Giggles N Squiggles Downham — Ofsted Nursery Tracker

Grades by area

Inclusion

Strong standard

Leaders and staff place a strong emphasis on providing inclusive practice for children at the setting. Staff demonstrate a clear commitment to making children feel valued and supported to achieve positive outcomes for learning. They always consider individual needs and children who may have barriers to learning. Leaders and staff regularly assess children, and adapt their teaching approaches to ensure needs are being met. For example, staff place a strong value on ensuring that children with speech and language barriers are able to communicate appropriately, such as by using Makaton and visual aids to support their interactions. As a result, children are fully included in daily experiences, develop a strong sense of belonging and make positive progress from their starting points. Leaders make effective use of additional funding to provide targeted support for children. For example, leaders plan for external professionals to deliver additional, tailored sessions that meet children's needs. Staff work closely with these professionals to ensure that strategies are consistent within the setting. As a result, children make positive progress from their starting points and receive well-targeted support. Families are well supported and kept informed through regular meetings with leaders and staff, helping them to ensure that approaches are consistent in order to enable them to meet children's needs at home.

Achievement

Expected standard

Children demonstrate growing confidence and independence from a young age. They move around their environments independently, while initiating their own play. Across the setting, children are happy and settled and show curiosity as they explore and engage in activities. Younger children develop their physical skills well. They are confident with movements such as walking and climbing, including those who face barriers to learning. As a result, they gain control and coordination in their movements and become more confident to explore their surroundings. Older children build on their physical skills further as they enjoy using bikes in the outdoor area. They pedal and steer the bikes around the space, showing coordination and awareness of their surroundings. Children show increasing independence in everyday tasks. They confidently prepare their own snack, using safe knives to chop fruit and serve themselves. Children demonstrate a positive awareness of hygiene practices, for example by washing their hands before and after mealtimes, and washing up their own cutlery.

Behaviour, attitudes and establishing routines

Expected standard

Children are greeted by familiar and trusted adults, helping them to feel safe and settled. Staff interact well with children, showing genuine interest in their learning experiences. Staff are engaged during interactions with children, helping to build strong relationships and fostering a nurturing and supportive environment. Staff effectively support children to manage their emotions by offering solutions that reflect on their interests, helping them to engage appropriately and develop strategies for self-regulation. Children generally show positive attitudes to behaviour and are supported well by staff. Staff have a clear understanding of how to support children's behaviour, while identifying and supporting children's individual needs. Staff use visual aids to support children to understand boundaries, and communicate effectively, resulting in children feeling secure, confident and able to express their needs and feelings clearly. Children typically play well together and are supported by staff to share and take turns. Staff generally do well at supporting children to resolve conflicts and regulate their emotions. Staff regularly give children praise and positively reinforce behaviours. As a result, children develop positive relationships with others, learn to manage their emotions effectively and begin to understand appropriate behaviours and interactions.

Children's welfare and wellbeing

Expected standard

Staff focus well on supporting children to take care of themselves and enjoy their time at the setting. Staff value the importance of children understanding their emotions. For example, in the rooms for younger children, there is a focus on reading stories relating to emotions, and the learning from these stories is then embedded throughout activities. This has a positive impact and supports children to understand their emotions and learn strategies and techniques for self-regulation. Staff typically understand the importance of supporting children to learn how to manage their own needs. For example, in younger rooms, children are encouraged by staff during outdoor play to sit with their peers and keep hydrated in shaded areas. As a result, children begin to develop an awareness of their physical needs and learn how to make choices to support their health and wellbeing, encouraging children to develop their independence from an early age. Staff typically provide positive role modelling for children. For example, during warm weather, staff wear hats, while encouraging children to do the same. As a result, children develop an understanding of keeping themselves safe during warm climates and begin to make appropriate choices that support their health and wellbeing. However, at times, some staff do not consistently reinforce expectations around what is safe and appropriate for children to put in their mouths. For example, during play, opportunities to guide children in understanding the difference between real food and play materials are occasionally missed. This limits children's ability to develop a secure understanding of how to build long-lasting, healthy habits.

Curriculum and teaching

Expected standard

Staff have a clear understanding of the curriculum throughout the nursery rooms and identify what they would like children to be able to do, such as be 'happy, confident and independent'. Leaders ensure that staff understand how the curriculum can be adapted for different ages, to ensure all children are given the opportunity to learn and thrive. Staff understand the importance of following children's interests and building on this through the planning of activities and resources. Younger children show a growing interest in sensory experiences, such as water play and exploring materials like washing-up liquid to create bubbles. As a result, they develop their curiosity and communication skills as they describe what they see, feel and do. Throughout the rooms for older children, staff demonstrate a clear understanding of the importance of following children's interests and developing these through play experiences. For example, children are provided with opportunities to learn about their local community through visits to nearby construction sites and train lines, as well as interactions with community members, such as postal workers. Children develop a broader understanding of the world around them, which enables them to become highly engaged in their learning. At times, some areas of the setting become overcrowded, which impacts children's ability to remain focused and fully engaged in activities. For example, in sensory spaces, the number of children accessing the area is not always carefully identified. As a result, children can become distracted, and opportunities for learning and engagement are reduced.

Leadership and governance

Expected standard

Leaders demonstrate a commitment to continuous improvement throughout the setting. They identify barriers that may affect children's learning and work effectively with staff to introduce strategies that meet individual needs. For example, leaders have plans for the development of additional spaces in the setting to provide children and families with a community space to access additional support and resources. As a result, families and staff are given opportunities to thrive and work collaboratively with one another. Parents and carers speak positively about leaders. Parents typically remark on the positive progress their children are making, and how they feel supported by both leaders and staff. Parents appreciate the welcoming nature of the setting, and understand who they can speak to if they have concerns. Staff report that they feel well supported in their roles and are confident to communicate openly with leaders. Leaders maintain regular contact with staff to discuss children's individual needs, monitor progress and identify emerging concerns. Through supervisions and ongoing discussions, leaders set clear expectations and agree professional development goals with staff. This helps to strengthen staff practice and supports positive outcomes for children and their learning. Leaders work efficiently with external professionals to ensure that children and families receive targeted support. They maintain strong partnerships with other agencies, sharing specific information to identify how to effectively meet children's needs. For example, external professionals regularly visit the setting to meet with leaders and staff to discuss children's progress and agree next steps for children's development. Working collaboratively enables children to make positive progress and ensures children and families are receiving the support they need.

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

Children arrive at a welcoming setting and are greeted by staff and leaders who are friendly. Children are settled and content in the rooms and enjoy exploring their environment. Children build positive relationships with staff and feel comfortable to seek reassurance from them should they need it. In the younger rooms, children begin to form positive attachments with staff and peers, providing them with valuable skills to transition throughout the setting. Older children are given opportunities to become confident and resilient, supporting them to become independent individuals. Children understand the routine of the day and are led by staff who role model positive behaviours throughout the setting. Children understand boundaries and are supported by staff to communicate them. They learn how to play with their peers and are taught how to work collaboratively with one another. Children show curiosity when exploring their environment. Staff provide children with a range of resources and plan activities to support their learning. Children are encouraged by staff to feel happy, confident and independent. Staff get to know children well and understand their individual needs and interests to ensure that all children can thrive, including those who face barriers to learning. Children are supported to develop their independence, particularly in managing their own personal care and hygiene needs. They confidently access toilet facilities and wash their hands, understanding the importance of good hygiene routines. Staff provide encouragement and guidance where needed, supporting them to build self-confidence and responsibility for their own needs. Children, including those who face barriers to learning, are encouraged to develop their communication and language skills. Staff identify children's individual needs and use inclusive strategies, such as the use of Makaton signs, to help children understand and express their needs. Visual aids are used well to support children's understanding of routines and boundaries, enabling them to feel secure in their environment. As a result, children show increasing confidence in communicating and engaging with others.

Next steps

Leaders should ensure that activities are planned and organised effectively, including the consideration of group sizes, so that children remain engaged and learning is not disrupted. Leaders should ensure that staff consistently promote healthy practices, supporting children in making appropriate choices and developing long-lasting healthy habits that enhance their physical health and wellbeing.

About this inspection

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

About this setting

URN: 2783803
Address: 1 Sovereign Way, Trafalgar Industrial Estate Downham Market PE38 9SW
Type: Childcare on Non-Domestic Premises, Full day care
Registration date: 14/06/2024
Registered person: Giggles 'N' Squiggles Ltd
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: Norfolk

Facts and figures

Age range at inspection: 1 to 4
Total places: 49

Data from 8 July 2026

Giggles N Squiggles Downham Unique reference number (URN): 2783803 Address: 1 Sovereign Way, Trafalgar Industrial Estate, Downham Market, PE38 9SW Type: Childcare on non-domestic premises Registered with Ofsted: 14/06/2024 Registers: EYR, CCR, VCR Registered person: Giggles 'N' Squiggles Ltd Inspection report: 8 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. Strong standard Expected standard Inclusion Strong standard Leaders and staff place a strong emphasis on providing inclusive practice for children at the setting. Staff demonstrate a clear commitment to making children feel valued and supported to achieve positive outcomes for learning. They always consider individual needs and children who may have barriers to learning. Leaders and staff regularly assess children, and adapt their teaching approaches to ensure needs are being met. For example, staff place a strong value on ensuring that children with speech and language barriers are able to communicate appropriately, such as by using Makaton and visual aids to support their interactions. As a result, children are fully included in daily experiences, develop a strong sense of belonging and make positive progress from their starting points. Leaders make effective use of additional funding to provide targeted support for children. For example, leaders plan for external professionals to deliver additional, tailored sessions that meet children's needs. Staff work closely with these professionals to ensure that strategies are consistent within the setting. As a result, children make positive progress from their starting points and receive well-targeted support. Families are well supported and kept informed through regular meetings with leaders and staff, helping them to ensure that approaches are consistent in order to enable them to meet children's needs at home. Achievement Expected standard Children demonstrate growing confidence and independence from a young age. They move around their environments independently, while initiating their own play. Across the setting, children are happy and settled and show curiosity as they explore and engage in activities. Younger children develop their physical skills well. They are confident with movements such as walking and climbing, including those who face barriers to learning. As a result, they gain control and coordination in their movements and become more confident to explore their surroundings. Older children build on their physical skills further as they enjoy using bikes in the outdoor area. They pedal and steer the bikes around the space, showing coordination and awareness of their surroundings. Children show increasing independence in everyday tasks. They confidently prepare their own snack, using safe knives to chop fruit and serve themselves. Children demonstrate a positive awareness of hygiene practices, for example by washing their hands before and after mealtimes, and washing up their own cutlery. Behaviour, attitudes and establishing routines Expected standard Children are greeted by familiar and trusted adults, helping them to feel safe and settled. Staff interact well with children, showing genuine interest in their learning experiences. Staff are engaged during interactions with children, helping to build strong relationships and fostering a nurturing and supportive environment. Staff effectively support children to manage their emotions by offering solutions that reflect on their interests, helping them to engage appropriately and develop strategies for self-regulation. Children generally show positive attitudes to behaviour and are supported well by staff. Staff have a clear understanding of how to support children's behaviour, while identifying and supporting children's individual needs. Staff use visual aids to support children to understand boundaries, and communicate effectively, resulting in children feeling secure, confident and able to express their needs and feelings clearly. Children typically play well together and are supported by staff to share and take turns. Staff generally do well at supporting children to resolve conflicts and regulate their emotions. Staff regularly give children praise and positively reinforce behaviours. As a result, children develop positive relationships with others, learn to manage their emotions effectively and begin to understand appropriate behaviours and interactions. Children's welfare and wellbeing Expected standard Staff focus well on supporting children to take care of themselves and enjoy their time at the setting. Staff value the importance of children understanding their emotions. For example, in the rooms for younger children, there is a focus on reading stories relating to emotions, and the learning from these stories is then embedded throughout activities. This has a positive impact and supports children to understand their emotions and learn strategies and techniques for self-regulation. Staff typically understand the importance of supporting children to learn how to manage their own needs. For example, in younger rooms, children are encouraged by staff during outdoor play to sit with their peers and keep hydrated in shaded areas. As a result, children begin to develop an awareness of their physical needs and learn how to make choices to support their health and wellbeing, encouraging children to develop their independence from an early age. Staff typically provide positive role modelling for children. For example, during warm weather, staff wear hats, while encouraging children to do the same. As a result, children develop an understanding of keeping themselves safe during warm climates and begin to make appropriate choices that support their health and wellbeing. However, at times, some staff do not consistently reinforce expectations around what is safe and appropriate for children to put in their mouths. For example, during play, opportunities to guide children in understanding the difference between real food and play materials are occasionally missed. This limits children's ability to develop a secure understanding of how to build long-lasting, healthy habits. Curriculum and teaching Expected standard Staff have a clear understanding of the curriculum throughout the nursery rooms and identify what they would like children to be able to do, such as be 'happy, confident and independent'. Leaders ensure that staff understand how the curriculum can be adapted for different ages, to ensure all children are given the opportunity to learn and thrive. Staff understand the importance of following children's interests and building on this through the planning of activities and resources. Younger children show a growing interest in sensory experiences, such as water play and exploring materials like washing-up liquid to create bubbles. As a result, they develop their curiosity and communication skills as they describe what they see, feel and do. Throughout the rooms for older children, staff demonstrate a clear understanding of the importance of following children's interests and developing these through play experiences. For example, children are provided with opportunities to learn about their local community through visits to nearby construction sites and train lines, as well as interactions with community members, such as postal workers. Children develop a broader understanding of the world around them, which enables them to become highly engaged in their learning. At times, some areas of the setting become overcrowded, which impacts children's ability to remain focused and fully engaged in activities. For example, in sensory spaces, the number of children accessing the area is not always carefully identified. As a result, children can become distracted, and opportunities for learning and engagement are reduced. Leadership and governance Expected standard Leaders demonstrate a commitment to continuous improvement throughout the setting. They identify barriers that may affect children's learning and work effectively with staff to introduce strategies that meet individual needs. For example, leaders have plans for the development of additional spaces in the setting to provide children and families with a community space to access additional support and resources. As a result, families and staff are given opportunities to thrive and work collaboratively with one another. Parents and carers speak positively about leaders. Parents typically remark on the positive progress their children are making, and how they feel supported by both leaders and staff. Parents appreciate the welcoming nature of the setting, and understand who they can speak to if they have concerns. Staff report that they feel well supported in their roles and are confident to communicate openly with leaders. Leaders maintain regular contact with staff to discuss children's individual needs, monitor progress and identify emerging concerns. Through supervisions and ongoing discussions, leaders set clear expectations and agree professional development goals with staff. This helps to strengthen staff practice and supports positive outcomes for children and their learning. Leaders work efficiently with external professionals to ensure that children and families receive targeted support. They maintain strong partnerships with other agencies, sharing specific information to identify how to effectively meet children's needs. For example, external professionals regularly visit the setting to meet with leaders and staff to discuss children's progress and agree next steps for children's development. Working collaboratively enables children to make positive progress and ensures children and families are receiving the support they need. 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 arrive at a welcoming setting and are greeted by staff and leaders who are friendly. Children are settled and content in the rooms and enjoy exploring their environment. Children build positive relationships with staff and feel comfortable to seek reassurance from them should they need it. In the younger rooms, children begin to form positive attachments with staff and peers, providing them with valuable skills to transition throughout the setting. Older children are given opportunities to become confident and resilient, supporting them to become independent individuals. Children understand the routine of the day and are led by Inspector: Lucy Jones staff who role model positive behaviours throughout the setting. Children understand boundaries and are supported by staff to communicate them. They learn how to play with their peers and are taught how to work collaboratively with one another. Children show curiosity when exploring their environment. Staff provide children with a range of resources and plan activities to support their learning. Children are encouraged by staff to feel happy, confident and independent. Staff get to know children well and understand their individual needs and interests to ensure that all children can thrive, including those who face barriers to learning. Children are supported to develop their independence, particularly in managing their own personal care and hygiene needs. They confidently access toilet facilities and wash their hands, understanding the importance of good hygiene routines. Staff provide encouragement and guidance where needed, supporting them to build self-confidence and responsibility for their own needs. Children, including those who face barriers to learning, are encouraged to develop their communication and language skills. Staff identify children's individual needs and use inclusive strategies, such as the use of Makaton signs, to help children understand and express their needs. Visual aids are used well to support children's understanding of routines and boundaries, enabling them to feel secure in their environment. As a result, children show increasing confidence in communicating and engaging with others. Next steps Leaders should ensure that activities are planned and organised effectively, including the consideration of group sizes, so that children remain engaged and learning is not disrupted. Leaders should ensure that staff consistently promote healthy practices, supporting children in making appropriate choices and developing long-lasting healthy habits that enhance their physical health and wellbeing. About this inspection The inspector spoke with parents, leaders, practitioners, the designated safeguarding lead and the special educational needs coordinator 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. About this setting Unique reference number (URN): 2783803 Address: 1 Sovereign Way, Trafalgar Industrial Estate Downham Market PE38 9SW Type: Childcare on non-domestic premises Registration date: 14/06/2024 Registered person: Giggles 'N' Squiggles Ltd Register(s): EYR, CCR, VCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00 Local authority: Norfolk Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 8 July 2026 Children numbers Age range of children at the time of inspection 1 to 4 Total number of places 49 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. 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