Little Treasures Nursery

Little Treasures Nursery

Unique reference number (URN): 2801927 Address: 349 Blackburn Road, Oswaldtwistle, Accrington, BB5 4NQ Type: Childcare on non-domestic premises Registered with Ofsted: 29/08/2024 Registers: EYR Registered person: Little Treasures Nursery NW Ltd

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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.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

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.

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Achievement Expected standard

Children make progress from their starting points and develop knowledge and skills across the areas of learning. Children, including those who face barriers to learning, have individual targets that help practitioners identify and address any gaps in development. Practitioners use ongoing assessment effectively to adapt learning experiences and provide appropriate levels of support and challenge. As a result, children build successfully on what they already know and can do, including developing early literacy and mathematical skills.

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Achievement Expected standard

Children develop their communication and language skills well. They listen attentively to stories, join in with familiar songs and rhymes, and use an increasing range of vocabulary during their play and interactions with others.

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Achievement Expected standard

Children develop increasing levels of independence from an early age. They learn to manage their personal care, make choices and take responsibility for everyday tasks. These experiences help children develop the knowledge, skills and confidence they need for the next stage of their learning. Older children are developing the independence and self-care skills that support their readiness for school.

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Behaviour, attitudes and establishing routines Expected standard

Children are calm, happy and well behaved. They separate from their carers with ease and quickly become engaged in the activities on offer. Practitioners support children to take turns, treat others kindly and show respect. They respond quickly when minor disputes occur. This helps children to develop collaboration and negotiation skills. Children understand familiar routines, including the use of a 'now and next' board to support transitions throughout the day. These routines help children feel safe and secure.

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Behaviour, attitudes and establishing routines Expected standard

Children demonstrate positive attitudes to learning and engage enthusiastically in planned activities that help to develop their focus and attention. They concentrate well during activities, such as mark-making, and cooperate with their peers as they share resources. Practitioners recognise and respond to younger children's individual needs and adapt routines where needed. For example, a younger child was settled for a nap when they became tired during story time.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well throughout the day and show consideration for others. Older children demonstrate care and kindness towards younger children during mealtimes and outdoor play. This helps children develop positive relationships and learn to play cooperatively with others. Attendance is not promoted consistently to help all children benefit fully from the curriculum and daily routines.

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Curriculum and teaching Expected standard

The curriculum is sequenced effectively. Practitioners know children's starting points and what they want them to learn next. They build on children's existing knowledge and skills

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Needs attention

and provide appropriate levels of challenge to help them make progress. For example, when children demonstrate secure counting skills, practitioners extend learning further by encouraging them to count beyond familiar numbers and apply their mathematical knowledge in different contexts. Children's individual learning priorities are shared with practitioners so that they can support children's next steps consistently.

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Needs attention

The curriculum is designed to inspire a love of books. Familiar stories are woven throughout the environment and planned activities, helping children to revisit and deepen their understanding of key themes and vocabulary. Practitioners use stories successfully to extend children's language, imagination and learning across different areas of the curriculum.

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Needs attention

Practitioners regularly assess children's learning and use their knowledge of children's progress to plan future learning and identify any gaps in development.

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Needs attention

Practitioners engage children in positive interactions that support their learning. They use questions, conversation and modelling to extend children's thinking and introduce new vocabulary during play. This helps children to develop their knowledge and skills across the curriculum and make progress from their starting points.

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Needs attention

Children also benefit from opportunities to learn outdoors and within the local community. They use a range of equipment to develop their physical skills, confidence and coordination and enjoy experiences that help them make sense of the world around them.

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Inclusion Expected standard

Leaders have a clear understanding of children's needs and progress. They have effective systems in place to assess children's learning and development regularly and identify any gaps in learning. Leaders know when to seek external advice and have worked with external agencies to set purposeful targets for children with special educational needs and/or disabilities (SEND).

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Inclusion Expected standard

Leaders identify children who may face barriers to learning and wellbeing, including children with speech and language delay and those who speak English as an additional language. They use communication and language strategies, visual routines, one-to-one support and simple language to help children access the curriculum and take part in activities alongside their peers.

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Inclusion Expected standard

Children with SEND generally make progress from their starting points. For example, they develop their vocabulary, become more settled in the setting and grow in independence.

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Children's welfare and wellbeing Needs attention

Children do not always experience consistent approaches to promoting their health and wellbeing. Healthy eating and safer eating practices are not embedded securely enough across the setting. As a result, children do not consistently receive the guidance and support they need to develop healthy habits and make positive choices that contribute to their future wellbeing. However, nappy changing routines, sleep checks and outdoor supervision are generally managed appropriately and support children's welfare.

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Children's welfare and wellbeing Needs attention

Some children do not consistently benefit from a coordinated approach to meeting their individual needs. Communication between the setting, families and other professionals is not fully effective, meaning children do not always receive the joined-up support that helps them to achieve the best possible outcomes for their learning and wellbeing.

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Children's welfare and wellbeing Needs attention

However, children with special educational needs and/or disabilities and those who speak English as an additional language have their needs identified appropriately. They benefit from targeted strategies, including visual supports, communication approaches and additional adult guidance, which help them participate in daily experiences and learning opportunities. These children are beginning to make progress from their starting points.

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Children's welfare and wellbeing Needs attention

Children are happy and settled in the setting. They form warm relationships with practitioners and their peers and demonstrate confidence as they access the environment. Children develop increasing independence through everyday routines and enjoy opportunities to play outdoors and explore the local community. They behave well, learn to take turns and share, and show kindness and consideration towards one another.

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Leadership and governance Needs attention

Leaders' monitoring and supervision are not effective enough to identify gaps in staff knowledge and improve practice consistently. As a result, training is not sufficiently targeted to meet children's changing needs. For example, leaders have not ensured that staff receive specific training to deepen their understanding of how babies learn and develop. Leaders are receptive to feedback and demonstrate a commitment to improvement. However, they have not yet ensured that monitoring, training and policy implementation result in consistently effective practice that improves outcomes for all children.

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Leadership and governance Needs attention

Leaders have established policies and procedures and review them regularly. However, they do not ensure that these are implemented consistently in practice. As a result, expectations for healthy eating and safer eating routines are not applied consistently across the setting.

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Leadership and governance Needs attention

Leaders have established a key-person system and some parents are kept informed about their children's learning and development. However, arrangements do not enable all families to develop effective relationships with their child's key person. Consequently, communication between home and the setting is not always strong enough to support continuity in children's care and learning.

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Leadership and governance Needs attention

Nevertheless, leaders are committed to providing a positive environment for children. Experienced practitioners care for children well, safeguarding arrangements are secure and staffing ratios are maintained. Leaders have taken appropriate steps to improve practice, including developing staff's knowledge of communication and language and seeking support from external professionals when required.

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What it's like to be a child at this setting

Not all children benefit from the same level of continuity in their care and learning. Some children do not consistently receive coordinated support between the setting, their families and other professionals. As a result, they do not always benefit from a joined-up approach that supports their learning and development as effectively as possible. In addition, children do not always receive clear and consistent messages about healthy eating and safer eating practices. This limits opportunities for them to develop healthy habits that support their future wellbeing.

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What it's like to be a child at this setting

However, children with special educational needs and/or disabilities and those who speak English as an additional language have their needs identified appropriately. They benefit from visual routines, communication and language strategies, and targeted support that helps them engage in learning and develop key skills. These children are beginning to make progress from their starting points.

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What it's like to be a child at this setting

Children generally arrive happy and settle quickly into the well-planned environment. They enjoy a curriculum inspired by books, which supports their learning across different areas. Children listen attentively to stories, join in with familiar words and actions, and develop their communication and language skills. They enjoy singing, music and movement activities and show excitement as they participate.

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What it's like to be a child at this setting

Children form positive relationships with practitioners and their friends. They develop independence through everyday routines, enjoy outdoor play and visits within the local community, and behave well. Older children show kindness towards younger children, while practitioners help children learn to share, take turns and play cooperatively. Nappy changing routines, sleep checks and outdoor supervision support children's welfare and help them feel safe and secure.

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Next steps

The provider is not meeting the requirements of the Early years foundation stage and Ofsted intends to take enforcement action.

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Next steps

We will issue a Welfare Requirements Notice requiring the provider to have taken the following actions by the assigned date:

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Address:

349 Blackburn Road Oswaldtwistle Accrington BB5 4NQ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Little Treasures Nursery NW Ltd

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Action Completion Date

ensure staff receive training that meets children's changing needs, including specific training for staff caring for babies 03/07/2027

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Action Completion Date

improve supervision and monitoring to ensure staff consistently implement policies, procedures and expected practice 03/07/2027

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Action Completion Date

strengthen the key-person system by improving partnerships with parents and other settings to support children's learning and wellbeing consistently 03/07/2027

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About this inspection

The inspector spoke with leaders and practitioners during the inspection.

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About this inspection

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. Register(s): EYR

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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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.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

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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Urgent improvement

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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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