Tendercubs Preschool and Day Nursery, Leytonstone.

Tendercubs Preschool and Day Nursery,

Unique reference number (URN): 2794604 Address: Tender Cubs, 136 High Road Leytonstone, London, E15 1UA Type: Childcare on non-domestic premises Registered with Ofsted: 01/08/2024 Registers: EYR Registered person: Tender Cubs Limited

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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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.

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Achievement Expected standard

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.

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Achievement Expected standard

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.

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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.

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Behaviour, attitudes and establishing routines Expected standard

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.

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Behaviour, attitudes and establishing routines Expected standard

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.

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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.

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Children's welfare and wellbeing Expected standard

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.

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Children's welfare and wellbeing Expected standard

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.

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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.

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Curriculum and teaching Expected standard

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.

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Curriculum and teaching Expected standard

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.

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Curriculum and teaching Expected standard

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.

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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.

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Inclusion Expected standard

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.

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Inclusion Expected standard

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.

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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.

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Leadership and governance Expected standard

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.

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Leadership and governance Expected standard

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.

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What it's like to be a child at this setting

Children are happy, settled and confident in this inclusive nursery. They enjoy exploring a stimulating environment where they independently select resources, make choices about their play and access a range of indoor and outdoor experiences. Secure relationships with familiar practitioners help children feel safe, valued and ready to engage in learning. Children who speak English as an additional language and those with special educational needs and/or disabilities are included in all aspects of nursery life and participate alongside their peers.

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What it's like to be a child at this setting

Children enjoy learning through experiences linked to familiar stories, sensory exploration, role play and visits within the local community. They develop increasing confidence in communicating their ideas, needs and interests. Through play and everyday routines, children recall previous learning, use mathematical language and develop an understanding of healthy lifestyles, including oral health, healthy eating and physical activity. Opportunities to serve themselves at mealtimes, wash their hands and make choices throughout the day help children develop growing independence and self-confidence.

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What it's like to be a child at this setting

Children make progress from their starting points. Those who experience barriers to learning develop increasing confidence, engagement and communication skills. Some children who initially communicated through gestures are beginning to use words and short phrases to

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About this setting

express themselves. Others engage in activities for longer periods, demonstrate improved attention and increasingly interact with practitioners and their peers. These improvements help children gain the knowledge, skills and confidence needed for their next stage of learning. Children develop positive friendships and enjoy playing alongside and with others. They learn to take turns, share resources and show kindness towards their peers. Familiar routines help children understand what is happening throughout the day and support their emotional wellbeing. Targeted support helps children regulate their emotions, overcome barriers to learning and access the curriculum. Children benefit from positive interactions with practitioners. However, opportunities to consistently extend children's communication and thinking are not yet fully embedded. Overall, children develop a strong sense of belonging, make progress in their learning and are supported to thrive.

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Next steps

Leaders should monitor how consistently communication strategies, visual supports and agreed interventions are implemented by practitioners to further reduce barriers to learning for children with special educational needs and/or disabilities and those who speak English as an additional language. Leaders should refine daily routines and transitions, particularly during mealtimes, so that children experience consistently high-quality interactions and sustained opportunities for communication, engagement and learning. Leaders should strengthen the consistency of adult–child interactions so that practitioners routinely extend children's communication, thinking and learning through purposeful conversations, questioning and interactions.

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About this inspection

The inspector spoke with leaders, practitioners, the special educational needs coordinator, parents and carers during the inspection.

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About this inspection

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage. Unique reference number (URN): 2794604

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Address:

Tender Cubs 136 High Road Leytonstone London E15 1UA

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30

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Address:

Local authority: London Borough of Waltham Forest

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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