N Family Club Greenwich Millennium Village

N Family Club Greenwich Millennium Village
Unique reference number (URN): 2781175
Address: 5 Oswald Gardens, London, SE10 0SH
Type: Childcare on non-domestic premises
Registered with Ofsted: 21/02/2024
Registers: EYR
Registered person: N Is For Nursery Ltd
Inspection report: 31 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
Achievement Strong standard
All children, including those with special educational needs and/or disabilities, make
impressive progress from their starting points. Children are confident and display increasing
independence. They manage self-help tasks with little to no assistance from staff. Children
competently move from potty training to daytime continence, developing the confidence and
independence they need to manage their personal-care routines successfully. This ensures
that children are increasingly confident and ready to take the next steps in their learning and
development as they transition on to school. Babies use cutlery to feed and serve
themselves under close supervision from staff.
Younger children who speak English as an additional language quickly learn the nursery's
routine, which supports their feeling of safety and emotional security.
Children enjoy taking part in extra-curricular activities, such as physical games, scooter-
safety lessons and cooking sessions. They have lots of fun, and older children listen to
instructions well. Babies and younger children quickly learn the nursery's routine, which
supports them to feel safe and secure.
Overall, the rich curriculum and wealth of exciting learning opportunities prepare children
very well for their next stages of learning.
Behaviour, attitudes and establishing routines Strong standard
Leaders have already identified transitions in children's routines as an area for improvement.
They have successfully retrained and coached staff, ensuring that routines are now deeply
embedded throughout the day. All children, including those with special educational needs
and/or disabilities, benefit from predictable changes within and across the day. Staff create
flexibility within this structure, which is highly effective in helping individual children navigate
the learning environment calmly. In turn, this supports children's emotional regulation and
enables them to engage deeply in their learning.
Children behave exceptionally well and have high regard for staff. They treat each other with
kindness and consideration. Children enjoy the company of their peers and learn to resolve
minor conflicts amicably. They take care of resources and are curious and motivated
learners. Older children line up patiently before moving from indoor to outdoor play. They
learn to redirect their high energy during challenging outdoor play activities. There is a rich
sense of community within the nursery. Children display a willingness to collaborate and
develop their skills for teamwork.
Children's welfare and wellbeing Strong standard
Staff respond to individual children very well. Staff working with babies devote their
undivided attention as they cuddle, reassure and encourage babies' exploration. Staff seek
children's permission before performing personal care. Staff recognise children's non-verbal

cues that indicate when they are tired or require space to regulate. This ensures that all
children, including those with special educational needs and/or disabilities, develop
emotional security and a deep sense of belonging.
Staff use daily routines and planned activities very effectively to promote children's physical
health, welfare and wellbeing. For example, children learn good hygiene practices during
messy water play, which helps to secure their meticulous handwashing habits.
Lunchtimes are calm, sociable events. Children sit appropriately at tables, chatting with one
another and staff. Children have very good manners. They understand healthy choices and
comment positively about their favourite foods with staff. Leaders organise visits from the
dentist to teach children about oral hygiene and correct toothbrushing. Together, these
activities support children's understanding of healthy lifestyle habits.
Staff carefully judge when to offer help and when to step back, allowing children to practise
and develop independence in self-care skills. Staff teach children about personal safety in
age-appropriate ways. For example, children are familiar with the road safety messages
shared by the nursery's mascot, 'Safi' the chameleon. This helps children to recognise
danger and hazardous situations, and take age-appropriate action to keep themselves safe.
Inclusion Strong standard
When children start at nursery, staff quickly and accurately identify gaps in their learning or
development. As a result, children receive highly individualised support. For example,
children with special educational needs and/or disabilities benefit from carefully adapted
activities to help them learn the knowledge and skills they need to reach their targets.
Children thrive as a result of the effective adaptations that staff have in place.
Children who speak English as an additional language settle quickly into nursery life, due to
the abundance of opportunities they have to hear and use their home languages alongside
English. For example, staff learn common phrases in children's home languages and use
these during their daily interactions with children. Staff who are native speakers of individual
children's home languages read multilingual stories with them. Leaders ensure that children
access a wide range of multicultural toys and resources that reflect the nursery community
and wider society. This contributes to children's understanding of themselves and promotes
their tolerance and acceptance of other people and cultures.
Leaders ensure that they maintain close working relationships with statutory agencies
involved in children's care. This facilitates effective communication, enabling leaders to
respond quickly to any changes in children's circumstances. Therefore, any barriers that
children may face to their learning are reduced.

Expected standard
Curriculum and teaching Expected standard
Overall, staff implement the broad curriculum well. Staff promote children's communication,
early mathematical skills, self-help and early literacy successfully across their interactions.
Children recall familiar stories, finish simple rhyming strings and develop a love for books.
Staff skilfully employ a combination of signing and simple narrations for children's actions.
This is highly impactful and supports babies' emerging language and understanding
extremely well. Staff adapt their teaching and employ agreed strategies, such as visual aids
and 'Now and Next' boards. Therefore, all children, including those with special educational
needs and/or disabilities, progress well through the areas of learning.
Pre-school children who are preparing to transition on to school benefit from planned
opportunities to practise and master their coordination, physical agility, balance and control
during outdoor play. This includes regular structured physical education lessons. Children
enjoy these activities as they learn to move with speed, negotiate space and avoid
obstacles. However, staff do not provide sufficiently consistent opportunities for younger
children in this room to develop their large-muscle control, stamina and coordination. This
means that children who have recently transitioned in to the room have fewer opportunities
to practise and refine these important physical skills.
Children demonstrate confidence as they count, and name shapes and colours. They learn
to respond and share their thoughts when answering questions from staff. Babies and
toddlers curiously explore and confidently choose activities for themselves.
Staff extend children's activities appropriately. This is effective at helping children build on
their existing knowledge and skills. Children who recently transitioned in to the room engage
well during adult-led activities. For example, they learn to focus as they build construction
and engage in small-world and mud kitchen role play. However, during interactions, staff are
often quick to offer suggestions and direct children's play without trying to understand
children's ideas or thinking beforehand. Although this narrows children's creativity and ability
to progress their own play ideas, children typically acquire the fundamental skills necessary
for them to make successful transitions to their next stages of learning, including moving on
to school.
Leadership and governance Expected standard
Leaders are passionate individuals committed to securing positive outcomes for children.
They remain aware of the prevalent socioeconomic factors that affect the local community.
This has led leaders to prioritise children's oral health and physical fitness. For example,
they provide opportunities for children to learn about good oral hygiene through
collaboration with dentists. Older pre-schoolers, babies and toddlers have plenty of
meaningful opportunities to develop their large muscles, coordination, balance and control
across outdoor and indoor environments. However, opportunities are limited for pre-school
children who have recently transitioned in to the room.
Leaders ensure that staff consistently deliver a targeted curriculum for children with special
educational needs and/or disabilities. Leaders ensure that children experience a rich set of

activities that helps them progress well across the areas of the early years foundation stage.
Leaders and those responsible for governance jointly complete quality audits to identify
areas for improvement. Leaders have focused on coaching, modelling and monitoring staff
to successfully embed routines across the nursery. However, there are some weaknesses in
the quality of teaching in the pre-school room. This is because staff often overly-direct
children's ideas, which limits their ability to develop their child-led imagination, creativity and
expression. Despite this, children typically develop their independence alongside acquiring
the key skills necessary to make successful transitions to their next stages of learning.
Leaders have built very strong partnerships with parents. Parents are actively involved in the
life of the nursery. Many are professionals who contribute by reading stories and delivering
age-appropriate health talks with children. Parents report their deep trust and confidence in
the leadership team, and feel that their children make impressive all-round progress at the
nursery.
Staff report that leaders are empathetic and offer them professional guidance. They value
the clear progression pathways and manageable workloads. Overall, staff morale is high, as
staff feel heard and appreciated by leaders.
What it's like to be a child at this setting
Children thrive at this highly inclusive nursery. They arrive and separate happily from their
parents, encouraged by personalised greetings from staff who know individual children by
name. Leaders have ensured that the staff team reflects the diverse local community. Staff
responsively incorporate children's unique cultures into the implementation of the
curriculum. Children display kindness, tolerance and acceptance of difference. Children who
speak English as an additional language benefit from meaningful opportunities to hear and
use their home languages in their play and interactions with staff. Therefore, all children
develop a deep sense of belonging.
Children broaden their overall experiences. Leaders have devised an extremely rich
curriculum. Babies and toddlers learn to control their bodies and movements through a
carefully chosen range of enjoyable play apparatus. This successfully helps younger
children master climbing over and across challenging play equipment. Children have
meaningful opportunities to learn how to care for the environment and understand the
importance of recycling. They have opportunities to learn about animal life cycles and
handle exotic animals.

Inspectors:
Olivia Awolola
Laura Brewer
About this setting
Unique reference number (URN): 2781175
Children who face barriers to their learning and those with special educational needs and/or
disabilities are provided with a tailored curriculum that enables them to make substantial
progress from their starting points. All children, including babies, are warmly nurtured and
made to feel valued by staff. This helps them to settle quickly and demonstrates that they
feel safe and secure.
Children develop impressive communication, independence and social skills. Babies freely
express themselves during interactions with their key persons. Older children enjoy
teamwork activities and build strong friendships with their peers.
Children develop very positive attitudes and behaviours that support their readiness for the
next stage of education, such as starting school. They are keen and curious learners who
listen attentively, willingly explore and concentrate during activities.
Next steps
Leaders should strengthen the quality of teaching so that staff interactions with older
children actively encourage children's imagination, invention and extension of their own
ideas.
Leaders should support staff to improve opportunities for younger pre-school children to
develop their large muscles, balance and coordination.
About this inspection
The inspectors spoke with leaders, staff, the special educational needs coordinator, children
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.

Address:
5 Oswald Gardens
London
SE10 0SH
Type: Childcare on non-domestic premises
Registration date: 21/02/2024
Registered person: N Is For Nursery Ltd
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 19:00
Local authority: Greenwich
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 31 July 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
87
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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