Tendercubs Preschool and Day Nursery, Porters Avenue.

Inclusion: Expected standard

Inclusion is a high priority for leaders and practitioners. Children's individual needs are quickly and accurately identified. Leaders implement a well-planned cycle of observations and assessment to ensure any gaps in development are identified and action is taken. As a result, children with special educational needs and/or disabilities (SEND) make progress from their starting points.

Leaders seek support from external professionals, including the local authority's area special educational needs coordinator. Through this collaborative working, leaders make adaptations to the curriculum to ensure all children's needs are met. Leaders ensure that the professional development opportunities for practitioners align with the needs of the children. During a recent training session, leaders introduced a nursery-wide transitional objects project. This project provides all children, including those with SEND, with predictability and consistency. As a result, children's wellbeing is supported.

Leaders and practitioners work closely with families. Practitioners ensure that thorough settling-in records are completed. They value families' contributions to help build an accurate picture of their children. Leaders prioritise additional funding to ensure it has a positive impact on children's achievement and wellbeing. For example, leaders earmarked funding to transform the garden area. This has supported children to develop their spatial awareness and large-muscle skills.

Curriculum and teaching: Expected standard

Leaders plan a broad and balanced curriculum which is progressive over time. They anchor their curriculum around core books, placing a strong focus on communication and language. Across the curriculum, practitioners generally model rich language and encourage children to communicate confidently. For example, when baking, children are exposed to words like 'combining', 'crumbling' and 'mixing' and attempt to use this language in their play. However, on occasion, opportunities to extend children's vocabulary and deepen their understanding are not fully maximised. This means that some children do not develop their language as quickly as they could.

Children develop a love for books, stories, songs and rhymes. They excitedly join in with repetitive refrains of their favourite songs. Practitioners skilfully share books with children, supporting them to think beyond the here and now. During a storytelling session, children enthusiastically discuss what fruits and vegetables they eat at home. Practitioners sensitively challenge misconceptions and support understanding by linking knowledge to what children already know.

Leaders and practitioners ensure that the teaching of mathematics is sequenced. They introduce and develop concepts carefully and ensure children have time to practise this frequently. In the garden, children excitedly count down from 5 before they whizz down the slide. Practitioners label children's actions 'up', 'down' and 'around' the play equipment. This supports children to build a solid foundation in mathematical concepts that can be built on over time, preparing them for the next stage in learning.

Achievement: Expected standard

In general, children make steady progress from their starting points. Children develop a secure foundation in communication and language, physical development, and personal, social and emotional development. Children typically develop the knowledge they need to be ready for their next steps in learning, including children who are disadvantaged and those with special educational needs and/or disabilities.

Children, including those who speak English as an additional language, develop their communication and language skills well. During their play, children negotiate whose turn it is to go down the slide and identify the numbers they have jumped on. They use their imaginations and creativity to create detailed paintings. Children successfully develop their understanding of space and measure when pouring and filling in the sand. Children demonstrate a growing curiosity for learning. They are proud of their achievements and enthusiastically share what they have learned with others.

Behaviour, attitudes and establishing routines: Expected standard

Leaders' well-thought-through curriculum ensures that they establish a positive and nurturing environment. Expectations for behaviour are high and commonly understood. However, on occasion, practitioners do not always give children the opportunity to express their views. As a result, some children do not develop their ability to independently make choices as quickly as they could.

The key-person system is effective. Practitioners have secure attachments with children, which supports them to settle in well. Practitioners support children to label their emotions and think of strategies to help them feel calm. Children generally treat each other with kindness and respect. They share the equipment, listen to each other's opinions and manage conflicts well. This supports children to feel like they belong.

Leaders foster a culture of mutual respect. Clear and consistent routines ensure that both the practitioners and the children know what is coming next. Leaders are passionate about regular attendance and punctuality. They work closely with families to instil positive attendance habits. Leaders help families to understand the importance of early education. They signpost families to external professionals who support them to challenge misconceptions. For example, families are signposted to workshops on how children catch colds. As a result, children develop a positive attitude towards learning.

Children's welfare and wellbeing: Expected standard

Policies and procedures for safer eating are robust. Practitioners ensure children are always supervised during mealtimes and food is prepared in a way to prevent choking. Leaders ensure children eat a healthy, balanced diet. Children enjoy tasting a variety of fruit and vegetables. Mealtimes are a social occasion. Practitioners discuss the different types of fruits the children eat at home and build on their prior knowledge. Children notice similarities and differences and keenly discuss the different types of milk. Practitioners skilfully discuss the benefits of calcium. As a result, children understand the impact of healthy eating on their bodies.

Generally, children's independence is supported. All children feed themselves and are given the option of what they want to eat. On occasion, practitioners do not wait for children to respond to their requests before moving them on to another activity. For example, during independent play, practitioners direct children to another activity by carrying them and do not consistently check if this is the child's intention in their play. This does not support children to have their voices heard.

Typically, children's individual needs are met. Comprehensive procedures are in place to support children's dietary requirements. Conversations with families take place and are shared with the entire team. Leaders ensure that it is everyone's responsibility to make sure children stay safe. Robust hygiene practices support health and control infection. Children wash their hands before and after eating, preparing food and going to the toilet.

Routines for sleeping are effective. Younger children's routines from home are followed and they sleep and rest at their own pace. Children are monitored closely while sleeping and safer sleeping practices are adopted. This supports children to feel refreshed and emotionally ready for learning.

Leadership and governance: Expected standard

Leaders are committed to providing high-quality care and education to improve the lives of all children, particularly those with special educational needs and/or disabilities. Leaders are passionate about inclusion and know the importance of getting it right for all children. Typically, their strategic approach to improvement ensures all children are ready for the next stage in their learning. Leaders have identified that there is more work to do in embedding their transitional objects project and supporting children's independence.

Leaders have robust policies in place to support continual professional development. Leaders work closely with the local authority to access bespoke training which supports the developmental needs of the nursery and the team. Their most recent training on safeguarding has had a significant impact on practice, ensuring better outcomes for children.

Leaders consistently work hard to engage with parents and carers. The introduction of a communication application has improved 2-way communication with parents. Parents comment positively on the nursery's flexibility and communication. Practitioners feel well supported in their role and this is reflected in the longevity of the team. Parents celebrate the dedication and strength of the team.