We Care Wiggly Worms Day Nursery Ltd

We Care Wiggly Worms Day Nursery Ltd
Unique reference number (URN): 2797009
Address: 49-51 Tottenham Lane, Hornsey, London, N8 9BD
Type: Childcare on non-domestic premises
Registered with Ofsted: 26/07/2024
Registers: EYR
Registered person: We Care, Wiggly Worms Day Nursery Ltd
Inspection report: 11 June 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 steady progress from their starting points, including those with special
educational needs and/or disabilities. They develop the confidence and skills they need for
future learning, showing increasing focus during group times and growing independence
through daily routines. Children are confident in their self-care and demonstrate a positive
'can-do' attitude as they carry out tasks for themselves. For example, children independently
wash their hands before mealtimes and use a knife and fork to feed themselves. Younger
children become more curious and confident learners as they spend time alongside older
children, helping them to form new friendships and prepare for transitions to the older
rooms. In turn, older children show care and consideration for younger peers and begin to
develop early leadership skills. Parents comment that they value this aspect of the provision.
Children communicate and make choices confidently using a range of methods suited to
their stage of development, including language, actions or facial expressions. This supports
their communication and language development well. Overall, children are well prepared for
their next stage of learning, including their transition to school.
Behaviour, attitudes and establishing routines Expected standard
Children behave well and develop positive attitudes to learning. Staff are positive role
models and clearly explain expectations, helping children understand why rules are
important. They promote kindness and respect during play, encouraging children to interact
positively with one another. As a result, children take turns and typically remain engaged
during activities. When unwanted behaviour occurs, staff respond promptly and help
children understand what has happened and what they should do instead. For example,
when children handle toys roughly, staff explain why this is not appropriate and demonstrate
how to care for resources gently.
Staff take into account children's stage of development and individual needs when
supporting them to follow routines. For example, they use visual schedules and prompts to
show children what will happen next. This helps children anticipate changes and prepare for
transitions, including those with special educational needs and/or disabilities.
Leaders and staff encourage good attendance, helping children to develop positive routines
for the future. Attendance is checked daily, and any absences are quickly followed up with
telephone contact to ensure children's safety and wellbeing.
Children's welfare and wellbeing Expected standard
Children, including those with special educational needs and/or disabilities and those facing
barriers to learning, develop a good understanding of how to stay healthy and safe through
daily routines and conversations. Staff support children's positive habits, such as
handwashing, moving safely indoors and following mealtime routines. Leaders ensure
individual dietary needs, including allergies, are met and that children eat safely. Mealtimes

are used well to promote independence, with children confidently serving themselves and
making healthy choices, including using tongs to serve food. Leaders have strengthened the
approach to healthy lifestyles through initiatives promoting oral hygiene and healthy eating,
supported by external professionals. They work closely with parents to ensure consistent
messages and hygiene routines.
Staff and children develop warm, trusting relationships that support children's emotional
wellbeing. Children are comforted and reassured when needed, with staff responding
sensitively to their individual needs. Intimate care is carried out with care and sensitivity,
ensuring children's comfort is maintained. For example, staff sing gently to children during
nappy changing times, helping them to feel relaxed and safe. Staff know children well and,
when children find it difficult to regulate their emotions, they skilfully support them using a
range of strategies, such as providing a calm space, books and sensory resources. These
approaches help children to settle, feel emotionally secure and develop the skills to regulate
their feelings.
Curriculum and teaching Expected standard
The curriculum reflects leaders' intentions to support children's independence,
communication, and personal, social and emotional development. Staff know children well
and use ongoing observations to adapt experiences so that all children, including those who
speak English as an additional language, can access the curriculum. For example, staff use
visual aids and daily routines to develop children's vocabulary and understanding. They
introduce new words, such as 'calves', and incorporate mathematical language into
activities, encouraging children to count and describe speed using words such as 'faster'
and 'slower' as they sing rhymes using a pretend microphone. However, staff do not
consistently adapt their interactions to match children's individual stages of communication.
As a result, children's communication and early language development are not always
supported as effectively as they could be.
Staff recognise and celebrate the diversity of children and families within the nursery. They
provide opportunities for children to learn about a range of celebrations, religions and
cultures that reflect the backgrounds and experiences of families attending the setting and
the wider community. Parents are actively involved in sharing and celebrating special
events. This helps children develop respect for others, appreciate diversity and recognise
what make them unique.
Inclusion Expected standard
Leaders have created a caring and inclusive environment where children's needs are
identified and supported at an early stage, including children with special educational needs
and/or disabilities (SEND) and those who may face barriers to their learning. Staff know
children well and work closely with parents, using observations, discussions and ongoing
assessments to understand each child's starting points and respond promptly to emerging
needs. Staff provide well-planned support for children with SEND, ensuring needs are
identified, understood and met effectively. Activities are adapted appropriately, and staff use
strategies such as visual prompts and gestures, along with targeted adult support, to help
children access learning and take part fully in experiences. This enables children to

participate in routines, interact positively with others and make strong progress in their
learning.
Leaders, staff and external professionals work collaboratively to support children's individual
needs, including those with SEND and those known or previously known to children's social
care. Children are closely monitored, and leaders ensure that records are clear, accurate
and up to date.
Leaders use additional funding, including the early years pupil premium, purposefully to
enhance children's experiences and support their language and emotional development. For
example, staff have recently developed a calm space to support children in regulating their
emotions and maintaining focus during small-group activities.
Leadership and governance Expected standard
Leaders are passionate about their roles and committed to making a positive difference to
the children and families they serve. They place a high priority on building effective
partnerships with parents and carers. Staff develop warm, trusting relationships with families
and maintain regular communication through daily discussions, photos, observations and
the nursery's online platform. This helps to ensure that information is shared consistently
and that children's individual needs are well understood. Parents speak positively about the
support their children receive and comment that their children are happy and settled at the
nursery.
Leaders evaluate the quality of the provision and identify areas for further development.
They recognise that there are some inconsistencies in staff teaching and understand the
need for a sharper focus on professional development to raise the quality of practice more
consistently. For example, although staff receive guidance and supervision, leaders do not
always identify precisely when some staff would benefit from additional coaching to
strengthen their teaching skills.
Staff feel valued and enjoy working at the setting. They appreciate the support and guidance
provided by leaders. Leaders promote staff wellbeing and take appropriate steps to ensure
that workloads remain manageable.

What it's like to be a child at this setting
Children arrive happily and confidently at this warm and welcoming nursery, where they
separate from their parents and carers with ease to begin their day. Staff are friendly, caring
and attentive, greeting each child individually and helping them to settle quickly into familiar
routines. A secure key-person system is in place, enabling children to form trusting
relationships with adults who know them well. This helps children to feel safe and secure as
they explore the range of resources and activities available and they quickly becoming
engaged in their play.
Staff support children to engage in activities at a pace that matches their individual comfort
and readiness. When children show hesitation, staff respond sensitively and give them the
time and space they need before joining in. For example, when children may be reluctant to
take part in singing time, staff encourage them gently and enable them to join the group
when they feel ready. This helps children feel valued and included, building their confidence
and sense of belonging. Staff plan enjoyable experiences based on children's interests and
adapt activities effectively to ensure all children can participate. Children, including those
with special educational needs and/or disabilities and those facing barriers to learning, are
supported well to access learning opportunities, participate alongside their peers and make
steady progress from their starting points.
Partnerships with parents are positive and effective. Families work closely with staff and
support the setting's expectations for regular attendance. Leaders promote good attendance
through clear communication and an established attendance policy, helping children to
access consistent learning opportunities and their full entitlement to early education.
Next steps
Leaders should support staff to make more effective use of meaningful interactions to
consistently support and extend children's communication and language development.
Leaders should provide targeted support to meet staff's individual development needs and
further strengthen practice across the setting.
About this inspection
The inspector spoke with leaders, staff, the special educational needs coordinator, children
and parents 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.

Inspector:
Yuko Utsumi
About this setting
Unique reference number (URN): 2797009
Address:
49-51 Tottenham Lane
Hornsey
London
N8 9BD
Type: Childcare on non-domestic premises
Registration date: 26/07/2024
Registered person: We Care, Wiggly Worms Day Nursery Ltd
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: Haringey
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 11 June 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
38

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.
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