N Family Club Maidenhead

N Family Club Maidenhead
Unique reference number (URN): 2787265
Address: Maidenhead Court Boathouse, Court Road, Maidenhead, SL6 8LQ
Type: Childcare on non-domestic premises
Registered with Ofsted: 11/04/2024
Registers: EYR
Registered person: Red Balloon Ockham Limited
Inspection report: 28 July 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
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.
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

Expected standard
education as leaders place great importance on building positive relationships with families
so that they feel welcomed, valued and actively involved in nursery life.
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.
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.
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.

What it's like to be a child at this setting
Children thrive in a welcoming and nurturing environment where they form secure, trusting
relationships with leaders and staff. They arrive confidently, enjoy breakfast with their friends
and eagerly engage in the wide range of learning opportunities on offer. Children
demonstrate increasing independence and a sense of belonging within the setting. From a
young age, they manage their own self-care. For example, they confidently blow their noses
using the readily available tissues and mirrors in each room. They understand the
importance of effective hygiene, independently washing their hands and explain how this
helps to remove germs.
All children, including those with special educational needs and/or disabilities (SEND) and
those who face barriers to learning, thoroughly enjoying indoor and outdoor activities. They
show curiosity and perseverance as they explore the sand and investigate how adjusting
guttering changes the way balls roll. Children delight in water play and develop their
understanding of the world as they talk about sea creatures. They demonstrate high levels
of imagination as they take on roles and pretend to fly aeroplanes, creating their own
narratives during play.
Children develop a range of skills through purposeful experiences. They learn to use
scissors safely and extend their vocabulary as staff introduce and reinforce words such as
'squish' and 'roll', during play dough activities linked to familiar stories. They enjoy making
marks with pencils, confidently talking to staff about their drawings This supports both their
language development and early literacy skills. Children play cooperatively, share resources
and manage their emotions well. They enthusiastically practise physical skills, such as
kicking balls into nets with their friends, building confidence and coordination.
Children benefit from regular outings within the local community, where they develop their
understanding of the natural world, for example during walks by the river. Leaders work
effectively with families to promote good attendance, helping children to establish consistent
routines that support their wellbeing and learning. Families are warmly welcomed into the
nursery and are encouraged to take part in events such as, sports day and graduation
celebrations. These opportunities strengthen partnerships with parents and carers and
contribute positively to children's social and emotional development.
Next steps
Leaders should continue to support staff to embed and strengthen their knowledge and
skills, ensuring that the quality of teaching and interactions is consistently high across the
nursery.

Inspector:
Jane Franks
About this setting
Unique reference number (URN): 2787265
Address:
Maidenhead Court Boathouse
Court Road
Maidenhead
SL6 8LQ
Type: Childcare on non-domestic premises
Registration date: 11/04/2024
Registered person: Red Balloon Ockham Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:30
Local authority: Windsor and Maidenhead
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 28 July 2026
Children numbers
About this inspection
The inspectors spoke with leaders, the special educational needs coordinator, staff, parents
and carers, and children.
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.

Age range of children at the time of inspection
0 to 4
Total number of places
134
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