Tops Stonehouse

Tops Stonehouse

Unique reference number (URN): EY562844 Address: 39 Wolsdon Street, Plymouth, Devon, PL1 5EH Type: Childcare on non-domestic premises Registered with Ofsted: 17/08/2018 Registers: EYR, CCR, VCR Registered person: Tops Day Nursery Limited

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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.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

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.

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Achievement Expected standard

Overall, children make progress in their learning and development across all areas of the early years' foundation stage framework.

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Achievement Expected standard

Babies show motivation to listen to stories. They sit with staff for extended periods, learning to turn the pages of a book. Babies join in with action songs and begin to make the sounds of farm animals. They hear new words as they engage in back-and-forth exchanges with staff.

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Achievement Expected standard

Toddlers show a keen interest in books and choose to read them independently alongside their friends. They further their communication and language development by using hand signs to help express their needs. Toddlers and pre-school-age children are curious when engaging with a sound board. They sustain their concentration as they press a voice instruction, pause to hear it, then press another. This supports these children's listening and attention skills.

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Achievement Expected standard

Generally, children, including those with special educational needs and/or disabilities, are ready to progress to their next stage of education. However, some children who may face barriers to their learning are not consistently supported in their daily routines to make as much progress as possible in some areas of their learning.

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Behaviour, attitudes and establishing routines Expected standard

Leaders provide bespoke settling-in processes to meet the needs of individual children and families. They prioritise collaborative relationships with families to promote children's feeling of security. Leaders monitor patterns of attendance of all children, including those who are known or previously known to children's social care. They work closely with families and share expectations of attendance and punctuality so that children may develop positive habits when they go to school.

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Behaviour, attitudes and establishing routines Expected standard

Pre-school-aged children follow routines well and move around the building safely and confidently. They demonstrate that they know and understand the rules of the setting. Behaviour management is positive and shared with parents, so children receive consistency. Staff remind pre-school-age children of how to overcome minor disputes with their friends. As a result, these children learn about how to manage their feelings and regulate their behaviour at home and in the setting.

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Behaviour, attitudes and establishing routines Expected standard

Generally, staff attend to older babies' needs. For example, they teach them how to wash and dry their hands before they eat and praise them for their efforts. Older babies show they have positive relationships with staff and their friends. They call their friends from across the room and show them where they can sit at the table. However, at times, routines do not consistently promote opportunities for older babies to have high levels of wellbeing. For instance, staff carry out other jobs while older babies wake from sleep, meaning some older babies are not effectively supported to settle.

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Children's welfare and wellbeing Expected standard

Leaders ensure that staff implement procedures to support children's health and rest. For example, staff follow safe sleeping procedures, such as keeping babies in the same room while they sleep, and check them regularly to ensure their safety. Staff establish secure attachments with babies and are attentive to their needs. This supports babies' welfare.

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Children's welfare and wellbeing Expected standard

Children enjoy nutritious food. At mealtimes, staff sit with children and support them to learn how to be healthy. Pre-school-aged children become more independent in their personal care needs. For example, staff show these children how to use safety knives to cut fruit and self-serve their food using appropriate utensils. Leaders ensure there is a clear system to identify children with dietary requirements. Staff consider where children with dietary requirements should sit in order to keep them away from food that may harm them.

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Children's welfare and wellbeing Expected standard

Although mealtime routines are generally positive, at times, staff prioritise other jobs or do not consistently support quieter children. This means staff do not consistently ensure routines promote the wellbeing of all older babies' and all toddlers' wellbeing.

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Children's welfare and wellbeing Expected standard

Staff teach children about oral health. They provide toothbrushing resources and teach children the skills they need to maintain and embed this life skill.

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Curriculum and teaching Expected standard

Overall, leaders implement a sequential curriculum that builds on what children know and need to learn next. They identify the skills they want children to master at each stage of learning. Leaders consider the context and characteristics of the setting. They focus on securing children's knowledge and skills across the prime areas of learning in the early years foundation stage framework.

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Curriculum and teaching Expected standard

Generally, staff tailor their teaching to deliver an effective communication and language curriculum to babies. They know and understand how to develop babies' vocabulary. Staff sing songs and repeat words or sounds back to babies. They skilfully extend some babies' language from one-word sentences to two-word sentences.

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Curriculum and teaching Expected standard

Typically, staff teach toddlers and preschool-aged children how to get along with others and develop their social skills. They act as positive role models and encourage children to be helpful and kind. Staff help children learn about similarities and differences effectively. Pre- school-age children use mirrors to draw self-portraits. They explore different coloured paint to match their faces. Staff extend and develop these children's knowledge of what makes them unique.

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Curriculum and teaching Expected standard

Leaders prioritise children's physical development, and this means children have daily access to the outdoor area to practise running, jumping and balancing skills. They support staff to widen their knowledge of how to teach mathematics. This means that staff extend children's mathematical thinking and knowledge of number and shapes. However, at times, leaders do not ensure that routines support all children, including quieter children, in receiving consistent, high-quality interactions from staff. This means that quieter toddlers are not always consistently supported by staff to help them build their social skills and make the best possible progress.

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Inclusion Expected standard

Typically, staff identify, assess and meet children's needs as they emerge. This includes children who are known or previously known to children's social care, and children with special educational needs and/or disabilities (SEND). Staff liaise regularly and effectively with leaders, specialists, children's social care and parents to ensure they are responsive to children's progress and changes in need. They seek to understand the reasons for children's behaviour and implement external guidance. Staff make adaptations so all children can access their entitlement. For example, they provide small beanbags and other soft items for children who enjoy throwing objects as part of their play. This helps children use their energy safely and supports their wellbeing.

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Inclusion Expected standard

Overall, these adaptations help to reduce barriers to children's learning and wellbeing. However, at times, adaptations are not consistently made to enable all children to maximise their learning. Occasionally, staff do not ensure the structure of daily routines support all children to practise skills associated with their next steps of learning. For example, routines do not consistently support quieter toddlers in engaging in conversation and in building their personal, social, and emotional skills effectively.

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Inclusion Expected standard

Effective use and monitoring of early years pupil premium funding means leaders narrow gaps in children's learning. For example, they provide additional resources for children who live in flats so they can be physically active outdoors. Staff observe children to improve their upper body strength through tyre rolling in the garden.

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Leadership and governance Expected standard

Leaders understand the strengths of the setting and recognise priorities for improvement. They show commitment to upskilling staff. Leaders identify that staff need further guidance on how to teach mathematics to early years children. Following training from leaders, the staff are beginning to incorporate more mathematical language into children's play. Staff observe children referring to numbers and shapes. Although leaders understand the unique needs and context of the setting, inconsistencies in some daily routines mean that not all children make the best possible progress from their starting points.

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Leadership and governance Expected standard

Leaders are ambitious for the children who attend. They work collaboratively with all professionals and families. Leaders endeavour to meet the needs of all children and work towards ensuring they are ready for their next stage of learning. For example, leaders maintain effective partnerships with local schools. They work together to facilitate enhanced transitions for children with special educational needs and/or disabilities (SEND). This enables children with SEND to have their needs met swiftly at their next place of education and to settle quickly. Staff receive regular opportunities to discuss their professional development and identify areas for improving their practice. For example, some staff extend their knowledge on how to support and manage children's behaviour. This gives staff additional strategies to use with children who may struggle with big feelings. As such, staff notice a decrease in challenging

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Leadership and governance Expected standard

behaviour. They feel valued by their leaders, which enhances their wellbeing.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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

Children enjoy positive relationships with staff who know them and their families well. This helps all children, including those who are known or previously known to children's social care, feel safe and secure. All children feel included and know they belong. They confidently enter the setting in the morning and immediately engage in experiences that meet their needs. For example, children who are active learners, including those with special educational needs and/or disabilities (SEND), can run and be energetic. Generally, this helps children to stay regulated and reduces barriers to their learning, so they are ready to engage.

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

Babies and toddlers form positive relationships with their peers and staff. Toddlers choose to hold their friends' hands when they go to the bathroom and seek out attentive staff if they become dysregulated. Babies establish secure bonds with staff. This supports babies to confidently explore the world around them. For example, babies stay close to staff while they build on their early walking skills. They show resilience and begin to take age- appropriate risks by climbing on low equipment and discover what their bodies can do.

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

Children are polite and have manners. They say please and thank you to each other often while they play. Pre-school-age children demonstrate they know how to share. For example, they naturally take turns with a sponge while they wash small pretend animals. These children typically play cooperatively alongside one another and are kind.

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

Pre-school-age children, including those with SEND, learn about how their behaviour may impact others. For example, if children inadvertently upset one another, they show they are sorry and make amends. This helps them to be better prepared for their next stage of education. Children benefit from a curriculum that supports them to make friendships, feel celebrated and valued for who they are.

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Next steps

Leaders should adapt routines so these promote all children's wellbeing and ensure they offer opportunity for children to practise skills and maximise their learning.

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About this inspection

The inspectors spoke with leaders and staff during the inspection.

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About 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 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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Address:

39 Wolsdon Street Plymouth Devon PL1 5EH

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Tops Day Nursery Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 06:00 - 20:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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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.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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