Tops Warminster

Tops Warminster

Unique reference number (URN): 2807088 Address: St. Georges Catholic Primary School, Woodcock Road, WARMINSTER, BA12 9EZ Type: Childcare on non-domestic premises Registered with Ofsted: 06/09/2024 Registers: EYR, CCR 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

Children, including those who are disadvantaged, typically make suitable progress from their starting points across the curriculum. Children's confidence and independence flourishes as they learn to do more and more for themselves. For instance, babies go to wash their own hands with careful support. Older children pour their own water and serve their own lunch. Children benefit from the careful sequencing of opportunities for their independence to develop which ensures that they can succeed. This means that they become ever more confident in their abilities.

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Achievement Expected standard

Babies confidently explore their environment in the baby room. Older children share their thoughts and ideas with staff. Generally, they become effective communicators. For instance, children politely ask for the food and drinks that they would like at snack time. Children are well prepared for their next steps, including school, as they grow in autonomy and responsibility. For example, they sweep the floor after finishing snacks.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have created a positive environment with some clear expectations and routines which are being embedded. Children learn to be kind and considerate. For instance, they wait patiently for friends to finish putting their shoes on to join them outside. Staff build relationships with children that are warm and trusting. This helps children to feel safe and ready to engage. For example, staff anticipate when children will struggle with upcoming changes and ensure that they give them plenty of advance warning.

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Behaviour, attitudes and establishing routines Expected standard

Children are increasingly supported to collaborate and get along with others. Staff guide them to share, take turns and solve small disagreements. For instance, staff help children to work out how to take turns to look at a grasshopper. Staff are starting to embed simple routines, such as lining up or children responding to a rattle signal by placing their hands on their heads. However, some children do not participate in these routines and 'opt out' at times. Staff do not encourage them to join in at times, but expect them to at others. This means children are sometimes unsure of what is expected, which can lead them to become frustrated.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote the importance of punctuality and regular attendance, helping families to understand how consistency supports children's emotional security. Generally, children behave well and are developing positive attitudes to learning.

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Children's welfare and wellbeing Expected standard

Throughout the setting, children's care needs are generally well met. Staff know children well and ensure that they support their individual care needs. For instance, they understand children's dietary requirements and support them with gradually trying new foods. They carefully support babies with weaning. Staff collect lots of information from parents and carers during settling-in sessions so that they understand children's routines and their likes and dislikes. This means that new children settle quickly. Staff generally form warm and responsive relationships with children quickly. For instance, babies gaze up at staff and benefit from lots of eye contact and interaction.

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Children's welfare and wellbeing Expected standard

Children learn about how to recognise and manage their emotions. When they feel upset or need support, they choose from a 'menu' of calming strategies to do with staff. For instance, children blow bubbles or count breaths on their fingers. They often go on to use these same techniques at home. Children are developing an understanding of how to keep themselves safe. For example, they explain how baby dolls need sun cream to protect them in the sun. Staff are working with children to ensure that effective routines are more consistently embedded. This is making mealtimes more sociable and enjoyable occasions. Children are starting to follow the expectations and to chat happily with each other as they eat. Staff supervise children very carefully while they eat and sleep.

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Curriculum and teaching Expected standard

Leaders have developed a curriculum that is thoughtfully designed to nurture children's curiosity, confidence and early learning. Babies show high levels of engagement as they explore their environment with enthusiasm. For example, they delight in sitting among trays of tissue pieces, sprinkling them over their heads and experimenting with cause and effect. Staff generally weave mathematical learning through the day. For instance, they introduce mathematical language as they support children to compare the speed of vehicles.

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Curriculum and teaching Expected standard

Staff suitably prioritise children's physical development. For example, they encourage older babies to navigate their way down steps with support. Staff understand how babies learn best. They provide warm and responsive interactions that help them to feel emotionally secure. Across the setting, children typically develop a love of books. For instance, children choose books and take them to staff to read together. Staff ensure that they purposefully develop children's communication skills. They ask children to repeat new words, such as 'fin', to build their vocabulary.

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Curriculum and teaching Expected standard

When staff are working with broad age range groups, they do not adapt their teaching sufficiently to suit each child's age and stage of development. This means that some children are unable to access the learning and they lose engagement.

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Inclusion Expected standard

Leaders typically have a secure understanding of the children and families they serve. They carefully assess children's needs upon arrival at the setting. Staff adapt their practice to ensure that children are generally well supported. At times, however, leaders and staff do not act swiftly enough to remove emerging barriers to children's learning. This can delay children's access to wider specialist support. New leaders are strengthening this area, ensuring that referrals are now completed promptly and that children receive timely intervention.

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Inclusion Expected standard

Staff benefit from ongoing and targeted training that develops their confidence and skill in meeting children's needs. For instance, they receive baby training when they move to work with the youngest age group. Staff typically make thoughtful adaptations to their practice so that all children can participate fully in learning. For example, they use visual communication tools and learn key vocabulary to support children who are learning English as an additional language. Staff also work closely with families to understand children's experiences and ensure that provision reflects these appropriately. As a result, most children are increasingly well supported to engage, progress and thrive in the setting.

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Leadership and governance Expected standard

Leaders have a clear oversight of the setting. They understand their staffing team and their strengths and weaknesses. Leaders generally have a clear idea about what needs to improve. They receive appropriate support from wider leaders in the company. They have recently made changes to staffing arrangements and have recruited new staff into leadership roles. This means that some staff are not yet settled and confident in their roles, so need further support and training in order to make a consistent contribution to the setting. Leaders and staff typically make decisions that are in the best interests of children, particularly for those who are disadvantaged. For instance, they plan to expand their offering of additional specialist sessions to provide all children with a broader range of experiences.

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Leadership and governance Expected standard

Staff generally feel well supported. They value leaders' understanding of their roles. Staff appreciate the ready access that they have to suitable training, such as to understand local procedures to support children with special educational needs and/or disabilities. Leaders are generally conscious of staff wellbeing and workload. For instance, they undertake staff induction processes slowly, over several weeks, to ensure that staff have time to understand and embed what they learn. Leaders engage well with parents and carers and keep them well informed about what is going on. Parents particularly value how safe they feel their children are and the close relationships that their children enjoy with staff.

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

Children experience a warm, nurturing and engaging environment where they feel a sense of belonging. Babies form secure attachments from their earliest sessions. This is supported by a careful settling-in process in which staff learn about children's routines, preferences and individual needs. This helps children to settle quickly and feel safe. Children enjoy rich sensory experiences, such as exploring ocean themed 'gloop' in a tray. They excitedly share their experience with staff, developing their curiosity and early exploration.

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

As children grow, they typically become confident and curious learners, who delight in discovering the world around them. They eagerly collect fallen leaves, share them with staff and throw them into the air with joy. A wide range of enriching experiences, such as music and movement, yoga sessions and forest skills, broadens children's understanding of the world and deepens their enjoyment of learning. Children also learn about sustainability and how to care for the planet. This helps them to develop early social responsibility. For example, they learn to reduce and reuse paper for drawing. Children are well prepared for their next steps in learning. They develop their ability to independently meet their own needs. For instance, older children help to check that the garden is safe before they play outside. They develop their physical skills and learn about the natural world in their creatively resourced garden areas. For example, children grow flowers and vegetables in

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

Children thrive because they feel safe and attend well. Children benefit from warm and positive relationships with staff. Families feel welcomed, listened to and helped with parenting challenges. For instance, staff work closely with parents and carers to help children to try new foods which they then go on to eat regularly at home. Children learn together, feel included and are supported to flourish.

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Next steps

Leaders should ensure that all children's needs are consistently identified swiftly and that suitable action taken is taken at pace to reduce potential barriers to their learning. Leaders should support staff to carefully tailor teaching to all children's ages and stages of development. Leaders should embed routines and expectations more consistently so that children know and understand exactly what is expected of them. Leaders should provide all staff with the training and development support that they need to make a consistent contribution to the setting.

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Address:

St. Georges Catholic Primary School Woodcock Road WARMINSTER BA12 9EZ

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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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About this inspection

The inspector spoke with leaders, staff, children and parents and carers 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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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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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