Tendercubs Preschool and Day Nursery, Upton Park

Inclusion: Expected standard

Leaders and staff provide an inclusive and caring environment where all children, including those with special educational needs and/or disabilities (SEND) and those who face other barriers to their learning, feel included and make secure progress.

Families share that they are invited to regular meetings, where they receive support with referrals and guidance on how they can support their child's individual needs at home. Staff take time to learn about families and the community they serve, using this knowledge to develop the provision so that every child feels recognised and supported.

Leaders have a secure knowledge and commitment to their roles. They regularly review children's progress and development. Leaders use funding purposefully to provide experiences children may not otherwise access, such as animal handling experiences, and to strengthen staff knowledge through targeted training.

Staff understand their roles in supporting children with SEND. Staff access relevant training, such as on transitional objects, to further develop their knowledge, which strengthens their confidence in tailoring support. However, not all staff have a secure understanding of children's next steps. Leaders are working with the local authority to develop targeted plans. In the meantime, some children do not consistently receive the precise support they need.

Curriculum and teaching: Expected standard

Leaders have a clear vision for children to be happy and enjoy their learning through an ambitious curriculum. They prioritise communication and language, taking account of children's different starting points. Children are immersed in a language-rich environment. Staff use everyday opportunities to engage children in conversation and extend their vocabulary. Babies and children enjoy sharing books with staff, who use expression, repeat familiar words and introduce new vocabulary.

Staff know children well and plan to meet their interests and needs. For example, when children explore sharks using sensory water play, staff model language alongside them to introduce and reinforce new words.

Staff adapt environments to ensure all children can join in. For example, babies and children have daily access to outside gardens designed to meet the needs of each age group. Staff use these spaces to extend learning, particularly children's physical development. For example, children develop their balance and coordination as they navigate balancing equipment.

Staff develop children's mathematical knowledge through everyday experiences. For example, children count pieces of fruit during snack time and share out amounts. As a result, children make good progress in their mathematical development.

Leaders monitor progress through assessment and observation. This helps ensure that children are prepared for their next stage of learning. Children's progress is shared daily with parents and carers, and staff suggest how parents can support children's learning at home.

Achievement: Expected standard

Children are generally making progress across the 7 areas of learning and development. Babies and children quickly develop relationships with staff when they join the setting. This supports them to explore their environment and try out the range of activities and experiences on offer. They explore a wide range of resources and activities that spark their curiosity and support their independence.

Children are gaining the skills needed, as they transition through the rooms, including moving on to school.

Children who may need extra support are observed and assessed by leaders, and targeted support is implemented. Children with special educational needs and/or disabilities (SEND) and those who may be disadvantaged benefit from the use of transitional objects. This helps them to feel secure, manage transitions and make progress from their starting points. However, while individual targets are in place for children with SEND, these do not always focus precisely enough on the knowledge and skills required so they are fully prepared for their next stage of learning.

Behaviour, attitudes and establishing routines: Expected standard

Children experience a calm and nurturing environment where staff have high expectations of their behaviour. Children form secure attachments with their key person and build positive relationships with adults and other children. These relationships help children feel secure and confidently play alongside their friends. Staff model kindness and respect, praising children when they listen and follow instructions. This helps children understand what is expected of them.

Children play together cooperatively. Older children model sharing, while staff support younger children to develop these skills. Staff reinforce positive behaviour throughout the day. For example, staff encourage children to use 'kind hands'. They use sand timers to help children understand when they need to wait.

Children are developing their independence and follow routines well, including children who are new to the setting. Children independently seek out quieter spaces when they need to self-regulate. Babies feed themselves using their hands or spoons, while older children pour their own drinks and peel oranges. However, at times, children wait longer than necessary during routines, leading to them becoming restless and less engaged. Leaders understand the importance of punctuality and regular attendance for children's education. They work closely with families to overcome barriers to attendance and provide support where needed.

Children's welfare and wellbeing: Expected standard

Leaders and staff create a welcoming environment where children feel safe. Children develop independence in managing their personal needs through washing their hands, feeding themselves and making choices. Thoughtfully designed spaces, including the quiet reading rooms and gardens, provide opportunities that support children's physical and emotional wellbeing.

Leaders and key persons know their children very well, helping children feel settled and confident. For example, babies new to the setting reach out to their key person for cuddles. Staff understand children's individual care routines, including dietary requirements and sleep routines. For babies and younger children, staff provide safe, calm sleep routines. Parents are welcomed to spend time in the setting when their child needs more support to settle in. This supports all children to have a positive experience when they join the setting.

Children enjoy fresh, healthy meals prepared by the nursery chef. Meals meet children's dietary requirements and consider allergies. Staff use mealtimes to promote healthy choices and good manners.

Staff work with parents to help them better understand the importance of healthy eating and good oral health. Children develop their understanding through experiences, such as brushing model teeth, and talking with staff about how to care for their teeth.

Leadership and governance: Expected standard

Leaders are passionate about providing children with the best start in life. They have a clear understanding of the setting's strengths and understand the specific needs of their families. Parents appreciate the support that leaders and staff provide to them and their children, which help them to support their children at home.

Leaders work closely with the local authority advisory team on areas that they have identified for improvement and use the advice to evaluate the quality of education. For example, staff have been developing the quality of their interactions, which is supporting children to develop their communication and language skills.

Leaders prioritise staff professional development and wellbeing through regular supervision, targeted training and support from external agencies. Staff feel valued, supported and appreciate the training that is available to them. Leaders prioritise the needs of all children and families. For example, they provide training for specific staff to strengthen the support provided to children with special educational needs and/or disabilities (SEND) and those who face other barriers to their learning. Parents of children with SEND feel supported by the leaders and staff and report the positive effect this support has on their children's development.