N Family Club Wimbledon

N Family Club Wimbledon

Unique reference number (URN): 2845443 Address: 192 Merton Road, London, SW19 1EG Type: Childcare on non-domestic premises Registered with Ofsted: 15/05/2025 Registers: EYR Registered person: N Family Whetstone 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

All children, including those with special educational needs and/or disabilities or with barriers to learning, are securely prepared for their next stage of learning and development. Older children show readiness for school and the skills required for this transition. For example, staff have used a range of activities to prepare the children for early literacy skills, and as a result, older children are now starting to write and read their names. Throughout the setting, children are consistently achieving in every area of learning. Using the well-designed curriculum, children are developing skills in key areas such as social interactions, independence and communication. Children are supported to develop key skills and learning from the baby-age room, and this continues as they grow through the setting. For example, babies begin to self-serve their meals, where able, and wash their faces after eating. This skill is built upon as they grow. Children in the pre-school room have fully

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Achievement Strong standard

developed key skills that will support their transition to school.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff have implemented high expectations for children's behaviour, and as a result of this, children behave well and can manage their behaviour where age and stage appropriate to do so. Staff have created and fully embedded a calm, supportive and positive environment that supports children's behaviour, attitudes and routines. For example, a consistent mealtime routine with a focus on independence means children of all ages demonstrate understanding for mealtime expectations, which supports safe eating practices. Staff are highly skilled at supporting children's behaviour, and children respond well to instruction and guidance from the staff. For example, children are consistently reminded to be kind to one another and share, and as a result of this, children share resources while engaging in activities without staff intervention. Staff model positive interactions and social skills, which supports children to form relationships and demonstrate understanding of

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Behaviour, attitudes and establishing routines Strong standard

kindness and empathy. Due to the well-planned curriculum and individualised next steps, children are eager and excited to engage and learn. For example, children show high levels of enjoyment as they participate in 'What's in the bag?', and they further mimic this game with their peers. Leaders have created secure attendance expectations and procedures, and because of this, children's attendance is consistent.

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Children's welfare and wellbeing Strong standard

Leaders and staff consistently prioritise the wellbeing and welfare of every individual child. Using ongoing reflection and guidance, leaders review internal policies and procedures to ensure they remain effective. Staff have a secure and in-depth knowledge of every child in the setting and their individual needs and requirements. For example, staff demonstrate understanding of changes to home life that can cause behavioural changes, such as a new sibling, and staff work with parents to support the emotional wellbeing of the child. Leaders and staff are highly responsive to the changing needs of the children, and they ensure parent and professional partnership is effective consistently to ensure the best outcomes for the children. Staff have embedded a well-structured routine that supports independence, healthy habits, self-care and emotional wellbeing. As a result of this, children are calm, confident and they demonstrate understanding of what is happening next. Staff are highly

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Children's welfare and wellbeing Strong standard

skilled at understanding the individual needs of every child to ensure they deliver an inclusive approach to welfare and wellbeing that allows every child equal entitlement to care and education in line with their high expectations.

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Curriculum and teaching Strong standard

Leaders and internal educational support teams ensure that the curriculum is consistent, inclusive and high quality. Through training and ongoing development, staff are well trained to understand the highly ambitious curriculum and how to implement it. As a result, the curriculum is fully and securely embedded across the setting, and children of all ages receive a consistent quality of teaching and learning. The curriculum is designed so that all children, including those with special educational needs and/or disabilities, have learning experiences that start from the baby-age room through to school readiness. For example, using their spiral approach to learning, staff teach children key skills in each area of learning and then build on this skill so the children are ready for the next stage of learning and development. Consistent approaches such as 'vocabulary catchers' ensure that staff are effectively building on children's experiences and developing their knowledge. Staff are

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Curriculum and teaching Strong standard

highly skilled at adapting activities, and they view every interaction and experience as a learning opportunity. For example, children express an interest in bees, so staff invite a beekeeper into the setting to further expand this learning, and the children continue to explore this topic.

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Inclusion Strong standard

Leaders and staff consistently make an impactful and positive difference to the learning and development opportunities of all children, including those with special educational needs and/or disabilities (SEND), or barriers to learning. Staff work with external agencies to create individualised support plans that are then implemented at the setting. As a result of this, children receive consistent and appropriate next steps and learning outcomes. For example, staff use support plans from a range of health professionals to guide their planning and delivery of activities to ensure suitable methods and approaches are in place to best support children. Staff are highly trained and knowledgeable in understanding the importance of early intervention and swiftly monitoring any barriers that children may be facing, including SEND. Using ongoing assessment, observation and professional partnership, leaders and

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Inclusion Strong standard

staff rigorously identify, support and monitor every child to help them achieve individualised outcomes and achievements.

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Inclusion Strong standard

Leaders have implemented additional systems to support children with SEND, barriers to learning or with disadvantaged backgrounds. For example, a bursary scheme is offered to children, which means they are able to attend the setting and have access to high-quality care and education.

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Leadership and governance Strong standard

Leaders have a detailed and accurate understanding of the setting's context, areas for development, strengths and priorities. Working with internal and external professionals, leaders demonstrate a continuous ambition to deliver high-quality care and education. Leaders are adaptive and responsive to the changing needs of the children and their families, as well as changes to statutory requirements. For example, following changes to requirements regarding children's privacy, leaders have risk assessed and implemented effective procedures that support this requirement. Leaders consistently embed a culture of high standards that they closely monitor and support. For example, using a range of internal techniques such as audits and peer observations, leaders ensure care and learning standards remain of high quality and in line with expectations. Ongoing training and development opportunities mean that staff are continuously prepared and well trained to

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Leadership and governance Strong standard

make significant positive differences in children's experiences. For example, frequent internal training such as on 'communication and curriculum' ensures staff are able to support this area of learning and development effectively.

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Leadership and governance Strong standard

Leaders have created a positive and ambitious environment where staff actively voice their training needs or desired professional growth. Leaders support staff at all levels of their professional development. For example, staff enrol on childcare qualifications and are well supported by leaders during this journey.

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Leadership and governance Strong standard

Leaders prioritise parent partnership. For example, parent information packs and leaflets are offered to parents in their in-house parent café, with a range of support and guidance that parents may find useful. Leaders have also created a lending library as well as other home learning tasks such as task of the week to further support parents with their involvement with the children's learning and development.

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

Children are safe, well cared for and are achieving. Children show empathy, care, respect and kindness for one another, from as young as the baby-age room. For example, young children pass objects to one another as they play, and older children self-regulate their emotions and solve conflicts respectfully. Due to staff's positive role modelling, children are developing important social skills. Children of all ages and stages show a positive and keen attitude to learning and exploring. Staff include children and value their thoughts and feelings. For example, children that are able, participate in 'children's council', where they voice their interests and requests for the nursery, such as new bikes or ideas for graduation. As a result of this, children are proud, feel welcomed and build on their confidence.

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

Children of all ages are achieving, including those with special educational needs and/or disabilities. Parent feedback, such as through surveys, highlights the progress children are making and the demonstratable difference in children's learning and development since their

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Address:

192 Merton Road London SW19 1EG starting points. Staff are highly attentive and responsive to the care needs of children, and as a result, children have their individual needs met. They demonstrate that they feel comfortable, safe and their wellbeing is securely met.

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Address:

Children form secure attachments with staff and one another, inviting others into their play and sharing their ideas. Children that are new to the setting settle very quickly due to the nurturing care provided by all staff. For example, children that have only been attending the setting for less than 2 weeks are already attached to their key person, and the staff demonstrate understanding of the individual care needs of each child.

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Next steps

Leaders should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help to realise a transformational impact on all children's achievement and wellbeing.

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About this inspection

The inspector spoke with leaders, staff and parents 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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About this inspection

We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information about this. Type: Childcare on non-domestic premises

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About this inspection

Registered person: N Family Whetstone 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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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