Wriggles and Giggles day nursery

Wriggles and Giggles day nursery

Unique reference number (URN): 2821215 Address: 63 Church Street, Conisbrough, Doncaster, DN12 3HP Type: Childcare on non-domestic premises Registered with Ofsted: 20/12/2024 Registers: EYR, CCR Registered person: Winder, Carla

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

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.

p.2

Inclusion Strong standard

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.

p.2

Inclusion Strong standard

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.

p.2

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.

p.2

Achievement Expected standard

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.

p.2

Achievement Expected standard

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.

p.2

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.

p.3

Behaviour, attitudes and establishing routines Expected standard

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.

p.3

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.

p.3

Children's welfare and wellbeing Expected standard

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.

p.3

Children's welfare and wellbeing Expected standard

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.

p.3

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

p.3

Curriculum and teaching Expected standard

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.

p.4

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.

p.4

Leadership and governance Expected standard

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.

p.4

Leadership and governance Expected standard

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.

p.4

Compulsory Childcare Register requirements

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

p.5

Register

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

p.5

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

Children arrive happily at this inviting setting and settle quickly with support from their key person. This relationship helps children feel safe, secure and ready to explore and learn. Across all rooms, children have access to a range of resources both indoors and outdoors. Children engage well in free-play opportunities and activities available. They are supported to work towards an ambitious curriculum intent that identifies targets for each age and stage based on the 7 areas of learning in the early years foundation stage.

p.5

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

In the baby rooms, children explore free-play opportunities and engage well when encouraged by staff. Staff model simple language during play, giving babies opportunities to hear new words and develop their communication skills. Babies use tools to dig and explore the sand, strengthening their physical skills. Staff encourage them to join in with singing and actions, helping them develop early listening and attention skills. At snack time, babies use tongs to self-select foods, which encourages them to begin developing independence skills at an early age.

p.5

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

In the toddler rooms, children enjoy listening to stories and joining in with action songs. This supports children to develop an interest in books and supports their language development. Toddlers engage in a variety of free-play activities and play alongside their peers. They take part in mark-making opportunities and proudly share their drawings with staff. This means children are encouraged to develop confidence and a sense of self, and to take pride in their achievements.

p.5

Address:

63 Church Street Conisbrough Doncaster DN12 3HP

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registration date: 20/12/2024 In the pre-school room, children benefit from a rich outdoor environment with thoughtfully arranged areas that reflect their recent interests and promote physical and imaginative development. Children engage in role play, developing their social skills and creativity. They enjoy messy play experiences that encourage them to use descriptive language. For example, when exploring messy play, children comment that it feels 'satisfying' as they investigate with their fingers. At snack time, children use knives to spread butter on crackers, supporting their independence and fine motor skills.

p.6

Next steps

Leaders should further implement the consistent use of direct teaching during interactions to extend children's learning. Leaders should support staff to implement the consistent use of meaningful reflections on children's emotions in the moment.

p.6

About this inspection

The inspector spoke with leaders, practitioners, special educational needs coordinator, designated safeguarding lead and assistants during the inspection.

p.6

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. Registered person: Winder, Carla

p.6

About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30

p.7

Facts and figures used on inspection

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

p.7

Exceptional

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

p.7

Strong standard

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

p.7

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.

p.7

Needs attention

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

p.8

Urgent improvement

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

p.8

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.

p.8

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 .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

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

p.8