Wriggles and Giggles day nursery

Wriggles and Giggles day nursery
Unique reference number (URN): 2821215
Address: 63 Church Street, Conisbrough, Doncaster, DN12 3HP
Type: Childcare on non-domestic premises
Registered with Ofsted: 20/12/2024
Registers: EYR, CCR
Registered person: Winder, Carla
Inspection report: 23 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.

Strong standard
Expected standard
Inclusion Strong standard
Leaders are highly effective at supporting families in improving outcomes for children and
adapting their strong support to their ever changing needs. Early years pupil premium
funding is used highly purposefully and has a demonstrable impact on children's progress.
Leaders work extremely closely with parents to select resources that reflect each child's
individual learning needs and interests. Parents are invited to regular stay-and-play
sessions, which strengthen relationships and positively affect children's wellbeing and
learning. Leaders and staff keep parents very well informed about their children's
achievements, and parents report feeling extremely well supported by the leadership team.
Leaders and staff clearly identify children's needs quickly and accurately when they join the
setting, using careful observations and assessments. For children with special educational
needs and/or disabilities, leaders introduce targeted plans with specific, developmentally
appropriate goals. These plans are reviewed termly or more frequently as needed, ensuring
that children make the best possible progress at their own pace. Leaders actively seek
advice from external agencies to reduce barriers to children's welfare and learning.
Recommended strategies are implemented promptly and consistently and shared with the
wider team during staff meetings.
Staff benefit from regular training opportunities that strengthen their knowledge and practice.
Leaders carry out supervisions, setting achievable targets that support staff development
and contribute well towards improving care and learning for children.
Achievement Expected standard
Children typically make steady and sustained progress from their individual starting points.
They are encouraged to develop their self-care skills, such as washing their hands before
snack, pouring their own drink at snack time, and self-selecting toast using tongs. This
prepares children well for their next stage in learning.
Children with special educational needs and/or disabilities have personalised targets based
on their individual learning needs. They receive support that enables them to work towards
these goals and make progress.
Children engage well in free-play activities throughout the setting. They access role-play
areas, calm spaces and a wide range of messy play opportunities indoors to develop their
skills and follow their own interests. Children typically show excitement as they join in action
songs at circle time, such as 'Sleeping Bunnies', demonstrating their enthusiasm for learning
and engagement in group activities. These positive experiences help build a solid foundation
for future learning.

Behaviour, attitudes and establishing routines Expected standard
Children arrive happily and settle with the support of their key person. They feel comfortable
seeking reassurance and comfort when needed, which helps them feel safe and emotionally
secure. Leaders and staff are positive role models for children, promoting warm, respectful
and kind behaviour. Leaders and staff typically implement key routines to help children
develop a sense of security. For example, when it is time to tidy up, staff ring a bell and sing
a rhyme. This means children establish routines and begin to anticipate what is happening
next.
Children engage purposefully in the wide range of activities available across the setting and
play cooperatively with their peers. They enjoy imaginative play, where they practise real-life
social skills, such as taking turns, sharing resources and saying 'thank you' during
conversations. These experiences support children's communication and language
development while building their social confidence and positive relationships with others.
Staff encourage children to negotiate, share and take turns during play, helping them to
develop the social skills they need for school and beyond.
Children's welfare and wellbeing Expected standard
Leaders and staff implement clear policies and procedures to support children's individual
care needs. Clear risk assessments, detailed care plans and well-established procedures for
managing food allergies are in place in each room to ensure all children's health, safety and
wellbeing are prioritised across the setting. Children have access to warm, welcoming
rooms that are organised to promote the children's learning and development across the
setting. They enjoy quiet and calm spaces where they can look at books, explore sensory
toys and take time to regulate when needed.
Staff effectively promote children's understanding of healthy habits. Children are
encouraged to wash their hands before snack and lunch, and they take part in the setting's
toothbrushing programme. This helps them develop positive routines that support lifelong
health. Staff work closely with families to introduce children to a variety of healthy foods.
Children learn about feelings and develop a positive sense of self through play and planned
activities, such as sharing 'The Colour Monster' story and exploring emotion picture cards.
However, adults do not always support children to recognise and reflect on their emotions as
they arise during play and daily routines. As a result, children are not consistently helped to
identify, express and manage their feelings effectively.
Curriculum and teaching Expected standard
Leaders have implemented a curriculum for each age and stage, aligned with the 7 areas of
learning in the early years foundation stage. The curriculum intent is clearly displayed in
every room, enabling staff to develop a good understanding of what children should achieve
before they transition to the next stage. Each room offers a wide range of free-play
opportunities that promote children's independence and support their learning. Staff
generally demonstrate a secure understanding of children's developmental levels and what
they need to learn next to make good progress.

Children collaborate as they build with magnetic shapes, developing their social skills
through shared play. Staff introduce mathematical language from an early stage. For
example, in the pre-school room, children are encouraged to count during play; when role
playing in the ice-cream shop, adults ask, 'How many scoops?', helping children learn to
count objects with purpose. Staff support children's physical development by providing
height-appropriate equipment that encourages early standing, cruising and balancing.
Children enjoy stories with their key adults, which supports the development of listening
skills, language acquisition and early comprehension. However, staff teaching and
interactions to extend children's learning are not consistently embedded in practice across
the setting. This means that, on occasions, some children are not consistently encouraged
to achieve to their full potential.
Leadership and governance Expected standard
Leaders promote a safe learning environment for children and staff. They identify the
setting's strengths and areas for improvement. For example, they identified that
communication between the main setting and The Bungalow needed improvement.
Additional meetings have since been introduced to strengthen consistency and ensure
information is shared effectively. Leaders prioritise staff wellbeing and provide regular
supervision and support to identify professional development targets. Staff feel well
supported to access relevant training, which strengthens their practice and contributes to
improving the quality of care and learning for children.
Leaders work closely with parents to identify and reduce barriers to children's welfare,
wellbeing and learning. They provide guidance and support to help parents implement
strategies at home that promote children's development and readiness for school.
Leaders are proactive in seeking support from external agencies and implementing
strategies to improve outcomes for all children, including those with special educational
needs and/or disabilities (SEND) and disadvantaged children. For example, they refer
children to the Talking Together programme to promote speech and language development.
This helps children access early intervention and develop the communication skills they
need for a successful transition to school. Staff make effective adaptations to meet the
needs of children with SEND, and those who are known or have previously been known to
children's social care, helping to ensure they are fully included and make steady progress.

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
What it's like to be a child at this setting
Children arrive happily at this inviting setting and settle quickly with support from their key
person. This relationship helps children feel safe, secure and ready to explore and learn.
Across all rooms, children have access to a range of resources both indoors and outdoors.
Children engage well in free-play opportunities and activities available. They are supported
to work towards an ambitious curriculum intent that identifies targets for each age and stage
based on the 7 areas of learning in the early years foundation stage.
In the baby rooms, children explore free-play opportunities and engage well when
encouraged by staff. Staff model simple language during play, giving babies opportunities to
hear new words and develop their communication skills. Babies use tools to dig and explore
the sand, strengthening their physical skills. Staff encourage them to join in with singing and
actions, helping them develop early listening and attention skills. At snack time, babies use
tongs to self-select foods, which encourages them to begin developing independence skills
at an early age.
In the toddler rooms, children enjoy listening to stories and joining in with action songs. This
supports children to develop an interest in books and supports their language development.
Toddlers engage in a variety of free-play activities and play alongside their peers. They take
part in mark-making opportunities and proudly share their drawings with staff. This means
children are encouraged to develop confidence and a sense of self, and to take pride in their
achievements.

Inspector:
Kim Taylor
About this setting
Unique reference number (URN): 2821215
Address:
63 Church Street
Conisbrough
Doncaster
DN12 3HP
Type: Childcare on non-domestic premises
Registration date: 20/12/2024
In the pre-school room, children benefit from a rich outdoor environment with thoughtfully
arranged areas that reflect their recent interests and promote physical and imaginative
development. Children engage in role play, developing their social skills and creativity. They
enjoy messy play experiences that encourage them to use descriptive language. For
example, when exploring messy play, children comment that it feels 'satisfying' as they
investigate with their fingers. At snack time, children use knives to spread butter on
crackers, supporting their independence and fine motor skills.
Next steps
Leaders should further implement the consistent use of direct teaching during interactions
to extend children's learning.
Leaders should support staff to implement the consistent use of meaningful reflections on
children's emotions in the moment.
About this inspection
The inspector spoke with leaders, practitioners, special educational needs coordinator,
designated safeguarding lead and assistants 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.

Registered person: Winder, Carla
Register(s): EYR, CCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30
Local authority: Doncaster
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 23 June 2026
Children numbers
Age range of children at the time of inspection
0 to 7
Total number of places
55
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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