Barking Riverside Explorers

Inclusion: Expected standard

Leaders have created and utilise a specific programme in their setting, in relation to supporting children with special educational needs and/or disabilities (SEND). This particularly focuses on the importance of children's ability to learn about and control their own emotions. This is something that they share more widely and provide training on beyond the setting to influence practice.

Accurate assessment of children's development helps staff to identify gaps in children's learning swiftly. All children, including those who are disadvantaged and those with SEND receive the support they need to make progress from their starting points. Leaders provide guidance and training to staff on how early years pupil premium funding is used and the strategies needed to meet children's individual needs. This includes the use of visual aids and objects of reference, to support children who are learning English as an additional language and those who are learning to communicate using words. As a result, those children who find transitions difficult settle and calm with ease.

Leaders and staff have high expectations for all children and are committed to providing a positive early education. They ensure that all children, include those with SEND, receive the support they need. Staff plan and review activities that help children to develop positive relationships with peers. For example, they organise small group activities based on children's interests. Staff provide support to help children play alongside each other and take part in shared experiences.

Leaders are working to further strengthen partnerships with parents to support children with SEND. They work with the local authority and other professionals, including speech and language therapists, to secure additional support for children. This helps to ensure that children receive the help they need to make progress.

Curriculum and teaching: Expected standard

Leaders support staff to design an ambitious curriculum that builds on what children already know and can do, with a strong focus on developing communication and language. Staff introduce new vocabulary through planned topics. For example, when learning about minibeasts, children use words such as 'butterflies' and 'ladybirds' in their conversations. Younger children, including those with special educational needs and/or disabilities, develop their listening and attention skills through songs and rhymes. Reasonable adjustments, such as the use of visual aids, help them to focus and join in. Staff ask questions to encourage children to talk. However, children are not always given sufficient time to respond before adults continue the conversation. This means that children do not always have sufficient time to think, respond and fully develop their speaking skills.

The curriculum supports children's mathematical development through planned experiences. Staff teach early concepts such as shape, colour and number during group times and in play activities. Children practise sorting, matching and recognising numerals, and staff join their play to extend learning. This helps children to develop their understanding of early mathematical ideas.

Staff sequence children's learning carefully, particularly in physical development. Babies are encouraged to practise early walking skills, younger children use ride-on toys and older children use scooters and pedal bikes. This helps children to develop balance, coordination and control of their movements. As a result, children gain confidence in their physical skills and take part in activities safely.

Achievement: Expected standard

Children make links in their learning and use vocabulary they have learned during planned activities. For example, after learning about minibeasts in the garden, children use this language in their play. While playing with play dough, children, including those with special educational needs and/or disabilities, talk about making 'long wiggly worms' and use tools to strengthen their small physical skills.

Older children play cooperatively and form friendships. They use their imagination during role play, for example pretending to be jungle animals after listening to familiar stories, such as 'Roar Went The Lion'. This helps children to develop social skills and confidence, which supports them in readiness for school.

Younger children learn to take turns and join in group activities, such as 'What's in the box' circle time. They develop listening, attention and confidence when playing alongside others. Overall, children gain skills they need for the next stage in their learning.

Behaviour, attitudes and establishing routines: Expected standard

Leaders support staff to establish clear routines and set appropriate expectations for children's behaviour. Children respond well to staff and receive praise for their efforts and positive actions. They are encouraged to take part in everyday tasks, such as tidying away resources and helping at mealtimes, which supports their growing sense of responsibility and confidence.

Staff build positive relationships with children and act as good role models. They speak in warm and respectful tones, creating a calm and supportive environment. Additional support is provided for children who need help to manage routines and transitions, including those with special educational needs and/or disabilities. Leaders share strategies with staff to support behaviour, particularly when children are learning to share or regulate their emotions. They are in the process of embedding their expected approach consistently within the staff team. As a result, children are learning to play safely alongside others, negotiate more considerately with their peers and follow the setting's routines.

Babies develop secure attachments with familiar adults and seek comfort when needed. Older children form trusting relationships with staff and approach them for reassurance and support. Children are comforted when upset and settle quickly, helping them to feel safe and ready to learn.

Leaders monitor children's attendance closely and follow up any concerns promptly.

Children's welfare and wellbeing: Expected standard

Staff respect children's privacy when carrying out personal care routines. Some children who are new to the setting may show reluctance during nappy changing; staff use objects of reference and visual aids to help them understand what is happening. They talk to children throughout these routines, offering comfort and reassurance so that children feel secure.

Newly allocated key persons are in the process of getting to know their allocated children more personally to further embed this system moving forwards. Nevertheless, this does not detract from the fact that staff respond sensitively to children's individual needs. They support children to recognise and manage their emotions, offering comfort and reassurance when needed. Those working with younger babies recognise when children are hungry or tired and act promptly. For example, babies may point to their feeding chairs to indicate hunger, and staff respond by offering a healthy snack from the options provided by their parents. A safe and comfortable area is provided for children to rest and sleep.

Staff support children's health and wellbeing effectively. Children spend regular time outdoors in the fresh air and leaders robustly ensure they are provided with nutritious snacks and meals from home. Staff supervise mealtimes and engage children in conversation about what they are eating. Leaders also support parents by sharing ideas for preparing healthy snacks and meals. Older children are encouraged to feed themselves, promoting their growing independence.

Leadership and governance: Expected standard

Leaders place a focus on professional development, support and staff wellbeing. Staff workload is considered and regular one-to-one meetings take place to discuss training, staff confidence and priorities. Staff are offered a range of training opportunities, and leaders check their understanding to ensure it has a positive impact on practice. Follow-up actions are identified to help staff continue to develop and refine their skills.

Leaders build positive relationships with parents and have effective systems in place to keep them informed. They signpost families to local authority services and other support when needed, and offer additional guidance, such as workshops and advice, to support children's development and wellbeing.

Leaders reflect on the setting's context and evaluate its strengths and areas for development. Recent adjustments to the key-person system have affected day-to-day routines. Leaders recognise that some staff are still developing confidence in this role and are supporting them to strengthen their knowledge of the children in their care and ensure clear and consistent communication with parents.