Mini Treasures Day Nursery Morden

Mini Treasures Day Nursery Morden
Unique reference number (URN): 2798324
Address: 21 Morden Hall Road, Morden, Surrey, SM4 5JD
Type: Childcare on non-domestic premises
Registered with Ofsted: 23/07/2024
Registers: EYR, CCR
Registered person: Mini Treasures Nursery Ltd
Inspection report: 29 May 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
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.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
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.

Strong standard
Behaviour, attitudes and establishing routines Strong standard
Children and babies demonstrate highly positive behaviour, curiosity and a secure
understanding of daily routines. They engage enthusiastically in activities, listen well for their
age and show growing resilience and self-regulation. Leaders have established a warm,
respectful and inclusive culture in which children are consistently kind to one another and
feel safe and valued. Staff reinforce expectations through calm guidance, positive role
modelling and purposeful routines. Children understand what will happen next and respond
with confidence; for example, at lunchtime, they independently go to wash their hands.
Children collaborate well, share resources and take turns with increasing independence.
Staff support them consistently and sensitively to reflect on their feelings and behaviour,
helping them to repair friendships and understand how their actions affect others. Staff build
secure relationships with all children to support children's emotional wellbeing and
behaviour. For example, they talk with children about their home books and encourage them
to share how they felt during family experiences. This helps children feel safe, understood
and emotionally secure. Consistent routines promote independence in everyday tasks, such
as tidying away, serving meals and managing personal care.
Leaders work closely with parents to support attendance, settling in and transitions between
rooms, and they monitor this closely. As a result, children, including those who are
disadvantaged, develop consistent routines and the confidence, cooperation and
independence they need for their next stage of learning.
Inclusion Strong standard
Leaders have established an inclusive culture in which every child is recognised as an
individual and supported to take part fully in the setting. Children's needs are identified
quickly and consistently. Leaders work closely with parents and other professionals to
reduce barriers to learning and wellbeing. Staff make thoughtful adaptations to routines and
provision, including support, tailored settling-in arrangements and targeted strategies for
children with special educational needs and/or disabilities (SEND).
Leaders and staff monitor children's progress carefully and review support regularly.
Funding is used purposefully. This includes providing sport coaching and a sensory room to
help disadvantaged children and those with additional needs to engage confidently and
make progress from their starting points. When children, including those with SEND,
struggle with daily routines, staff use picture timetables and one-to-one guidance to help
them anticipate what will happen next. This reduces frustration, supports emotional
regulation and helps children to feel secure and make steady progress. Partnerships with
parents and carers are robust, and regular communication ensures that parents can
meaningfully contribute to the support their children receive.

Expected standard
Achievement Expected standard
Children make secure progress across the curriculum, particularly in communication and
language. In pre-school, they listen attentively, explain their ideas and connect new learning
to experiences at home. Toddlers develop early mathematical understanding through
shapes, colours and counting, while babies build communication through songs, gestures
and first words. Children with special educational needs and/or disabilities and those who
face barriers to learning are supported well and make progress from their individual starting
points. They are also developing the confidence, independence and knowledge they need
for their next stage of learning, including school. However, leaders do not yet ensure that
staff consistently build on children's thinking and reasoning. For example, during free play,
some staff miss opportunities to extend children's ideas and deepen their learning. As a
result, children do not always benefit from the richest possible learning experiences across
the curriculum. However, leaders do not yet ensure that staff always build on children's
thinking and reasoning, for example knowing how they could extend children's free play
further to deepen children's learning, to consistently strengthen children's progress across
the curriculum.
Children's welfare and wellbeing Expected standard
Children's welfare and wellbeing are typically promoted effectively through attentive care,
secure routines and warm, trusting relationships with staff. Children develop independence
in hygiene, toileting, mealtimes and other self-care routines. Staff encourage them to wash
their hands, manage their belongings and follow familiar routines with confidence. At snack
and mealtimes, children generally learn to wait, use good manners and serve themselves
responsibly. Babies are supported sensitively to feed themselves in ways that match their
stage of development. These experiences help children feel safe, settled and increasingly
capable.
Staff understand children's dietary, medical and emotional needs and respond thoughtfully
through tailored settling-in arrangements and close work with parents. Children benefit from
healthy meals, daily outdoor play and opportunities to learn about healthy lifestyles,
including oral health and physical activity. The key-person system helps children, including
those with special educational needs and/or disabilities and those facing additional barriers
to learning, to feel safe, understood and ready to engage. Staff generally adapt care
thoughtfully to meet individual needs, supporting children through transitions and helping
them participate positively in the setting. As a result, children are well cared for, develop a
sense of belonging and are well prepared for the next stage of their learning.
Curriculum and teaching Expected standard
Leaders have designed a curriculum that reflects all areas of learning and is sequenced
across all age groups. Staff plan opportunities that build on what children already know and
can do. They provide a range of engaging learning experiences, and interactions are warm
and purposeful. Staff model language effectively and engage children in meaningful
conversations, which supports children's communication and language, as well as their

personal, social and emotional development. Older children engage from purposeful
activities that build vocabulary and help them make links with their experiences at home. For
example, while using basil and coriander in their activity, children will talk about how their
parents are using it at home.
Staff support early mathematical learning through shapes, colours and counting in the
toddler room, for instance, encouraging children to recognise a range of different shapes
through planned activities. Babies are settled and engaged in their environment. Staff
promote early communication through songs, warm interactions and naming objects. Some
babies show emerging language by pointing to familiar people and objects and attempting to
say their names.
Staff also adapt activities and routines for children with special educational needs and/or
disabilities and those who face barriers to learning, helping them participate alongside their
peers. However, teaching is not consistently strong in all areas, and this inhibits children
from always making the best progress they could.
Leadership and governance Expected standard
Leaders understand the setting's strengths and areas for development and are reflective in
the actions they take to improve provision. Since they opened, they have maintained a clear
focus on inclusion and behaviour. Leaders support staff through regular supervision, spot
checks, training and discussion, and staff speak positively about the support and respect
they receive. Leaders monitor statutory responsibilities carefully, including safer recruitment,
safeguarding training, accident and incident procedures and staff's knowledge of key
policies. However, leaders do not yet ensure that staff benefit from tailored training specific
to each room. As a result, some staff do not always have the depth of knowledge needed to
fully support and extend children's learning.
Leaders also make decisions that directly benefit children, such as developing the sensory
room, using funding purposefully to widen experiences and strengthen support, and building
positive partnerships with parents, schools and the wider community. However, leaders'
current monitoring of teaching does not consistently identify variations in practice across all
area of learning. This means that some children do not always benefit from the same high-
quality learning experiences as others.
Partnership working is a significant strength. Leaders work very well with external
professionals, particularly when securing support or clear information that is required to
prioritise children's learning and wellbeing. They build trusting relationships with families and
support them sensitively. Leaders recognise that close collaboration improves children's
outcomes.

Compulsory Childcare Register requirements
This setting has met the requirements of the compulsory part of the Childcare Register.
How we check if a provider meets the requirements of the Compulsory Childcare
Register
When we check if settings meet the Compulsory Childcare Register requirements, they can
have the following outcomes:
Met
Not met
What it's like to be a child at this setting
Children enjoy attending this welcoming setting. They feel safe, valued and confident to
explore their surroundings. They arrive happily and separate from their parents with ease.
Leaders and staff provide a range of experiences that support children's curiosity and
enjoyment of learning. For example, children listen attentively to each other when they share
their weekend books during circle time. Staff encourage children to talk about their weekend
and ask questions. This helps children develop their listening skills and extend their
vocabulary.
Children know the environment well, make choices in their play and use resources
independently. In role-play and discussion times, they speak with growing confidence and
imagination, drawing on their experiences from home and the wider world. They move
confidently between activities and select resources that interest them. Outdoors, younger
children develop their all around physical skills through active play. For instance, they climb,
slide and ride bicycles in the garden. They also explore messy play and water play, filling
and pouring from containers as they experiment with different materials.
Children learn how to interact positively with one another. Staff guide children calmly and
help them understand expectations. Children practise sharing resources, taking turns and
playing cooperatively with their peers using timers. Babies are attentive and interested in
their surroundings, responding warmly to songs, familiar routines and caring interactions.
Children with special educational needs and/or disabilities receive thoughtful and responsive
support. Leaders and staff adapt routines and activities, so children can participate

Inspector:
Nicoleta Spanu
About this setting
Unique reference number (URN): 2798324
Address:
21 Morden Hall Road
Morden
Surrey
SM4 5JD
Type: Childcare on non-domestic premises
Registration date: 23/07/2024
Registered person: Mini Treasures Nursery Ltd
alongside their peers. For example, staff use the visual timetables for the children, and give
additional reassurance and adjust routines to help children remain engaged. As a result,
children feel included and develop confidence, independence and are well prepared for
school. Leaders promote the importance of regular attendance and punctuality, and they
work with parents and carers to support consistent routines. This helps children to feel
secure and maintain continuity in their learning.
Next steps
Leaders to ensure that staff benefit from tailored training specific to each room to extend
children's learning
Leaders should continue to monitor teaching across all areas of learning.
About this inspection
The inspector spoke with leaders, staff, parents, carers and children during the 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, CCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: Merton
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 29 May 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
50
Our grades explained
Exceptional
Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
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.
Needs attention
The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of
education and/or care.
The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
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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