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Tiny Treasures Nursery

Tiny Treasures Nursery is a day nursery in South Woodford for children aged 0 to 3, with 30 registered places. Ofsted report card, 18 August 2026: Expected standard in 6 areas; safeguarding standards met.

Winston House, Blackberry Court, Queen Mary Avenue, South Woodford, E18 2GF

Key facts

Type
Day nursery (Full day care) (Ofsted childcare register, as at 30 June 2026)
Ages
0 to 3 (Ofsted childcare register, as at 30 June 2026)
Registered places
30 (Ofsted childcare register, as at 30 June 2026)
Registered
28 April 2025 (Ofsted childcare register, as at 30 June 2026)

Opening hours

Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

Source: Ofsted report, inspection on 18 August 2026

Who runs it

Tiny Treasures Nursery is run by Alphabet Nurseries Ltd (Ofsted register).

Latest inspection

  • Inclusion: Expected standard
  • Curriculum and teaching: Expected standard
  • Achievement: Expected standard
  • Behaviour, attitudes and establishing routines: Expected standard
  • Children's welfare and wellbeing: Expected standard
  • Leadership and governance: Expected standard
  • Safeguarding standards met

Source: Ofsted, inspection on 18 August 2026. Contains public sector information licensed under the Open Government Licence v3.0.

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

Children are welcomed into this small, friendly nursery by kind, approachable staff. They leave their parents and carers with ease and confidently join their friends. Older children independently serve their own breakfast and greet their peers. Younger children are greeted warmly and supported to choose what they want to eat. This helps children to feel like they belong. Children are keen to explore the learning environment. They have a positive attitude to learning and are eager to share information about their evening and who they have spent time with. Children confidently talk about family members and what is happening in their lives. Staff respond sensitively and with care. Children feel like they are listened to.

Children with barriers to their learning are given extra support to help them catch up. For example, children who speak English as an additional language are supported with pictures, Makaton signs and the spoken word. This helps children to give meaning to what is being said and develops their understanding. Typically, children make progress from their starting points. Parents comment positively about the progress their children have made.

Children play cooperatively with others. They share, take turns and negotiate in their play. When they struggle to play co-operatively, some staff skilfully support them to manage their emotions and offer solutions. Staff use simple repeated phrases such as, 'my turn, your turn', as a reminder that their turn will come again. Children feel supported and have a positive relationship with their peers and the staff.

Children celebrate their successes alongside their peers, staff and families. During the recent graduation ceremony, parents comment on how welcome they feel and how their contributions are valued. Children delight in sharing their nursery experience with their friends and families. They understand the importance of coming to nursery regularly, which is promoted by leaders and staff.

What Ofsted found in each area

Inclusion: Expected standard

Leaders are passionate about ensuring all children, including children with special educational needs and/or disabilities, are supported to make progress. Leaders and staff work tirelessly to identify children's emerging needs quickly and accurately. As a result, children who face barriers to learning have strategies put in place to help them make progress. For example, staff adapt their sentence structures, use pictures and Makaton to aid understanding and develop communication and language. On occasion, staff do not always use these strategies to support understanding. Consequently, some children do not always understand what is expected of them.

Effective assessment procedures enable staff to create next steps to support children's learning. On occasion, these next steps do not precisely identify what steps need to be taken to ensure progress is made. Therefore, some children do not make sufficient progress rapidly.

Leaders and staff have high expectations for all children. They have a secure understanding of the needs of disadvantaged children in the nursery. Leaders make changes to their fee structure and session times to support the needs of the children that attend. They work hard to engage with families and signpost them to additional support beyond the nursery that they can engage with. Leaders regularly consult with external specialists and implement their advice as necessary. For example, leaders invite the community nurse and physiotherapist into the nursery to support with nutrition and exercises to ensure children's physical development is supported. As a result, children typically have their individual needs met.

Curriculum and teaching: Expected standard

Leaders are extremely reflective of their practice and welcome challenge to bring about improvements in teaching and learning. They understand child development. Leaders use this knowledge to create a blended curriculum based around the Montessori approach and the 7 areas of learning and development. Children's individual needs and interests heavily influence the curriculum. As a result, children are motivated to learn.

Leaders place a strong focus on vocabulary, oral language and language comprehension. Children are encouraged to take a book home from the nursery library and share it with their families. Younger children select books independently and confidently approach an adult to share it with them. Staff sensitively interpret children's utterances and babbles and give meaning to their sounds. Older children engage in back-and-forth conversations with staff during their play. For example, children delight in digging in the sand to find insects. They squeal in mock horror when they find a spider and discuss the different types of insects they like and their habitats. However, on occasion, opportunities to extend children's vocabulary and deepen understanding are not fully maximised. This means that some children do not develop their language as quickly as they could.

Maths is explicitly taught. Leaders ensure it is sequenced so that concepts are introduced over time. As a result, all children develop confidence in, and use mathematical vocabulary spontaneously in their play, including children who experience barriers to their learning.

Achievement: Expected standard

In general, children make progress from their starting point. They typically develop through the curriculum and fine tune their ability to express themselves to their peers and a range of adults.

Younger children gain important skills in personal, social and emotional development. A high emphasis is placed on developing secure attachments. Through these secure attachments, children are confident and motivated to try new experiences. They learn how to share and take turns with their peers, negotiating whose turn it is next. They play collaboratively, which is vital for learning.

Older children show growing curiosity for learning. They are excited and proud of their achievements. They delight in showing staff what they can do. For example, when playing with rubber ducks and a pickup truck, children exclaim, 'Did it!', when arranging the ducks to fit on the back. They develop perseverance and resilience when facing challenges.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have high expectations of behaviour and children are generally well behaved. Leaders regularly reflect on practice to identify patterns and prevent poor attitudes to learning. For example, leaders recognise the need to separate into small groups during circle time to ensure learning is developmentally appropriate. As a result, children develop a positive attitude towards learning. On occasion when children do display unwanted behaviours, staff do not always explain the reason why this behaviour is unacceptable. Consequently, children do not always have a deep understanding of behavioural norms.

The key-person system is effective. Staff understand the importance of secure attachments. This is a priority for leaders, especially with the younger children. Staff work closely with families, so they know their key children well. The flexible settling-in procedures and detailed information shared when children first start enables staff to build warm, trusting and respectful relationships with the children. This, in turn, supports children to feel safe and secure.

Leaders have robust policies and procedures for promoting punctuality and attendance. They record, monitor and evaluate attendance effectively. Where there are issues with attendance, leaders work closely with families to overcome these. As a result, children develop positive habits for their future success.

Children's welfare and wellbeing: Expected standard

Staff typically use routines to support children's communication and language skills. During handwashing sessions, staff discuss the need to wash away the germs on our hands with soap. However, staff do not always use all routines to support learning. During intimate care routines, staff do not always engage in conversations with children. This means that children do not always hear the vocabulary they need to communicate well. As a result, children do not always make as much progress as they could.

Policies and procedures for safer eating are robust. Staff ensure children are always supervised during mealtimes and food is prepared in a way to prevent choking. Leaders ensure children eat a healthy, balanced diet. Children enjoy tasting a variety of fruit and vegetables. Typically, mealtimes are a social occasion. They laugh as they challenge staff to guess how many pieces of fruit they have left in their bowl. Consequently, children know how to stay safe when eating.

Generally, children's independence is fostered. Children learn about the importance of brushing their teeth. They learn about how certain foods cause 'cavities' and how our diet contributes to healthy bodies. Children enthusiastically brush their teeth at nursery. Staff are trained to support oral health and work closely with health professionals to raise the profile of oral health. Parents and carers speak positively about their children's improved attitude to tooth brushing. As a result, children learn how to take care of their teeth.

Leadership and governance: Expected standard

Leaders are committed to ensuring every child receives high-quality care and education. Leaders are passionate about staff workload and wellbeing. Regular staff meetings and annual appraisals provide leaders with opportunities to have reflective discussions, leading to improvements in staff wellbeing and morale. Staff comment on how happy they are and how their professional development is supported. Leaders make adjustments to the working week to allow for staff to work 4 days on and 3 days off. As a result, staff comment on their increased motivation and ability to perform their best at work.

Leaders establish a culture of continual improvement. They work closely with the local authority to evaluate their curriculum, making changes where necessary. Typically, staff are supported in their studies, with many continuing to build on their current qualifications. They continually seek to improve their expertise. Their most recent training has had a significant impact on practice, ensuring better outcomes for children.

Leaders have a secure understanding of the needs of their families and the local community. They establish multiple ways to communicate with parents and carers. Through a communication application, and face-to-face formal and informal meetings, parents are able to share information about their children. They celebrate the dedication of the team and the progress their children have made.

What the setting must and should do next

The provider should:

  • Leaders should strengthen their assessment processes so that children's next steps, especially where there are concerns about development, are shared effectively so that all children get the targeted support they need.
  • Leaders should strengthen their strategies for supporting communication and language by ensuring everyday routines are used as learning experiences, particularly during intimate care routines.
  • Leaders should continue to develop their strategies for supporting children to manage their behaviour by ensuring children are given age-appropriate explanations as to why certain behaviours are unwanted.

Ofsted's words, from the report on the inspection on 18 August 2026. Read the full report on the Ofsted website. Contains public sector information licensed under the Open Government Licence v3.0.

Ofsted report cards (England, from November 2025)

Since 10 November 2025 Ofsted has graded nurseries and pre-schools on a report card. There is no single overall grade. Instead, each of six areas gets one of five grades: Exceptional, Strong standard, Expected standard, Needs attention, Urgent improvement.

The six areas are inclusion; curriculum and teaching; achievement; behaviour, attitudes and establishing routines; children's welfare and wellbeing; leadership and governance. Safeguarding is judged on its own, as met or not met.

Expected standard means the setting does what Ofsted expects of every setting. Strong standard and Exceptional are above that; Needs attention and Urgent improvement mean Ofsted found things the setting has to put right.

Source: Ofsted reports

Funded childcare hours in England

All 3 and 4 year olds in England can get 15 hours of free childcare a week, for 38 weeks of the year.

Working parents of children aged 9 months to 4 years old can get 30 hours of free childcare a week for 38 weeks of the year (Free Childcare for Working Parents), if they meet the earnings rules. You confirm your details every 3 months.

Some 2 year olds can get 15 hours a week when the family gets certain kinds of extra support.

The hours are used at a registered provider that offers them, so ask each nursery how it offers the funded hours.

Source: GOV.UK: Free Childcare for Working Parents, check if you're eligible · GOV.UK: Free childcare and education for 2 to 4 year olds (checked 31 October 2026)

Other nurseries nearby

  • Woodford Pre-School Playgroup - Pre-school, London E18 2PA, ages 2 to 3, 32 places, under 0.1 miles
    Ofsted, 10 March 2023: Good overall; safeguarding is effective
  • Mathnasium of South Woodford - Day nursery, London E18 2LY, 0.1 miles
  • Fareacres Pre-School & Day Nursery - South Woodford - Day nursery, London E18 2PW, ages 1 to 4, 44 places, 0.3 miles
    Ofsted, 19 March 2024: Good overall; safeguarding is effective
  • Incey Wincey's Childcare - Day nursery, London E18 1BX, ages 0 to 3, 50 places, 0.3 miles
    Ofsted, 24 May 2023: Good overall; safeguarding is effective
  • Nannie Annies Day Care Limited - Day nursery, London E18 2NN, ages 1 to 4, 80 places, 0.3 miles
    Ofsted report card, 27 May 2026: Strong standard in 6 areas; safeguarding standards met

Schools nearby

Tiny Treasures Nursery on the Ofsted website