Early Learners Nursery (Wigan) Limited

Early Learners Nursery (Wigan) Limited

Unique reference number (URN): 2823876 Address: 1 Holt Street, Worsley Mesnes, Wigan, WN3 5HS Type: Childcare on non-domestic premises Registered with Ofsted: 03/02/2025 Registers: EYR, CCR, VCR Registered person: Early Learners Nursery (Wigan) Limited

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Expected standard

Children typically make progress from their starting points. They develop the knowledge and skills they need for the next stage in their learning. Children become increasingly independent as they make choices in their play, manage aspects of their own self-care and confidently explore the environment. They communicate their ideas with growing confidence and develop their vocabulary through conversations, stories and interactions with staff and peers. Children listen attentively and increasingly express their thoughts, ideas and experiences. They investigate, solve problems and develop increasing physical control as they use a range of tools and equipment throughout the setting. Some children do not always benefit fully from learning opportunities. As a result, they do not consistently build on their knowledge and skills as well as they could.

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Achievement Expected standard

Children with special educational needs and/or disabilities, those who speak English as an additional language and children who receive additional support participate fully in the life of the setting. Individual strategies help reduce barriers to learning and wellbeing so children make progress from their starting points alongside their peers.

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Children's welfare and wellbeing Expected standard

Staff know children well and provide care that reflects their individual health, care and dietary needs. Babies' records clearly identify their weaning stage and dietary requirements, helping staff provide consistent care throughout the day. Allergies and dietary requirements are managed effectively, enabling children to eat safely alongside their peers. Staff work closely with parents to promote healthy lifestyles and share information about healthy eating, oral health and accessing local dental services. This helps children develop healthy habits and supports their ongoing health and wellbeing.

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Children's welfare and wellbeing Expected standard

Children's physical wellbeing is typically promoted well. Babies, in particular, benefit from nurturing and responsive care that supports their emotional wellbeing and helps them quickly develop secure attachments with staff. Staff help children understand how to keep themselves and others safe during everyday play, including when using outdoor climbing equipment. They understand how changes in children's family circumstances can affect wellbeing and work closely with parents and other professionals to provide consistent support. Leaders ensure children's individual care needs are reviewed regularly and shared with staff. As a result, children receive consistent care and feel safe, secure and well cared for.

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Curriculum and teaching Expected standard

Leaders have developed an inclusive curriculum that reflects children's interests, age and stage of development. Staff understand children's individual starting points and typically use this knowledge to plan their next steps in learning. This helps children develop the knowledge and skills they need as they move through the setting and prepares them for their next stage of learning. Staff interactions place a strong focus on communication and language, personal, social and emotional development, physical development and early mathematics. Babies enjoy songs, stories and musical activities that encourage them to repeat simple words and sounds. Older children investigate bugs and natural materials outdoors, where staff introduce mathematical language, such as 'heavier' and 'lighter', and encourage children to test their ideas. Children strengthen their physical skills as they balance, climb and explore different

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Curriculum and teaching Expected standard

equipment. Staff build on children's interests through discussions about different sports and occupations, helping them develop their understanding of the world. However, staff do not always recognise when they need to adapt their teaching to maximise children's learning, particularly during larger group times. When some children become disengaged, staff do not consistently adapt their interactions or teaching quickly enough to re-engage them and build on what they already know and can do.

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Inclusion Expected standard

Staff use specialist language assessment tools, observations and discussions with parents to identify children's individual needs and any barriers to learning and wellbeing. They work closely with families and other professionals to agree appropriate strategies and achievable next steps that reflect children's emerging and changing needs. Staff review children's progress regularly and adapt support where needed. This helps children make progress from their individual starting points. However, inconsistencies in routines and expectations can limit some children's engagement in learning and, therefore, the progress they make.

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Inclusion Expected standard

Leaders and staff create an inclusive culture where children and families feel welcomed and valued. They work closely with speech and language therapists, physiotherapists, paediatricians and health visitors to ensure children receive the support they need. Strategies are shared with parents to promote a consistent approach at home and in the setting, helping children build on what they know and can do across both environments. For example, staff provide individual sensory resources to help children regulate their emotions and engage in learning.

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Inclusion Expected standard

Information is prepared in different languages to help families understand and access the support available. Leaders persevere in building positive relationships with families who are initially reluctant to engage with support. They know disadvantaged children, children with special educational needs and/or disabilities, those who speak English as an additional language and children known, or previously known, to children's social care well. This helps to reduce barriers to learning and wellbeing, so children participate fully in the life of the setting.

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Leadership and governance Expected standard

Leaders maintain effective oversight of the setting. They understand its strengths and identify priorities that continue to improve children's experiences. Leaders follow effective recruitment, induction and probation procedures to help ensure staff are suitable for their roles. They monitor staff through probation reviews, peer observations and regular discussions. Professional development is tailored to individual roles and the needs of the setting. For example, staff moving rooms receive relevant training before taking up their new roles, while in-the-moment coaching helps staff reflect on and strengthen their practice.

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Needs attention

Leaders have identified the need to strengthen how staff support children's behaviour and engagement. They have recently introduced strategies to promote consistent routines and expectations and provide ongoing coaching and support to staff. Leaders monitor the implementation of these approaches as part of their improvement work.

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Needs attention

Leaders use additional funding effectively to purchase specialist equipment and resources that meet children's individual needs. This helps children participate fully in the life of the setting. Leaders promote staff wellbeing through an open and supportive culture and respond positively when staff require additional support or reasonable adjustments.

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Needs attention

Leaders promote positive partnerships with parents from the outset. They gather detailed information during the settling-in process and maintain regular two-way communication through daily discussions and the online app. Information shared by parents helps staff tailor children's experiences, while strategies shared by staff support children's learning and wellbeing at home. Leaders work closely with external agencies to ensure children and families receive coordinated support when needed. This collaborative approach helps provide children with consistent experiences at home and in the setting.

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Behaviour, attitudes and establishing routines Needs attention

Leaders have introduced changes to strengthen teaching in this area of the setting's work. However, these are at an early stage and it is too soon to determine their impact. As a result, approaches to supporting children's behaviour and establishing routines are not yet implemented consistently across the setting. This is particularly evident during transitions and larger group times. Staff do not always recognise when children become disengaged or adapt their interactions to help children understand what is expected of them. This means children do not consistently develop the positive attitudes and learning behaviours they need to engage fully in activities.

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Behaviour, attitudes and establishing routines Needs attention

Babies are emotionally secure and form warm relationships with staff. They respond positively to familiar adults who provide reassurance and comfort when needed. They play cooperatively, sustain their engagement in activities and show consideration for others. Staff support children to recognise and talk about their emotions through everyday interactions and stories. However, staff do not consistently help children understand why expectations are important or explain how their behaviour affects others.

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Behaviour, attitudes and establishing routines Needs attention

Leaders monitor attendance regularly and work closely with families where attendance becomes a concern. They work with parents and other professionals, where appropriate, to reduce barriers to attendance. This helps children access the learning and experiences the setting provides.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Leaders have recently introduced strategies to strengthen children's understanding of routines and expectations. However, these approaches are not yet implemented consistently across the setting. As a result, some children do not consistently receive the support they need to understand what is expected of them or to remain fully engaged in their learning. At times, staff do not adapt their interactions or explain routines clearly enough to help children understand expectations. Consequently, some children become disengaged during group activities and transitions. Despite these inconsistencies, children demonstrate that they feel safe, valued and well cared for.

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What it's like to be a child at this setting

Staff know children well and use information gathered from parents to understand their individual needs, interests and routines. Babies benefit from nurturing interactions that promote secure attachments, while older children confidently access a broad range of experiences that support their communication, physical development, independence and preparation for their next stage of learning. Children with special educational needs and/or disabilities, those who speak English as an additional language and those receiving support from other professionals are included well. Staff work closely with families and partner agencies to reduce barriers to learning and help children make progress from their starting points.

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What it's like to be a child at this setting

Children's welfare and wellbeing are promoted effectively. Children are supported to develop their independence and self-care skills, including making choices about their play and managing aspects of their own personal needs. Children and their families are welcomed into the setting, and parents describe staff as supportive and approachable. They value the regular communication and guidance they receive to continue children's learning and wellbeing at home. Leaders recognise the importance of regular attendance and work closely with families where attendance becomes irregular so that children benefit fully from the opportunities the setting provides.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following action by the assigned date:

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Action Completion Date

ensure staff consistently support children's behaviours and embed routines so that children consistently develop the knowledge and skills to understand what is expected of them. 03/08/2026

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About this inspection

The inspector spoke with the operations director, area manager, nursery manager, special educational needs coordinator, practitioners, parents and children during the inspection.

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About this inspection

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Address:

1 Holt Street Worsley Mesnes Wigan WN3 5HS

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Early Learners Nursery (Wigan) Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 06:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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1 to 4

We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information about this.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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