We Care Wiggly Worms Day Nursery Ltd

Inclusion: Expected standard

Leaders have created a caring and inclusive environment where children's needs are identified and supported at an early stage, including children with special educational needs and/or disabilities (SEND) and those who may face barriers to their learning. Staff know children well and work closely with parents, using observations, discussions and ongoing assessments to understand each child's starting points and respond promptly to emerging needs. Staff provide well-planned support for children with SEND, ensuring needs are identified, understood and met effectively. Activities are adapted appropriately, and staff use strategies such as visual prompts and gestures, along with targeted adult support, to help children access learning and take part fully in experiences. This enables children to participate in routines, interact positively with others and make strong progress in their learning.

Leaders, staff and external professionals work collaboratively to support children's individual needs, including those with SEND and those known or previously known to children's social care. Children are closely monitored, and leaders ensure that records are clear, accurate and up to date.

Leaders use additional funding, including the early years pupil premium, purposefully to enhance children's experiences and support their language and emotional development. For example, staff have recently developed a calm space to support children in regulating their emotions and maintaining focus during small-group activities.

Curriculum and teaching: Expected standard

The curriculum reflects leaders' intentions to support children's independence, communication, and personal, social and emotional development. Staff know children well and use ongoing observations to adapt experiences so that all children, including those who speak English as an additional language, can access the curriculum. For example, staff use visual aids and daily routines to develop children's vocabulary and understanding. They introduce new words, such as 'calves', and incorporate mathematical language into activities, encouraging children to count and describe speed using words such as 'faster' and 'slower' as they sing rhymes using a pretend microphone. However, staff do not consistently adapt their interactions to match children's individual stages of communication. As a result, children's communication and early language development are not always supported as effectively as they could be.

Staff recognise and celebrate the diversity of children and families within the nursery. They provide opportunities for children to learn about a range of celebrations, religions and cultures that reflect the backgrounds and experiences of families attending the setting and the wider community. Parents are actively involved in sharing and celebrating special events. This helps children develop respect for others, appreciate diversity and recognise what make them unique.

Achievement: Expected standard

Children make steady progress from their starting points, including those with special educational needs and/or disabilities. They develop the confidence and skills they need for future learning, showing increasing focus during group times and growing independence through daily routines. Children are confident in their self-care and demonstrate a positive 'can-do' attitude as they carry out tasks for themselves. For example, children independently wash their hands before mealtimes and use a knife and fork to feed themselves. Younger children become more curious and confident learners as they spend time alongside older children, helping them to form new friendships and prepare for transitions to the older rooms. In turn, older children show care and consideration for younger peers and begin to develop early leadership skills. Parents comment that they value this aspect of the provision.

Children communicate and make choices confidently using a range of methods suited to their stage of development, including language, actions or facial expressions. This supports their communication and language development well. Overall, children are well prepared for their next stage of learning, including their transition to school.

Behaviour, attitudes and establishing routines: Expected standard

Children behave well and develop positive attitudes to learning. Staff are positive role models and clearly explain expectations, helping children understand why rules are important. They promote kindness and respect during play, encouraging children to interact positively with one another. As a result, children take turns and typically remain engaged during activities. When unwanted behaviour occurs, staff respond promptly and help children understand what has happened and what they should do instead. For example, when children handle toys roughly, staff explain why this is not appropriate and demonstrate how to care for resources gently.

Staff take into account children's stage of development and individual needs when supporting them to follow routines. For example, they use visual schedules and prompts to show children what will happen next. This helps children anticipate changes and prepare for transitions, including those with special educational needs and/or disabilities.

Leaders and staff encourage good attendance, helping children to develop positive routines for the future. Attendance is checked daily, and any absences are quickly followed up with telephone contact to ensure children's safety and wellbeing.

Children's welfare and wellbeing: Expected standard

Children, including those with special educational needs and/or disabilities and those facing barriers to learning, develop a good understanding of how to stay healthy and safe through daily routines and conversations. Staff support children's positive habits, such as handwashing, moving safely indoors and following mealtime routines. Leaders ensure individual dietary needs, including allergies, are met and that children eat safely. Mealtimes are used well to promote independence, with children confidently serving themselves and making healthy choices, including using tongs to serve food. Leaders have strengthened the approach to healthy lifestyles through initiatives promoting oral hygiene and healthy eating, supported by external professionals. They work closely with parents to ensure consistent messages and hygiene routines.

Staff and children develop warm, trusting relationships that support children's emotional wellbeing. Children are comforted and reassured when needed, with staff responding sensitively to their individual needs. Intimate care is carried out with care and sensitivity, ensuring children's comfort is maintained. For example, staff sing gently to children during nappy changing times, helping them to feel relaxed and safe. Staff know children well and, when children find it difficult to regulate their emotions, they skilfully support them using a range of strategies, such as providing a calm space, books and sensory resources. These approaches help children to settle, feel emotionally secure and develop the skills to regulate their feelings.

Leadership and governance: Expected standard

Leaders are passionate about their roles and committed to making a positive difference to the children and families they serve. They place a high priority on building effective partnerships with parents and carers. Staff develop warm, trusting relationships with families and maintain regular communication through daily discussions, photos, observations and the nursery's online platform. This helps to ensure that information is shared consistently and that children's individual needs are well understood. Parents speak positively about the support their children receive and comment that their children are happy and settled at the nursery.

Leaders evaluate the quality of the provision and identify areas for further development. They recognise that there are some inconsistencies in staff teaching and understand the need for a sharper focus on professional development to raise the quality of practice more consistently. For example, although staff receive guidance and supervision, leaders do not always identify precisely when some staff would benefit from additional coaching to strengthen their teaching skills.

Staff feel valued and enjoy working at the setting. They appreciate the support and guidance provided by leaders. Leaders promote staff wellbeing and take appropriate steps to ensure that workloads remain manageable.