Treasure Tots Pre-School Limited

Inspection of Treasure Tots Pre-School Limited 83 High Street, Colney Heath, St. Albans, Hertfordshire AL4 0NS

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Children enjoy their time at this welcoming setting, building secure bonds with the caring staff. Staff take time to understand each child, offering them well-tailored support. They are positive role models, demonstrating an enthusiastic, calm approach. Children respond to this and eagerly try new activities. For example, they make bark rubbings, enthusiastically noting the patterns and noticing that these resemble snakes. They confidently challenge themselves further as they stretch up, holding their paper as they reach higher branches to make rubbings. This positive environment supports children in gaining the skills that underpin their learning.

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The provision is good

Staff are good role models, showing that they are calm, fair and respectful. They support children well in understanding and managing their behaviour, talking with them and offering clear explanations. For example, children talk with staff about recognising that others have different ideas about how to play with the toys. Staff check all areas and resources to ensure that they are safe and suitable for children to use. Their ongoing support and explanations help children develop a good understanding of safety. For instance, when playing outside, staff support children in considering how high they can safely climb the tree and how they will get down.

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need to do better?

n Staff are committed to developing the pre-school and offering the best service they can. Frequent supervision supports this and enables staff to identify training needs and develop their practice. Robust procedures ensure that staff are suitable to work with children. n Staff ensure that the pre-school's practical curriculum is implemented daily through the provision of appropriate resources and play opportunities. They aim for high standards, using their observations of children to understand their progress and build logically on this. Robust monitoring ensures that all children are making good progress and enables staff to address any weaker areas. Staff use additional funding well to further promote children's learning. n Staff talk clearly with children and support them well in developing their communication skills. They engage children in discussions. For example, children talk about the potatoes they are playing with. They learn new vocabulary, such

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need to do better?

as 'supermarket' and 'mash', repeating this as they play. n Children enjoy many opportunities that support them in developing their creativity, language and collaborative working skills. For example, children and staff set out chairs to make a bus. They decide they are 'going to the beach', pretending to walk through sand and jump over waves. n Children build a growing enjoyment of books and reading. The thoughtful provision of books containing photographs of the children and activities spark

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need to do better?

30 April 2025 their interest. Children develop favourite books, enjoying associated activities, such as crafts and matching games, that enhance their enjoyment. n Children with special educational needs and/or disabilities are well supported and make good progress. Staff understand their needs and work tirelessly to make sure these are met. They work very well with parents and other professionals, ensuring that children's development is frequently reviewed. n Sensitive staff support enables older children to mix with the younger ones. They learn about their needs as they pass them toys and gently stroke their heads. Specific activities, such as looking at different types of homes, support children in learning about diversity in their community and the wider world. n Children are usually very well supported by staff and are good at choosing resources and joining in with activities. However, at times, they are not as

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need to do better?

engaged and staff do not always notice quickly and make the best use of opportunities to support and extend children's play. n Staff build friendly, professional relationships with parents. They communicate well, enabling parents to understand what their children have been learning and build on this. Parents speak highly of the pre-school. They note the good progress their children make, particularly in developing communication skills. n Children enjoy healthy snack options and staff support them in washing their hands whenever needed. However, staff do not consistently support children in understanding the relevance of healthy lifestyle practices.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n build on the already good practice, guiding staff to be more consistent in noting when children need additional support to engage in play and to fully extend their thinking and learning n extend the opportunities that support children in understanding the relevance of healthy lifestyle practices.

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Setting details

Unique reference number EY539547 Local authority Hertfordshire Inspection number 10388388 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

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inspection

Total number of places 32 Number of children on roll 24 Name of registered person Treasure Tots Pre School Limited

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reference number

Telephone number 07580 100368 Date of previous inspection 10 July 2019

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Information about this early years setting

Treasure Tots Pre-School Limited registered in 2016. The pre-school employs five members of childcare staff, all of whom hold appropriate early years qualifications at level 2 or above. The pre-school opens from Tuesday to Friday during term time only. Sessions are from 9.15am until 3pm. The pre-school provides government funded early years education for all eligible children.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The manager joined the inspector on a learning walk and talked about their curriculum and what they want the children to learn. n The inspector observed staff interaction with children during activities indoors and outdoors and assessed the impact this has on children's learning. n The inspector completed a joint observation with the manager. n Meetings were held between the inspector and the manager. The inspector looked at relevant documentation and saw evidence of the suitability of staff. n The inspector held discussions with staff, children and parents at appropriate times during the inspection and took account of their views.

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Inspection activities

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.

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Inspection activities

30 April 2025 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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