Little Treasure Day Nursery

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About Little Treasure Day Nursery

Name Little Treasure Day Nursery
Ofsted Inspections
Address Donnington Doorstep, Townsend Square, Oxford, Oxfordshire, OX4 4BB
Phase Childcare on Non-Domestic Premises, Full day care
Gender Mixed
Local Authority Oxfordshire
Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are happy and confident. They feel safe and secure with staff, who are warm and caring. Newly settling children receive good support from staff.

Staff gain information from parents to support children on entry, such as about comforters and favourite toys. Older children follow routines and expectations easily, including putting on their coats and lining up to go outside. The new manager has a good understanding of how to support children and enrich their learning.

There is a clearly sequenced curriculum, which staff understand. This helps children to make good progress. Overall, staff reflect the learning inte...ntions in their interactions and support given to children.

Children engage well in their play and learning. There is a strong focus on promoting children's language skills. Children learning English as an additional language (EAL) quickly develop their use and understanding of English.

Babies enjoy social interactions, such as joining in a group activity with older children. They clap their hands in delight when songs are sung and young toddlers join in repeated sounds and actions.Children develop their physical skills effectively.

They explore sensory materials, including dough and sand, using their hands and tools. They strengthen core muscles through using large play equipment, such as when visiting a nearby park. Children benefit from local outings and visits from people within the community, including the fire service.

This promotes their understanding of their community and provides new experiences to them.

What does the early years setting do well and what does it need to do better?

The new manager is having a positive impact on the quality of the provision. Staff state they are very well supported and are confident to seek advice.

They work closely together as part of a supportive team. Staff have regular supervision and team meetings. Overall, staff receive effective guidance to help them fulfil their roles and responsibilities.

At times, the management team does not precisely identify aspects of staff's practice to develop further. This means, staff sometimes do not receive specific guidance to help maintain and build on the good quality practice.Staff complete regular training and professional development.

This includes the new approach to planning the curriculum and ways to support children learning EAL. Although staff have a clear understanding of the curriculum, some staff do not implement the learning intentions as well as possible. This does not always fully extend children's learning and progress.

For example, although staff are aware of encouraging babies to feed themselves, they do not always consistently encourage this. In addition, staff sometimes do not give older children sufficient time to think and respond when asking questions.Staff monitor children's learning and progress securely, including through regular observations and assessments.

This helps staff to quickly identify when children may need extra support. Staff know the processes to follow should development concerns arise. They use effective strategies to support children, including visual timetables and picture cards.

This promotes communication with all children, particularly those who need help to catch up or who are learning EAL.Children gain skills to help them become ready for the next stage of their learning. They learn to behave in a suitable way, such as taking turns and sharing.

Children develop and maintain their concentration effectively during activities. For example, children maintained their attention very well during a group activity. This included a recall of the nursery's rules, a game of 'what's in the bag', singing and practising some simple letter sounds.

Children joined in enthusiastically and demonstrated a good recall of previous learning.The key-person approach meets children's needs effectively. Staff understand their key person responsibilities well, including building close relationships with children and their families.

Children develop good levels of confidence and self-esteem. They show pride in their achievements, which staff positively acknowledge, such as through praising children. Children gain an understanding of being responsible, including helping to tidy up and clear away after lunch.

Partnerships with parents is strong. There is good ongoing communication with them, including through an app and during daily handovers. Parents highlight that they are happy with their children's progress and the care provided.

They comment that their children enjoy their time at nursery and are happy there. When needed, there is clear partnership working when professionals are involved in children's care and learning. This helps to promote a consistent approach to meeting children's needs between home, the nursery and professionals.


The arrangements for safeguarding are effective.Staff confidently understand their safeguarding responsibilities. They know what steps to take should they have concerns about children or other staff.

This includes reporting concerns to the nursery's designated safeguarding leads and making referrals to outside agencies. Staff follow safe practices to promote children's well-being and safety, such as safe sleeping and food safety. For example, staff ensure food provided by parents is heated to an appropriate temperature with a food probe.

They minimise the risks of potential choking, as they ensure that food provided by the nursery is cut into small pieces. There are robust recruitment and ongoing procedures to check staff's suitability to work with children.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: build on staff's knowledge of the curriculum intent to support them to consistently implement this, to extend children's learning and development further monitor staff's practice to help guide them as effectively as possible in their work, to maintain and build on the good quality practice and provision.

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