N Family Club Leytonstone

Inclusion: Expected standard

Leaders generally identify and assess barriers to children's learning and individual needs appropriately. Staff use observations, assessments and discussions with parents, carers and external professionals to help ensure children receive timely and targeted support that reflects their developmental and emotional needs. Children with special educational needs and/or disabilities, those known to children's social care services and those with medical or emotional needs are generally supported appropriately to access the curriculum alongside their peers.

Staff make thoughtful adjustments to help children feel included and participate safely within daily routines and learning experiences. For example, detailed risk assessments, adapted resources and staff training support children with medical needs during sensory play, outdoor learning and mealtimes. Staff also prepare resources, such as apple purée, to help children take medication safely and comfortably before mealtimes. Children learning English as an additional language are supported through the use of familiar words, books, festivals and experiences linked to their home lives to help them feel secure and valued.

Regular reviews of support plans and strategies help ensure adaptations remain appropriate as children's needs and development change over time. Staff recognise children's progress and celebrate small achievements appropriately, particularly in relation to communication, emotional security and independence. Leaders seek timely advice from external professionals and use additional funding appropriately to help reduce barriers to learning, support children's emotional wellbeing and strengthen staff knowledge, including through training linked to supporting children's behaviour and self-regulation.

Curriculum and teaching: Expected standard

Leaders generally have a secure understanding of the curriculum priorities across the nursery. The curriculum places a clear emphasis on communication and language development, children's emotional wellbeing, physical development and growing independence. Planning is largely based on children's interests, home experiences and next steps in learning.

Teaching generally reflects the nursery's curriculum priorities and is typically responsive to children's ages and stages of development. Staff regularly sing songs, model language and narrate children's play to help support communication and vocabulary development. For example, babies explore herbs and dough while staff introduce words such as 'stretch', 'roll' and 'pat'. Toddlers explore emotions through sensory ice activities, and pre-school children develop language linked to mindfulness and school readiness through stories and yoga activities. However, practitioners do not always use open-ended questioning consistently enough to help older children extend their own ideas, develop critical thinking skills and build upon discussions during play and learning experiences. In addition, opportunities to consistently develop younger children's mathematical understanding are not fully embedded across all areas of practice. For example, staff do not always extend counting, number recognition and mathematical language consistently during play and routine activities.

Children with special educational needs and/or disabilities and those facing barriers to learning are generally included appropriately within activities and routines. Assessment information is used appropriately to monitor children's progress and identify next steps in learning.

Achievement: Expected standard

Children, including those with special educational needs and/or disabilities, those facing barriers to learning and children known to children's social care services, generally make appropriate progress from their starting points. They typically access the curriculum alongside their peers and make progress linked to their individual needs. Children learning English as an additional language develop increasing confidence communicating with others through speech, signs and familiar language.

Babies develop growing confidence in communication and physical skills as they join in with songs, use simple words and explore sensory experiences. Toddlers begin recognising emotions, managing feelings and developing increasing independence during routines and play. Older children develop friendships, cooperate with others and access mathematical games, mark making and early phonics experiences.

Children generally develop the confidence, independence and foundational skills needed to support their future learning and experiences.

Behaviour, attitudes and establishing routines: Expected standard

Children are generally well behaved and demonstrate positive attitudes towards learning. Staff provide calm, nurturing interactions and use consistent routines to help children feel emotionally secure and understand expectations within the nursery. Babies develop secure attachments with familiar adults who comfort and reassure them appropriately during routines and transitions. Toddlers and older children are encouraged to use kind words, take turns and cooperate during group activities and play. Children generally engage well during activities and routines and are supported to develop age-appropriate social skills, such as using 'kind hands' and 'walking feet'.

Staff have generally high expectations for children's behaviour and respond promptly when children require support to manage frustrations or emotions. Staff model calm and respectful interactions, helping children learn how to play alongside and with their peers appropriately.

Leaders have taken appropriate action since the previous inspection to strengthen routines, transitions and staff deployment. Children are now typically organised into smaller groups during parts of the day to help maintain engagement and reduce waiting times. Staff are generally deployed appropriately across indoor and outdoor areas to supervise children consistently and support their emotional wellbeing and learning needs during routines and transitions. Leaders also work closely with families to support regular attendance, punctuality and smooth transitions into nursery and school.

Children's welfare and wellbeing: Expected standard

Children's welfare and wellbeing are generally supported appropriately throughout the nursery. Staff provide nurturing care and develop secure relationships with children, particularly babies and younger children. Care routines are calm and responsive and help children feel emotionally secure within the setting.

Babies' individual care needs are generally managed appropriately. Staff gather detailed information from parents before children start nursery to help maintain continuity between home and the setting. Sleep arrangements are organised appropriately according to children's ages and routines. Staff monitor sleeping children regularly and remain close by to reassure and comfort babies during rest times.

Children are generally supported to develop growing independence and self-care skills. Babies begin feeding themselves and managing simple personal care routines, while older children independently use individual flannels and mirrors to clean their faces after meals and manage aspects of their own personal care. Staff help children recognise and manage their emotions through songs, discussions and daily interactions. Children learn how their behaviour can affect others and begin developing considerate and respectful attitudes towards their peers.

Detailed care plans, medication procedures and risk assessments help support children with medical needs safely within daily routines and play experiences. Staff also discuss healthy eating during activities and mealtimes to help children develop an understanding of healthy choices and lifestyles.

Leadership and governance: Expected standard

Overall, leaders generally understand the nursery's strengths and areas for further development. Since the previous inspection, leaders have taken appropriate action to strengthen routines, staff deployment and children's emotional wellbeing and behaviour across the setting. Group routines and room structures have been reorganised to help reduce waiting times and support children's engagement more consistently throughout the day.

Leaders monitor the quality of teaching and children's experiences through learning walks, peer observations, supervision meetings and daily oversight within rooms. Staff receive regular feedback and professional development opportunities linked to behaviour management, emotional wellbeing, babies' development and supporting quieter children. For example, training linked to the 'invisible child' has helped staff become more aware of quieter children who may not readily join activities or seek adult support. Staff generally receive appropriate support to continue their professional development, gain qualifications and discuss workload and wellbeing during supervision meetings.

Leaders are mindful of the needs of children and families facing barriers to learning and work appropriately with external professionals to help support children's individual needs. Partnerships with parents and external agencies are generally positive. Parents receive regular updates regarding children's care and development through discussions and online apps. Leaders support children to develop a sense of belonging within the wider community through experiences such as visits to local shops and involvement in charity events and community activities.