Tiny Toez @ Treehouse

Tiny Toez @ Treehouse
Unique reference number (URN): 2635831
Address: Treehouse Childrens Centre, Dawlish Drive, STOKE-ON-TRENT, ST2 0HW
Type: Childcare on non-domestic premises
Registered with Ofsted: 31/03/2021
Registers: EYR, CCR
Registered person: Tiny Toez Childrens Day Nurseries Limited
Inspection report: 29 June 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.

Expected standard
Achievement Expected standard
Children typically make progress from their starting points and develop the knowledge and
skills they need for the next stage in their learning. Babies become increasingly confident to
explore their environment, communicate their needs and develop their physical skills.
Toddlers develop their communication and language as they confidently join in with familiar
songs, follow simple instructions and increasingly express their ideas. Older children
develop early literacy and mathematical knowledge, alongside the confidence to talk about
their feelings, solve problems and play cooperatively with others.
Children with special educational needs and/or disabilities achieve well from their individual
starting points because they receive support that generally reflects their needs.
Overall, children develop increasing independence in their self-care and play. For example,
they wash their own hands, find their own name and picture and confidently make choices
throughout the day. They show resilience as they take on physical challenges outdoors and
learn how to manage their feelings, such as frustration.
Behaviour, attitudes and establishing routines Expected standard
Overall, leaders have established a successful approach to supporting children's behaviour
across the nursery. Leaders have provided staff with training and coaching to help them use
agreed strategies to support children's behaviour and emotional wellbeing. This provides
children with familiar and predictable approaches that help them understand expectations,
manage their feelings and feel secure.
Staff typically provide clear expectations for children's behaviour and offer sensitive support
to help them understand what is expected of them. They help children learn to share, take
turns, negotiate and understand their emotions. Leaders work closely with families to
promote good attendance and where appropriate, adapt attendance arrangements to reduce
barriers so children can benefit from the full curriculum.
Staff build warm and nurturing relationships with children, helping them to feel safe, secure
and ready to learn. They recognise children's individual cues and adapt some routines to
meet their emotional needs and provide an inclusive approach. For example, they provide
opportunities for children who become overwhelmed by busy environments to spend time in
quieter spaces within the nursery.
However, some planned group routines, particularly with older children are too lengthy. As a
result, children spend too much time listening to adults rather than actively participating in
learning, reducing opportunities to practise, apply and extend the knowledge and skills they
have already developed.

Children's welfare and wellbeing Expected standard
Leaders prioritise children's welfare and wellbeing. They ensure staff understand children's
individual care needs and provide regular training to help them implement safe and
responsive care practices. Staff demonstrate a secure understanding of safe sleep, safe
food practices and how to identify and reduce potential risks within the learning
environment. Staff adapt care routines to meet children's individual welfare needs. They
carefully manage allergies, dietary requirements and individual care plans. This includes
adapting food and equipment where necessary so every child can participate safely in
nursery life.
Staff know children well and adapt care routines to reflect their individual needs. They
recognise babies' cues, provide warm and responsive care. Staff use one-to-one care
routines, such as nappy changing, to promote children's communication and independence.
Leaders provide parents with practical information about oral health, healthy eating, screen
time and local community support, enabling families to reinforce healthy lifestyles and
children's well-being at home. However, leaders have not yet fully embedded children's
understanding of making healthy food choices. Although children receive a nutritionally
balanced diet overall, opportunities to consistently promote healthy eating messages are
overlooked.
Curriculum and teaching Expected standard
Leaders have designed a broad curriculum that typically reflects children's interests,
developmental stages and individual needs. They regularly review and enhance the learning
environment, ensuring experiences build progressively from the baby room through to pre-
school. Staff use children's fascinations, such as bugs, dinosaurs and imaginative play to
capture their interest and encourage them to explore, investigate and learn. Leaders have
recently enhanced opportunities for outdoor learning, ensuring the curriculum continues to
evolve in response to children's interests and needs.
Staff typically deliver the curriculum well. They place an emphasis on using books to support
children's communication and language. Staff narrate children's play and model clear
language with older children. They label objects and actions with younger children, helping
children to develop their vocabulary and understanding. Staff recognise that babies learn
through their senses. They carefully plan sensory experiences, such as sand and water play
to encourage children to explore, investigate and make sense of the world around them.
Staff weave mathematical concepts into children's experiences, such as exploring repeated
patterns, counting and number rhymes.
Teaching generally reflects children's interests and next steps, including those children with
special educational needs and/or disabilities. Leaders ensure practitioners gather regular
assessments to identify individual next steps for all children. However, staff do not
consistently use children's identified targets to plan learning that builds precisely on all their
next steps. At times, planning is more generic for the room and some daily routines,
including planned group activities with older children, reduce opportunities for them to apply
and extend their learning.

Inclusion Expected standard
Leaders' effective assessment processes generally help them to identify children who are
experiencing barriers to their learning and wellbeing at an early stage. They provide children
with special educational needs and/or disabilities with targeted support that is typically
tailored to their individual needs. Staff adapt routines, use visual communication strategies,
implement targeted strategies from external professionals and provide sensory experiences
that reflect children's individual needs. However, there are times when staff do not
consistently embed children's' targets in their planning and teaching.
Leaders generally have a clear understanding of the community they serve. This includes
the needs of children, their families and the barriers that may affect children's learning and
wellbeing. This enables leaders to provide timely support that reflects children's individual
circumstances. Leaders signpost families to relevant services within the local community,
helping them to access the support they need to improve children's wellbeing and reduce
barriers to learning. Leaders work effectively with parents, social workers and health
professionals, including speech and language therapists and physiotherapists, to ensure
children receive the support they need at the earliest opportunity.
Leaders use additional funding purposefully to reduce barriers to learning and wellbeing,
including providing targeted one-to-one support where needed. They recently enhanced the
outdoor environment after identifying that some children in receipt of funding would benefit
from greater opportunities for adventurous play. Leaders regularly review how funding is
used to ensure it reflects children's changing needs.
Leadership and governance Expected standard
Leaders typically demonstrate a clear vision for continually improving the nursery. Leaders
understand the needs of the community they serve and adapt the provision to reflect this
and support the families who attend. They accurately identify priorities for development and
have enhanced areas, such as outdoor learning, behaviour support and the quality of staff
interactions. They have established systems to monitor the quality of the provision.
However, these are not yet fully effective in ensuring all staff consistently deliver the highest
quality planning, teaching and learning experiences for all children.
Leaders place a priority on professional learning and staff wellbeing. They provide thorough
inductions for new staff, regular training, coaching and professional feedback that helps staff
develop their knowledge and confidence. Leaders have placed a particular focus on
supporting apprentices and those with less experience, helping them develop their practice
through ongoing guidance and mentoring. Leaders consider staff workload carefully and
provide time to complete professional learning.
Leaders typically maintain positive partnerships with parents, external professionals and the
wider community. This enables families to access support when needed and ensures
children who face barriers to their learning benefit from coordinated care and timely
intervention.

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 arrive happily at this welcoming nursery and attend regularly. They benefit from
practitioners who know them well, recognise their individual cues and adapt routines to meet
their needs. For example, when children arrive tired, practitioners respond sensitively by
providing opportunities for them to rest before they re-join their friends, helping them to feel
secure and ready to learn. Children develop positive relationships with their peers as they
play together, learn to take turns and begin to understand their own feelings and those of
others. Older children confidently share how they are feeling and explain about their
emotions during group discussions. Children typically make progress from their starting
points and develop the knowledge, skills and confidence they need for the next stage in their
learning.
Children enjoy exploring the thoughtfully designed learning environment where they
investigate natural materials, sensory resources and open-ended equipment that reflect their
interests. They enthusiastically join in with songs, stories and imaginative play. Children
often return to favourite activities, such as building bug houses, exploring dinosaurs and
caring for 'Waffle', the nursery teddy bear that they take home. Toddlers eagerly request
favourite songs, such as 'Happy Birthday' and 'Hop Little Bunnies', joining in enthusiastically
with the actions. They develop their physical skills as they crawl through tunnels, working
out where the openings are so they can pop their heads through. Older children design their
own obstacle courses and challenge themselves to balance, climb and jump.
Babies benefit from warm, responsive interactions as practitioners sing, copy their babbles
and sensitively respond to their individual cues. This helps them to develop secure

Inspector:
Anne Dyoss
About this setting
Unique reference number (URN): 2635831
Address:
Treehouse Childrens Centre
Dawlish Drive
STOKE-ON-TRENT
ST2 0HW
Type: Childcare on non-domestic premises
attachments and early communication skills. Children with special educational needs and/or
disabilities are fully included in nursery life. They receive the support they need to
communicate, regulate their emotions and participate confidently alongside their friends.
Next steps
Leaders should review and refine planned group routines in the pre-school room so
children have consistent opportunities to actively participate in learning and apply their
knowledge and skills.
Leaders should help staff make more precise use of assessment information to plan
learning that consistently builds on children's individual next steps.
Leaders should strengthen arrangements for monitoring the quality of teaching and
learning to enable consistently effective practice to become embedded across the setting.
Leaders should increase opportunities for children to develop an understanding of making
healthy food choices.
About this inspection
The inspector spoke with leaders, practitioners, special educational needs coordinator,
children, parents and grandparents 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.

Registration date: 31/03/2021
Registered person: Tiny Toez Childrens Day Nurseries Limited
Register(s): EYR, CCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Stoke-on-Trent
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 29 June 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
56
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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