Tops Babbacombe

Inspection of Tops Babbacombe Tops Babbacombe, 133 Babbacombe Road, Torquay TQ1 3SR

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Requires improvement

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The provision is good

Children feel safe and content. They arrive with big smiles. Children put their arms out to staff for a cuddle. They happily wave goodbye to their parents and eagerly join their friends to play. Staff are kind and attentive to children's needs. They support children to learn the routines of the day. For example, staff show new children where to hang up their coats and bags. Children develop a sense of belonging to the setting and settle in quickly.

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The provision is good

There is a well-designed curriculum in place. Since the last inspection, leaders have improved staff understanding and the implementation of the curriculum. Following training from leaders, staff focus on children's interests to plan their learning experiences and next steps of development. Staff gather information from parents on what interests their children. They work collaboratively together. Subsequently, staff notice children are more motivated to engage and display higher levels of curiosity during their play.

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The provision is good

Parents comment that their children learn good manners and are confident in managing their self-care skills. For example, parents observe that their children know how to wash their hands at home. Parents state their children are better equipped to share and make friends since attending the setting.

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need to do better?

n All children make good progress in their personal, social and emotional development. Staff help children to recognise different emotions. They show babies and toddlers pictures of different behaviours, such as 'kind hands'. These children begin to understand how to interact positively with each other. Staff use puppets and 'emotion stones' with pre-school-age children to help them regulate their emotions. They frequently describe how they and their friends are feeling. n Children are independent. Staff support babies and toddlers to clean their hands before they eat. They model how to use large spoons so babies and toddlers can self-serve their lunch. Pre-school-age children cut up their fruit for snack. Staff remind these children where to place their fingers safely when they do this. Children listen and follow instructions from staff. They use the safety knives competently and show good self-esteem when they achieve their task.

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need to do better?

n Babies enjoy singing and dancing to songs. They clap and dance to the music. However, sometimes staff do not engage in enough back-and-forth conversation with babies and toddlers to promote their early communication and language skills further. For example, at lunchtime, staff do not consistently talk to babies and toddlers and it is very quiet. During these times, babies and toddlers do not have opportunities to hear new language or practise their early speaking skills. n Pre-school-age children are imaginative. They put on oven gloves in the role-play

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need to do better?

3 September 2024 kitchen and pretend to make cakes and pizzas. Staff join in and order what pretend food they would like. However, staff do not develop these children's thinking and speaking skills further to give them more time to process their thoughts and respond to questions. For example, at times, staff ask these children questions and quickly answer them before the children can. n Pre-school-age children learn about numbers and the concept of time. They discover that they have grown and are too tall to fit under the playhouse door. Staff talk to them about why this may have happened. Children know it is because they are growing over time and getting bigger. They say 'It is because we are now four.' n Babies and toddlers develop their finger dexterity. They practise pushing buttons on a board. They are curious and watch the switches go on and off. Toddlers show an interest in how things work. They collect a keyboard and press the

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need to do better?

keys. Toddlers tell staff 'Mummy got one'. Staff acknowledge their interest and play alongside them. n Leaders and staff work closely with other professionals to meet the needs of all children. For example, they work in partnership with schools to better prepare children for their next stage of education. Staff share information on children's learning and development, and this helps to ensure a smooth transition.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n support staff to engage in more back-and-forth conversation with babies and toddlers to promote their early communication and language skills further n develop pre-school-age children's thinking and speaking skills further to give them more time to process their thoughts and respond to questions.

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Setting details

Unique reference number EY562854 Local authority Torbay Inspection number 10325964 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

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inspection

Total number of places 50 Number of children on roll 78 Name of registered person Tops Day Nursery Limited

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reference number

Telephone number 01803 311442 Date of previous inspection 7 December 2023

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Information about this early years setting

Tops Babbacombe registered in 2018 and is situated in Torbay. The setting is open from 6am to 8pm, Monday to Friday, all year round. The manager holds a level 3 qualification. Twelve other members of staff hold appropriate qualifications between levels 2 and 3. The setting provides free early education funding for two-, three- and four-year-old children.

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Inspection activities

n The inspector discussed any continued impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The area manager, manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n Children communicated with the inspector during the inspection. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The manager and the inspector carried out a joint observation of a group activity. n Parents shared their views of the setting with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the

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Inspection activities

suitability of staff working in the nursery.

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Inspection activities

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.

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Inspection activities

3 September 2024 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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