URN EY479673 · Inspected 2026-05-14 · Published 2026-06-25 · Inspector: Tracy Joyce
Krazy Dayz Nursery Ltd Walsoken Unique reference number (URN): EY479673 Address: 39 Kirkgate Street, Wisbech, PE13 3QS Type: Childcare on non-domestic premises Registered with Ofsted: 02/07/2014 Registers: EYR, CCR, VCR Registered person: Krazy Dayz Nursery Limited Inspection report: 14 May 2026 Exceptional Strong standard Expected standard Needs attention Urgent improvement 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. How we evaluate safeguarding When we inspect settings for safeguarding, they can have the following outcomes: 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. Expected standard Achievement Expected standard Children make progress with their physical development, particularly their fine motor skills, as children in the pre-school room use a range of mark-making materials to draw themselves. Toddlers learn about colours and explore how different colours appear in the environment. Children, including those who speak English as an additional language and those with speech delays develop their communication skills. They learn to use Makaton signs and start using words to communicate with staff and other children. Babies use all their senses to explore the world around them. Children typically learn to share, take turns and collaborate in their play, developing their confidence and social skills. Children persevere with challenging tasks, such as completing puzzles and matching patterns, demonstrating resilience. Children with special educational needs and/or disabilities receive the support they need to make progress from their starting points. All children, including disadvantaged children, become independent and motivated learners who are suitably prepared for the next stage of their education. Behaviour, attitudes and establishing routines Expected standard Staff promote regular attendance, particularly for disadvantaged children and those with special educational needs and/or disabilities (SEND), helping them receive sustained support for their learning and development. This also helps children to learn the routines and expectations of the setting. Leaders have a positive approach to managing children's behaviour. Staff remind children of simple ground rules, such as using their 'walking feet indoors'. They generally praise children for positive behaviour, and children typically behave well. Staff take a flexible approach to support individual children, such as using sand timers to help children understand when it is their turn. Staff adjust routines for children with SEND, such as offering earlier lunchtimes, which reduces anxiety and stress. Staff get to know children well and are positive role models. They build warm, trusting relationships with children and adapt their approach to meet children's individual needs. Staff teach babies to become aware of one another and begin to share. Toddlers practise how to take turns through activities, such as rolling balls to each other. Pre-school children collaborate in imaginative play and form positive relationships. Staff generally help children develop a positive attitude to learning and encourage them to persevere and concentrate when completing tasks, supporting them to become resilient learners. Children's welfare and wellbeing Expected standard Leaders prioritise children's welfare and wellbeing. They provide a range of healthy home- cooked meals and snacks and ensure that children with dietary requirements receive suitable alternatives. Staff promote personal hygiene as all children, including babies, wash their hands before meals. They also help children develop independence by teaching them to use cutlery, scrape their plates and pour their own drinks. Staff generally teach children how to keep safe when chopping fruit, as well as about the benefits of exercise and healthy eating. However, this is not always consistently reinforced, which limits children's understanding of making healthy choices. Children enjoy outdoor play. They explore sensory experiences, climb, run and use ride-on toys. Staff also plan physical opportunities, such as yoga, which helps children expend energy, develop flexibility and support their emotional wellbeing. Staff promote children's emotional wellbeing through planned experiences, such as using mirrors to draw self- portraits and explore their feelings and facial expressions. Children, including those known to social care and those with special educational needs and/or disabilities, form secure attachments with their key person. Staff in the baby room offer flexible settling-in arrangements, helping babies to feel emotionally secure. Curriculum and teaching Expected standard Leaders reflect on their setting and identify areas for further improvement. They are currently updating the pre-school room to enhance learning for all children, including those with special educational needs and/or disabilities (SEND). Staff have a secure understanding of child development and use ongoing assessments to plan a range of sensory learning experiences to help children make progress. Babies develop physical skills as they use tools to scoop and pour oats. Toddlers use a range of ride-on toys and balance bikes, and pre-school children operate mechanical diggers to further develop their gross motor skills. Staff use children's interests, such as dinosaurs, to promote their language and imaginative play. They enhance activities to further extend children's fine motor skills, for example, by adding pipettes and tweezers to sensory activities. Staff typically support children's communication and language effectively through reading stories, songs and conversations. They generally teach children effectively and embed mathematical learning, such as counting blocks in their towers. However, routine group activities in the pre-school room, such as song time, are occasionally disorganised. This means that some children miss out on fully participating and developing their social skills. Staff adapt activities so that all children can take part, for example, by completing risk assessments to ensure that children with SEND can safely engage in mark-making activities. Inclusion Expected standard Staff get to know children and their families well, enabling them to identify needs quickly. They share information with parents so that children with special educational needs and/or disabilities (SEND) receive timely support through the statutory assessment process. Leaders undertake relevant training to strengthen the coordination of SEND provision in the setting. Staff typically carry out ongoing assessments and review children's progress with parents and professionals to ensure that interventions are consistent and effective. They remove barriers to participation by creating sensory spaces and providing resources such as weighted blankets and spinning toys. These help children to regulate their emotions. Staff provide and adapt activities to reflect children's interests. These strategies help to engage children in their learning successfully. Staff typically ensure that disadvantaged children and those known to social care are included in all aspects of the setting. They use additional funding appropriately to support children's health and wellbeing, for example, by providing extra food and clothing. Staff support children who speak English as an additional language effectively, using Makaton signs to supplement their developing language and creating visual timetables. This helps children to communicate their needs and understand what is going to happen next. Leadership and governance Expected standard Leaders reflect on the effectiveness of the setting and identify areas for continuous improvement. They have recently completed training to coordinate and strengthen the care and education of children with special educational needs and/or disabilities (SEND) in the setting. Leaders work with the nominated individual to ensure that the setting is managed effectively. Leaders support staff to develop their practice using regular supervisory meetings and ongoing training. Apprentices also receive the support they need to achieve their qualifications. However, professional development opportunities are not always precisely matched to individual staff's needs or the setting's improvement priorities. Leaders consider staff's workload when making decisions, and staff report feeling well supported in the setting, for both their professional development and their wellbeing. Leaders engage positively with parents who value the support they, and their children, receive. They welcome advice and strategies to support their children at home with their development, which have benefited their children's progress. Parents of children with SEND appreciate the guidance they have received during the statutory assessment process. Leaders work with other settings and schools to share information about children's individual needs. This enables children to settle quickly when they make the transition to the next stage in their learning. Compulsory Childcare Register requirements This setting has met the requirements of the compulsory part of the Childcare Register. How we check if a provider meets the requirements of the Compulsory Childcare Register When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes: Met Not met Voluntary Childcare Register requirements This setting has met the requirements of the voluntary part of Childcare Register. How we check if a provider meets the requirements of the Voluntary Childcare Register When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes: Met Not met What it's like to be a child at this setting Children feel safe and secure in the setting as staff build positive and trusting relationships with them and their parents. Staff promote regular attendance, which helps provide consistent learning experiences. Children receive timely and coordinated support for their development as staff typically share information effectively with parents and external professionals. Children, including those known to social care, make progress in their learning because staff use their interests to plan engaging and meaningful activities. Children with special educational needs and/or disabilities (SEND) spend time with staff concentrating hard when completing challenging puzzles. Babies have the time they need to settle into the setting and form secure attachments with their key person. Babies and children approach staff for comfort and reassurance, and staff respond warmly. Children enjoy imaginative play with staff and engage in shared activities, such as racing ride-on toys in the garden, which strengthens relationships in the setting. Staff typically know children well and find out their communication preferences. This helps ensure that children's voices are heard, including babies, children with SEND and disadvantaged children. Children become resilient as staff support them to try new things and learn from their mistakes. Children are generally confident learners who explore different areas of the setting and engage in a wide range of sensory activities. Children, including those with SEND, benefit from calm, quiet spaces in the setting. This helps them to regulate their emotions, and they snuggle up in weighted blankets to share books with staff. Children enjoy water play and use a variety of resources to pour and squirt water. They form positive relationships with one another, learning to take turns, share and collaborate. Staff promote independence for all children. Babies learn to put on their own shoes while older children use knives safely to Inspector: Tracy Joyce About this setting Unique reference number (URN): EY479673 Address: 39 Kirkgate Street Wisbech PE13 3QS Type: Childcare on non-domestic premises Registration date: 02/07/2014 Registered person: Krazy Dayz Nursery Limited Register(s): EYR, CCR, VCR chop their fruit at snack time. As a result, children are suitably prepared for the next stage of their learning. Next steps Leaders should further develop professional development opportunities, so they are precisely matched to staff's needs and contribute to ongoing improvements in practice. Leaders should support staff to consistently reinforce teaching about healthy eating, so children develop a secure understanding of how to make healthy choices. Leaders should ensure that routine group activities in the pre-school room, such as song time, are consistently well organised so that children benefit fully from these experiences. About this inspection The inspector spoke with leaders, staff, parents and children during the 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. Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00 Local authority: Cambridgeshire Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 14 May 2026 Children numbers Age range of children at the time of inspection 0 to 10 Total number of places 72 Our grades explained Exceptional Practice is exceptional: of the highest standard nationally. Other settings can learn from it. Strong standard The setting reaches a strong standard. Leaders are working above the standard expected of them. 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. Needs attention The expected standards are not met but leaders are likely able to make the necessary improvements. Urgent improvement The setting needs to make urgent improvements to provide the expected standard of education and/or care. The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people. 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. 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. This publication is available at https://reports.ofsted.gov.uk. Interested in our work? 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