N Family Club Leytonstone

Inspection of N Family Club Leytonstone The Bell Centre, 3 Holloway Road, London E11 4LD

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Not applicable

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The provision requires improvement

Staff welcome children into a bright and stimulating environment, where children enjoy exploring and being independent. They create a vibrant atmosphere that is secure and welcoming. The nursery's curriculum is ambitious, with planned activities designed, for example, to support children's effective transition to school. However, the quality of education is variable. This is because staff are not always deployed effectively, particularly with older children, which limits the support for children's learning and development. Additionally, the organisation of some routine activities, such as children's free play, are not consistently effective. As a result, children disengage from their learning or lack focus on their chosen activities.

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The provision requires improvement

In the two- to four-year-old room, strategies to manage children's behaviour are inconsistent. Staff use strategies and a book about a monster as a method for children to express their emotions, but these are not consistently applied. As a result, some children struggle to understand appropriate behaviour. Children frequently climb on furniture and take toys from others. While staff remind children to use 'kind hands' and remind them not to climb, they do not explain how these actions affect their learning and the emotional well-being of their peers.

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The provision requires improvement

Despite these challenges, children display that they feel comfortable in staff's care. They confidently approach staff for help or seek comfort when they feel uneasy. Staff also ensure that children with special educational needs and/or disabilities and those who speak English as an additional language receive the necessary support. Children benefit from timely interventions and targeted assistance such as special diets and risk assessments tailored to their specific needs.

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need to do better?

n The organisation of routine activities such as child-initiated play and lunchtimes does not fully meet the individual learning needs of all children. On some occasions, staff engage positively with children in activities such as caring for dolls and driving small vehicles on table tracks. However, this is not consistent and causes children to move frequently without meaningful learning and to display unwanted behaviours. n All children make some progress from their starting points in development. There are established systems in place to monitor children's development. However, children's progress is hindered by ineffective staff deployment. There are frequent changes and movement of staff, which creates instability. This inconsistency limits staff's awareness of children's individual learning needs. It also negatively impacts children's emotional well-being and interactions with their peers. n Staff do not consistently communicate high expectations for children's behaviour.

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need to do better?

3 July 2025 As a result, children are often unsure of what is expected of them. This leads to unwanted behaviours such as chasing, pushing and pulling. It also creates frustration and upset among children, and overall, the behaviour of those children in the two- to four-year-old room is not good. n Staff organise a variety of exciting small-group activities in a designated area that help children to concentrate and focus effectively. For example, children use cotton buds to create dinosaur skeletons, during which they learn new vocabulary such as 'extinct' and 'herbivore'. However, in their eagerness to assist, staff do not always provide opportunities for children to express their own ideas and thoughts. n Staff in the baby and toddler rooms promote children's communication skills effectively through singing, storytelling and active engagement. Younger children explore their curiosity through activities such as puzzles and play dough and

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need to do better?

create sounds by banging metal bowls in the garden. Babies also learn to focus and concentrate effectively. n Parents and carers comment on the variety of activities and care provided by the nursery. They value events that allow for their participation such as walks to the park, teddy picnics, annual sports days, coffee mornings and fundraising for charities. However, some parents, especially those with children in the pre- school room, have raised concerns about children's behaviour and staffing arrangements with senior leaders. n Senior leaders are proactive and dedicated to improving the nursery. They have a clear understanding of the nursery's strengths and weaknesses. To reassure parents, they plan to create parent representatives to share updates on changes such as new staff and extra support for children aged two years and above. However, these plans have not yet been fully implemented or integrated into

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need to do better?

practice. n Staff benefit from regular supervision meetings. Leaders focus these on staff's well-being and their current level of knowledge in early years. Staff express that they feel valued and supported in their roles and responsibilities.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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Due date

3 July 2025 review the organisation of routine and play activities for children aged two to four years, including lunchtimes, to ensure that children remain consistently engaged and focused in their learning 15/08/2025

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Due date

ensure that staff are deployed effectively, so that staff working directly with children support their individual needs 15/08/2025

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Due date

ensure a consistent approach to managing children's behaviour, and use effective strategies to help them to learn about acceptable behaviour. 15/08/2025

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should:

n enhance opportunities for children to extend their learning, allowing them time to think about their opinions and responses independently.

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Setting details

Unique reference number 2781177 Local authority London Borough of Waltham Forest Inspection number 10410474 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 67 Number of children on roll 71 Name of registered person N Is For Nursery Ltd

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reference number

Telephone number 020 3865 7402 Date of previous inspection Not applicable

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Information about this early years setting

N Family Club Leytonstone registered in 2024 and is situated in Leytonstone in the London Borough of Waltham Forest. It operates all year round, from 7am to 7pm, Monday to Friday. The nursery provides government-funded childcare. It employs 34 members of childcare staff. Of these, four staff hold qualifications at level 6, 17 staff hold qualifications at level 2 and above and 13 staff are unqualified.

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Inspection activities

n The manager led the inspector on a learning walk and talked to the inspector about what they want children to learn at nursery. n The manager and inspector carried out a joint observation. n The inspector looked at documentation relating to the suitability of those working with children, such as evidence of first-aid training and Disclosure and Barring Service checks. n Children spoke to the inspector during the inspection. n The inspector spoke with parents and reviewed written feedback to gather their views about their experiences of the nursery. n The inspector observed children at play in the nursery. n Staff, leaders and the manager spoke to the inspector throughout the day.

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Inspection activities

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.

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Inspection activities

3 July 2025 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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