N Family Club Cobham

Inclusion: Strong standard

Leaders are extremely committed to removing barriers to learning for all children. They skilfully plan an ambitious curriculum that expertly supports every child, including those with special educational needs and/or disabilities (SEND) or those who may face extra difficulties. Staff rigorously carry out assessments so they can spot any gaps in children's learning quickly. They use a range of resources and give children extra time and support when needed. For example, staff calmly use picture cards to help children understand what is happening now and what will happen next. Leaders and staff review carefully how well these adaptations work to make sure they help children with SEND to make rapid and sustained progress.

Leaders make training a priority so that all staff stay up to date with their knowledge and practice of how to support children with SEND. Recently, all staff received detailed training to help them identify when children may need extra support. They implement highly effective strategies for any child who may face barriers to learning, such as children who speak English as an additional language. Leaders also have expert knowledge and understanding of local processes for seeking help from other professionals and for applying for additional funding. They meet termly with specialists who support children's emotional development and use this advice well. As a result, staff put in place individualised strategies for children with SEND, such as activities that build children's attention and eye contact. These actions have an exemplary impact on children's learning and wellbeing.

Curriculum and teaching: Expected standard

Staff use assessment well to understand children's needs and generally adapt teaching to meet different starting points. For example, staff support children who speak English as an additional language by gathering familiar words from home to use in the setting. This helps children to settle quickly and build effective relationships with their key person.

Staff build children's communication and language skills well. They read with expression. For example, staff encourage babies to look at picture books, and they babble 'raaaar' when they see a lion. Staff sing often and introduce new vocabulary during play. With babies, staff repeat simple words such as 'clap' as they explore foam. Staff also place a focus on children's physical development. Children enjoy a wide range of activities that build body strength and control. They delight in practising yoga poses and show positive body awareness. Typically, staff support children's personal, social and emotional development well. Babies receive warm interactions, gentle cuddles and regular reassurance. This helps them to feel safe and happy.

Overall, teaching is generally effective and supports children to learn through a wide range of experiences. For example, staff encourage younger children to pour water down drainpipes, introducing words such as 'heavy' and 'down'. Children stay engaged for long periods and work together to fill containers. Staff use purposeful questions to support early mathematics, such as encouraging older children to show the number 2 using their fingers. This helps children to match numbers to quantities. However, leaders do not always ensure consistently high-quality teaching across every interaction. This sometimes limits how far children can extend their learning and understanding.

Achievement: Expected standard

Generally, children achieve well from their individual starting points, secure skills and grow in confidence as they take part in a wide range of activities. Children make steady progress in their early communication. Babies babble, make sounds and learn new words. Older children hold conversations, talk about what they see and share their ideas. For example, they confidently lead imaginative play, explaining that they are in a 'rocket' travelling to space.

Children build warm and trusting relationships with their key person. They are kind to one another and show respect towards their friends and adults. For example, children politely ask for the pudding tray at lunchtime, and their friends pass it to them with care and consideration.

Children with special educational needs and/or disabilities and those who speak English as an additional language make rapid progress towards their individual goals. For example, they learn to sit with others during mealtimes and receive encouragement to taste new foods. As a result, all children gain the skills, knowledge and experiences they need to continue their learning and development with confidence.

Behaviour, attitudes and establishing routines: Expected standard

Leaders create a positive environment where children generally understand staff's expectations for their behaviour. They promote positive attendance and punctuality effectively. Leaders monitor attendance closely, follow up absences on the same day and notice patterns early. As a result, children attend well. Warm and secure relationships between staff and children are typically clear across the setting. This helps children to feel settled and ready to learn. Staff support children to build resilience and give things a go. For example, staff explain to children that if they find something tricky it is always best to give it a go or ask if they need help. When conflicts occur, staff guide children to think about each other's feelings and make sure everyone has fair access to toys.

Generally, staff think carefully about each child's age, stage and needs when helping them to meet the expectations for their behaviour. For example, staff stay close to children who may find routines more difficult and give simple and calm explanations as they wash their hands. This helps children to feel included and builds their sense of belonging. However, leaders and staff do not always plan routines well enough, particularly at mealtimes, to meet all children's needs. At times, this does not support children's positive attitudes during these parts of the day.

Children's welfare and wellbeing: Expected standard

Leaders create a safe and welcoming atmosphere where children typically enjoy their play and learning. Children's wellbeing is well supported because they have trusting relationships with their key person. Staff build positive relationships quickly through warm and caring interactions. Generally, staff know children well, which helps them to feel safe and settled. Staff use information from parents and carers to understand children's emotions and needs from the start. They respond gently and sensitively, especially when children are new to the setting. Staff help children to learn to manage their emotions and to be kind and caring towards others.

Staff support children to become independent in managing their own self-care. They encourage younger children to serve themselves at lunch using tongs. Older children count their own scoops of pudding and scrape their plates after meals. Staff talk to children about making healthy choices and enjoy chatting with them about different foods, such as tomatoes and chickpeas, and where they might come from.

Children have many opportunities to be active in their play. Babies climb and clamber as they practise crawling and balancing on low blocks. Toddlers enjoy walking across small bridges and testing their balance. Older children run, jump, skip and use wheelbarrows to move heavier objects around the garden. These experiences help children to master the physical skills they need for future learning.

Leadership and governance: Expected standard

Leaders have a clear understanding of what the setting does well and what they want to improve. They reflect on their practice and make changes that strengthen children's experiences. For example, leaders have reviewed how they communicate with parents and carers and introduced sessions such as 'meet the managers'. This gives parents regular chances to share their views and help shape the next steps for the nursery. Parents speak positively about the support their children receive. They value the regular updates on their children's learning and development.

Leaders responsible for children with special educational needs and/or disabilities (SEND) continue to build their superb knowledge through further training and by working closely with other professionals. They give staff clear guidance about the support in place for children with SEND. Staff also take part in training on topics such as supporting children's behaviour. They report feeling well supported and say their wellbeing is always considered. Leaders recognise that some staff need additional help to strengthen their interactions with children. They work alongside staff to model effective practice and offer coaching. As a result, staff's skills and knowledge are improving. However, this is not yet consistent across the whole nursery.