Children's Place Barkerend

Inclusion: Expected standard

Leaders work in partnership with parents, carers and other professionals successfully to ensure the needs of children with special educational needs and/or disabilities (SEND) are identified promptly and assessed accurately. They take effective action to reduce barriers to children's learning and wellbeing through tailored support, and reasonable adjustments. For instance, staff use visual timetables to help children understand daily routines. Children with SEND, including those with complex medical needs, are supported well, enabling them to make meaningful progress. Leaders use funding effectively to enhance children's learning and wellbeing and carefully monitor the impact on children's progress. For example, a 'sensory den' provides children with a quiet, calm space when they feel overwhelmed. This helps children regulate their behaviour. 'Treasure baskets' provide sensory experiences for children who like to explore using touch. Interactive and tactile books encourage children's love of stories. Leaders ensure key staff have the knowledge, understanding and experience to meet children's needs, such as training on tube feeding, or supporting children who have adverse childhood experiences.

Curriculum and teaching: Expected standard

In general, leaders plan a broad and balanced curriculum and provide a learning environment that reflects children's interests. For example, children use toy diggers in sand to empty and fill containers and use the wheels of vehicles to make patterns in paint. Staff complete accurate assessments to check what children already know and can do. They identify next steps in children's learning and demonstrate a secure understanding of how children learn. In the main, they tailor activities to children's different ages and stages of development. However, not all parents receive information consistently about their children's next steps and the curriculum so that they can continue to promote their children's learning at home.

Staff introduce mathematical concepts, such as comparing sizes of objects and finding shapes in the patterns children paint. Toddlers enjoy rhymes, where they learn to count. Children listen to stories, where staff model new words for them, such as giraffe and elephant. Staff when reading with older children pause so that children can complete familiar phrases and think about what might happen next. Staff use props, such as puppets and a 'singing box', to ensure that all children, particularly those who struggle to communicate verbally, can participate fully in activities.

Overall, staff promote children's personal, social and emotional development effectively. This means children are developing skills they need for the larger social environment of school. However, staff do not implement the curriculum as effectively in the outdoor environment in order to extend children's learning and promote cooperative play. For example, staff do not help children to share their real-life experiences during their play or build on their mathematical knowledge during construction activities.

Achievement: Expected standard

Children with special educational needs and/or disabilities fully participate in all aspects of the curriculum and learning, which helps them reach their full potential. All children make effective progress across the curriculum, especially in communication and language. They develop skills and knowledge for their next stage of learning, including the eventual move to school. For example, they take responsibility for everyday tasks, such as tidying away their toys and clearing their plates after lunch. Children develop their independence in personal care routines and understand why good hygiene and a healthy diet is important. Children develop a sense of community. They engage in the pretend supermarket in the home corner and talk about visiting the supermarket with their families. Children recall where they think food comes from, using favourite stories.

Behaviour, attitudes and establishing routines: Expected standard

Leaders work with parents and carers to promote children's regular attendance. Leaders and staff have created a calm, kind and respectful environment, where families feel welcome. They implement consistent daily routines that support children's independence and wellbeing. This means children settle quickly and they demonstrate they feel emotionally secure. Staff model positive behaviour and help children to understand and regulate their emotions. They give children age-appropriate guidance while considering their individual needs. Familiar activities promote children's sense of belonging and continuation in their learning as they progress through the nursery. Children are generally supported well to play alongside others and are developing secure relationships with their peers. For example, during indoor play, staff encourage children to share their ideas during imaginative play. Children enjoy small-group activities, where they are encouraged to take turns when speaking and listen to others. However, staff do not promote collaboration and shared play as successfully in the outdoor environment. For instance, staff do not encourage children to work together on tasks outdoors.

Children's welfare and wellbeing: Expected standard

Leaders work with parents and carers to keep children safe and promote stable routines. Staff are attentive, which ensures children's emotional wellbeing is promoted. Secure, responsive relationships and attachments between children and their key person, combined with effective care routines, such as mealtimes and sleeping, support children's individual needs and help them to feel safe. Any accidents or incidents are reported to parents promptly to ensure children's wellbeing is maintained.

Staff help children to understand their feelings and emotions, which means children begin to regulate their behaviour. Staff promote children's understanding of their own personal safety, health and hygiene through play and everyday routines. Leaders work closely with professionals in the family hub to ensure families have the support they need to keep their children safe and well. For instance, they provide information for parents and carers in different languages about healthy diets and how to keep children safe online. Children attend events at the hub, such as visits from the police or fire service, so they learn about people in the community who keep them safe. Parents greatly appreciate the care their children receive. They describe a loving and nurturing environment in which staff are supportive, warm and welcoming.

Leadership and governance: Expected standard

Leaders have overseen recent changes to management and staffing well, with priority given to staff induction, workload and wellbeing. Staff are positive and feel supported. They have access to professional development opportunities and continually build on their knowledge and skills. Leaders make decisions, working in partnerships with other professionals that are in the best interests of all children, particularly those who are disadvantaged or vulnerable. For example, leaders use additional funding effectively to meet children's individual needs and assess the impact of their decisions. They have found that targeted support has enhanced children's communication skills and helped them regulate their behaviour more successfully.

Leaders have regular discussions with schools to ensure children have the skills they need to enter the school setting. They consult with key staff to ensure a smooth transition into school for children with special educational needs and/or disabilities. Leaders understand the strengths of the setting and have plans for further improvement. For instance, they intend to reintroduce a forest school and trips off the premises to extend children's learning experiences. Partnerships with parents could be strengthened further to support continuous improvement as they have few opportunities to share their views about the setting.