N Family Club Maidenhead

Inclusion: Strong standard

Leaders have established a highly inclusive culture where every child is valued and inclusion is embedded in all aspects of practice. Robust assessment systems, purposeful observations and secure partnerships with families and external professionals ensure that children's individual needs are identified swiftly. Children with special educational needs and/or disabilities (SEND), and those experiencing barriers to learning or wellbeing, benefit from carefully planned interventions tailored to their individual needs. For example, staff use visual timetables, now-and-next boards, Makaton signs, and personalised communication strategies to support understanding and independence. Sensory resources and calm spaces support children to regulate their emotions. These strategies also support those who speak English as an additional language, helping them to communicate effectively and engage fully in nursery life.

Leaders ensure that parents and carers are signposted to appropriate external services when additional support is required. Staff work closely with parents and carers, and external professionals to implement individual support plans, ensuring strategies are consistent and children's progress is closely monitored and reviewed.

Leaders share detailed information promptly with receiving settings so that teachers have a clear understanding of each child's strengths, interests and support needs including those children with SEND and those who face barriers to their learning and/or wellbeing. Diversity is celebrated throughout the setting, fostering a secure sense of belonging for every child and their family. For example, maps displayed in the reception area highlight each child's cultural heritage. Photos of children alongside their country of origin are discussed and reflected with children, celebrating the rich diversity within the nursery. A multilingual lending library celebrates the languages spoken at home, and parents are actively involved by visiting the setting to read stories in their home languages and share their cultural traditions with the children. Children move confidently and successfully into the next stage of their education as leaders place great importance on building positive relationships with families so that they feel welcomed, valued and actively involved in nursery life.

Curriculum and teaching: Expected standard

Leaders have designed a broad and balanced curriculum that provides children with a wide range of meaningful learning experiences. Staff use assessment effectively to identify gaps in children's learning and development. They work closely with specialists within the nursery and provide targeted support for children who face barriers to their learning or wellbeing and those with special educational needs and/or disabilities (SEND). For example, staff use visual prompts, Makaton and carefully planned interventions to reduce barriers to communication.

Leaders have a clear vision for the nursery and are working closely with the staff team to further improve the quality of teaching. They recognise that some staff require additional support to strengthen their practice, and are providing coaching and guidance to help them develop. However, this support is still on-going and has not yet had an impact on how staff interact and teach children across the whole staff team. Although staff can confidently discuss children's next steps in learning, not all staff consistently build on what children already know and can do to extend their learning as effectively as possible.

Staff support children's learning across the curriculum well. They promote mathematical understanding as children compare the weight of objects, introducing and reinforcing mathematical language such as 'heavy' and 'light'. Staff working with babies skilfully promote early speech and language through modelling language, using props and repeating key words and phrases. Older children develop an increasingly rich vocabulary, learning words such as 'reacting' as they explore and investigate through science activities. Younger children enthusiastically join in with warm-up stretches, choose their favourite songs, and express themselves through music and movement sessions. These experiences help to develop their physical skills and coordination as they learn to move their bodies in a variety of ways.

Achievement: Expected standard

Children, including those with special educational needs and/or disabilities (SEND) make expected progress from their starting points. They communicate with increasing confidence, form positive friendships and, from an early age, learn to share, take turns and negotiate with others.

Children are typically developing the knowledge, skills and confidence they need for future learning. A love of books and stories is evident throughout the nursery. Children enthusiastically retell familiar stories through role play, small-world resources and creative activities. For example, younger children thoughtfully discuss how the characters in 'The Tiger Who Came to Tea' story might have felt when the tiger ate the family's food. Older babies and toddlers begin to recognise and talk about emotions through stories, such as 'The Colour Monster'.

Children of all ages develop their physical skills. They build balance, coordination and agility through active outdoor play. They strengthen the small muscles in their hands by manipulating play dough, squeezing sponges and using pipettes to transfer water and other liquids.

Mathematical understanding develops naturally through play. Younger children are learning about shape and number, while older children begin to use mathematical language, such as 'more' and 'less', as they investigate and solve practical problems.

Behaviour, attitudes and establishing routines: Strong standard

The nursery provides an extremely welcoming, nurturing and highly inclusive environment where every child feels safe, valued and emotionally secure. Warm, trusting relationships are at the heart of the setting. Leaders and staff develop an in-depth understanding of each child's unique needs, interests and family circumstances from the very beginning, including those with special educational needs and/or disabilities (SEND). This enables all children to settle quickly, develop a secure sense of belonging and move confidently into nursery life.

Staff have consistently high expectations and consistently model kindness, respect and empathy. Well-established routines provide children with security and predictability while remaining sufficiently flexible to meet individual needs. For example, children with SEND who find routines challenging are given the time, patience, and individualised support they need to successfully adjust to mealtimes. Staff consistently reflect on and adapt their approach, ensuring strategies remain effective. As a result, these children have made significant progress and are now able to sit with their peers for sustained periods. They enjoy mealtimes as a positive social experience while developing their independence and sense of belonging. Daily transitions are well organised, enabling children to move confidently between activities while promoting their independence, emotional security and safety. Recent professional development and coaching have further strengthened staff practice to support children's behaviour across the nursery. This has had a positive impact on children's attitudes to learning.

Staff consistently support and develop social and communication skills needed for future learning. For example, pre-school children work collaboratively to design and build a spaceship outdoors. They carefully listen to one another's ideas, allocating roles and celebrating each other's contributions. When disagreements arise, staff skilfully support children to express their views, listen to alternative suggestions and reach their own solutions, rather than intervening unnecessarily. All children demonstrate high levels of cooperation, resilience and respect for one another. Very young confidently discuss the nursery's golden rules and use and timers independently, demonstrating a clear understanding of fairness, kindness and respect. Leaders promote regular attendance and punctuality, recognising the significant impact this has on children's learning and wellbeing.

Children's welfare and wellbeing: Strong standard

Children's welfare, wellbeing and emotional security are central to everything leaders and staff do. Relationships between children and their key person are secure. A caring, inclusive ethos ensures that every child and family feels welcomed and valued as part of the nursery community. At the beginning of each day, parents and carers are welcomed into the reception area where refreshments are available. This creates opportunities to meet with other families and speak informally with leaders and staff. These daily interactions help to build trusting relationships and foster a genuine sense of belonging within the nursery.

Developing children's independence is woven throughout the daily routine. From a young age, children manage their own self-care. For example, they confidently blow their noses using the readily available tissues and use the mirrors in each room to help them. Older babies confidently stack their plates after mealtimes. Toddlers independently access the water station and pre-school children routinely clear away their own cups and dishes after lunch. These everyday responsibilities help children to become responsible and confident in managing their own needs. During mealtimes, staff remain vigilant, positioning themselves effectively to supervise children closely and support safer eating. Babies and young children are carefully supervised while they sleep, with rigorous monitoring procedures in line with the nursery's policies.

Children enjoy an engaging environment that promotes physical development and healthy lifestyles. Outdoor play areas encourage exploration, imaginative play and problem-solving while providing daily opportunities to develop coordination, balance and physical confidence. For example, toddlers enthusiastically create their own obstacle courses, testing their ideas and refining their movements as they play. Children's understanding of healthy living is enriched through experiences with the nursery chefs, who involve them in planting, growing, harvesting and preparing fruit and vegetables. These hands-on opportunities deepen children's understanding of where food comes from and encourage them to make healthy choices. Activities, such as litter picking in the local community, help children develop an understanding of how to care for their environment and wildlife.

Leadership and governance: Expected standard

Leaders have a thorough understanding of their nursery community and use this knowledge to shape provision that meets the needs of children and their families. They know every child, family and member of staff well and respond thoughtfully to the challenges they may face. Clear guidance and effective support are in place for children with special educational needs and/or disabilities (SEND) and those who speak English as an additional language, ensuring consistent and targeted intervention. For example, targeted small-group activities help to develop children's speech and language, and social interaction. Specialists within the nursery give staff the training they need to run these activities, which ensures positive outcomes for children. Families are welcomed into a nurturing environment where they receive practical advice, reassurance and personalised support. Leaders make sure parents can access local authority language and communication workshops, which further enhances the support they can provide their children at home. As a result, parents and carers feel valued, develop trusting relationships with staff, and are actively involved in their children's learning.

Leaders evaluate the quality of the provision with accuracy and ambition. They demonstrate a commitment to continuous improvement and have worked diligently to strengthen the quality of practice across the nursery. The staff team is now well established, and leaders have successfully improved many aspects of staff practice. They recognise that some staff require further support to strengthen the quality of their interactions with children, and are providing ongoing coaching and in-house training to develop their skills. However, high-quality interactions and teaching is not yet fully consistent or embedded across the nursery and staff team to consistently benefit children's learning.

Staff wellbeing is given high priority. Leaders recognise that a valued, well-supported team has the greatest impact on children's outcomes. They have created a culture of openness, collaboration and professional respect, where staff are encouraged to share ideas, reflect on their practice and continually develop their expertise. Staff say they feel respected, supported and highly motivated in their roles. This contributes positively to the quality of care provided for children.