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
Inspection report: 5 August 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
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.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
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.

Expected standard
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
Compulsory Childcare Register requirements
This setting has met the requirements of the compulsory part of the Childcare Register.
How we check if a provider meets the requirements of the Compulsory Childcare
Register
When we check if settings meet the Compulsory Childcare Register requirements, they can
have the following outcomes:
Met
Not met

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.
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
their planting beds.
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.
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.

Inspector:
Alanda Phillips
About this setting
Unique reference number (URN): 2807088
Address:
St. Georges Catholic Primary School
Woodcock Road
WARMINSTER
BA12 9EZ
Type: Childcare on non-domestic premises
Registration date: 06/09/2024
Registered person: Tops Day Nursery Limited
Register(s): EYR, CCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 06:00 - 20:00
Local authority: Wiltshire
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 5 August 2026
Children numbers
About this inspection
The inspector spoke with leaders, staff, children and parents and carers during the
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.

Age range of children at the time of inspection
0 to 8
Total number of places
48
Our grades explained
Exceptional
Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
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.
Needs attention
The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement
The setting needs to make urgent improvements to provide the expected standard of
education and/or care.
The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
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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