N Family Club Cobham

N Family Club Cobham

Unique reference number (URN): EY278971 Address: 274 Portsmouth Road, Cobham, Surrey, KT11 1HU Type: Childcare on non-domestic premises Registered with Ofsted: 20/04/2004 Registers: EYR, CCR, VCR Registered person: Red Balloon Cobham Ltd

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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.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

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.

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Inclusion Strong standard

Leaders are extremely committed to removing barriers to learning for all children. They skilfully plan an ambitious curriculum that expertly supports every child, including those with special educational needs and/or disabilities (SEND) or those who may face extra difficulties. Staff rigorously carry out assessments so they can spot any gaps in children's learning quickly. They use a range of resources and give children extra time and support when needed. For example, staff calmly use picture cards to help children understand what is happening now and what will happen next. Leaders and staff review carefully how well these adaptations work to make sure they help children with SEND to make rapid and sustained progress.

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Inclusion Strong standard

Leaders make training a priority so that all staff stay up to date with their knowledge and practice of how to support children with SEND. Recently, all staff received detailed training to help them identify when children may need extra support. They implement highly effective strategies for any child who may face barriers to learning, such as children who speak English as an additional language. Leaders also have expert knowledge and understanding of local processes for seeking help from other professionals and for applying for additional funding. They meet termly with specialists who support children's emotional development and use this advice well. As a result, staff put in place individualised strategies for children with SEND, such as activities that build children's attention and eye contact. These actions have an exemplary impact on children's learning and wellbeing.

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Achievement Expected standard

Generally, children achieve well from their individual starting points, secure skills and grow in confidence as they take part in a wide range of activities. Children make steady progress in their early communication. Babies babble, make sounds and learn new words. Older children hold conversations, talk about what they see and share their ideas. For example, they confidently lead imaginative play, explaining that they are in a 'rocket' travelling to space.

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Achievement Expected standard

Children build warm and trusting relationships with their key person. They are kind to one another and show respect towards their friends and adults. For example, children politely ask for the pudding tray at lunchtime, and their friends pass it to them with care and consideration.

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Achievement Expected standard

Children with special educational needs and/or disabilities and those who speak English as an additional language make rapid progress towards their individual goals. For example, they learn to sit with others during mealtimes and receive encouragement to taste new foods. As a result, all children gain the skills, knowledge and experiences they need to continue their learning and development with confidence.

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Behaviour, attitudes and establishing routines Expected standard

Leaders create a positive environment where children generally understand staff's expectations for their behaviour. They promote positive attendance and punctuality effectively. Leaders monitor attendance closely, follow up absences on the same day and notice patterns early. As a result, children attend well. Warm and secure relationships between staff and children are typically clear across the setting. This helps children to feel settled and ready to learn. Staff support children to build resilience and give things a go. For example, staff explain to children that if they find something tricky it is always best to give it a go or ask if they need help. When conflicts occur, staff guide children to think about each other's feelings and make sure everyone has fair access to toys.

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Behaviour, attitudes and establishing routines Expected standard

Generally, staff think carefully about each child's age, stage and needs when helping them to meet the expectations for their behaviour. For example, staff stay close to children who may find routines more difficult and give simple and calm explanations as they wash their hands. This helps children to feel included and builds their sense of belonging. However, leaders and staff do not always plan routines well enough, particularly at mealtimes, to meet all children's needs. At times, this does not support children's positive attitudes during these parts of the day.

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Children's welfare and wellbeing Expected standard

Leaders create a safe and welcoming atmosphere where children typically enjoy their play and learning. Children's wellbeing is well supported because they have trusting relationships with their key person. Staff build positive relationships quickly through warm and caring interactions. Generally, staff know children well, which helps them to feel safe and settled. Staff use information from parents and carers to understand children's emotions and needs from the start. They respond gently and sensitively, especially when children are new to the setting. Staff help children to learn to manage their emotions and to be kind and caring towards others.

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Children's welfare and wellbeing Expected standard

Staff support children to become independent in managing their own self-care. They encourage younger children to serve themselves at lunch using tongs. Older children count their own scoops of pudding and scrape their plates after meals. Staff talk to children about making healthy choices and enjoy chatting with them about different foods, such as tomatoes and chickpeas, and where they might come from.

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Children's welfare and wellbeing Expected standard

Children have many opportunities to be active in their play. Babies climb and clamber as they practise crawling and balancing on low blocks. Toddlers enjoy walking across small bridges and testing their balance. Older children run, jump, skip and use wheelbarrows to move heavier objects around the garden. These experiences help children to master the physical skills they need for future learning.

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Curriculum and teaching Expected standard

Staff use assessment well to understand children's needs and generally adapt teaching to meet different starting points. For example, staff support children who speak English as an additional language by gathering familiar words from home to use in the setting. This helps children to settle quickly and build effective relationships with their key person.

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Curriculum and teaching Expected standard

Staff build children's communication and language skills well. They read with expression. For example, staff encourage babies to look at picture books, and they babble 'raaaar' when they see a lion. Staff sing often and introduce new vocabulary during play. With babies, staff repeat simple words such as 'clap' as they explore foam. Staff also place a focus on children's physical development. Children enjoy a wide range of activities that build body strength and control. They delight in practising yoga poses and show positive body awareness. Typically, staff support children's personal, social and emotional development well. Babies receive warm interactions, gentle cuddles and regular reassurance. This helps them to feel safe and happy.

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Curriculum and teaching Expected standard

Overall, teaching is generally effective and supports children to learn through a wide range of experiences. For example, staff encourage younger children to pour water down drainpipes, introducing words such as 'heavy' and 'down'. Children stay engaged for long periods and work together to fill containers. Staff use purposeful questions to support early mathematics, such as encouraging older children to show the number 2 using their fingers. This helps children to match numbers to quantities. However, leaders do not always ensure consistently high-quality teaching across every interaction. This sometimes limits how far children can extend their learning and understanding.

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Leadership and governance Expected standard

Leaders have a clear understanding of what the setting does well and what they want to improve. They reflect on their practice and make changes that strengthen children's experiences. For example, leaders have reviewed how they communicate with parents and carers and introduced sessions such as 'meet the managers'. This gives parents regular chances to share their views and help shape the next steps for the nursery. Parents speak positively about the support their children receive. They value the regular updates on their children's learning and development.

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Leadership and governance Expected standard

Leaders responsible for children with special educational needs and/or disabilities (SEND) continue to build their superb knowledge through further training and by working closely with other professionals. They give staff clear guidance about the support in place for children with SEND. Staff also take part in training on topics such as supporting children's behaviour. They report feeling well supported and say their wellbeing is always considered. Leaders recognise that some staff need additional help to strengthen their interactions with children. They work alongside staff to model effective practice and offer coaching. As a result, staff's skills and knowledge are improving. However, this is not yet consistent across the whole nursery.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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

Children arrive at nursery happy, confident and ready to start their day. Staff greet them with warmth. They help each child to feel safe and settled as soon as they come in. Generally, staff spend time getting to know children and their families well. Typically, this means they understand what each child needs and can adjust their practice when needed. Children have close and caring relationships with staff. Babies and toddlers enjoy cuddles and stories, while older children chat openly with staff and friends about their play. These positive relationships help children to feel ready for the next stage in their learning.

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Inspector:

Mandy Cooper Children take part in a wide range of activities that support their learning and development. They show growing independence as they get ready to go outside and enjoy plenty of fresh air and physical play. Children love joining in running games with staff and friends. They follow instructions, share, take turns and work together. These fun moments help children to build physical skills, social skills and confidence.

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Inspector:

All children, including those who are disadvantaged or with special educational needs and/or disabilities, make steady progress from their starting points. Babies build early communication skills through simple and engaging activities, such as playing with finger puppets. Toddlers join group times well and enjoy singing songs and rhymes. Generally, staff notice when some children may need extra help to join whole-group activities. They give gentle, sensitive support so children can take part at their own pace. This helps children to feel included and strengthens their sense of belonging.

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Inspector:

Leaders and staff are keen to help children learn about the wider world. They benefit from outings, such as visits to local homes for older people and weekly sessions in a local forest. Furthermore, staff work closely with families to share information about different cultures and traditions. For example, families create posters about their background, which staff then share with children. This helps staff to bring children's experiences into the curriculum. It also ensures the nursery is welcoming and inclusive for everyone.

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Next steps

Leaders should continue to guide and coach staff to build on their practice and ensure that interactions with children are of a consistently high quality. Leaders should support staff with the organisation of routines to support children's positive attitudes to their play and learning even further.

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About this inspection

The inspector spoke with leaders, staff, the special educational needs and disabilities coordinator, parents, carers, children and managers during the inspection.

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About this 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.

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Address:

274 Portsmouth Road Cobham Surrey KT11 1HU

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Red Balloon Cobham Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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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.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

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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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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