N Family Club Barnet

N Family Club Barnet

Unique reference number (URN): 2853021 Address: Constable House, 5 Bulwer Road, Barnet, EN5 5JD Type: Childcare on non-domestic premises Registered with Ofsted: 10/07/2025 Registers: EYR Registered person: N Family Leighton 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 make progress from their individual starting points and develop confidence, communication, independence and skills across the areas of learning. They communicate increasingly well, using language to express their ideas, needs and interests. Children enjoy learning Spanish and confidently recall and use familiar words, including colour names, in everyday experiences. They recognise and respond to familiar Spanish vocabulary, showing that they can retain and apply new language. Children demonstrate growing confidence by putting up their hands, joining in with clapping and taking part in group experiences.

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Achievement Strong standard

Children with special educational needs and/or disabilities, children who speak English as an additional language and children who face other barriers to learning develop skills from their starting points. Children who initially communicate without speech develop their ability to use words and sentences to express themselves. They develop physical skills and increasing independence as they become more confident in moving, making choices and managing everyday tasks.

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Achievement Strong standard

Children develop early mathematical understanding through counting, sorting and recognising colours in their play. They use problem-solving skills when completing block constructions, working out how to build and balance structures. Children develop creativity and imagination through art, creative activities with natural resources, role play, construction and sensory experiences. They become increasingly independent as they make choices, use spoons, serve themselves and manage familiar self-care tasks.

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Achievement Strong standard

Children recognise the letters in their names and identify their own belongings, helping them manage their personal items independently. They find what they need and complete familiar tasks with increasing confidence, developing the self-care skills needed for their move to school. Children demonstrate increasing readiness for their next stage of learning and show the skills and confidence needed to move on. Their achievements are recognised and celebrated, helping them to develop a positive sense of themselves as learners.

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Behaviour, attitudes and establishing routines Strong standard

Leaders create a positive, calm and inclusive environment. Staff set clear expectations for behaviour, routines and respectful interactions. They manage mealtimes, group activities and transitions calmly and consistently. Staff build warm and trusting relationships with children. Children settle confidently with familiar staff, including when their key persons are absent. Regular attendance helps children to build secure relationships, develop confidence and become familiar with daily routines.

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Behaviour, attitudes and establishing routines Strong standard

Staff help children to develop positive social skills. Children cooperate, take turns and share resources confidently. During mealtimes, they take responsibility for serving themselves and follow established routines. During play, children share resources and interact positively with their peers. Staff respond appropriately to children's individual needs and consider their ages and stages of development. They adapt activities and provide additional support when children become unsettled. This helps children to regulate their emotions and return to learning and play successfully. Leaders have clear systems for monitoring attendance, and staff understand their responsibilities. Staff follow up promptly on unexplained absences and seek leaders' support when needed. This ensures that concerns are identified and addressed quickly.

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Behaviour, attitudes and establishing routines Strong standard

Staff listen to children and respect their views and choices. They respond positively to children's interests, and incorporate their ideas into activities where appropriate. Staff understand children's individual behaviour support strategies and use consistent approaches, including visual resources, emotional spaces and personalised strategies. Leaders work closely with parents and carers and other professionals to share information, strategies and progress. This supports consistency between home and the setting. These consistent approaches enable children to feel valued, manage their emotions successfully and engage positively.

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Children's welfare and wellbeing Strong standard

Children receive attentive and responsive care that promotes their welfare and wellbeing. Staff know children well and adapt care to meet their individual needs. They use personalised communication and behaviour strategies to help children regulate their emotions, communicate effectively and take part positively in nursery life. Children develop warm, secure relationships with staff. Parents and carers speak highly of these relationships and describe the nursery as 'like a family' and homely. As a result, children feel safe, valued and emotionally secure.

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Children's welfare and wellbeing Strong standard

Children develop a deep sense of security and belonging. They settle confidently with familiar staff and manage changes to their routines well. Staff listen to children and respect their views and choices. They use children's interests to shape activities and extend their learning. Children receive consistent support to cooperate, take turns and share resources. This helps children develop confidence, communication, thinking, problem-solving and positive relationships with others. Staff give children sufficient time to think, respond and share their ideas. They know what children already understand and use this knowledge to introduce new learning at an appropriate pace. This responsive approach helps children feel listened to and valued, builds their confidence and supports their emotional wellbeing.

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Children's welfare and wellbeing Strong standard

Children receive care that reflects their individual needs and stages of development. Staff consider each child's age, developmental stage and individual circumstances when responding to their needs. They adapt routines and activities when children become unsettled, helping them to regulate their emotions and re-engage. Children develop independence through handwashing, self-feeding, serving themselves, movement and outdoor play. Parents and carers receive timely updates about their child's care and wellbeing. This enables children to develop secure relationships, healthy routines, independence and the confidence to thrive.

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Curriculum and teaching Strong standard

Children benefit from leaders and staff who share a consistent approach to the curriculum and teaching. They experience clear expectations and continuity as leaders work closely with curriculum and education leads to support teaching across the setting. Children access a thoughtfully designed curriculum that reflects their developmental stages. They will also benefit from plans for an additional room, creating more focused opportunities to develop mathematics, communication and language.

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Curriculum and teaching Strong standard

Children experience teaching and interactions throughout the day. They develop communication and language through books, songs, Makaton, visuals, effective questioning and sustained conversations. Children strengthen their physical development through opportunities for cruising, walking, movement and outdoor experiences. They engage in purposeful play as staff follow their interests and extend their learning through responsive interactions. Children benefit from weekly meetings where leaders review priorities, agree actions and keep the team informed. They also benefit from regular room visits and professional discussions, where leaders review activities and identify improvements, ensuring they meet children's ages, stages and individual needs. Through the lending library and home-learning kits, staff support parents and carers to help children revisit key learning, practise new skills and strengthen their understanding through repeated experiences at

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Curriculum and teaching Strong standard

Children access an inclusive curriculum where staff adapt resources, routines, activities and teaching approaches to meet individual developmental needs. Children with special educational needs and/or disabilities, children who speak English as an additional language and children at different stages of development receive appropriate support to participate and achieve. Children's progress, interests and individual needs guide teaching and planning. Staff thread an agreed approach throughout the setting. This helps them to review what works, identify next steps and consistently adapt teaching to support children's learning and development.

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Inclusion Strong standard

Leaders have an embedded, inclusive approach. They identify children's emerging needs early. Leaders ensure that staff adapt activities, routines, communication and the environment to reduce barriers to children's learning and participation. They work closely with key persons, parents and carers, and external professionals to develop a clear understanding of children's strengths, needs and progress. This ensures that support is timely, appropriate and individualised for children.

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Inclusion Strong standard

Children's voices, interests and abilities are central to provision. This enables children to participate fully and make meaningful progress. Leaders provide children with targeted communication and behaviour support. They proactively work with the receiving school by arranging teacher visits and sharing children's needs, triggers and successful strategies. This consistent approach contributes significantly to children's progress, such as from having no speech to communicating using sentences.

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Inclusion Strong standard

Leaders work sensitively with parents when they identify children's emerging needs. Even following difficult conversations with parents, leaders maintain open, honest and sensitive communication. They help parents to develop a greater understanding of their children's emerging needs and the value of the support provided. Across the setting, leaders promote equitable access for children, including those with special educational needs and/or disabilities (SEND) and children who speak English as an additional language. For example, they use visuals and Makaton, provide home-language support and adapt routines and experiences. Leaders maintain a clear oversight of strategies to support children with SEND. They regularly review their impact and work collaboratively with families and professionals to secure appropriate support.

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Leadership and governance Strong standard

Leaders have established a positive, calm and inclusive environment, where staff share clear expectations for behaviour, routines and respectful interactions. Staff build warm, secure and trusting relationships with children, helping them to feel safe, valued and confident. Leaders invest in staff development through relevant training linked to individual interests, strengths and career aspirations. This develops staff's knowledge, skills and confidence and enables them to take greater ownership of their professional growth.

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Leadership and governance Strong standard

The special educational needs coordinators, curriculum leads, designated safeguarding leads and room managers have clear responsibilities and provide direct guidance to staff. Staff know who to approach for curriculum, special educational needs and/or disabilities (SEND), safeguarding and operational support. Leaders consider staff workload and wellbeing through supervision sessions, wellbeing conversations, an open-door approach and flexible working arrangements. They consider reasonable adjustments for staff with individual needs, enabling staff to participate fully in their roles. Leaders also support apprentices and flexible staff to develop their skills and progress towards permanent roles. This supports staff retention and continuity for children.

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Leadership and governance Strong standard

Leaders work closely with parents and carers, external professionals, local schools and the wider community to support children with SEND. They share information, strategies and progress effectively, and support families to access appropriate services. Staff understand how to support children with SEND, and work consistently with families and professionals. Excellent transition arrangements ensure that receiving schools understand children's needs, strengths and successful strategies. Leaders follow up with schools after children move on. Leaders are also developing future projects to strengthen community engagement and extend children's experiences beyond the nursery. As a result, children benefit from close partnerships, consistent support and meaningful opportunities to develop confidence and independence.

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

Children benefit from staff using their knowledge of children's emerging learning to develop their practice. This means children receive experiences that support their individual learning, development and progress. Children feel safe, valued and understood. Leaders identify children's emerging needs early, and ensure that activities, routines, communication and environments are adapted to remove barriers to children's learning and participation. Children experience support that is timely and individualised, with key persons working closely with parents and carers and other professionals to understand their strengths, needs and progress. Children benefit when staff respond promptly to changes in their communication, behaviour or emotional needs by reviewing strategies and adapting routines and experiences.

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

Children feel listened to and included because their voices, interests and abilities help to shape the provision. They receive support to make choices and express their needs through approaches that reflect their individual communication styles and interests. Children benefit from targeted communication and behaviour support that enables them to engage confidently and make meaningful progress. Children experience greater consistency when leaders work proactively with receiving schools, arranging teacher visits and sharing information about their needs, triggers and successful strategies. Children therefore experience smoother transitions, as receiving staff have opportunities to understand them and the approaches that support them before they move to their new setting.

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

Children feel supported when their emerging needs are identified through sensitive and open communication with their families. They benefit because leaders value parents' knowledge of them and use this alongside professional advice to inform planning and support. Children experience equitable access to learning and participation, including children with special educational needs and/or disabilities (SEND) and those who speak English as an additional language. Children benefit from visual supports, Makaton, home- language support and adapted routines and experiences that help them communicate and participate successfully. Children feel understood because leaders maintain clear oversight of strategies to support children with SEND. Staff regularly review their impact and work collaboratively with families and professionals to secure appropriate support. Children consequently develop confidence, participate more fully and make progress in a consistent

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Next steps

Leaders should ensure continued improvement in the setting's successful work in strengthening parental partnerships and leadership, to realise a transformational impact on all children's achievement and wellbeing.

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About this inspection

The inspector spoke with the manager, parents and carers, children, the special educational needs coordinator, the designated safeguarding lead, staff, the regional director and the education adviser 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

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Address:

Constable House 5 Bulwer Road Barnet EN5 5JD

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: N Family Leighton Road Ltd

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Address:

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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1 to 4

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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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 . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

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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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