Tiny Treasures Day Care And Education

A mud kitchen, an outdoor fish tank and a preschool builder’s yard give Tiny Treasures’ Nuneaton branch a practical, hands-on character. Children can investigate real materials, invent games and practise doing things for themselves. The setting occupies two floors at The Chase, Coleshill Road, and accepts children from five months until their fifth birthday, with capacity for 58 children in total.

At its June 2024 inspection, Ofsted rated the nursery Good overall and found safeguarding effective. That judgement sits alongside two important improvement priorities: making better use of children’s interests in teaching, and giving children more consistent help with behaviour and emotions. These matter as much as the equipment.

Opening hours run from 7.30am to 6pm on weekdays, across 51 weeks of the year. Full days, morning and afternoon sessions, and shorter sessions provide different ways to organise attendance.

Rooms and Ages

The Baby Room combines a sensory area with everyday objects, textured materials, messy play and songs, giving babies opportunities to explore through touch and early communication.

In the Toddler Room, construction, stories and creative play sit alongside garden access and practice with eating and drinking independently, while individual routines follow children’s home schedules.

Preschool has an open-plan layout, a handwashing sink and a builder’s yard in its creative corner, with free play and adult-led activities supporting language, imagination and self-care.

The emphasis changes with children’s development. Babies explore materials and hear language during care routines; toddlers practise practical skills; preschool children gain more opportunities to manage tasks independently. That progression gives families a useful picture of what changes as their child grows, rather than treating nursery as one undifferentiated experience.

Learning and Activities

The Early Years Foundation Stage (EYFS) provides the framework for learning and care: children develop communication, physical skills, relationships and early understanding through play and everyday activities. Here, that includes stories, construction, creative work and opportunities to act independently. Learning is woven into ordinary routines as well as planned activities.

In June 2024, a shared story connected different activities: older children used cutting, counting and measuring to make beanstalks, while younger children shaped theirs from dough. The same starting point therefore led to different kinds of learning. Singing also featured prominently, with babies joining familiar actions and recognising tunes.

The June 2024 improvement priority concerned how staff responded to children’s interests. Observations were not consistently used to develop activities further, and some children lost interest. For parents, the useful distinction is between having appealing resources and staff knowing how to turn a child’s curiosity into the next learning opportunity.

Outdoor and Community Life

Outside, the mud kitchen and playhouse support imaginative play, while the planting area, sandpit and outdoor fish tank give children different things to investigate. This is an outdoor space with several purposes, rather than a single activity area.

In June 2024, planning gave children extended periods outside. The outdoor emphasis therefore had a place in the day’s organisation as well as in its equipment. Indoors, real fruit and vegetables were used in pretend-play areas, linking conversation about food with handling familiar objects.

Relationships and Communication

Children’s development is assessed over time, and parents are encouraged to contribute feedback. That makes home experience part of the conversation about what a child is learning, rather than leaving progress entirely to nursery observations.

In June 2024, parents received photographs and observations through an online app, alongside detailed daily conversations with their child’s key person. The combination offered both examples of activities and a personal account of the day. These are complementary forms of communication: pictures show something of the experience, while discussion allows parents to respond.

Practical independence was also visible in June 2024. Younger children practised using cutlery and cleaning their hands and faces; older children served their own cereal and peeled fruit. Small tasks gave children repeated opportunities to take responsibility for themselves.

Inclusion and Wellbeing

At the June 2024 inspection, Ofsted found that the special educational needs coordinator worked closely with parents and acted promptly to secure targeted support for children with special educational needs and/or disabilities (SEND), helping them prepare for their next stage of education.

Behaviour support needed greater consistency in June 2024. Younger children did not always receive enough guidance about sharing turns and treating others kindly, while expectations during group stories were not reinforced consistently for older children. Some quieter children consequently missed opportunities to participate. Families should weigh that concern alongside the positive findings about individual support.

Preparation for school includes encouraging independence and self-care in Preschool. Managing handwashing and everyday routines gives that preparation a practical form, alongside language and play.

Sessions and Attendance

The nursery opens Monday to Friday, from 7.30am until 6pm, for 51 weeks annually. Bank holidays are excluded.

A full day runs from 7.30am to 6pm. Morning sessions cover 7.30am to 12.30pm, and afternoon sessions run from 1pm to 6pm. The shorter morning option is 9am to noon; the shorter afternoon option is 12.30pm to 3.30pm. These are different booking patterns, so families can compare a whole day with either a longer or shorter part-day arrangement.

Getting There

The address is The Chase, Coleshill Road, Nuneaton, CV10 0PH. An internal car park serves parents and visitors, providing parking within the setting’s grounds.

The Nuneaton contact email is chase@tinytreasuresnursery.co.uk. The nursery spans two floors, a practical detail for families considering how their child will move between daily activities.

Funding and Paid Extras

Funded childcare is offered from nine months until a child’s fifth birthday, subject to terms and conditions. Funding and the chosen attendance pattern need to be considered together when planning childcare. Current prices should come in the nursery’s written quotation.

Fresh hot food is cooked daily in the on-site kitchen, with children’s dietary requirements and preferences taken into account. This places meal preparation within the nursery’s daily operation.

• Interest-led teaching. The June 2024 improvement priority was to use children’s interests more consistently to extend learning. During a visit, ask for an example of how a child’s recent interest changed an activity.
• Behaviour and quieter children. In June 2024, inconsistent guidance affected turn-taking and participation in group stories. Ask how staff now agree expectations across rooms and make space for children who speak less readily.
• Baby routines and room moves. Care begins from five months, and the setting has separate Baby Room, Toddler Room and Preschool provision. Discuss how settling, sleep routines and moves between rooms would work for your child.
• Funding and the total bill. Funded childcare is subject to terms and conditions, and hot meals are prepared on site. Request a written breakdown for your chosen sessions, including food and non-food consumables.

Tiny Treasures suits families seeking either full-day attendance or morning and afternoon sessions, including shorter part-day options. Its sensory provision, practical preschool resources and varied outdoor equipment give children several ways to explore and develop independence.

The June 2024 Good judgement provides a positive inspection position, tempered by specific concerns about teaching responsiveness and consistent behaviour support. For a family choosing this branch, the decisive conversation is how staff use those resources and routines to involve their own child, especially when interest fades or group activities become difficult.