Wriggles and Giggles day nursery

Inclusion: Strong standard

Leaders are highly effective at supporting families in improving outcomes for children and adapting their strong support to their ever changing needs. Early years pupil premium funding is used highly purposefully and has a demonstrable impact on children's progress. Leaders work extremely closely with parents to select resources that reflect each child's individual learning needs and interests. Parents are invited to regular stay-and-play sessions, which strengthen relationships and positively affect children's wellbeing and learning. Leaders and staff keep parents very well informed about their children's achievements, and parents report feeling extremely well supported by the leadership team.

Leaders and staff clearly identify children's needs quickly and accurately when they join the setting, using careful observations and assessments. For children with special educational needs and/or disabilities, leaders introduce targeted plans with specific, developmentally appropriate goals. These plans are reviewed termly or more frequently as needed, ensuring that children make the best possible progress at their own pace. Leaders actively seek advice from external agencies to reduce barriers to children's welfare and learning. Recommended strategies are implemented promptly and consistently and shared with the wider team during staff meetings.

Staff benefit from regular training opportunities that strengthen their knowledge and practice. Leaders carry out supervisions, setting achievable targets that support staff development and contribute well towards improving care and learning for children.

Curriculum and teaching: Expected standard

Leaders have implemented a curriculum for each age and stage, aligned with the 7 areas of learning in the early years foundation stage. The curriculum intent is clearly displayed in every room, enabling staff to develop a good understanding of what children should achieve before they transition to the next stage. Each room offers a wide range of free-play opportunities that promote children's independence and support their learning. Staff generally demonstrate a secure understanding of children's developmental levels and what they need to learn next to make good progress.

Children collaborate as they build with magnetic shapes, developing their social skills through shared play. Staff introduce mathematical language from an early stage. For example, in the pre-school room, children are encouraged to count during play; when role playing in the ice-cream shop, adults ask, 'How many scoops?', helping children learn to count objects with purpose. Staff support children's physical development by providing height-appropriate equipment that encourages early standing, cruising and balancing. Children enjoy stories with their key adults, which supports the development of listening skills, language acquisition and early comprehension. However, staff teaching and interactions to extend children's learning are not consistently embedded in practice across the setting. This means that, on occasions, some children are not consistently encouraged to achieve to their full potential.

Achievement: Expected standard

Children typically make steady and sustained progress from their individual starting points. They are encouraged to develop their self-care skills, such as washing their hands before snack, pouring their own drink at snack time, and self-selecting toast using tongs. This prepares children well for their next stage in learning.

Children with special educational needs and/or disabilities have personalised targets based on their individual learning needs. They receive support that enables them to work towards these goals and make progress.

Children engage well in free-play activities throughout the setting. They access role-play areas, calm spaces and a wide range of messy play opportunities indoors to develop their skills and follow their own interests. Children typically show excitement as they join in action songs at circle time, such as 'Sleeping Bunnies', demonstrating their enthusiasm for learning and engagement in group activities. These positive experiences help build a solid foundation for future learning.

Behaviour, attitudes and establishing routines: Expected standard

Children arrive happily and settle with the support of their key person. They feel comfortable seeking reassurance and comfort when needed, which helps them feel safe and emotionally secure. Leaders and staff are positive role models for children, promoting warm, respectful and kind behaviour. Leaders and staff typically implement key routines to help children develop a sense of security. For example, when it is time to tidy up, staff ring a bell and sing a rhyme. This means children establish routines and begin to anticipate what is happening next.

Children engage purposefully in the wide range of activities available across the setting and play cooperatively with their peers. They enjoy imaginative play, where they practise real-life social skills, such as taking turns, sharing resources and saying 'thank you' during conversations. These experiences support children's communication and language development while building their social confidence and positive relationships with others. Staff encourage children to negotiate, share and take turns during play, helping them to develop the social skills they need for school and beyond.

Children's welfare and wellbeing: Expected standard

Leaders and staff implement clear policies and procedures to support children's individual care needs. Clear risk assessments, detailed care plans and well-established procedures for managing food allergies are in place in each room to ensure all children's health, safety and wellbeing are prioritised across the setting. Children have access to warm, welcoming rooms that are organised to promote the children's learning and development across the setting. They enjoy quiet and calm spaces where they can look at books, explore sensory toys and take time to regulate when needed.

Staff effectively promote children's understanding of healthy habits. Children are encouraged to wash their hands before snack and lunch, and they take part in the setting's toothbrushing programme. This helps them develop positive routines that support lifelong health. Staff work closely with families to introduce children to a variety of healthy foods.

Children learn about feelings and develop a positive sense of self through play and planned activities, such as sharing 'The Colour Monster' story and exploring emotion picture cards. However, adults do not always support children to recognise and reflect on their emotions as they arise during play and daily routines. As a result, children are not consistently helped to identify, express and manage their feelings effectively.

Leadership and governance: Expected standard

Leaders promote a safe learning environment for children and staff. They identify the setting's strengths and areas for improvement. For example, they identified that communication between the main setting and The Bungalow needed improvement. Additional meetings have since been introduced to strengthen consistency and ensure information is shared effectively. Leaders prioritise staff wellbeing and provide regular supervision and support to identify professional development targets. Staff feel well supported to access relevant training, which strengthens their practice and contributes to improving the quality of care and learning for children.

Leaders work closely with parents to identify and reduce barriers to children's welfare, wellbeing and learning. They provide guidance and support to help parents implement strategies at home that promote children's development and readiness for school.

Leaders are proactive in seeking support from external agencies and implementing strategies to improve outcomes for all children, including those with special educational needs and/or disabilities (SEND) and disadvantaged children. For example, they refer children to the Talking Together programme to promote speech and language development. This helps children access early intervention and develop the communication skills they need for a successful transition to school. Staff make effective adaptations to meet the needs of children with SEND, and those who are known or have previously been known to children's social care, helping to ensure they are fully included and make steady progress.