URN 2850335 · Inspected 2026-09-17 · Published 2026-10-20 · Inspector: Kim Gibbard
Little Wildlings Nursery Limited Unique reference number (URN): 2850335 Address: Greenway, Kingston St. Mary, Taunton, Somerset, TA2 8JH Type: Childcare on non-domestic premises Registered with Ofsted: 09/07/2025 Registers: EYR, CCR, VCR Registered person: Little Wildlings Nursery Limited Inspection report: 17 September 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 achieve well and make steady progress from their starting points. They show increasing confidence in exploring activities and demonstrate growing independence in managing routines, such as finding their belongings or helping to tidy away resources. Children develop early social skills, including taking turns, sharing equipment and seeking support appropriately from familiar adults. They show curiosity in their play and sustain interest when activities capture their attention. For example, they spend time playing with water and adding it to powder paints or mud. Children's communication develops as they are encouraged to express their ideas. Many children use simple sentences to describe what they are doing, and younger children respond to familiar words, songs and actions. Children demonstrate early mathematical awareness, for example, noticing quantities during snack or matching objects by size. Children who may be disadvantaged, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care and those who may face other barriers to their learning and/or wellbeing make progress. They are provided with adapted expectations and receive additional reassurance or simplified steps so all children participate successfully. Although children typically achieve well, this is not yet consistent. Some children do not always experience the same level of reassurance or step by step guidance, which means their engagement and confidence is not maintained at times. Behaviour, attitudes and establishing routines Expected standard Leaders create a positive environment where expectations for behaviour are generally understood. Relationships between practitioners and children are warm and respectful, and positive interactions help children feel secure. Older children understand routines well, while younger children are still developing this understanding and receive reassurance and guidance as they learn what happens next. Children typically behave positively. When behaviour needs addressing, practitioners generally speak calmly and help children think about their actions. However, expectations are not always reinforced consistently during busy transitions. At these times, children may be redirected without clear explanations, which means they do not always understand why certain behaviours are not acceptable. Children typically show positive attitudes to learning. They concentrate well when activities capture their interest, and they persist with tasks and show curiosity in their play. They collaborate with others, take turns, share resources and seek help appropriately. Leaders prioritise attendance and punctuality, contacting families when children do not attend. Practitioners consider children's ages, stages and individual needs when supporting them to meet expectations, including offering additional support. For example, tidying up is made a shared activity by turning it into a simple game and completing it alongside the children, helping them to understand expectations and work together. Children's welfare and wellbeing Expected standard Care practices meet children's individual needs effectively. Practitioners know children closely and respond sensitively when they need reassurance, clearer explanations or tasks broken down into manageable steps so they can participate successfully. Children who may be disadvantaged, have special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing experience predictable care. For example, children benefit from consistent check-ins and transitions that help them feel secure. Inclusive practice is evident, with all children given opportunities to access the outdoor environment and forest school. Secure and responsive relationships are well established. Children seek comfort from familiar adults, and practitioners offer warm interactions that help them feel settled and confident. The outdoor environment provides significant support for children's wellbeing. Children thrive outside, becoming calm, engaged and physically active. Children learn about their physical development, personal safety and health through daily routines. Practitioners explain why rest is important and encourage healthy choices during snack time. Children are supported to recognise and express emotions through discussion, helping them develop emotional security. For example, practitioners talk with children about how their bodies feel when they are tired or upset, helping them understand and manage emotions. Routines, including sleep and transitions, are considered and adapted to children's ages, stages and individual circumstances. Practitioners monitor children closely during these routines, offering timely reassurance so children feel secure and understand what is happening next. For example, children are given time to wake up slowly before being told what is happening next. Although children typically experience warm, predictable care, this is not yet fully consistent, and at times, some children do not receive the same level of clarity or reassurance during routines. Curriculum and teaching Expected standard Leaders typically understand the quality of the curriculum and teaching. They reflect daily on how well children are learning. Leaders make decisions that improve the provision, ensuring activities are purposeful and support children's development. The curriculum is broad, sequenced and inclusive. It meets all of the early years foundation stage learning and development requirements. Typically, activities build on what children already know. Children experience a wide range of invitations to play both indoors and outdoors, with outdoor learning available consistently throughout the day. Practitioners support children's communication and language purposefully. They hold conversations, typically model new vocabulary and encourage children to talk about what they are doing. Children sing songs, listen to stories and count during play, which helps build early mathematical understanding. Younger children benefit from older children's role modelling, and practitioners extend learning when children show interest. Children's physical, personal, social and emotional development is prioritised. Practitioners support children to take manageable risks, develop independence and build confidence. For example, children are reassured when climbing wooden beams in the forest school area. This approach is typically effective, although reassurance and modelling are not yet applied consistently across all activities, meaning some children receive less support when attempting new challenges. Practitioners know children well and tailor experiences to their ages and stages. For example, younger children explore sensory herbs to build early curiosity and fine motor control, while older children engage in counting, sorting and shape activities that extend their mathematical understanding and thinking. Practitioners use discussions, stories and songs to revisit learning, and they adapt invitations to play so children can practise skills and deepen understanding across the day. Inclusion Expected standard Leaders identify children's individual needs through ongoing observations, discussions with families and their close knowledge of each child. Practitioners recognise when children may need additional reassurance, adapted expectations or next steps set to help them participate. Inclusive practice is evident across the setting, although the level of support offered is not always applied with the same consistency for all children. For example, practitioners use emotion cards to help children recognise and talk about their feelings. This approach is positive, however, it is not yet applied consistently for other children who experiences similar challenges. Leaders take actions to reduce barriers to learning and wellbeing. They make reasonable adjustments, such as adapting activities, offering comfort and responding sensitively when children need extra help. Practitioners encourage children to take manageable risks, develop independence and build confidence. These approaches contribute positively to children's experiences. Leaders monitor children's progress and discuss next steps regularly as a team. Practitioners know children well and use the environment to support emerging skills. Leaders guide practitioners to break tasks into smaller, achievable steps, such as simplifying instructions or modelling the first part of a task before expecting children to try independently. They ensure practitioners work closely with families to follow the strategies used in the setting. This provides consistency for children. Leaders engage with external agencies when needed, although this is still becoming established. Early years pupil premium funding has previously been used to enhance experiences, and leaders understand how to support the needs of all children. Leaders implement additional nurture strategies, such as additional key person contact and close communication with families and professionals, to reduce any barriers to learning or wellbeing for children known or previously known to children's social care. Leadership and governance Expected standard Leaders have a clear understanding of the setting's strengths and areas for development. They reflect frequently and make decisions that improve the provision. Leaders consider information provided to them and adapt routines or expectations when needed, ensuring decisions are made in the best interests of all children. Practitioners' wellbeing and workload are managed effectively. Practitioners comment on feeling supported, and training is offered to strengthen practice. Leaders ensure practitioners have time to complete essential tasks and work collaboratively, contributing to positive teamwork across the setting. Professional development has a positive impact. Practitioners have completed training on recent updates to healthy eating, safer eating and sleeping routines, as well as communication and supporting children with communication. Leaders recognise that further development is needed to strengthen practitioners' understanding, particularly around explaining reasons to children and reinforcing expectations during transitions. Leaders have yet to consistently ensure that their own performance, and that of other leaders, is monitored carefully enough to secure continuous improvement over time. Relationships with families and the community are well established. Parents feel well supported, and links with local schools help children experience shared events such as sports day and their Nativity. 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 to a warm, familiar environment where practitioners greet them enthusiastically and show genuine interest in their wellbeing. Most settle quickly, choosing to begin their day indoors or outdoors. Children who are new to the setting or reluctant to leave parents are offered comfort and reassurance, helping them feel safe and ready to join in. Children experience a sense of belonging. They find their photograph on the door, hang their belongings on their peg and recognise familiar spaces that help them feel welcomed and valued. Activities are thoughtfully set up as invitations to play, and children engage with them confidently. Indoors, they explore playdough and peg boards to strengthen fine-motor skills. Outdoors, children develop gross motor control using bikes, seesaws, balls and the climbing frame. Forest school experiences and outdoor play is at the heart of this setting. The outdoor environment enriches children's day, as children care for the rabbit, smell herbs, explore paints, dig, feed the fish and use nets to pond dip. Outdoors, children settle rapidly and show high levels of confidence. They thrive in the natural space, becoming calm, engaged and willing to explore, which supports their emotional wellbeing and encourages independence and resilience. Children communicate freely with practitioners and each other. They sing spontaneously, share ideas and respond positively to warm, attentive interactions. Children are supported to take manageable risks, show kindness and work together. They recover quickly when they fall and demonstrate resilience, developing the confidence and skills they need to achieve well. Children are known well by practitioners, who understand their preferences, interests and next steps. They are encouraged to bring an item from home to share during golden time. Children receive support to talk about their toy and share it with each other, helping them feel valued, build confidence and develop positive social interactions. Their individual needs Inspector: Kim Gibbard About this setting Unique reference number (URN): 2850335 Address: Greenway Kingston St. Mary Taunton Somerset TA2 8JH Type: Childcare on non-domestic premises are supported well. Consequently, children are kept safe, included and able to thrive within a nurturing small-village community. Next steps Leaders should ensure expectations during transitions are reinforced consistently so children understand what is expected. Leaders should ensure children consistently receive the support and reassurance they need, so they feel secure and can engage confidently in their learning. Leaders should ensure that they monitor all staff's practice to help continuously raise the overall quality of the setting over time. About this inspection The inspector spoke with leaders, practitioners, parents and the nominated individual during the inspection. We carried out this inspection under section 49 and 50 of the Children's Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage. A quality assurance visit by an additional inspector was carried out at this inspection. Registration date: 09/07/2025 Registered person: Little Wildlings Nursery Limited Register(s): EYR, CCR, VCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00 Local authority: Somerset Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 17 September 2026 Children numbers Age range of children at the time of inspection 1 to 3 Total number of places 28 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. 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