's health and wellbeing, for example, by providing extra food and clothing. Staff support children who speak English as an additional language effectively, using Makaton signs to supplement their developing language and creating visual timetables. This helps children to communicate their needs and understand what is going to happen next.
Curriculum and teaching: Expected standard
Leaders reflect on their setting and identify areas for further improvement. They are currently updating the pre-school room to enhance learning for all children, including those with special educational needs and/or disabilities (SEND). Staff have a secure understanding of child development and use ongoing assessments to plan a range of sensory learning experiences to help children make progress. Babies develop physical skills as they use tools to scoop and pour oats. Toddlers use a range of ride-on toys and balance bikes, and pre-school children operate mechanical diggers to further develop their gross motor skills. Staff use children's interests, such as dinosaurs, to promote their language and imaginative play. They enhance activities to further extend children's fine motor skills, for example, by adding pipettes and tweezers to sensory activities.
Staff typically support children's communication and language effectively through reading stories, songs and conversations. They generally teach children effectively and embed mathematical learning, such as counting blocks in their towers. However, routine group activities in the pre-school room, such as song time, are occasionally disorganised. This means that some children miss out on fully participating and developing their social skills. Staff adapt activities so that all children can take part, for example, by completing risk assessments to ensure that children with SEND can safely engage in mark-making activities.
Achievement: Expected standard
Children make progress with their physical development, particularly their fine motor skills, as children in the pre-school room use a range of mark-making materials to draw themselves. Toddlers learn about colours and explore how different colours appear in the environment. Children, including those who speak English as an additional language and those with speech delays develop their communication skills. They learn to use Makaton signs and start using words to communicate with staff and other children. Babies use all their senses to explore the world around them. Children typically learn to share, take turns and collaborate in their play, developing their confidence and social skills.
Children persevere with challenging tasks, such as completing puzzles and matching patterns, demonstrating resilience. Children with special educational needs and/or disabilities receive the support they need to make progress from their starting points. All children, including disadvantaged children, become independent and motivated learners who are suitably prepared for the next stage of their education.
Behaviour, attitudes and establishing routines: Expected standard
Staff promote regular attendance, particularly for disadvantaged children and those with special educational needs and/or disabilities (SEND), helping them receive sustained support for their learning and development. This also helps children to learn the routines and expectations of the setting. Leaders have a positive approach to managing children's behaviour. Staff remind children of simple ground rules, such as using their 'walking feet indoors'. They generally praise children for positive behaviour, and children typically behave well. Staff take a flexible approach to support individual children, such as using sand timers to help children understand when it is their turn. Staff adjust routines for children with SEND, such as offering earlier lunchtimes, which reduces anxiety and stress.
Staff get to know children well and are positive role models. They build warm, trusting relationships with children and adapt their approach to meet children's individual needs. Staff teach babies to become aware of one another and begin to share. Toddlers practise how to take turns through activities, such as rolling balls to each other. Pre-school children collaborate in imaginative play and form positive relationships. Staff generally help children develop a positive attitude to learning and encourage them to persevere and concentrate when completing tasks, supporting them to become resilient learners.
Children's welfare and wellbeing: Expected standard
Leaders prioritise children's welfare and wellbeing. They provide a range of healthy home-cooked meals and snacks and ensure that children with dietary requirements receive suitable alternatives. Staff promote personal hygiene as all children, including babies, wash their hands before meals. They also help children develop independence by teaching them to use cutlery, scrape their plates and pour their own drinks. Staff generally teach children how to keep safe when chopping fruit, as well as about the benefits of exercise and healthy eating. However, this is not always consistently reinforced, which limits children's understanding of making healthy choices.
Children enjoy outdoor play. They explore sensory experiences, climb, run and use ride-on toys. Staff also plan physical opportunities, such as yoga, which helps children expend energy, develop flexibility and support their emotional wellbeing. Staff promote children's emotional wellbeing through planned experiences, such as using mirrors to draw self-portraits and explore their feelings and facial expressions. Children, including those known to social care and those with special educational needs and/or disabilities, form secure attachments with their key person. Staff in the baby room offer flexible settling-in arrangements, helping babies to feel emotionally secure.
Leadership and governance: Expected standard
Leaders reflect on the effectiveness of the setting and identify areas for continuous improvement. They have recently completed training to coordinate and strengthen the care and education of children with special educational needs and/or disabilities (SEND) in the setting. Leaders work with the nominated individual to ensure that the setting is managed effectively. Leaders support staff to develop their practice using regular supervisory meetings and ongoing training. Apprentices also receive the support they need to achieve their qualifications. However, professional development opportunities are not always precisely matched to individual staff's needs or the setting's improvement priorities. Leaders consider staff's workload when making decisions, and staff report feeling well supported in the setting, for both their professional development and their wellbeing.
Leaders engage positively with parents who value the support they, and their children, receive. They welcome advice and strategies to support their children at home with their development, which have benefited their children's progress. Parents of children with SEND appreciate the guidance they have received during the statutory assessment process. Leaders work with other settings and schools to share information about children's individual needs. This enables children to settle quickly when they make the transition to the next stage in their learning.
What the setting must and should do next
The provider should:
- Leaders should further develop professional development opportunities, so they are precisely matched to staff's needs and contribute to ongoing improvements in practice.
- Leaders should support staff to consistently reinforce teaching about healthy eating, so children develop a secure understanding of how to make healthy choices.
- Leaders should ensure that routine group activities in the pre-school room, such as song time, are consistently well organised so that children benefit fully from these experiences.
Ofsted's words, from the report on the inspection on 14 May 2026. Read the full report on the Ofsted website. Contains public sector information licensed under the Open Government Licence v3.0.
Inspection history
- 14 May 2026: Full inspection, report card: Expected standard in 6
- 7 February 2025: Actions after a complaint (report)
- 21 May 2021: Full inspection, Good (report)
- 3 February 2020: Full inspection, Requires improvement (report)
- 31 May 2019: Full inspection, Requires improvement (report)
- 8 January 2016: Inspection (report)
Ofsted report cards (England, from November 2025)
Since 10 November 2025 Ofsted has graded nurseries and pre-schools on a report card. There is no single overall grade. Instead, each of six areas gets one of five grades: Exceptional, Strong standard, Expected standard, Needs attention, Urgent improvement.
The six areas are inclusion; curriculum and teaching; achievement; behaviour, attitudes and establishing routines; children's welfare and wellbeing; leadership and governance. Safeguarding is judged on its own, as met or not met.
Expected standard means the setting does what Ofsted expects of every setting. Strong standard and Exceptional are above that; Needs attention and Urgent improvement mean Ofsted found things the setting has to put right.
Source: Ofsted reports
Funded childcare hours in England
All 3 and 4 year olds in England can get 15 hours of free childcare a week, for 38 weeks of the year.
Working parents of children aged 9 months to 4 years old can get 30 hours of free childcare a week for 38 weeks of the year (Free Childcare for Working Parents), if they meet the earnings rules. You confirm your details every 3 months.
Some 2 year olds can get 15 hours a week when the family gets certain kinds of extra support.
The hours are used at a registered provider that offers them, so ask each nursery how it offers the funded hours.
Source: GOV.UK: Free Childcare for Working Parents, check if you're eligible · GOV.UK: Free childcare and education for 2 to 4 year olds (checked 31 October 2026)
Other nurseries nearby
- Blackberry House Day Nursery (Wisbech) - Day nursery, Wisbech PE13 3UT, ages 1 to 4, 58 places, 0.4 milesOfsted, 31 July 2024: Outstanding overall; safeguarding is effective
- Oasis Nursery - Day nursery, Wisbech PE13 3NR, ages 2 to 4, 38 places, 0.6 milesOfsted, 5 April 2023: Good overall; safeguarding is effective
- First Steps Childcare (Cambridgeshire) LTD - Day nursery, Wisbech PE13 3DD, ages 0 to 4, 76 places, 0.8 milesOfsted, 9 August 2022: Good overall; safeguarding is effective
- Ladybirds Day Nursery - Day nursery, Wisbech PE13 2TB, ages 2 to 4, 60 places, 1.1 milesOfsted, 20 September 2023: Good overall; safeguarding is effective
- West Walton Nursery School - Pre-school, Wisbech PE14 7HA, 42 places, 1.6 miles
Schools nearby
- St Peter's CofE Aided Junior School - Primary, 0.3 miles
- Clarkson Infants School - Primary, 0.3 miles
- Orchards Church of England Academy - Primary, 0.7 miles
- The Nene Infant & Nursery School - Primary, 0.9 miles
- Ramnoth Junior School - Primary, 0.9 miles