N Family Club Wimbledon

N Family Club Wimbledon
Unique reference number (URN): 2845443
Address: 192 Merton Road, London, SW19 1EG
Type: Childcare on non-domestic premises
Registered with Ofsted: 15/05/2025
Registers: EYR
Registered person: N Family Whetstone 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.

Strong standard
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.
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.
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.
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.
What it's like to be a child at this setting
Children are safe, well cared for and are achieving. Children show empathy, care, respect
and kindness for one another, from as young as the baby-age room. For example, young
children pass objects to one another as they play, and older children self-regulate their
emotions and solve conflicts respectfully. Due to staff's positive role modelling, children are
developing important social skills. Children of all ages and stages show a positive and keen
attitude to learning and exploring. Staff include children and value their thoughts and
feelings. For example, children that are able, participate in 'children's council', where they
voice their interests and requests for the nursery, such as new bikes or ideas for graduation.
As a result of this, children are proud, feel welcomed and build on their confidence.
Children of all ages are achieving, including those with special educational needs and/or
disabilities. Parent feedback, such as through surveys, highlights the progress children are
making and the demonstratable difference in children's learning and development since their

Inspector:
Louise Mackay
About this setting
Unique reference number (URN): 2845443
Address:
192 Merton Road
London
SW19 1EG
starting points. Staff are highly attentive and responsive to the care needs of children, and
as a result, children have their individual needs met. They demonstrate that they feel
comfortable, safe and their wellbeing is securely met.
Children form secure attachments with staff and one another, inviting others into their play
and sharing their ideas. Children that are new to the setting settle very quickly due to the
nurturing care provided by all staff. For example, children that have only been attending the
setting for less than 2 weeks are already attached to their key person, and the staff
demonstrate understanding of the individual care needs of each child.
Next steps
Leaders should ensure continued improvement in the setting's successful work to remove
barriers for children who need extra help to realise a transformational impact on all
children's achievement and wellbeing.
About this inspection
The inspector spoke with leaders, staff and parents 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.
We carried out this inspection as a result of a risk assessment, following information we
received about the provider. The provider will be able to give parents further information
about this.

Type: Childcare on non-domestic premises
Registration date: 15/05/2025
Registered person: N Family Whetstone Ltd
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 19:00
Local authority: Merton
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
149
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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