Little Treasure Day Nursery

Inspection of Little Treasure Day Nursery Donnington Doorstep, Townsend Square, Oxford, Oxfordshire OX4 4BB

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Overall effectiveness Inadequate

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

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The provision is inadequate

There are significant breaches of requirements at this nursery. These have a negative impact on the safeguarding arrangements in place, and the quality of education children receive. Leaders have not ensured that all staff meet the welfare requirements raised at previous visits in relation to supervising children while they are eating and maintaining good behaviour management. As a result, this compromises children's safety and welfare.

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The provision is inadequate

The quality of education children receive is poor. Leaders do not ensure staff are delivering an effective curriculum to help children make the progress they are capable of. Although some staff engage with the children well, this is not consistent in all rooms and, consequently, children are not benefiting from high-quality interactions. For example, children in the pre-school spend a vast amount of time floating aimlessly between activities, with no interactions from staff. Staff are unsuccessful in sparking children's learning, curiosity and skills through activities.

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The provision is inadequate

Leaders do not ensure staff are confident about the areas of learning or how to use activities to promote these. Key workers do not know what their key children's individual stages of development are. This means they do not understand what children need to learn next. This has a detrimental impact on the progress children can make.

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need to do better?

n Leaders demonstrate a poor capacity to maintain sustained improvements to the quality of care and education for children. Despite recent visits from Ofsted and support offered from the local authority, ineffective leadership and staff changes have resulted in a decline in standards. n Leaders provide staff with safeguarding training. However, they have not ensured staff knowledge and understanding of this is sufficient. Some staff demonstrate a poor understanding of the signs and indicators of abuse, and they do not know the referral systems to follow in relation to child protection. This, combined with staff's poor practices relating to supervising children when eating, compromises children's safety. For example, staff frequently leave the tables where children are eating and allow children to walk around while eating food. This puts them at significant risk of choking. n Too often in the pre-school room, children lack a range of planned activities that

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need to do better?

sustain their interest. Along with the ineffective staff deployment, this leads to a decline in children's behaviour. Despite previous actions about behaviour management being set by Ofsted, improvements have not been maintained. Staff do not support children effectively to help them learn to get along together and show kindness towards their friends. When older children demonstrate

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need to do better?

15 May 2025 unfriendly behaviour, this is poorly managed by staff. This results in some children shying away from their peers or feeling intimidated by their actions. n Some staff's interactions with the children are, at times, inadequate. For example, leaders do not ensure that staff in the toddler and pre-school room engage purposefully with the children. They do not provide opportunities for children to be engaged, challenged or extended in their communication and language through effective interactions. Consequently, this does not give children the best start to developing their own language and communication skills. Despite this, children, especially the babies, enjoy some suitable singing and story times. n Children have a suitable range of activities and resources available to play and explore with. However, staff working with the children do not know the children well enough to plan a curriculum that engages and supports their development,

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need to do better?

while focusing on helping them to work towards their next stages in learning. For instance, too often staff provide instructions to the children on where puzzle parts go, rather than positively role modelling to them how to build this. This does not support children effectively to move forward in their development. n The key-person approach is not effective. Staff are not confident in their role and responsibility to ensure that children receive the support and educational programmes they require to meet their individual needs. Consequently, this has a negative impact on children's well-being. n Leaders demonstrate a suitable awareness of safer recruitment processes to follow. They have a newly appointed qualified manager and deputy manager in place. Furthermore, they ensure adult to child ratios are met. However, staff suitability could not be checked at the inspection due to vetting records not being on site. There are some arrangements in place for staff training and

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need to do better?

support. However, supervision is not regularly completed or effective in ensuring staff have the knowledge and skills they need to fulfil their roles and responsibilities. This impacts on the quality of education and experiences children receive. n Parents receive a suitable amount of information about the setting and their children through face-to-face discussions, information on the online app and in newsletters. Staff understand the importance of recording all accidents and incidents that occur and the significance of notifying parents of these. Parents comment they are happy with the information supplied to them about their children's day.

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

There is not an open and positive culture around safeguarding that puts children's interests first.

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Due date

ensure staff are deployed effectively to supervise children adequately, especially when eating, to minimise the risk of choking 03/06/2025

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Due date

ensure staff manage children's behaviour appropriately to help them learn the effects of their actions on others, to help prepare children for their next stage of learning. 03/06/2025

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Due date

ensure that staff receive appropriate safeguarding training to enable them to identify children who may be at risk of harm and understand what to do in the event they have concerns about a colleague's behaviour 26/06/2025

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Due date

improve staff's interactions with children during activities and daily routines, to provide children with consistently effective support and challenges in their individual learning 26/06/2025

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Due date

plan and deliver an ambitious curriculum that builds on all children's existing knowledge, skills and capabilities and engages and supports them to make good progress across all areas of learning 26/06/2025

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Due date

improve the key-person approach to ensure that children's care needs are met and that learning is tailored to meet their individual needs 26/06/2025

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Due date

15 May 2025 ensure leaders have oversight of practice within the nursery through effective inductions and supervision of staff, to improve the quality of the nursery 26/06/2025

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Due date

ensure all records are accessible and available for inspection. 03/06/2025

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Setting details

Unique reference number 2614218 Local authority Oxfordshire Inspection number 10391856 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 36 Number of children on roll 33 Name of registered person Mohammed, Marian Nsune-Kuo

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reference number

Telephone number 07982932565 Date of previous inspection 5 June 2023

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Information about this early years setting

Little Treasure Day Nursery registered in 2020. The nursery is located at Donnington Doorstep in Oxford. It operates Monday to Friday from 8.30am to 5.30pm, all year round except for bank holidays and a week at Christmas. There are eleven staff employed to work with the children, six of whom hold recognised early years qualifications from a level 2 to a level 6.

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Inspection activities

n The inspection was carried out following the risk assessment process, following information we received about the provider. n The inspector spoke with the nominated individual by telephone and the deputy manager in the setting about the leadership and management of the setting. n The deputy manager explained the nursery curriculum during a learning walk with the inspector. n Children spoke to the inspector about the activities they took part in. n Parents shared their views of the setting with the inspector. n The deputy manager showed the inspector documentation that was available.

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Inspection activities

15 May 2025 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

15 May 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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