Sign up free
Skip to main content

Club 0-5 limited

Club 0-5 limited is a day nursery in Telford for children aged 0 to 4, with 114 registered places. Ofsted report card, 5 June 2026: Expected standard in 6 areas; safeguarding standards met.

Club 0-5 Ltd, Halesfield 20, Unit A, Telford, TF7 4QU

Key facts

Type
Day nursery (Full day care) (Ofsted childcare register, as at 30 June 2026)
Ages
0 to 4 (Ofsted childcare register, as at 30 June 2026)
Registered places
114 (Ofsted childcare register, as at 30 June 2026)
Registered
30 January 2007 (Ofsted childcare register, as at 30 June 2026)

Opening hours

Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

Source: Ofsted report, inspection on 5 June 2026

Who runs it

Club 0-5 limited is run by Club 0 - 5 Ltd. (Ofsted register).

Latest inspection

  • Inclusion: Expected standard
  • Curriculum and teaching: Expected standard
  • Achievement: Expected standard
  • Behaviour, attitudes and establishing routines: Expected standard
  • Children's welfare and wellbeing: Expected standard
  • Leadership and governance: Expected standard
  • Safeguarding standards met

Source: Ofsted, inspection on 5 June 2026. Contains public sector information licensed under the Open Government Licence v3.0.

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

Children enjoy their time in the nursery. They are greeted by warm, friendly smiles as they arrive and are keen to engage in the learning opportunities on offer. Children develop trusting relationships with staff and show they feel safe at nursery. They seek staff out for reassurance and invite them into their play. Children enjoy exploring different materials, such as foam, sand and water. They fill and empty water containers, learning about early mathematical concepts, such as volume and size.

The curriculum is sequenced so that children build on their existing skills and make progress across all areas of learning. Children with special educational needs and/or disabilities are fully included. Activities are adapted, so that they can join in, according to their individual needs. This helps to reduce barriers to children's learning. Children take interest in one another and start to form friendships with their peers. They learn to take turns and develop patience as they make play dough in groups, for instance. Children learn what happens when ingredients are mixed together and enthusiastically suggest ideas for improving the texture of the play dough. They count spoons of flour and comment on changes in colour. They learn to negotiate and cooperate as they contribute at different times during the activity. Children typically develop the skills they need to prepare them for school.

Detailed information is gathered about children from when they start at nursery. This promotes positive relationships with families from the earliest point. Parents and carers are valued, involved in children's experiences and are kept up to date with their progress. Regular attendance is promoted so that children begin to form healthy habits early in their educational journey. Children develop a real sense of belonging at this nursery, where their uniqueness is celebrated. This enables children to thrive in a nurturing environment.

What Ofsted found in each area

Inclusion: Expected standard

Those responsible for completing external referrals are well-trained, knowledgeable and have a secure understanding of children's individual needs. They typically identify delays in development early on and take swift action to establish appropriate support for children. Leaders and staff assess children's development regularly and create appropriate learning plans to help them make progress in their learning. They review learning targets periodically so that these match children's changing needs. They liaise with external agencies and incorporate their advice into support plans.

Children who face barriers to their learning, such as those with special educational needs and/or disabilities and those known to social care, are supported well. Leaders liaise with relevant agencies and share information so that children receive continuity of care and receive the support they need, at the right time. Parents and carers are included in decisions about the support children receive. This collaborative approach improves outcomes for children and reduces any barriers to their learning. Leaders make sure funding is used effectively to provide suitable learning opportunities and extra staff, for instance, so that all children make appropriate progress.

Curriculum and teaching: Expected standard

Leaders have designed a curriculum that builds on what children know and can do as they transition across the nursery. Staff generally understand and implement the curriculum well. Children are eager to engage in the learning opportunities on offer, particularly adult-led activities. Staff ask questions that encourage children to think and solve their own problems. This promotes children's development and improves their concentration. However, approaches to teaching are not yet consistent for children of all ages. There are times when some older children are not sufficiently challenged in their thinking. This results in them displaying unwanted behaviour, particularly when engaged in free play.

Leaders and staff understand the importance of children developing their communication and language. They help children to develop a love of books. There are familiar stories accessible to children at all times of the nursery day, including during outdoor play. Children are encouraged to take books home to share with family members. Songs and rhymes also feature regularly during the nursery day. Children choose resources to accompany songs, and use play dough to practise squeezing, rolling and pinching actions to music. This helps to develop their control and coordination. Children with special educational needs and/or disabilities are fully included and join in with the learning experiences provided.

Achievement: Expected standard

Children make steady progress from their starting points. They are keen to engage in learning, which supports them to master their existing skills and learn new ones. Babies and younger children have the space they need to move around the environment. They develop their muscles to help them to stand with stability and then move on to walking with confidence. They start to make choices about which toys they play with and the songs they sing. Children explore a variety of materials, which helps develop their curiosity and creativity. They use foam to hide vehicles in trays, for instance. Children discover that they can make foam move as they blow it and clap it between their hands. They watch with enjoyment as foam flies into the air and then falls to the ground. Children describe watching snow and make connections to previous experiences.

Children with special educational needs and/or disabilities develop the skills they need to prepare them for school. They sit in a group, develop their concentration and make progress in their language development, for instance.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff promote an inclusive and nurturing environment for children, where everyone feels respected. Children feel part of the nursery and explore with increasing confidence. Well-established routines help children to understand what they need to do and what will happen next. This contributes to their sense of security and emotional wellbeing. Staff adapt practice for children with special educational needs and/or disabilities so that they are able to follow similar routines to their peers, according to their individual needs. Positive behaviour is promoted across the nursery. From early on, children are taught how to play with one another and to share the resources available to them. At times, where there is some minor conflict, staff gently remind children what is expected and spend time helping them develop their understanding. Staff create spaces for children to sit quietly and regulate their emotions.

Children generally develop positive attitudes to learning. They maintain attention, show their curiosity as they ask questions and make suggestions as they play. They persevere when they encounter difficulties and follow guidance from staff. Children use manners when asking for something, which is also modelled by staff throughout the day. Children receive praise for their efforts and for their kindness. Staff develop sincere relationships with children and are invested in their care and education. They show genuine affection and strive for all children to be respectful and kind individuals. Leaders have systems in place to address any absences, so that children benefit from regular learning.

Children's welfare and wellbeing: Expected standard

Leaders have policies and procedures in place to promote the welfare and wellbeing of children. These are generally implemented well. Staff consider children's individual routines, such as their sleeping and feeding preferences, and incorporate these so that their needs are met. Leaders ensure the key-person system is effective. Staff develop positive relationships with parents, carers and children, so that they form secure attachments with and get to know families well. Children show that they feel safe and cared for. They seek staff out for comfort and reassurance when they need it, settle quickly and are able to continue with their learning.

Children have access to outdoor play, daily. They navigate space and learn to be physically active. Leaders have made changes to headcount procedures across the nursery. This means that staff deploy themselves well and ensure all children are accounted for when transitioning back to the indoor environment. These changes are a result of a previous incident where a child was left unattended for a brief period outdoors. Leaders and staff ensure these procedures are fully understood and implemented. Staff are now starting to teach children how to keep themselves safe. They ask children questions about safety aspects of their play. For example, staff ask children how they can make indoor spaces safer and help them to identify hazards, such as noticing items that they could trip over, taking action to make changes so that the areas they play in are safe. Children are provided with healthy and nutritious meals. Staff stay close to them while eating and support younger children to feed themselves. Older children develop their independence and develop the skills they will need for their move on to school. For example, they learn to serve themselves and carry their own plates to the table. Inclusive approaches ensure that all children receive tailored support that meets their needs and promotes their overall wellbeing.

Leadership and governance: Expected standard

There have been some recent changes to the leadership team at the nursery. The revised leadership structure supports newer staff to receive the support they need to feel confident in their new roles. Recruitment procedures are appropriate and staff suitability is checked on an ongoing basis. Leaders oversee the provision effectively and focus on improving outcomes for children. They typically identify where there is scope for improvement to be made and quickly address this, remaining focused on providing high-quality experiences for children and families. For example, when previous breaches to the requirements were identified, leaders took immediate action to avoid similar situations occurring. A child was briefly left unattended in the secure outdoor area. Leaders investigated thoroughly and swiftly strengthened the procedures for ensuring all children are accounted for, both indoors and outdoors. This has been a successful measure.

Staff comment that they feel supported in their roles and receive training to improve their knowledge and skills. Leaders meet with staff regularly and spend time observing practice. However, further support from managers, will help staff to deliver the curriculum consistently across the nursery and ensure policies and procedures are fully implemented. For example, when carrying out routine checks, staff sometimes miss areas in the garden that need clearing before children go out to play. Parents and carers are happy with the care their children receive. Children are happy to attend and they make progress in their learning. Partnerships between the nursery and parents help to provide continuity of care for children, and promote a sense of community.

What the setting must and should do next

The provider should:

  • Leaders should continue to support staff to consistently implement nursery procedures.
  • Leaders should support staff to deliver the curriculum consistently for older children who require further challenge in their learning.

Ofsted's words, from the report on the inspection on 5 June 2026. Read the full report on the Ofsted website. Contains public sector information licensed under the Open Government Licence v3.0.

Inspection history

  • 5 April 2024: Full inspection, Good (report)
  • 3 January 2024: Actions after a concern (report)
  • 15 November 2023: Full inspection, Inadequate (report)
  • 30 November 2018: Full inspection, Good (report)
  • 19 January 2017: Inspection (report)
  • 10 June 2013: Inspection (report)
  • 12 October 2009: Inspection (report)
  • 19 July 2007: Inspection (report)

Ofsted report cards (England, from November 2025)

Since 10 November 2025 Ofsted has graded nurseries and pre-schools on a report card. There is no single overall grade. Instead, each of six areas gets one of five grades: Exceptional, Strong standard, Expected standard, Needs attention, Urgent improvement.

The six areas are inclusion; curriculum and teaching; achievement; behaviour, attitudes and establishing routines; children's welfare and wellbeing; leadership and governance. Safeguarding is judged on its own, as met or not met.

Expected standard means the setting does what Ofsted expects of every setting. Strong standard and Exceptional are above that; Needs attention and Urgent improvement mean Ofsted found things the setting has to put right.

Source: Ofsted reports

Funded childcare hours in England

All 3 and 4 year olds in England can get 15 hours of free childcare a week, for 38 weeks of the year.

Working parents of children aged 9 months to 4 years old can get 30 hours of free childcare a week for 38 weeks of the year (Free Childcare for Working Parents), if they meet the earnings rules. You confirm your details every 3 months.

Some 2 year olds can get 15 hours a week when the family gets certain kinds of extra support.

The hours are used at a registered provider that offers them, so ask each nursery how it offers the funded hours.

Source: GOV.UK: Free Childcare for Working Parents, check if you're eligible · GOV.UK: Free childcare and education for 2 to 4 year olds (checked 31 October 2026)

Other nurseries nearby

  • Halesfield Day Nursery Centre - Day nursery, Telford TF7 4QX, ages 0 to 5, 54 places, 0.4 miles
    Ofsted, 28 October 2022: Good overall; safeguarding is effective
  • Chec Mates Day Care - Day nursery, Telford TF7 5AR, ages 0 to 4, 27 places, 0.8 miles
    Ofsted, 13 May 2024: Good overall; safeguarding is effective
  • Chec Mates Day Care - Day nursery, Telford TF7 5AH, ages 3 to 4, 38 places, 0.9 miles
    Ofsted, 3 April 2024: Outstanding overall; safeguarding is effective
  • Chipmunks Nursery OSC Ltd - Day nursery, Telford TF3 1LG, ages 0 to 4, 50 places, 0.9 miles
    Ofsted, 30 June 2023: Good overall; safeguarding is effective
  • Twiggys Day Nursery Ltd - Day nursery, Telford TF7 4HG, ages 0 to 8, 42 places, 1.0 miles
    Ofsted, 9 January 2023: Good overall; safeguarding is effective

Schools nearby

Club 0-5 limited on the Ofsted website