Treasured Kids Preschool and Afterschool Club

In May 2026, a sunflower story followed by planting gave a concrete flavour of Treasured Kids Preschool and Afterschool Club: books became activities, with counting and new vocabulary woven into the experience. Based at All Saints Community Centre in London, the setting has 45 places in total.

At its May 2026 inspection, Ofsted judged achievement, behaviour and routines, welfare, curriculum and teaching, inclusion, and leadership to meet the expected standard, with safeguarding standards met. The main improvement priorities concerned extending children's thinking and making staff development more responsive to individual needs.

In May 2026, the children attending were aged two to four. The early years foundation stage provides the framework for learning and care: here, activities combined language, movement, social development and opportunities to practise independence.

A monthly story linked reading with practical learning. Sam Plants a Sunflower prompted planting, alongside work on numbers, shapes and how plants grow. Dental role play introduced vocabulary that children later used together. These examples connected words with experiences, although staff did not consistently take learning beyond the activity already planned.

Physical play used tunnels, stepping stones and construction materials, with football and indoor movement activities also part of the experience. Occasional park outings added outdoor exercise and contact with the surrounding community; library trips supported an interest in books. Painting tools and serving snacks with utensils gave children smaller movements to practise too.

At the May 2026 inspection, Ofsted found that children needing additional support benefited from individual planning, while home-language word sheets helped children learning English develop their communication. This was support built around each child's starting point.

In May 2026, a key person helped children settle and staff incorporated their interests into activities. The special educational needs coordinator reviewed individual plans, and staff worked with outside professionals and shared their advice with parents. Additional funding supported resources matched to children's needs and interests.

Weekly learning journals combined photographs with observations and next steps. Parent meetings, communication books and spoken handovers supplied further ways to exchange information. For families, that meant several routes into understanding what their child was learning.

Movement through the community hall involved close supervision and repeated head counts. Children practised handwashing and managing outdoor clothing, while snacks included fruit and opportunities to try unfamiliar foods. Staff used warnings before changes of activity, though reminders about behaviour were not applied consistently throughout the day.

The address is 105 New Cross Road, All Saints Community Centre, London, SE14 5DJ. In May 2026, opening hours were 9am to 3pm, Monday to Friday. That daytime window is the relevant starting point for comparing the setting with a family's working hours.

• Extending learning. In May 2026, staff sometimes stopped short of developing an activity further. At a visit, ask how practitioners build on a child's questions and interests beyond the planned task.
• Consistency between adults. The May 2026 improvement priorities included individual staff training and feedback from observing practice; behaviour reminders also varied. Ask how leaders assess whether those changes are reaching everyday interactions.
• Attendance arrangements. The May 2026 opening window was 9am to 3pm on weekdays. What current booking pattern would fit your child's age and your working day?

Treasured Kids suits families who value practical story-based activities and several channels of communication about their child's development. The May 2026 picture combines individual support, everyday independence and community outings with clear work to do on teaching consistency. Its strongest decision value lies in those concrete care arrangements; extending learning remains the point to probe.