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
Inspection report: 7 July 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 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.
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.
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.
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.
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
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.
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.
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.
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.
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.

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.
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.
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.
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.
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.
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.

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
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.
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.
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.
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:
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
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.
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:
Kelly Little
About this setting
Unique reference number (URN): 2823876
Address:
1 Holt Street
Worsley Mesnes
Wigan
WN3 5HS
Type: Childcare on non-domestic premises
Registration date: 03/02/2025
Registered person: Early Learners Nursery (Wigan) Limited
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 06:00
Local authority: Wigan
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 7 July 2026
Children numbers
Age range of children at the time of inspection
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.

Total number of places
89
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? You can subscribe to our monthly newsletter for more information
and updates: http://eepurl.com/iTrDn.
Piccadilly Gate
Store Street
Manchester
M1 2WD
T: 0300 123 1231
Textphone: 0161 618 8524
E: enquiries@ofsted.gov.uk
W: www.gov.uk/ofsted
© Crown copyright 2026
© Crown copyright