Tiny Treasures

Inspection of Tiny Treasures Wellgate, Conisbrough, Doncaster DN12 3HW

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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 arrive happy and eager to learn and play. The key-person system is strong and staff know children well. Staff recognise the importance of confidentiality. Key persons greet parents and carers so that information can be shared. This has a positive impact on children's well-being, learning and development. Children settle well and their attendance is good. Staff encourage children to develop their independence. For example, children help to peel and cut fruit for their snack. Staff give children time to practise their skills. They teach children to point and count as they work.

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The provision is good

Staff promote children's language and communication through songs, rhymes and storytelling. Children have many opportunities to hear and enjoy language. Staff plan frequent and brief group sessions so that children can concentrate. Children learn what is expected as staff playfully say, 'Eyes on me.' Staff read and sing at a pace where children can identify familiar words in the flow of speech. Children hear their own names and the sounds of words. Staff share familiar stories with babies, so that they hear language and enjoy rhyme and repetition as they begin to babble. Babies enjoy exploring tiny books. They concentrate as they manipulate their hands to turn the pages. As a result, children enjoy their learning, feel valued and make good progress.

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need to do better?

n Leaders promote an ethos which fosters positive relationships with children and their families. They have designed an ambitious curriculum informed by their research and the needs of the children attending the nursery. The curriculum focuses on developing children's communication and language, independence and exploring outdoors. n Staff use sign language and visual aids as they communicate so that children with special educational needs and/or disabilities (SEND) and those children who speak English as an additional language are included. Staff learn how to pronounce familiar words in children's home languages. They recognise the importance of removing dummies so that children can articulate language. For example, when children arrive with dummies in their mouths, staff invite them to put them in their bag while they play. n Children enjoy daily opportunities to play outside. They develop physical skills,

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need to do better?

such as running and riding. Staff create sensory play opportunities with sand. However, they have not planned the environment outdoors to fully engage children in their learning. For example, outdoor resources are limited and activities become crowded. As a result, on occasions, children wander from one thing to another and are not engaged in their play and exploration. n Overall, staff demonstrate that they have a clear vision for what they want

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need to do better?

7 July 2025 children to learn. Staff create activities that follow children's interests, such as providing a train role-play area. However, on occasions, staff do not introduce or participate in the role play. As a result, children do not connect with the activity, which has an impact on their engagement and learning. n Staff promote healthy lifestyles. They sit with children so that mealtimes are sociable events. As a result, children's behaviour is good. Children speak confidently to staff and share their ideas. n Children develop their independence through everyday tasks and personal care routines. For example, staff have created a place where children can wipe their noses, put tissues in the bin and wash their hands. Children put their empty cups in the bowl and help to tidy up after their meals and snacks. n Staff handle transitions to other rooms with care. Babies spend time each week with older children. Staff work closely with local schools so that transitions are

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need to do better?

smooth. They accompany children on visits to school and welcome teachers who visit the nursery. n Staff work closely as a team. They benefit from training and learn by networking with other practitioners. Leaders develop close relationships with other professionals so that they can support children with SEND. Staff monitor children's progress, celebrate their achievements and create personal learning plans for children with SEND. n Parents say that their children love coming to the setting. They explain that they work together with staff who offer them endless support. Parents comment that their children are making remarkable progress, especially in their communication and language, independence and behaviour.

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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 enhance the organisation of the outdoor areas so that children who prefer to be outside have access to resources and creative opportunities to explore and extend their play ideas n support all staff to understand how to introduce and interest children in what they plan for children to learn during role-play activities.

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Setting details

Unique reference number EY549004 Local authority Doncaster Inspection number 10398882 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

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inspection

Total number of places 38 Number of children on roll 51 Name of registered person A&J Childcare Ltd

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reference number

Telephone number 01709 858818 Date of previous inspection 13 November 2019

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Information about this early years setting

Tiny Treasures registered in 2017 and is located in Doncaster. The nursery employs eleven members of childcare staff, six of whom hold appropriate early years qualifications at level 3 or above. The provider holds early years professional status. The nursery opens from Monday to Friday, all year round. Sessions are from 7.30am until 6pm. The nursery offers the government funded places for childcare and receives specific funding for disadvantaged children.

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Inspection activities

n Leaders showed the inspector around the areas used by the nursery and explained about the curriculum and how the provision is organised. n The inspector held a number of discussions with the leaders and staff. n Leaders showed the inspector a selection of relevant documentation on request. n The inspector observed group activities and children's play indoors and outside. n The inspector observed interactions between children and staff. n Leaders participated in joint observations of staff with the inspector. n The inspector spoke to parents during the inspection and took account of their written feedback.

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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

7 July 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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