Wiggles Day Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

The manager and her staff team create a warm and welcoming environment where children demonstrate that they feel happy, safe and secure. From a very early age, children are confident to make choices in their play and show high levels of independence.

Staff organise the indoor environments well to enable children to make choices in how they play and the activities they engage in. This helps to prepare children well for their future learning. Activities capture children's interest and motivate them to join in.

For example, younger children experiment with balls and tubes as they find out about how things move. Staff know... children well, and get involved in their play to support their language skills and mathematical development. Children seek out their friends to share experiences with and learn to share and take turns as they play.

A successful key-person system and detailed information obtained from parents before children start, help staff to find out valuable information that assists children to settle quickly. Good communication between staff and parents keeps them fully involved in children's learning. Parents are extremely happy with the service the nursery provides and report that their children really enjoy attending.

What does the early years setting do well and what does it need to do better?

Staff carefully plan a rich and varied curriculum that reflects children's individual interests. Children benefit from the stimulating learning environments. However, the organisation of the day, and the relatively limited outside space available for the younger children, sometimes means that they do not have as many opportunities as possible to benefit from being outdoors, to extend the learning of those children who prefer to learn in this environment.

Children demonstrate a good awareness of patterns and prints. Older children find their name at snack time and use their books to draw or write about an event that is important to them. They are keen to experiment with making marks with a wide range of objects and materials.

For example, children use a paintbrush and water from a muddy puddle to write on the boards in the garden.Staff are caring and attentive to children's needs. The nursery has a busy but calm feel to it throughout the day.

Staff are sensitive as they support children at mealtimes, carefully following routines from home to help children feel secure. Older children learn social skills as staff join them at lunchtime. Staff act as good role models, teaching children good manners and how to behave well.

There is a strong sense of teamwork between staff and managers. Everyone works together to ensure each individual child's needs are met. Managers provide effective leadership, offering time for training, support and coaching to help staff to improve their skills.

They are quick to identify where improvements can be made and are proactive in making these happen. For example, training completed by some staff in the baby room has improved the support that younger children receive to build on their communication skills.Children receive gentle reminders from staff about behaviour expectations, which help them to form good relationships and work well with their friends.

Staff are quick to praise children for their achievements, which boosts children's confidence and self-esteem. Older children beam with pride as they stand next to the noticeboard where a staff member has written that they have put on their coat and done up their zip all by themselves.Staff are enthusiastic and keen to get involved in children's play.

They show a good understanding of children's learning needs and how to support these through their play. They provide good support for children with special educational needs and/or disabilities, adapting their approach to help these children make good progress.Staff are attentive and listen to what children have to say.

They encourage children to describe what they are doing and skilfully ask them questions that promote their language skills. However, at times, staff do not encourage children to think about how they can overcome problems, to extend their learning and challenge them further.

Safeguarding

The arrangements for safeguarding are effective.

Leaders, managers and staff complete regular safeguarding training and discuss safeguarding policies at staff meetings and supervisions. They have a secure understanding of their responsibilities to report any concerns about a child's welfare or with regards to adults working with the children. Their close working relationships with the school enhance these procedures further.

Staff are vigilant to ensure the premises are safe and secure at all times. All staff receive a thorough induction, and are vetted fully before starting to work with the children, to confirm their suitability.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: focus on supporting staff in their professional development to raise the quality of teaching to a consistently high standard provide more opportunities for children to benefit from accessing the outdoor spaces, to further support the progress of children who learn best outdoors.

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