N Family Club Twickenham West

N Family Club Twickenham West

Unique reference number (URN): 2788001 Address: 270 Staines Road, Twickenham, TW2 5AR Type: Childcare on non-domestic premises Registered with Ofsted: 11/04/2024 Registers: EYR Registered person: N Family Twickenham 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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Children's welfare and wellbeing Strong standard

Leaders and practitioners place a strong emphasis on children's welfare and wellbeing. They have a clear understanding of children's individual needs, including those who have experienced considerable changes in their lives and challenging circumstances. Care practices are adapted sensitively to ensure that children feel safe, secure and supported.

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Children's welfare and wellbeing Strong standard

Children benefit from well-planned transitions into the setting. Additional settling-in sessions and personalised discussions with families help practitioners to understand children's needs and support them to form secure attachments and a sense of belonging.

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Children's welfare and wellbeing Strong standard

Children who are disadvantaged, those with special educational needs and/or disabilities and those known to children's social care are supported through inclusive practice. Leaders work closely with external professionals to ensure coordinated support.

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Children's welfare and wellbeing Strong standard

Practitioners prioritise emotional wellbeing, using strategies such as co-regulation and consistent routines to help children recognise and manage their feelings. Children develop an effective understanding of healthy lifestyles, follow hygiene routines and build self-care skills, supporting their growing independence.

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Inclusion Strong standard

Leaders establish an inclusive culture where all children are valued and supported to participate fully. Children's individual needs are identified quickly through baseline and ongoing assessment, enabling practitioners to respond effectively and reduce barriers to children's learning and wellbeing.

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Inclusion Strong standard

Leaders implement a clear graduated approach, using individual support plans to set appropriate targets. These plans are reviewed regularly with parents and practitioners leading practice in this area, ensuring that support remains responsive and relevant over time.

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Inclusion Strong standard

Practitioners demonstrate a secure understanding of how to implement strategies in practice, including signing and visual communication. Activities are adapted effectively. For example, when a child is unable to access a planned cookery activity, practitioners adjust the experience to focus on sensory exploration so the child remains engaged at an appropriate developmental level.

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Inclusion Strong standard

Leaders work closely with families and external professionals, supporting referrals and maintaining regular communication. Children, including those with special educational needs and/or disabilities, those who are disadvantaged and those known to children's social care, receive coordinated support. As a result, children develop confidence, communicate increasingly effectively and make steady progress from their starting points.

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Achievement Expected standard

Children make appropriate progress from their starting points across the areas of learning. There is a clear focus on communication and early mathematics, particularly for younger children. Strategies such as signing and modelling support children to express themselves and engage in learning experiences.

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Achievement Expected standard

Children who are disadvantaged, those with special educational needs and/or disabilities and those known to children's social care access the curriculum and make steady progress. They develop confidence in communicating their needs and show increasing independence in their learning and routines.

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Achievement Expected standard

However, in older age groups, opportunities for sustained back-and-forth interactions are less consistent. Children do not always have sufficient time to respond or extend their ideas. As a result, children, particularly those who are more capable, need more opportunities to deepen their thinking and reach their full potential. This limits how well they are prepared for the next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and practitioners support children to develop positive attitudes to learning. Children are settled and confident and form secure relationships with adults, which helps them to engage in activities.

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Behaviour, attitudes and establishing routines Expected standard

Children make independent choices and increasingly take responsibility for aspects of their routines, such as self-serving food and managing hygiene practices. They learn to play alongside others, beginning to share and take turns appropriately during group experiences.

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Behaviour, attitudes and establishing routines Expected standard

Practitioners help children to understand their emotions through calm interactions and the use of visual prompts. This supports the development of children's early self-regulation skills. Leaders promote attendance and punctuality, helping children to develop routines that prepare them well for school.

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Curriculum and teaching Expected standard

Leaders have designed a curriculum based on the early years foundation stage, which builds on what children already know and reflects their interests. There is a clear focus on communication and emotional development, helping children to feel secure and ready to learn.

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Curriculum and teaching Expected standard

In younger age groups, practitioners use effective strategies such as repetition, modelling simple language and using rhythm to support children's understanding. For example, they model single words alongside actions to reinforce meaning and support children's engagement. Practitioners respond to children's interests and adapt activities in the moment. For example, when children show curiosity during play, practitioners introduce additional resources to sustain engagement and maintain interest. Assessment is used regularly to identify next steps, and practitioners generally adapt the provision to meet different developmental stages.

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Curriculum and teaching Expected standard

However, teaching is less consistent in rooms for older children. Practitioners do not consistently use open-ended questioning or sustained shared thinking. As a result, children are not always supported to develop deeper thinking or problem-solving skills. Opportunities for physical development are also not consistently embedded, which limits children's development of balance, coordination and strength.

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Leadership and governance Expected standard

Leaders have a clear understanding of the setting's context and the needs of the children and families who attend. They evaluate their provision regularly and demonstrate a commitment to continuous improvement. Since registration, leaders have worked to strengthen inclusive practice and support for children with special educational needs and/or disabilities, ensuring that provision is responsive to children's individual needs.

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Leadership and governance Expected standard

Leaders prioritise practitioners' development. Practitioners benefit from regular training and clear targets to improve their practice. Leaders are mindful of practitioners' workload and provide appropriate support to maintain wellbeing.

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Leadership and governance Expected standard

Robust recruitment procedures are in place, including appropriate checks and verification processes. Leaders promote an open culture where parents can raise concerns and communicate regularly with practitioners.

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Leadership and governance Expected standard

Leaders work closely with families and external agencies to support children's development and wellbeing. This contributes to coordinated support for those who face additional barriers. However, leaders do not always identify priorities for improvement with sufficient precision. As a result, practitioners do not consistently receive targeted training to strengthen teaching, particularly in supporting high-quality interactions and extending children's thinking. This reduces the impact of improvement work on children's learning and outcomes.

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

Children are happy, settled and confident. They engage readily in a range of age- appropriate experiences and show clear enjoyment in their learning. Babies explore sensory activities with curiosity, such as investigating ice with herbs and using tools to manipulate materials. They show sustained engagement and begin to develop early mathematical understanding, for example when counting blocks and exploring cause and effect.

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

Older children take part in activities that support emotional development, including using visual prompts and photos to help recognise and name emotions. Children's interests are followed closely. For example, when babies show curiosity during water play, practitioners introduce new resources to sustain engagement and extend learning further.

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

Children form warm, secure relationships with practitioners, who know them well and respond sensitively to their needs. Children who are new to the setting, or who have experienced transitions, are supported effectively through tailored settling-in arrangements. This helps them feel safe and develop a secure sense of belonging. Families are welcomed into the setting and contribute to children's care and learning.

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

All children, including those with special educational needs and/or disabilities, those learning English as an additional language and those who are disadvantaged, are included well and learn alongside their peers. Children behave positively and are developing independence in their play and daily routines. Children make appropriate progress from their starting points. Leaders promote regular attendance and support children to develop consistent routines.

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Next steps

Leaders should strengthen the quality of teaching, providing targeted training on high- quality interactions so that practitioners extend children's thinking and problem-solving skills. Leaders should refine lunchtime routines, particularly in the older age groups, so mealtimes are calm and purposeful and support children to take an active role, engage in conversation and develop their social skills.

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About this inspection

The inspector spoke with leaders, practitioners and the special educational needs coordinator 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. This was the setting's first inspection since registration in April 2024.

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: N Family Twickenham 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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Total number of places

A quality assurance visit by an additional inspector was carried out at this 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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