Tendercubs Preschool and Day Nursery, Upton Park

Tendercubs Preschool and Day Nursery, UptonPark
Unique reference number (URN): 2849281
Address: 576 Green Street, London, E13 9DA
Type: Childcare on non-domestic premises
Registered with Ofsted: 05/08/2025
Registers: EYR, CCR, VCR
Registered person: Tender Cubs Limited
Inspection report: 16 September 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
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.
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.
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.
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.
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 greeted with warmth and care from all adults, helping them feel a sense of
belonging. Staff know their key children well, enabling them to plan for their interests and
individual next steps. This leads to children enjoying activities that are purposeful to them.
Children are active learners and enjoy exploring the learning environment. They know where
to find resources, helping them to be independent and sustain focus. They explore books,
sensory resources, outdoor play and imaginative activities with enthusiasm.
Children receive praise that builds their confidence and self-esteem. They experience
predictable routines that support their emotional wellbeing.
Leaders provide an ambitious curriculum that is inclusive to the needs of all children.
Children make secure progress from their starting points, including children with special
educational needs and/or disabilities and those who face barriers to learning. For example,
staff support all children to make noticeable progress in their communication and language
development.
Staff are positive role models and interactions are calm and respectful. Children model
these behaviours during their play. They learn to play alongside each other as they develop
their social skills.
Children know how to keep themselves safe, such as walking sensibly to and from the
outside garden. They show that they feel safe at the setting and seek comfort and support
from caring staff to help them to settle.
Parents are highly positive about the setting. They appreciate the support they receive,
which helps their children thrive at home.
Next steps
Leaders should continue to develop consistency in how precise individual targets for
children with special educational needs and/or disabilities are shared and understood by
all staff.
Leaders should consistently embed well-structured mealtime routines that minimise
unnecessary waiting times.
About this inspection
The inspector spoke with leaders, practitioners, the special educational needs and
disabilities coordinator, parents and carers and children during the inspection.

Inspector:
Charlene Carrett
About this setting
Unique reference number (URN): 2849281
Address:
576 Green Street
London
E13 9DA
Type: Childcare on non-domestic premises
Registration date: 05/08/2025
Registered person: Tender Cubs Limited
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30
Local authority: Newham
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 16 September 2026
Children numbers
Age range of children at the time of inspection
1 to 4
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.

Total number of places
98
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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