N Family Club Woodchurch Road

N Family Club Woodchurch Road

Unique reference number (URN): 2557568 Address: N Family Club, 13 Woodchurch Road, London, Middlesex, NW6 3PL Type: Childcare on non-domestic premises Registered with Ofsted: 13/12/2019 Registers: EYR, CCR Registered person: N Family Woodchurch Road 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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Achievement Strong standard

Children demonstrate highly positive and enthusiastic attitudes to learning. They show immense curiosity, initiative and determination when exploring their environment or tackling new tasks. Children are excited to use new tools when they create 'dumplings'. They learn new skills and persevere as they practise cutting and creating shapes.

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Achievement Strong standard

All children make rapid and consistent progress from their individual starting points across all areas of learning. They develop the foundational knowledge, skills and confidence required to be exceptionally well prepared for their next stage of education, including school.

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Achievement Strong standard

Children exhibit an impressive capacity for sustained attention and focus. Even very young children remain deeply engrossed and persistent in purposeful activities for extended periods.

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Achievement Strong standard

Children's learning pathways are expertly tailored with the use of precise and streamlined assessment information that allows staff to quickly identify gaps in development. This ensures that all children, including those with special educational needs and/or disabilities, achieve highly.

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Behaviour, attitudes and establishing routines Strong standard

Staff model kindness and respect and demonstrate high expectations for all children, including children with special educational needs and/or disabilities. Staff express how they love their work. This can be seen through the deep bonds children have with staff.

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Behaviour, attitudes and establishing routines Strong standard

All children, from babies through to pre-school children, enjoy impromptu cuddles and spending time with their key persons. The nursery is a happy and purposeful environment, where children are deeply engaged in their learning. Children are confident in their routines, as they know what is happening next. For example, older children are excited to help set the table for lunch and offer support to their friends who need help. Children behave extremely well. They play cooperatively. For example, children remind their friends to share and ask if they can have a turn. Children understand the importance of listening and following guidance. They frequently wait patiently for staff to explain an activity before confidently getting started.

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Behaviour, attitudes and establishing routines Strong standard

Leaders' and staff's close relationships with parents and carers mean they are in a position to seamlessly support them with their children's attendance. They share the importance of regular attendance. Leaders have robust processes to explore any unexpected absences. Due to this, children experience high attendance, supporting them to maximise their learning experience.

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Inclusion Strong standard

Staff have a deep understanding of each child. They gain this through careful observation during children's play and close communication with parents and carers. Staff use these detailed observations, along with conversations with parents, to plan high-quality activities that promote each child's unique learning development and wellbeing to the highest level. They actively remove learning barriers, for example by adapting the room layout to meet children's diverse needs. For instance, they have created quiet spaces and expanded areas for children's physical development.

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Inclusion Strong standard

Leaders and staff maintain very positive partnerships with families and external specialists to provide targeted curriculum support. To aid children who speak English as an additional language to transition into the nursery, leaders introduce English as an additional language boxes containing resources and comforts in their home language. This fosters a multilingual environment. Staff thoughtfully integrate children's home experiences into the curriculum. For example, they use dolls to prepare children for becoming older siblings. This helps children to feel both confident and deeply valued.

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Inclusion Strong standard

Leaders have established inspiring initiatives to engage all parents in their children's learning and help the whole family to feel welcome. They offer helpful parent workshops to support parents to understand both how and what children are learning. Additionally, a parent council gives families a voice in the nursery's operations. Parents highly value the staff's dedicated efforts to prioritise their children's individual learning needs. This creates an inclusive environment where children truly thrive and flourish.

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Leadership and governance Strong standard

Leaders articulate a clear and uncompromising vision for excellence. They ensure that an inclusive, broad and ambitious curriculum sits at the heart of the nursery. This is complemented by extra-curricular activities, such as forest school, yoga, Spanish and eco- school activities. Leadership is highly proactive. Leaders use robust monitoring and assessment systems to quickly identify any areas that require support or development. They have identified areas that would benefit from further enhancement and are consistently working on action plans to ensure they are always striving for brilliance. Time is required to embed these across the staff and nursery.

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Leadership and governance Strong standard

Leaders demonstrate a superb commitment to supporting their team's development. Staff report feeling deeply valued, highly motivated and excellently supported through purposeful professional development, including regular and targeted training.

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Leadership and governance Strong standard

Leaders have established exemplary initiatives that give families a genuine voice in how the nursery is run, such as an active parent council. They offer a highly effective programme of community workshops. These cover important topics, such as online safety. This ensures that children's learning is harmoniously connected between home and the nursery. Parents and carers report truly feeling part of the nursery community. They comment on the opportunities to take part in nursery life, such as joining cooking sessions for children, as well as attending organised social events for the parents. This helps them to build a support network of other parents.

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Children's welfare and wellbeing Expected standard

Children develop positive skills to regulate their emotions. When children experience intense feelings, staff react with sensitivity by validating their emotions. Staff talk children through self-soothing techniques, such as deep breathing. The curriculum offers regular opportunities for children to identify and discuss how different feelings look and feel, alongside practising these calming methods. Consequently, children feel secure and listened to. They display growing confidence in independently applying positive techniques to regulate their own behaviour. This includes openly discussing their feelings with staff.

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Children's welfare and wellbeing Expected standard

Staff successfully promote healthy choices. Children enjoy nutritious and balanced snacks and meals. They learn the importance of positive oral hygiene and regular handwashing. However, staff do not consistently promote mealtimes as a social time. While children are well supported to ensure safer eating, there are inconsistencies in the social aspect of this time of day. For example, staff do not always encourage conversation during these times when children's social interactions could be fostered and even further enhanced.

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Children's welfare and wellbeing Expected standard

Staff integrate daily outdoor play well. They allow children to take safe physical risks, develop their gross motor skills and benefit from fresh air. Staff encourage children to do things for themselves, boosting their self-esteem. Older children confidently manage their personal hygiene, put on their own coats, and help to set the table for lunch. Younger children receive support to develop these self-care routines at their own pace.

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Curriculum and teaching Expected standard

Leaders and staff deliver an exciting, purposeful curriculum that is carefully designed to ensure children develop the essential skills to support their next stage in learning, including their move to school. Staff know their key children extremely well. They confidently explain how they support each child's progress. Children remain highly motivated as staff consistently praise their efforts.

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Curriculum and teaching Expected standard

Staff weave the mathematics curriculum naturally into daily routines. For example, during lunch, staff encourage children to count out the numbers of scoops when self-serving. During fun activities such as an imaginative, pretend ride on the bus, staff skilfully introduce early concepts of money. Staff use open-ended questions well to stretch children's thinking and problem-solving throughout the day.

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Curriculum and teaching Expected standard

The majority of staff provide high-quality teaching that extends children's communication skills. However, there are some staff members who do not yet demonstrate the same level of expertise and consistency in their teaching as the more experienced and established staff. As such, sometimes, some children's learning experiences can differ. For example, the use of Makaton is not always consistent across all rooms. Nonetheless, children are still able to make exceptional progress, as the staff with higher knowledge support newer members and mitigate these differences.

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

Children thrive, flourish and make exceptional progress from their starting points at this warm and inviting nursery. They arrive with high levels of confidence, eager to explore an inclusive and stimulating environment. Babies and children are nurtured and extremely well cared for. They develop secure attachments with staff.

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

Leaders work with staff to empower them to recognise successful learning opportunities. They support staff to reflect and improve on anything they feel could have gone better. This continual drive for improvement and the focus on inclusion mean all children, including disadvantaged children, children who speak English as an additional language or children with special educational needs and/or disabilities, are all able to develop skills across the curriculum, alongside their peers. This gives children an excellent start for their future learning.

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

Leaders and staff demonstrate a deeply embedded commitment to ensuring every child feels a sense of belonging. All children are treated as individuals. Their uniqueness is celebrated. Children receive support to understand and recognise each other's differences. This is done through children having access to activities that reflect all their differences and uniqueness. Staff also take the time to have a true understanding of children and their home lives. They make adaptations within the setting to ensure no child misses out. This not only enables children to achieve well, but also supports their individual self-awareness and self- worth.

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Address:

N Family Club 13 Woodchurch Road London Children make rapid progress and demonstrate exemplary attitudes to learning. From a very young age, they show a remarkable capacity for sustained attention and concentration. Children remain deeply engrossed in purposeful activities for extended periods. This is a direct result of staff, who know the children exceptionally well. Staff design highly stimulating environments that capture children's natural curiosity.

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Address:

Children develop excellent social skills as they play cooperatively with their friends. They know how to share and take turns. For example, during a potion-making activity, children are excited to help each other find the ingredients and then remind their friends to share the equipment.

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Next steps

Leaders and those responsible for governance should continue to support the consistency in high-quality teaching across the nursery, ensuring all staff deepen their expertise and continue to provide children with consistent learning experiences. Leaders should continue to support staff to promote lunchtimes as consistently social and learning experiences for children.

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About this inspection

The inspector spoke with leaders, staff, the special educational needs coordinator, parents and carers and children 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. Middlesex NW6 3PL Type: Childcare on non-domestic premises

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About this inspection

Registered person: N Family Woodchurch Road Ltd

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 19:00

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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

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

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