Tops Day Nurseries - Wimborne

Inclusion: Expected standard

Leaders and staff create an inclusive environment where all children access learning opportunities and receive support that meets their individual needs. Staff know their key children well and use regular assessment and monitoring procedures to identify gaps in learning at an early stage. Staff involve parents promptly and work with them to ensure adaptations and support are having a positive impact on children's progress.

Staff know how to seek additional professional advice to support children with special educational needs and/or disabilities and those who face barriers to learning and do so in a timely manner. Staff adapt activities, routines and teaching to help all children participate fully. For example, staff provide sensory toys and additional support during larger-group activities to help children manage emotions and remain engaged.

Staff maintain high expectations for all children, including disadvantaged children. Additional funding and resources are typically used well to support children appropriately and help reduce barriers to learning. Leaders are aware that due to recent changes in the leadership team they do not yet have a fully detailed understanding of how additional funding is used to help maintain high-quality care and education for all children and drive improvement.

Curriculum and teaching: Expected standard

Leaders have designed a broad and well-sequenced curriculum and staff typically implement this effectively. Staff interact positively with children and regularly praise and encourage children's efforts. Staff generally support children's communication and language development well. They model language clearly, introduce new vocabulary through books and songs and help children pronounce words correctly. For example, staff repeat the word 'banana' clearly when babies point to pretend fruit and find saying the word difficult.

Staff use regular assessment to identify gaps in children's learning and plan appropriate next steps. They encourage children to think critically by asking questions such as, 'What else could you use to break the ice?' and 'What happens if you tap it on the edge?' Staff know when to extend children's learning as they play. For example, staff encourage young children to sort coloured pens into matching groups and count them to further their mathematical development.

Staff support children's physical development effectively. Babies climb, explore and learn to jump on coloured mats, while older children develop pencil control as staff teach them how to hold writing tools correctly. Staff plan the outdoor environment well so children can climb, balance, pour, squeeze and ride safely. Staff adapt teaching effectively so children with special educational needs and/or disabilities and those who face barriers to learning remain fully included. This includes photos of the timetable to help those who find transitions challenging.

Achievement: Expected standard

All children, including those with special educational needs and/or disabilities and barriers to learning benefit from a broad curriculum and generally achieve well from their starting points. They develop the skills and knowledge they need for future learning and school readiness.Babies and young children develop increasing independence as they feed themselves and begin to use cutlery successfully. Older children confidently serve themselves at lunchtime and clear away their bowls and plates independently.

Children develop confidence in communication and language. They enjoy sharing books with adults, talking about their play and cooperating with others. Older children listen carefully and concentrate well as staff teach them rugby skills outdoors. Children demonstrate they are developing their personal social and emotional skills and show kindness and care for others. For example, young children help babies access drinking water by turning on the tap and holding cups for them.

Behaviour, attitudes and establishing routines: Expected standard

Children generally behave well and understand the setting's expectations for behaviour. Children engage positively in activities and generally show enthusiasm for learning. Preschool children laugh excitedly as they play rugby games outdoors, while babies enjoy participating in tooth-brushing routines.

Children show they understand the daily routines. Babies and toddlers recognise when it is time for sleep, and older children confidently wash their hands and clear away plates after meals. However, transitions around mealtimes sometimes become lengthy for preschool children. At times, some children appear overwhelmed during these periods.

Staff build secure relationships with children. For example, babies seek comfort from their key person at sleep time, while older children proudly share their writing and ask staff for support when needed. Staff support children's emotional development effectively. They provide smaller-group experiences and one-to-one support for children who find larger groups challenging. Children build positive friendships and cooperate well during activities, including emotion-matching games, where they take turns and listen to one another.

Leaders understand the importance of regular attendance and punctuality and promote this with parents to help develop positive habits for school.

Children's welfare and wellbeing: Expected standard

Staff meet children's care needs effectively and follow procedures that promote children's health and safety. Staff encourage children to wash their hands before meals and remind them to take small bites and eat slowly to reduce choking risks. Staff help children learn how to keep themselves safe during play. For example, staff remind children to use their 'good looking eyes' while playing outdoors.

Staff organise sleeping and care routines effectively to reflect children's individual needs. Staff promote healthy eating through balanced meals and nutritious snacks, including fruit and yoghurt options. Children access water stations and use nose-wiping stations confidently. Staff encourage independence by asking children whether they would like help or can complete tasks themselves.

Staff generally support children's emotional wellbeing well. Children with barriers to learning are supported to access quieter spaces when they need support to regulate emotions or take a break from larger groups. Staff provide children with choices and allow additional time where needed. Staff work closely with parents to help children settle, particularly after periods away from the setting.

Leadership and governance: Expected standard

Leaders have taken purposeful action to improve the setting following the previous inspection. Staff have received training to help them understand and identify where children's play can increase in risk. Processes have been strengthened so staff adapt play activities to minimise risks to children. There have been several changes to the leadership team over a short period and the provider and leaders are aware they have not yet developed a fully detailed understanding of the setting's context, strengths and priorities to help maintain these standards and drive continuous improvement.

Leaders provide staff with regular opportunities to develop their knowledge and skills through mandatory training and targeted professional development. This includes training to ensure staff have the up-to-date knowledge and skills they need to meet the needs of children with special educational needs and/or disabilities. Staff generally report leaders manage their workload effectively and say they feel supported in their role. Leaders build positive relationships with schools and other professionals. Staff attend multi-agency meetings and support children known to children's social care effectively during transitions to school. Partnerships with parents are positive and supportive and information is shared regularly to help provide consistency for children.