URN EY338012 · Inspected 2026-06-05 · Published 2026-07-03 · Inspector: Christine Ward
Club 0-5 limited Unique reference number (URN): EY338012 Address: Club 0-5 Ltd, Halesfield 20, Unit A, Telford, Shropshire, TF7 4QU Type: Childcare on non-domestic premises Registered with Ofsted: 30/01/2007 Registers: EYR, CCR, VCR Registered person: Club 0 - 5 Ltd. Inspection report: 5 June 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. Expected standard Achievement Expected standard Children make steady progress from their starting points. They are keen to engage in learning, which supports them to master their existing skills and learn new ones. Babies and younger children have the space they need to move around the environment. They develop their muscles to help them to stand with stability and then move on to walking with confidence. They start to make choices about which toys they play with and the songs they sing. Children explore a variety of materials, which helps develop their curiosity and creativity. They use foam to hide vehicles in trays, for instance. Children discover that they can make foam move as they blow it and clap it between their hands. They watch with enjoyment as foam flies into the air and then falls to the ground. Children describe watching snow and make connections to previous experiences. Children with special educational needs and/or disabilities develop the skills they need to prepare them for school. They sit in a group, develop their concentration and make progress in their language development, for instance. Behaviour, attitudes and establishing routines Expected standard Leaders and staff promote an inclusive and nurturing environment for children, where everyone feels respected. Children feel part of the nursery and explore with increasing confidence. Well-established routines help children to understand what they need to do and what will happen next. This contributes to their sense of security and emotional wellbeing. Staff adapt practice for children with special educational needs and/or disabilities so that they are able to follow similar routines to their peers, according to their individual needs. Positive behaviour is promoted across the nursery. From early on, children are taught how to play with one another and to share the resources available to them. At times, where there is some minor conflict, staff gently remind children what is expected and spend time helping them develop their understanding. Staff create spaces for children to sit quietly and regulate their emotions. Children generally develop positive attitudes to learning. They maintain attention, show their curiosity as they ask questions and make suggestions as they play. They persevere when they encounter difficulties and follow guidance from staff. Children use manners when asking for something, which is also modelled by staff throughout the day. Children receive praise for their efforts and for their kindness. Staff develop sincere relationships with children and are invested in their care and education. They show genuine affection and strive for all children to be respectful and kind individuals. Leaders have systems in place to address any absences, so that children benefit from regular learning. Children's welfare and wellbeing Expected standard Leaders have policies and procedures in place to promote the welfare and wellbeing of children. These are generally implemented well. Staff consider children's individual routines, such as their sleeping and feeding preferences, and incorporate these so that their needs are met. Leaders ensure the key-person system is effective. Staff develop positive relationships with parents, carers and children, so that they form secure attachments with and get to know families well. Children show that they feel safe and cared for. They seek staff out for comfort and reassurance when they need it, settle quickly and are able to continue with their learning. Children have access to outdoor play, daily. They navigate space and learn to be physically active. Leaders have made changes to headcount procedures across the nursery. This means that staff deploy themselves well and ensure all children are accounted for when transitioning back to the indoor environment. These changes are a result of a previous incident where a child was left unattended for a brief period outdoors. Leaders and staff ensure these procedures are fully understood and implemented. Staff are now starting to teach children how to keep themselves safe. They ask children questions about safety aspects of their play. For example, staff ask children how they can make indoor spaces safer and help them to identify hazards, such as noticing items that they could trip over, taking action to make changes so that the areas they play in are safe. Children are provided with healthy and nutritious meals. Staff stay close to them while eating and support younger children to feed themselves. Older children develop their independence and develop the skills they will need for their move on to school. For example, they learn to serve themselves and carry their own plates to the table. Inclusive approaches ensure that all children receive tailored support that meets their needs and promotes their overall wellbeing. Curriculum and teaching Expected standard Leaders have designed a curriculum that builds on what children know and can do as they transition across the nursery. Staff generally understand and implement the curriculum well. Children are eager to engage in the learning opportunities on offer, particularly adult-led activities. Staff ask questions that encourage children to think and solve their own problems. This promotes children's development and improves their concentration. However, approaches to teaching are not yet consistent for children of all ages. There are times when some older children are not sufficiently challenged in their thinking. This results in them displaying unwanted behaviour, particularly when engaged in free play. Leaders and staff understand the importance of children developing their communication and language. They help children to develop a love of books. There are familiar stories accessible to children at all times of the nursery day, including during outdoor play. Children are encouraged to take books home to share with family members. Songs and rhymes also feature regularly during the nursery day. Children choose resources to accompany songs, and use play dough to practise squeezing, rolling and pinching actions to music. This helps to develop their control and coordination. Children with special educational needs and/or disabilities are fully included and join in with the learning experiences provided. Inclusion Expected standard Those responsible for completing external referrals are well-trained, knowledgeable and have a secure understanding of children's individual needs. They typically identify delays in development early on and take swift action to establish appropriate support for children. Leaders and staff assess children's development regularly and create appropriate learning plans to help them make progress in their learning. They review learning targets periodically so that these match children's changing needs. They liaise with external agencies and incorporate their advice into support plans. Children who face barriers to their learning, such as those with special educational needs and/or disabilities and those known to social care, are supported well. Leaders liaise with relevant agencies and share information so that children receive continuity of care and receive the support they need, at the right time. Parents and carers are included in decisions about the support children receive. This collaborative approach improves outcomes for children and reduces any barriers to their learning. Leaders make sure funding is used effectively to provide suitable learning opportunities and extra staff, for instance, so that all children make appropriate progress. Leadership and governance Expected standard There have been some recent changes to the leadership team at the nursery. The revised leadership structure supports newer staff to receive the support they need to feel confident in their new roles. Recruitment procedures are appropriate and staff suitability is checked on an ongoing basis. Leaders oversee the provision effectively and focus on improving outcomes for children. They typically identify where there is scope for improvement to be made and quickly address this, remaining focused on providing high-quality experiences for children and families. For example, when previous breaches to the requirements were identified, leaders took immediate action to avoid similar situations occurring. A child was briefly left unattended in the secure outdoor area. Leaders investigated thoroughly and swiftly strengthened the procedures for ensuring all children are accounted for, both indoors and outdoors. This has been a successful measure. Staff comment that they feel supported in their roles and receive training to improve their knowledge and skills. Leaders meet with staff regularly and spend time observing practice. However, further support from managers, will help staff to deliver the curriculum consistently across the nursery and ensure policies and procedures are fully implemented. For example, when carrying out routine checks, staff sometimes miss areas in the garden that need clearing before children go out to play. Parents and carers are happy with the care their children receive. Children are happy to attend and they make progress in their learning. Partnerships between the nursery and parents help to provide continuity of care for children, and promote a sense of community. 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 Voluntary Childcare Register requirements This setting has met the requirements of the voluntary part of Childcare Register. How we check if a provider meets the requirements of the Voluntary Childcare Register When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes: Met Not met What it's like to be a child at this setting Children enjoy their time in the nursery. They are greeted by warm, friendly smiles as they arrive and are keen to engage in the learning opportunities on offer. Children develop trusting relationships with staff and show they feel safe at nursery. They seek staff out for reassurance and invite them into their play. Children enjoy exploring different materials, such as foam, sand and water. They fill and empty water containers, learning about early mathematical concepts, such as volume and size. Inspector: Christine Ward About this setting Unique reference number (URN): EY338012 The curriculum is sequenced so that children build on their existing skills and make progress across all areas of learning. Children with special educational needs and/or disabilities are fully included. Activities are adapted, so that they can join in, according to their individual needs. This helps to reduce barriers to children's learning. Children take interest in one another and start to form friendships with their peers. They learn to take turns and develop patience as they make play dough in groups, for instance. Children learn what happens when ingredients are mixed together and enthusiastically suggest ideas for improving the texture of the play dough. They count spoons of flour and comment on changes in colour. They learn to negotiate and cooperate as they contribute at different times during the activity. Children typically develop the skills they need to prepare them for school. Detailed information is gathered about children from when they start at nursery. This promotes positive relationships with families from the earliest point. Parents and carers are valued, involved in children's experiences and are kept up to date with their progress. Regular attendance is promoted so that children begin to form healthy habits early in their educational journey. Children develop a real sense of belonging at this nursery, where their uniqueness is celebrated. This enables children to thrive in a nurturing environment. Next steps Leaders should continue to support staff to consistently implement nursery procedures. Leaders should support staff to deliver the curriculum consistently for older children who require further challenge in their learning. About this inspection The inspector spoke with leaders, staff, children, parents and carers 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. Address: Club 0-5 Ltd Halesfield 20, Unit A Telford Shropshire TF7 4QU Type: Childcare on non-domestic premises Registration date: 30/01/2007 Registered person: Club 0 - 5 Ltd. Register(s): EYR, CCR, VCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00 Local authority: Telford & Wrekin Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 5 June 2026 Children numbers Age range of children at the time of inspection 0 to 4 Total number of places 114 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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk. This publication is available at https://reports.ofsted.gov.uk. Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn. Piccadilly Gate Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted © Crown copyright 2026 © Crown copyright