N Family Club Woodchurch Road

N Family Club Woodchurch Road
Unique reference number (URN): 2557568
Address: N Family Club, 13 Woodchurch Road, London, Middlesex, NW6 3PL
Type: Childcare on non-domestic premises
Registered with Ofsted: 13/12/2019
Registers: EYR, CCR
Registered person: N Family Woodchurch Road Ltd
Inspection report: 20 May 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
Safeguarding standards met
The safeguarding standards are met. This means that leaders and/or those responsible for
governance and oversight fulfil their specific responsibilities and have established an open
culture in which safeguarding is everyone's responsibility and concerns are actively
identified, acted upon and managed. As a result, children are made safer and feel safe.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
Met: The setting has an open and positive culture of safeguarding.
Not met: The setting has not created an open and positive culture of safeguarding. Not all
legal requirements are met.

Strong standard
Achievement Strong standard
Children demonstrate highly positive and enthusiastic attitudes to learning. They show
immense curiosity, initiative and determination when exploring their environment or tackling
new tasks. Children are excited to use new tools when they create 'dumplings'. They learn
new skills and persevere as they practise cutting and creating shapes.
All children make rapid and consistent progress from their individual starting points across
all areas of learning. They develop the foundational knowledge, skills and confidence
required to be exceptionally well prepared for their next stage of education, including school.
Children exhibit an impressive capacity for sustained attention and focus. Even very young
children remain deeply engrossed and persistent in purposeful activities for extended
periods.
Children's learning pathways are expertly tailored with the use of precise and streamlined
assessment information that allows staff to quickly identify gaps in development. This
ensures that all children, including those with special educational needs and/or disabilities,
achieve highly.
Behaviour, attitudes and establishing routines Strong standard
Staff model kindness and respect and demonstrate high expectations for all children,
including children with special educational needs and/or disabilities. Staff express how they
love their work. This can be seen through the deep bonds children have with staff.
All children, from babies through to pre-school children, enjoy impromptu cuddles and
spending time with their key persons. The nursery is a happy and purposeful environment,
where children are deeply engaged in their learning. Children are confident in their routines,
as they know what is happening next. For example, older children are excited to help set the
table for lunch and offer support to their friends who need help. Children behave extremely
well. They play cooperatively. For example, children remind their friends to share and ask if
they can have a turn. Children understand the importance of listening and following
guidance. They frequently wait patiently for staff to explain an activity before confidently
getting started.
Leaders' and staff's close relationships with parents and carers mean they are in a position
to seamlessly support them with their children's attendance. They share the importance of
regular attendance. Leaders have robust processes to explore any unexpected absences.
Due to this, children experience high attendance, supporting them to maximise their learning
experience.

Inclusion Strong standard
Staff have a deep understanding of each child. They gain this through careful observation
during children's play and close communication with parents and carers. Staff use these
detailed observations, along with conversations with parents, to plan high-quality activities
that promote each child's unique learning development and wellbeing to the highest level.
They actively remove learning barriers, for example by adapting the room layout to meet
children's diverse needs. For instance, they have created quiet spaces and expanded areas
for children's physical development.
Leaders and staff maintain very positive partnerships with families and external specialists
to provide targeted curriculum support. To aid children who speak English as an additional
language to transition into the nursery, leaders introduce English as an additional language
boxes containing resources and comforts in their home language. This fosters a multilingual
environment. Staff thoughtfully integrate children's home experiences into the curriculum.
For example, they use dolls to prepare children for becoming older siblings. This helps
children to feel both confident and deeply valued.
Leaders have established inspiring initiatives to engage all parents in their children's
learning and help the whole family to feel welcome. They offer helpful parent workshops to
support parents to understand both how and what children are learning. Additionally, a
parent council gives families a voice in the nursery's operations. Parents highly value the
staff's dedicated efforts to prioritise their children's individual learning needs. This creates an
inclusive environment where children truly thrive and flourish.
Leadership and governance Strong standard
Leaders articulate a clear and uncompromising vision for excellence. They ensure that an
inclusive, broad and ambitious curriculum sits at the heart of the nursery. This is
complemented by extra-curricular activities, such as forest school, yoga, Spanish and eco-
school activities. Leadership is highly proactive. Leaders use robust monitoring and
assessment systems to quickly identify any areas that require support or development. They
have identified areas that would benefit from further enhancement and are consistently
working on action plans to ensure they are always striving for brilliance. Time is required to
embed these across the staff and nursery.
Leaders demonstrate a superb commitment to supporting their team's development. Staff
report feeling deeply valued, highly motivated and excellently supported through purposeful
professional development, including regular and targeted training.
Leaders have established exemplary initiatives that give families a genuine voice in how the
nursery is run, such as an active parent council. They offer a highly effective programme of
community workshops. These cover important topics, such as online safety. This ensures
that children's learning is harmoniously connected between home and the nursery. Parents
and carers report truly feeling part of the nursery community. They comment on the
opportunities to take part in nursery life, such as joining cooking sessions for children, as
well as attending organised social events for the parents. This helps them to build a support
network of other parents.

Expected standard
Children's welfare and wellbeing Expected standard
Children develop positive skills to regulate their emotions. When children experience intense
feelings, staff react with sensitivity by validating their emotions. Staff talk children through
self-soothing techniques, such as deep breathing. The curriculum offers regular
opportunities for children to identify and discuss how different feelings look and feel,
alongside practising these calming methods. Consequently, children feel secure and
listened to. They display growing confidence in independently applying positive techniques
to regulate their own behaviour. This includes openly discussing their feelings with staff.
Staff successfully promote healthy choices. Children enjoy nutritious and balanced snacks
and meals. They learn the importance of positive oral hygiene and regular handwashing.
However, staff do not consistently promote mealtimes as a social time. While children are
well supported to ensure safer eating, there are inconsistencies in the social aspect of this
time of day. For example, staff do not always encourage conversation during these times
when children's social interactions could be fostered and even further enhanced.
Staff integrate daily outdoor play well. They allow children to take safe physical risks,
develop their gross motor skills and benefit from fresh air. Staff encourage children to do
things for themselves, boosting their self-esteem. Older children confidently manage their
personal hygiene, put on their own coats, and help to set the table for lunch. Younger
children receive support to develop these self-care routines at their own pace.
Curriculum and teaching Expected standard
Leaders and staff deliver an exciting, purposeful curriculum that is carefully designed to
ensure children develop the essential skills to support their next stage in learning, including
their move to school. Staff know their key children extremely well. They confidently explain
how they support each child's progress. Children remain highly motivated as staff
consistently praise their efforts.
Staff weave the mathematics curriculum naturally into daily routines. For example, during
lunch, staff encourage children to count out the numbers of scoops when self-serving.
During fun activities such as an imaginative, pretend ride on the bus, staff skilfully introduce
early concepts of money. Staff use open-ended questions well to stretch children's thinking
and problem-solving throughout the day.
The majority of staff provide high-quality teaching that extends children's communication
skills. However, there are some staff members who do not yet demonstrate the same level
of expertise and consistency in their teaching as the more experienced and established
staff. As such, sometimes, some children's learning experiences can differ. For example, the
use of Makaton is not always consistent across all rooms. Nonetheless, children are still
able to make exceptional progress, as the staff with higher knowledge support newer
members and mitigate these differences.

Compulsory Childcare Register requirements
This setting has met the requirements of the compulsory part of the Childcare Register.
How we check if a provider meets the requirements of the Compulsory Childcare
Register
When we check if settings meet the Compulsory Childcare Register requirements, they can
have the following outcomes:
Met
Not met
What it's like to be a child at this setting
Children thrive, flourish and make exceptional progress from their starting points at this
warm and inviting nursery. They arrive with high levels of confidence, eager to explore an
inclusive and stimulating environment. Babies and children are nurtured and extremely well
cared for. They develop secure attachments with staff.
Leaders work with staff to empower them to recognise successful learning opportunities.
They support staff to reflect and improve on anything they feel could have gone better. This
continual drive for improvement and the focus on inclusion mean all children, including
disadvantaged children, children who speak English as an additional language or children
with special educational needs and/or disabilities, are all able to develop skills across the
curriculum, alongside their peers. This gives children an excellent start for their future
learning.
Leaders and staff demonstrate a deeply embedded commitment to ensuring every child
feels a sense of belonging. All children are treated as individuals. Their uniqueness is
celebrated. Children receive support to understand and recognise each other's differences.
This is done through children having access to activities that reflect all their differences and
uniqueness. Staff also take the time to have a true understanding of children and their home
lives. They make adaptations within the setting to ensure no child misses out. This not only
enables children to achieve well, but also supports their individual self-awareness and self-
worth.

Inspector:
Michaela Hipwell
About this setting
Unique reference number (URN): 2557568
Address:
N Family Club
13 Woodchurch Road
London
Children make rapid progress and demonstrate exemplary attitudes to learning. From a very
young age, they show a remarkable capacity for sustained attention and concentration.
Children remain deeply engrossed in purposeful activities for extended periods. This is a
direct result of staff, who know the children exceptionally well. Staff design highly stimulating
environments that capture children's natural curiosity.
Children develop excellent social skills as they play cooperatively with their friends. They
know how to share and take turns. For example, during a potion-making activity, children are
excited to help each other find the ingredients and then remind their friends to share the
equipment.
Next steps
Leaders and those responsible for governance should continue to support the consistency
in high-quality teaching across the nursery, ensuring all staff deepen their expertise and
continue to provide children with consistent learning experiences.
Leaders should continue to support staff to promote lunchtimes as consistently social and
learning experiences for children.
About this inspection
The inspector spoke with leaders, staff, the special educational needs coordinator, parents
and carers and children during the inspection.
We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the
quality and standards of provision that is registered on the Early Years Register. The
registered person must ensure that this provision complies with the statutory framework for
children's learning, development and care, known as the early years foundation stage.

Middlesex
NW6 3PL
Type: Childcare on non-domestic premises
Registration date: 13/12/2019
Registered person: N Family Woodchurch Road Ltd
Register(s): EYR, CCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 19:00
Local authority: Camden
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 20 May 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
90
Our grades explained
Exceptional
Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are
following the standard set out in statutory and non ‑ statutory legislation and the professional
standards expected of them.
Needs attention
The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement
The setting needs to make urgent improvements to provide the expected standard of
education and/or care.
The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
services providing education and skills for children and learners of all ages, and inspects
and regulates services that care for children and young people.
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