Tendercubs Preschool and Day Nursery, Porters Avenue.

Tendercubs Preschool and Day Nursery, PortersAvenue.
Unique reference number (URN): 2794605
Address: 284 Porters Avenue, Dagenham, RM8 2EQ
Type: Childcare on non-domestic premises
Registered with Ofsted: 05/08/2024
Registers: EYR, CCR, VCR
Registered person: Tender Cubs Limited
Inspection report: 20 July 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement

Expected standard
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.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
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.
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.
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.
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.
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.
Compulsory Childcare Register requirements
This setting has met the requirements of the compulsory part of the Childcare Register.
How we check if a provider meets the requirements of the Compulsory Childcare
Register
When we check if settings meet the Compulsory Childcare Register requirements, they can
have the following outcomes:
Met
Not met
Voluntary Childcare Register requirements
This setting has met the requirements of the voluntary part of Childcare Register.
How we check if a provider meets the requirements of the Voluntary Childcare
Register
When we check if settings meet the Voluntary Childcare Register requirements, they can
have the following outcomes:
Met
Not met

What it's like to be a child at this setting
Children are welcomed into this nurturing nursery where practitioners greet them warmly
and help them to feel settled. Practitioners build close and trusting relationships with both
the children and their families. They quickly identify and reduce any barriers to learning or
wellbeing that children face. This supports the children, including those who have barriers to
learning, to feel safe and confident and prepares them for the next stage in their learning.
Children are keen to come to nursery. They excitedly explore the newly refurbished garden
and meet their friends. Children happily chat with practitioners and their peers about what
they have been doing that evening. Practitioners communicate with families at drop off and
share relevant information. As a result, practitioners are able to plan experiences to meet
individual children's needs. For example, families share how well their children have slept,
and this supports practitioners to understand changes in the children's behaviour and plan in
time to rest.
Children behave well. They enjoy being part of this nursery. They play alongside their peers,
generally sharing resources and taking turns. Children understand the nursery routines and
generally follow them well. Children learn about different emotions and how they can
manage their emotions. Practitioners typically support children to be aware of the nursery's
expectations. They address any incidents with kindness and support children to have
empathy for each other. This supports children to feel like they belong.
Children learn about the world around them through a range of rich experiences. For
example, they go on trips to the farm, shops and local park. Most recently, children
participated in an interactive animal experience at the nursery. Children are well prepared
for the society in which they live.
Next steps
Leaders should strengthen their strategies to improve independence to support children's
readiness for the next stage in their learning.
Leaders should continue to develop their training programme for behaviour management
to ensure all staff consistently hear children's voices and prepare them for transitions well.
About this inspection
The inspector spoke with leaders, practitioners, parents and carers, children, the special
educational needs coordinator and the designated safeguarding lead during the 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

Inspector:
Samantha Thorn
About this setting
Unique reference number (URN): 2794605
Address:
284 Porters Avenue
Dagenham
RM8 2EQ
Type: Childcare on non-domestic premises
Registration date: 05/08/2024
Registered person: Tender Cubs Limited
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Barking and Dagenham
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 20 July 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
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.

61
Our grades explained
Exceptional
Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
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.
Needs attention
The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement
The setting needs to make urgent improvements to provide the expected standard of
education and/or care.
The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
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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