N Family Club Wimbledon

Inclusion: Strong standard

Leaders and staff consistently make an impactful and positive difference to the learning and development opportunities of all children, including those with special educational needs and/or disabilities (SEND), or barriers to learning. Staff work with external agencies to create individualised support plans that are then implemented at the setting. As a result of this, children receive consistent and appropriate next steps and learning outcomes. For example, staff use support plans from a range of health professionals to guide their planning and delivery of activities to ensure suitable methods and approaches are in place to best support children. Staff are highly trained and knowledgeable in understanding the importance of early intervention and swiftly monitoring any barriers that children may be facing, including SEND. Using ongoing assessment, observation and professional partnership, leaders and staff rigorously identify, support and monitor every child to help them achieve individualised outcomes and achievements.

Leaders have implemented additional systems to support children with SEND, barriers to learning or with disadvantaged backgrounds. For example, a bursary scheme is offered to children, which means they are able to attend the setting and have access to high-quality care and education.

Curriculum and teaching: Strong standard

Leaders and internal educational support teams ensure that the curriculum is consistent, inclusive and high quality. Through training and ongoing development, staff are well trained to understand the highly ambitious curriculum and how to implement it. As a result, the curriculum is fully and securely embedded across the setting, and children of all ages receive a consistent quality of teaching and learning. The curriculum is designed so that all children, including those with special educational needs and/or disabilities, have learning experiences that start from the baby-age room through to school readiness. For example, using their spiral approach to learning, staff teach children key skills in each area of learning and then build on this skill so the children are ready for the next stage of learning and development. Consistent approaches such as 'vocabulary catchers' ensure that staff are effectively building on children's experiences and developing their knowledge. Staff are highly skilled at adapting activities, and they view every interaction and experience as a learning opportunity. For example, children express an interest in bees, so staff invite a beekeeper into the setting to further expand this learning, and the children continue to explore this topic.

Achievement: Strong standard

All children, including those with special educational needs and/or disabilities or with barriers to learning, are securely prepared for their next stage of learning and development. Older children show readiness for school and the skills required for this transition. For example, staff have used a range of activities to prepare the children for early literacy skills, and as a result, older children are now starting to write and read their names. Throughout the setting, children are consistently achieving in every area of learning. Using the well-designed curriculum, children are developing skills in key areas such as social interactions, independence and communication. Children are supported to develop key skills and learning from the baby-age room, and this continues as they grow through the setting. For example, babies begin to self-serve their meals, where able, and wash their faces after eating. This skill is built upon as they grow. Children in the pre-school room have fully developed key skills that will support their transition to school.

Behaviour, attitudes and establishing routines: Strong standard

Leaders and staff have implemented high expectations for children's behaviour, and as a result of this, children behave well and can manage their behaviour where age and stage appropriate to do so. Staff have created and fully embedded a calm, supportive and positive environment that supports children's behaviour, attitudes and routines. For example, a consistent mealtime routine with a focus on independence means children of all ages demonstrate understanding for mealtime expectations, which supports safe eating practices. Staff are highly skilled at supporting children's behaviour, and children respond well to instruction and guidance from the staff. For example, children are consistently reminded to be kind to one another and share, and as a result of this, children share resources while engaging in activities without staff intervention. Staff model positive interactions and social skills, which supports children to form relationships and demonstrate understanding of kindness and empathy. Due to the well-planned curriculum and individualised next steps, children are eager and excited to engage and learn. For example, children show high levels of enjoyment as they participate in 'What's in the bag?', and they further mimic this game with their peers. Leaders have created secure attendance expectations and procedures, and because of this, children's attendance is consistent.

Children's welfare and wellbeing: Strong standard

Leaders and staff consistently prioritise the wellbeing and welfare of every individual child. Using ongoing reflection and guidance, leaders review internal policies and procedures to ensure they remain effective. Staff have a secure and in-depth knowledge of every child in the setting and their individual needs and requirements. For example, staff demonstrate understanding of changes to home life that can cause behavioural changes, such as a new sibling, and staff work with parents to support the emotional wellbeing of the child. Leaders and staff are highly responsive to the changing needs of the children, and they ensure parent and professional partnership is effective consistently to ensure the best outcomes for the children. Staff have embedded a well-structured routine that supports independence, healthy habits, self-care and emotional wellbeing. As a result of this, children are calm, confident and they demonstrate understanding of what is happening next. Staff are highly skilled at understanding the individual needs of every child to ensure they deliver an inclusive approach to welfare and wellbeing that allows every child equal entitlement to care and education in line with their high expectations.

Leadership and governance: Strong standard

Leaders have a detailed and accurate understanding of the setting's context, areas for development, strengths and priorities. Working with internal and external professionals, leaders demonstrate a continuous ambition to deliver high-quality care and education. Leaders are adaptive and responsive to the changing needs of the children and their families, as well as changes to statutory requirements. For example, following changes to requirements regarding children's privacy, leaders have risk assessed and implemented effective procedures that support this requirement. Leaders consistently embed a culture of high standards that they closely monitor and support. For example, using a range of internal techniques such as audits and peer observations, leaders ensure care and learning standards remain of high quality and in line with expectations. Ongoing training and development opportunities mean that staff are continuously prepared and well trained to make significant positive differences in children's experiences. For example, frequent internal training such as on 'communication and curriculum' ensures staff are able to support this area of learning and development effectively.

Leaders have created a positive and ambitious environment where staff actively voice their training needs or desired professional growth. Leaders support staff at all levels of their professional development. For example, staff enrol on childcare qualifications and are well supported by leaders during this journey.

Leaders prioritise parent partnership. For example, parent information packs and leaflets are offered to parents in their in-house parent café, with a range of support and guidance that parents may find useful. Leaders have also created a lending library as well as other home learning tasks such as task of the week to further support parents with their involvement with the children's learning and development.