N Family Club Balham

What is it like to attend this early years setting?

The manager and staff get to know children and families well. They build close and caring relationships, which helps children to feel safe and secure. Staff plan the learning experiences around the things that children enjoy. Therefore, children learn through activities that interest and motivate them. This helps them to develop positive attitudes to learning. For example, children learn how to count accurately as they join in with their favourite counting songs and rhymes. They are keen to work out how many are left if they take one away and eagerly demonstrate this using their fingers. Staff are positive role models and teach children to be kind and to use good manners in their interactions with others.

The manager and staff want all children to achieve highly. They monitor children's progress closely and ensure that children receive additional support with their learning where needed. This helps all children to make good progress. There is a strong emphasis on developing children's independence. For instance, as children progress through the setting, they learn to manage their own personal care. This helps to boost their self-esteem and children are proud to show that they can carry out tasks such as putting on their shoes and coats.

What does the early years setting do well and what does it need to do better?

• The manager and staff provide a broad and ambitious curriculum to help prepare children for school and later life. For instance, children learn to care for the environment, such as by picking up litter in the garden and recycling waste. The manager and staff have impressive plans for the future of the provision. This includes introducing a broader range of outings for children to help them learn more about their community and other people.
• Children benefit from a language-rich environment. Books are plentiful and staff read and sing songs with children throughout the day. Staff provide one-to-one support and small-group activities to boost children's communication and social skills. This helps all children, including those who speak English as an additional language, to achieve well.
• Staff ensure that children have a strong voice within the setting. For example, younger children vote on which books or songs they would like at 'island time'. Older children make their views known through a 'children's council', where they are confident to ask for new resources to enrich their play. This introduces children to the idea of democracy and helps to enhance their sense of belonging.
• Staff support children to lead active and healthy lifestyles. They ensure that children have plenty of active play, such as yoga sessions and balancing activities in the large garden. Staff teach children about good hygiene and foods which are healthy. Older children show a secure understanding of these issues. For instance, they reminded the inspector to wash her hands after visiting the garden to get rid of any germs.
• In general, staff are attentive to children and meet their needs well. For example, they provide lots of cuddles and reassurance for children who are new to the setting, to help them feel secure. However, occasionally, staff do not notice when children need support to join in or fully engage with the learning experiences.
• Staff have high expectations for children's behaviour and, overall, children behave well. However, some staff do not fully explain the reasons why there are boundaries in place, to help children understand the consequences of unwanted behaviour.
• The management system is well structured to support all staff and help them to feel valued. New staff go through robust vetting and induction procedures to check their suitability. Staff receive regular supervision and training to enhance their professional practice and help them to safeguard children.
• Partnerships with parents are a strength of the provision. Parents receive good communication about how their children are doing. They appreciate the nurturing relationships between their children and staff. Parents report that their children have made significant progress in their social and emotional development and are well prepared for starting school.

What the setting must and should do next

The provider should:

• support staff to recognise when children need help to engage with resources and join in with activities
• help staff to be consistent when teaching children about the rules and boundaries in the setting.