Excel Kids Romford

Inclusion: Needs attention

Leaders do not ensure that the curriculum consistently meets the needs of children with special educational needs and/or disabilities (SEND). Although staff identify some appropriate next steps through assessment, these targets are not consistently reflected in planning or implemented effectively in practice. As a result, some children, particularly those who prefer solitary play, do not receive sufficient opportunities to develop their communication and language skills social or form positive relationships with others.

Staff with lead responsibility for SEND complete some basic training. However, this is not detailed enough to enable them to fully understand and carry out their role effectively. Consequently, they do not provide staff with sufficient guidance or support to ensure targeted strategies are consistently used to meet children's individual needs. Leadership oversight of SEND provision is not robust enough to ensure that support is monitored and evaluated effectively to improve outcomes for children.

However, children's individual needs are identified and monitored through regular observations and tracking systems. Staff work appropriately with parents, carers and external professionals to assess children's progress and agree individual targets. Leaders and staff understand the needs of the local community and create a welcoming and inclusive environment where families feel valued and supported.

Curriculum and teaching: Needs attention

Leaders and managers do not design the curriculum effectively enough to ensure that all children, including those with special educational needs and/or disabilities (SEND), make consistently secure progress across all areas of learning. The curriculum does not place sufficient focus on developing children's language and communication skills. Although staff speak to children during activities and reinforce simple vocabulary, they do not consistently extend children's thinking, introduce ambitious language or support sustained conversations. As a result, children are not exposed to a sufficiently language-rich environment. Opportunities for children with SEND to build secure relationships and engage fully in learning are also inconsistent. Assessment systems are in place, however, staff do not use information from assessments effectively enough to inform curriculum planning and help all children make the best possible progress.

Children learn some mathematical concepts, such as counting, size and comparison, although opportunities for children to develop a wider range of problem-solving skills are limited. Babies enjoy stories, songs and familiar rhymes, and staff support them to join in with sounds and actions. However, opportunities for babies to explore a broad range of sensory experiences through well-planned activities are limited. Children enjoy outings to the park, where they explore the environment, pick daisies and have fun running in and out a large tunnel. They confidently use soft-play equipment, hoops and balls to support their physical development and coordination. Staff provide some opportunities for creative play, such as making and manipulating dough, while encouraging children to describe textures. Children enjoy poking, prodding and rolling the dough and concentrate well as they explore the materials.

Achievement: Needs attention

Weaknesses in the implementation of the curriculum mean that children do not achieve as well as they could. In particular, children with special educational needs and/or disabilities do not consistently build secure relationships with their peers or fully engage in social interactions. In addition, opportunities for children to extend their language through more complex conversations and a wider range of vocabulary are not always maximised.

However, parents report improvements in their children's confidence and communication skills since attending the setting. Children develop warm and trusting relationships with staff. Babies seek reassurance and comfort when needed, supporting their emotional wellbeing. Older children engage positively with staff and their peers. For example, during a visit to the park, children enthusiastically talk about making daisy chains together, demonstrating emerging communication and cooperative play skills. Children also develop early mathematical understanding, through activities such as learning about halves while making dough.

Children develop increasing independence and the skills needed for future learning. Older children confidently manage tasks such as putting on coats and helping to tidy away resources, showing pride in their achievements.

Behaviour, attitudes and establishing routines: Expected standard

Staff have generally high expectations for children's behaviour. They support all children, including those with special educational needs and/or disabilities, to understand daily routines and behavioural expectations. Staff provide sensitive guidance during transitions, such as encouraging children to wash their hands before meals and helping them to move confidently between activities.

Children learn to cooperate well with one another. Staff support older children to share resources and show kindness towards others. For example, when a child has 2 hoops, staff gently encourage them to give one to another child. Staff praise acts of kindness, helping children understand the importance of cooperation and respect. Younger children are supported to understand key messages such as 'caring is sharing'. Children also learn to take turns through daily routines, such as waiting patiently to choose their snack and cooperating with others.

Staff model positive behaviour and manners. During outings, children thank staff for helping them cross the road safely, demonstrating their understanding of respectful behaviour. Staff help children to recognise, express and manage their feelings through regular discussions about emotions, which supports children's emotional development. Children develop increasing independence, such as putting on outdoor clothing before outings. They show pride in their achievements when they complete new tasks successfully. Leaders and staff promote regular attendance and punctuality, helping children develop positive attitudes towards learning.

Children's welfare and wellbeing: Needs attention

Weaknesses in risk assessment arrangements mean that children's safety is not always fully assured. Although leaders have taken some action following a recent incident, arrangements to identify and manage risks are not fully effective. Leaders and staff are not yet proactive enough in identifying and minimising risks to maintain a consistently safe environment for children.

Children generally develop positive relationships with staff. However, staff do not consistently provide sufficient opportunities for children with special educational needs and/or disabilities to build attachments and relationships with others. Children benefit from opportunities to develop their physical skills as they climb, balance and move confidently in the soft-play environment. Staff support children to express and manage their emotions, helping them learn to share, take turns and build positive connections with others. Care practices for babies, including safe sleeping arrangements, support their safety and wellbeing within the setting.

Overall, children receive healthy meals and snacks, including fresh fruit. During outings, staff remind children to drink water after physical play, helping them learn healthy habits and how to care for themselves. Staff promote children's independence effectively by encouraging handwashing and supporting good hygiene practices.

Leadership and governance: Needs attention

Leaders have not ensured that staff consistently implement robust risk assessment procedures to support children's safety and security. They are not sufficiently proactive in identifying and minimising potential risks within the environment. In addition, leaders have not identified weaknesses in the organisation of the curriculum, which means that not all children benefit from a broad range of learning opportunities tailored to their individual needs. Oversight of provision for children with special educational needs and/or disabilities (SEND) is not consistently effective. As a result, there are some extended periods when children with SEND do not receive the targeted support they need to help them make the best possible progress.

Leaders support staff to gain qualifications and complete mandatory training, including first aid and safeguarding. However, there is insufficient focus on professional development. This limits opportunities to strengthen staff's knowledge of how to support children's learning and development through an ambitious and well-sequenced curriculum. Additionally, training for staff with lead responsibilities for SEND is not detailed enough to provide sufficient levels of support.

Leaders carry out appropriate checks to ensure that staff are suitable. Staff value the opportunities to receive mentoring and coaching and say they enjoy working at the setting. Leaders and staff work in partnership with parents and carers to support effective communication about children's individual needs. Leaders reflect on some ways to improve the setting. For example, plans are in place to develop outdoor provision so that children can access more opportunities for outdoor play and learning.