Tendercubs Preschool and Day Nursery, Leytonstone.

Inclusion: Expected standard

Children benefit from an inclusive environment where their individual needs are identified through information shared by families, baseline assessments and ongoing reviews of their development. Children who have special educational needs and/or disabilities and those who speak English as an additional language participate alongside their peers and access all aspects of nursery life. Practitioners work closely with families to understand children's strengths, interests and needs, helping children feel secure, valued and included.

Children who experience barriers to learning benefit from targeted support, adapted resources and personalised strategies that help them engage in activities, develop communication skills and regulate their emotions. As a result, children make progress from their starting points. For example, some children who initially communicated through gestures are beginning to use words and short phrases, while others demonstrate improved attention, engagement and social interaction. Children benefit from communication-focused interventions, sensory experiences and individual targets that support their learning and development.

Children's experiences are enhanced through partnerships with families and external professionals. Regular reviews ensure that support reflects children's changing needs and that appropriate interventions are in place. Additional funding is used to provide resources that support children's engagement, communication and emotional wellbeing, including sensory provision to support self-regulation. However, agreed communication strategies, visual supports and intervention approaches are not implemented consistently by all practitioners. As a result, some opportunities to further reduce barriers to learning and extend children's communication and engagement are missed.

Curriculum and teaching: Expected standard

Children benefit from a curriculum designed to develop confident communicators, independent learners and emotionally secure individuals. Core stories support children's communication and language, personal development, understanding of the world and early mathematical knowledge. Learning is extended through planned experiences, community visits and opportunities that reflect children's interests and developmental needs.

Children develop their vocabulary and communication skills through conversations, role play, singing and storytelling. They are encouraged to recall previous learning, make connections between experiences and use mathematical language during play and daily routines. Practitioners adapt teaching to support children who speak English as an additional language and those with special educational needs and/or disabilities. Generally, visual supports, gestures and targeted interventions help children access learning and participate alongside their peers. However, these strategies are not used consistently.

Children benefit from a curriculum that prioritises their personal, social and emotional development. Opportunities to make choices, develop independence, regulate emotions and build positive relationships are embedded throughout the day. Practitioners use assessments and ongoing observations to identify what children know and can do and to inform their next steps in learning.

Leaders have identified areas for development and provided training to strengthen practitioners' understanding of communication and mathematical development. However, teaching is not implemented consistently across the provision. Opportunities to extend children's thinking, communication and learning are sometimes missed when questioning.

Achievement: Expected standard

Children make progress from their starting points, particularly in communication and language. They develop increasing confidence in expressing their needs, sharing ideas and engaging in conversations during play and daily routines.

Children who experience barriers to learning, including those with special educational needs and/or disabilities and those who speak English as an additional language, make progress in their communication, engagement and emotional development. For example, some children who initially communicated through gestures are beginning to use words and short phrases, while others demonstrate improved attention, confidence and participation in activities.

Children develop increasing independence and positive attitudes towards learning. They are prepared for their next stage of learning through opportunities to make choices, build relationships and develop the communication and self-help skills needed for school. However, opportunities to consistently extend children's communication and thinking are not fully embedded, which means some children do not make the strongest possible progress.

Behaviour, attitudes and establishing routines: Expected standard

Children benefit from a positive environment where expectations for behaviour are understood through familiar routines and supportive relationships. They are happy, settled and secure, demonstrating confidence in exploring the environment, making choices and engaging in learning experiences. Children respond positively to daily routines and understand what is expected of them.

Children develop warm relationships with practitioners, who provide reassurance and encouragement. They learn to cooperate with others, share resources and take turns during play and daily routines. Positive friendships develop as children play alongside and with their peers. They are supported to express their feelings, resolve disagreements and show kindness and consideration towards others.

Children who require additional support are helped to understand expectations through adaptations that reflect their age and stage of development and individual needs. Generally, visual prompts, gestures and simple language help many children participate successfully in routines and activities. Children become increasingly independent in managing self-care tasks and making choices. However, routines and interactions are not always implemented consistently throughout the day. Some transitions and mealtime experiences do not consistently maximise opportunities for engagement, communication and learning. As a result, some opportunities to further strengthen children's attention, communication and behaviour are missed.

Children's welfare and wellbeing: Expected standard

Children benefit from care that reflects their individual needs and circumstances. Information gathered from families helps practitioners understand children's routines, interests and developmental needs. Children with special educational needs and/or disabilities and those who experience barriers to learning benefit from targeted support, adapted resources and strategies that help them engage in nursery life and develop increasing confidence and independence.

Children develop secure relationships with familiar practitioners, who know them well. They confidently seek comfort, reassurance and support when needed. As a result, children feel safe, valued and emotionally secure. Children develop an understanding of healthy lifestyles through experiences that promote healthy eating, oral health, physical activity and personal hygiene. Children are encouraged to make healthy choices and develop positive habits that support their health and wellbeing.

Children are supported to recognise and manage their emotions through predictable routines, supportive interactions and opportunities for self-regulation. Sensory provision helps some children develop emotional regulation and supports their wellbeing. However, communication and support strategies are not implemented consistently by all practitioners. As a result, opportunities to further support some children's understanding, engagement and emotional wellbeing are not always fully maximised.

Leadership and governance: Expected standard

Leaders have a clear understanding of the setting's strengths and the needs of the children and families who attend. They have prioritised communication and language, inclusion and support for children with special educational needs and/or disabilities (SEND). Systems help identify children who may require additional support and ensure families can access appropriate interventions.

Children benefit from leaders' commitment to creating an inclusive environment. Decisions about staffing, resources and additional funding are made with children's individual needs in mind. This includes the development of sensory provision and additional support for children who experience barriers to learning and wellbeing. Leaders monitor children's progress through assessment and review processes, using this information to identify priorities for improvement.

Leaders invest in staff development through training, coaching, mentoring and regular supervision. Training relating to communication, SEND and mathematical development has strengthened practitioners' knowledge and confidence.

Leaders work closely with families, the area special educational needs coordinator and speech and language therapy services to support children's learning, development and wellbeing. Leaders have accurately identified that adult interactions are not yet consistently effective. Although training and monitoring are in place, agreed communication strategies, visual supports and intervention approaches are not implemented consistently by all practitioners across the provision.