N Family Club Leytonstone

N Family Club Leytonstone

Unique reference number (URN): 2781177 Address: The Bell Centre, 3 Holloway Road, London, E11 4LD Type: Childcare on non-domestic premises Registered with Ofsted: 21/02/2024 Registers: EYR Registered person: N Is For Nursery 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 Expected standard

Children, including those with special educational needs and/or disabilities, those facing barriers to learning and children known to children's social care services, generally make appropriate progress from their starting points. They typically access the curriculum alongside their peers and make progress linked to their individual needs. Children learning English as an additional language develop increasing confidence communicating with others through speech, signs and familiar language.

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Achievement Expected standard

Babies develop growing confidence in communication and physical skills as they join in with songs, use simple words and explore sensory experiences. Toddlers begin recognising emotions, managing feelings and developing increasing independence during routines and play. Older children develop friendships, cooperate with others and access mathematical games, mark making and early phonics experiences.

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Achievement Expected standard

Children generally develop the confidence, independence and foundational skills needed to support their future learning and experiences.

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Behaviour, attitudes and establishing routines Expected standard

Children are generally well behaved and demonstrate positive attitudes towards learning. Staff provide calm, nurturing interactions and use consistent routines to help children feel emotionally secure and understand expectations within the nursery. Babies develop secure attachments with familiar adults who comfort and reassure them appropriately during routines and transitions. Toddlers and older children are encouraged to use kind words, take turns and cooperate during group activities and play. Children generally engage well during activities and routines and are supported to develop age-appropriate social skills, such as using 'kind hands' and 'walking feet'.

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Behaviour, attitudes and establishing routines Expected standard

Staff have generally high expectations for children's behaviour and respond promptly when children require support to manage frustrations or emotions. Staff model calm and respectful interactions, helping children learn how to play alongside and with their peers appropriately.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have taken appropriate action since the previous inspection to strengthen routines, transitions and staff deployment. Children are now typically organised into smaller groups during parts of the day to help maintain engagement and reduce waiting times. Staff are generally deployed appropriately across indoor and outdoor areas to supervise children consistently and support their emotional wellbeing and learning needs during routines and transitions. Leaders also work closely with families to support regular attendance, punctuality and smooth transitions into nursery and school.

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Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are generally supported appropriately throughout the nursery. Staff provide nurturing care and develop secure relationships with children, particularly babies and younger children. Care routines are calm and responsive and help children feel emotionally secure within the setting.

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Children's welfare and wellbeing Expected standard

Babies' individual care needs are generally managed appropriately. Staff gather detailed information from parents before children start nursery to help maintain continuity between home and the setting. Sleep arrangements are organised appropriately according to children's ages and routines. Staff monitor sleeping children regularly and remain close by to reassure and comfort babies during rest times.

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Children's welfare and wellbeing Expected standard

Children are generally supported to develop growing independence and self-care skills. Babies begin feeding themselves and managing simple personal care routines, while older children independently use individual flannels and mirrors to clean their faces after meals and manage aspects of their own personal care. Staff help children recognise and manage their emotions through songs, discussions and daily interactions. Children learn how their behaviour can affect others and begin developing considerate and respectful attitudes towards their peers.

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Children's welfare and wellbeing Expected standard

Detailed care plans, medication procedures and risk assessments help support children with medical needs safely within daily routines and play experiences. Staff also discuss healthy eating during activities and mealtimes to help children develop an understanding of healthy choices and lifestyles.

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Curriculum and teaching Expected standard

Leaders generally have a secure understanding of the curriculum priorities across the nursery. The curriculum places a clear emphasis on communication and language development, children's emotional wellbeing, physical development and growing independence. Planning is largely based on children's interests, home experiences and next steps in learning.

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Curriculum and teaching Expected standard

Teaching generally reflects the nursery's curriculum priorities and is typically responsive to children's ages and stages of development. Staff regularly sing songs, model language and narrate children's play to help support communication and vocabulary development. For example, babies explore herbs and dough while staff introduce words such as 'stretch', 'roll' and 'pat'. Toddlers explore emotions through sensory ice activities, and pre-school children develop language linked to mindfulness and school readiness through stories and yoga activities. However, practitioners do not always use open-ended questioning consistently enough to help older children extend their own ideas, develop critical thinking skills and build upon discussions during play and learning experiences. In addition, opportunities to consistently develop younger children's mathematical understanding are not fully embedded across all areas of practice. For example, staff do not always extend counting, number

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Curriculum and teaching Expected standard

recognition and mathematical language consistently during play and routine activities.

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Curriculum and teaching Expected standard

Children with special educational needs and/or disabilities and those facing barriers to learning are generally included appropriately within activities and routines. Assessment information is used appropriately to monitor children's progress and identify next steps in learning.

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Inclusion Expected standard

Leaders generally identify and assess barriers to children's learning and individual needs appropriately. Staff use observations, assessments and discussions with parents, carers and external professionals to help ensure children receive timely and targeted support that reflects their developmental and emotional needs. Children with special educational needs and/or disabilities, those known to children's social care services and those with medical or emotional needs are generally supported appropriately to access the curriculum alongside their peers.

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Inclusion Expected standard

Staff make thoughtful adjustments to help children feel included and participate safely within daily routines and learning experiences. For example, detailed risk assessments, adapted resources and staff training support children with medical needs during sensory play, outdoor learning and mealtimes. Staff also prepare resources, such as apple purée, to help children take medication safely and comfortably before mealtimes. Children learning English as an additional language are supported through the use of familiar words, books, festivals and experiences linked to their home lives to help them feel secure and valued.

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Inclusion Expected standard

Regular reviews of support plans and strategies help ensure adaptations remain appropriate as children's needs and development change over time. Staff recognise children's progress and celebrate small achievements appropriately, particularly in relation to communication, emotional security and independence. Leaders seek timely advice from external professionals and use additional funding appropriately to help reduce barriers to learning, support children's emotional wellbeing and strengthen staff knowledge, including through training linked to supporting children's behaviour and self-regulation.

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Leadership and governance Expected standard

Overall, leaders generally understand the nursery's strengths and areas for further development. Since the previous inspection, leaders have taken appropriate action to strengthen routines, staff deployment and children's emotional wellbeing and behaviour across the setting. Group routines and room structures have been reorganised to help reduce waiting times and support children's engagement more consistently throughout the day.

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Leadership and governance Expected standard

Leaders monitor the quality of teaching and children's experiences through learning walks, peer observations, supervision meetings and daily oversight within rooms. Staff receive regular feedback and professional development opportunities linked to behaviour management, emotional wellbeing, babies' development and supporting quieter children. For example, training linked to the 'invisible child' has helped staff become more aware of quieter children who may not readily join activities or seek adult support. Staff generally receive appropriate support to continue their professional development, gain qualifications and discuss workload and wellbeing during supervision meetings.

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Leadership and governance Expected standard

Leaders are mindful of the needs of children and families facing barriers to learning and work appropriately with external professionals to help support children's individual needs. Partnerships with parents and external agencies are generally positive. Parents receive regular updates regarding children's care and development through discussions and online apps. Leaders support children to develop a sense of belonging within the wider community through experiences such as visits to local shops and involvement in charity events and community activities.

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

Children are generally happy, settled and emotionally secure within this welcoming nursery. Babies form close relationships with familiar staff who respond warmly to their care and emotional needs. Babies enjoy sharing books, joining in with songs and exploring sensory resources such as herbs, dough and musical instruments. Babies confidently babble, vocalise and begin using simple words as staff repeat language, sing songs and narrate children's play and routines.

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

Children typically enjoy their learning and participate enthusiastically in activities linked to their interests and experiences. Toddlers proudly create 'cakes' using herbs they previously planted in the nursery garden. Older children take part in yoga, parachute play and imaginative activities linked to stories and role play, which generally supports their confidence, communication and physical skills. Children remain motivated, curious and learn how to help keep themselves safe during play and daily routines.

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

Children develop positive relationships with staff and peers and are included within all aspects of the nursery. Children with special educational needs and/or disabilities and those facing barriers to learning are generally supported appropriately alongside their friends. Children are increasingly supported to recognise and manage their emotions appropriately and generally behave well during routines and group activities. Children also develop increasing independence appropriate to their ages and stages of development and are generally well prepared for their next stages in learning and school.

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Next steps

Leaders should support staff to enhance children's mathematical understanding more consistently by extending opportunities for counting, number recognition and mathematical language during play and routine activities. Leaders should support staff to use more open-ended questioning consistently to help build upon children's discussions and support them to extend their own ideas, extend their thinking and develop critical thinking skills.

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Address:

The Bell Centre 3 Holloway Road London E11 4LD

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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Address:

Local authority: London Borough of Waltham Forest

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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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About this inspection

The inspector spoke with leaders, staff, children, parents and carers 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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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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