Little Treasures Nursery

Little Treasures Nursery
Unique reference number (URN): 318614
Address: Blue House Lane, Concord, Washington, Tyne & Wear, NE37 2TE
Type: Childcare on non-domestic premises
Registered with Ofsted: 05/06/1999
Registers: EYR, CCR, VCR
Registered person: Troup, Deborah
Inspection report: 19 November 2025
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 benefit from a clear focus on the prime areas of learning and from positive
relationships within the setting. Children have a wide range of daily opportunities to develop
their physical skills and develop their communication and language. Babies smile and
babble, toddlers join words together and older children talk confidently with adults and their
friends. Children with special educational needs and/or disabilities and those who face
barriers to learning and/or wellbeing use a variety of strategies to support their
communication. For example, children use 'now' and 'next' cards, which help them to
understand and engage in routines throughout the day. Children make progress from their
starting points, achieving small steps that build their confidence and self-esteem.
Children develop skills that help them for their next stage of learning, including transitions
between rooms and moving on to school. Parents are engaged and supported with their
child's next steps to school.
Behaviour, attitudes and establishing routines Expected standard
Leaders contact families when children are late for nursery so that they understand why they
have not arrived. They encourage families to bring children in even if they are late, so that
their child does not miss out on the experiences available to them and access the full
curriculum. Leaders monitor weekly attendance and use this information to adapt weekly
routines for each cohort, allowing all children to get the most from their funded hours.
Staff speak to children calmly and firmly, highlighting clear behaviour expectations. Children
follow the rules. For example, they know to line up at the door before going outside. Care
practices, routines and positive relationships all contribute to an organised and happy
nursery. Children play alongside each other, mostly cooperating and sharing resources, with
the support of all adults. A visual timetable supports the older children to follow routines
consistently. Skilled staff help children to focus their attention on what matters, for instance
supporting young children to share a book together. During activities, staff use children's
names to retain their attention. Staff support individual children to learn to manage their
behaviour and are aware of the children who may find this difficult. Leaders have created a
regulation room where children can go if they are finding the routines and behaviour
expectations overwhelming.
Children's welfare and wellbeing Expected standard
Each child's key person knows their children very well and talks confidently about the
progress they are making and what they need to learn next. Children demonstrate secure
attachments through positive interactions, smiles and cuddles. Safe sleeping practices are
observed, and staff check on children regularly. Parents provide packed lunches and drinks
that are mainly healthy. Leaders ensure that parents can access information on the nursery
website relating to portion sizes and nutritious meals for young children. However, these key
messages do not yet support all parents. Leaders need to target children and families with

positive messages about healthy lifestyles and diet so children can consistently make their
own healthy choices.
Children's physical and emotional needs are securely met, with many opportunities for
physical and active play. Staff respond promptly to meet children's individual emotional
needs, working with each other to identify causes for upset, especially for children who may
be disadvantaged. Leaders ensure that hygiene practices and children's care needs are
meticulously and consistently met. Staff use personal care routines to interact effectively
with individual children, singing rhymes and songs and explaining what they are doing. Staff
support children to stay safe inside the nursery by clearly sharing rules and expectations.
For example, children are asked not to run inside because they might bump into other
children or fall and hurt themselves. Children respond positively to instructions and do as
they have been asked.
Curriculum and teaching Expected standard
The curriculum places a clear emphasis on supporting children's communication and
language development, with an awareness that some children may have lower starting
points when they enter the setting. Staff provide a range of songs, stories and conversations
throughout the day to promote children's language development and foster an enjoyment of
books. These experiences are embedded in the daily routines and interactions and take
account of children's different starting points, including those who face barriers to learning
and/or wellbeing.
Staff plan learning across the areas of development, including early mathematics and
physical development, and provide opportunities for children to be active, both indoors and
outdoors. Ongoing assessment is used to identify children's starting points and to help staff
plan next steps in learning. However, less-experienced staff require further support to
ensure that their teaching and interactions are consistently effective so that the curriculum
intent is implemented consistently across the team. Leaders recognise this and continue to
develop coaching, supervision and monitoring arrangements to strengthen consistency in
curriculum delivery and teaching practice.
Inclusion Expected standard
Leaders ensure that early baseline assessments are used to assess all children across the
nursery. Children who are not making the progress expected are provided with timely
interventions to ensure that support is implemented and shared with parents. Strategies are
put in place to ensure that all children can communicate effectively. Staff regularly adapt
their teaching, ensuring all children have access to the planned curriculum. Leaders use
early years pupil premium funding resourcefully to support identified needs and to ensure
that any adaptations are systematically and skilfully adjusted when needed. For example,
leaders and staff spend time adapting the environment and purchasing equipment and
resources that have a positive impact on children's inclusion and wellbeing.
Staff regularly receive advice from leaders to support all children, and particularly those who
face barriers to their learning, to ensure their needs are met and they are making timely
progress. Generally, individual plans are implemented and reviewed regularly in partnership
with parents and external professionals, ensuring that children receive the support they

need. The experienced and highly qualified staff share their expertise with staff and families
continuously, rigorously monitoring whether the adaptations made are meeting the needs of
individual children and revising this accordingly.
Leadership and governance Expected standard
Ofsted received a complaint that raised concerns about risk assessment and working in
partnership with other professionals involved in children's care. We found the provider had
failed to notify Ofsted of a significant event, which is a requirement of their registration. We
found that following the incident, the provider took prompt action by completing an internal
investigation and risk assessment. As a result, procedures were strengthened so the risk to
children has been eliminated. We found that recent changes to the leadership team are
having a positive impact on the setting's partnership working with other professionals and
agencies, but this is not yet fully embedded. Leaders have since taken action to improve
their knowledge of when to notify Ofsted. As a result, there will be no further action.
Leaders observe, support and coach staff to support the needs of the children, including
those with special educational needs and/or disabilities (SEND) and those with other
barriers to their learning. However, this is not always targeted to support less-experienced
staff. Leaders know their nursery well and talk about the strengths and areas they want to
develop. They build positive relationships with families and communicate regularly with
them, for example at the beginning and end of sessions. This supports parents and carers to
know their child is happy and safe.
Staff feel valued, and their workload is manageable. Staff can contact leaders and each
other for advice and support at any time. Leaders have temporarily adapted the days
children can attend so all children are receiving their funded entitlement. This has had an
impact on attendance and particularly supports children with SEND. Leaders work closely
with local schools to support successful transitions for all children, which has a positive
impact when they begin the next stage of their education. Leaders are generally very
reflective and have made changes since their previous inspection. They now implement
effective strategies to support children who speak English as an additional language and
have introduced the Makaton communication method to further support children's early
communication and language development.

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
Voluntary Childcare Register requirements
This setting has met the requirements of the voluntary part of Childcare Register.
How we check if a provider meets the requirements of the Voluntary Childcare
Register
When we check if settings meet the Voluntary Childcare Register requirements, they can
have the following outcomes:
Met
Not met
What it's like to be a child at this setting
All children and families are warmly welcomed into the nursery. Children arrive happy and
settle quickly. The nursery has been part of the local community for many years, and
generations of families have attended. Leaders know the community well and understand
the needs of their families and children. Children's starting points are assessed quickly, and
children with special educational needs and/or disabilities and those with other potential
barriers to their learning are identified quickly so that they receive timely support.

Personalised support plans are shared with families and regularly updated to provide
targeted support.
The nursery provides a homely environment with many opportunities for children to develop
their independence skills. For instance, older children take off their shoes and put
wellingtons on before going outside, with support and encouragement from staff. The
planned curriculum allows children lots of experiences to develop their fine motor control.
For example, babies bang pans with wooden spoons, and older children use paintbrushes to
wash objects in the water tray. Staff teach children to take care of books and model how to
turn the pages of the book with the youngest children. Children are developing a love of
stories, repeatedly choosing favourite books to share with adults.
Children develop strong attachments to their key person, helping them to feel safe and
secure. Leaders and staff implement a range of strategies to support all children to learn
routines. For example, visual timetables are used and shared with older children frequently,
providing them with a clear idea of what to expect and when. Staff support children's
communication and language development using Makaton, and children are beginning to
sign different words to help them to communicate with adults before they can talk and fully
express themselves.
Next steps
Leaders should enhance the current focus on coaching and supervision of staff to further
develop their skills so that the quality of teaching is consistently high throughout the
setting.
Leaders should continue to further embed the support for staff and review the
effectiveness of mealtimes, activities and routines to ensure children develop long-lasting
health habits and learn the benefits of a healthy lifestyle.
Leaders should continue to strengthen information-sharing with other professionals and
parents/carers involved in children's lives to ensure that their wellbeing and learning and
development are consistently supported.
About this inspection
The inspection started on 19 November 2025. Inspectors carried out a gathering additional
evidence telephone call on 22 January 2026 in line with Ofsted inspections and visits:
Deferring, pausing and gathering additional evidence policy. This was as a result of a risk
assessment, following information we received about the provider.
The inspector spoke with leaders, practitioners, parents and children during the inspection.
A quality assurance visit by an additional inspector was carried out at 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

Inspectors:
Kate Henderson
Jan Harvey
About this setting
Unique reference number (URN): 318614
Address:
Blue House Lane
Concord
Washington
Tyne & Wear
NE37 2TE
Type: Childcare on non-domestic premises
Registration date: 05/06/1999
Registered person: Troup, Deborah
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:30
Local authority: Sunderland
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 19 November 2025
Children numbers
Age range of children at the time of inspection
1 to 4
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.

Total number of places
34
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.
If you would like a copy of this document in a different format, such as large print or Braille,
please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk.
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.
This publication is available at https://reports.ofsted.gov.uk.

Interested in our work? You can subscribe to our monthly newsletter for more information
and updates: http://eepurl.com/iTrDn.
Piccadilly Gate
Store Street
Manchester
M1 2WD
T: 0300 123 1231
Textphone: 0161 618 8524
E: enquiries@ofsted.gov.uk
W: www.gov.uk/ofsted
© Crown copyright 2026
© Crown copyright