Tops Day Nurseries - Wimborne

Tops Day Nurseries - Wimborne
Unique reference number (URN): 156231
Address: Tops Day Nurseries, Leigh Road, Wimborne, Dorset, BH21 2BX
Type: Childcare on non-domestic premises
Registered with Ofsted: 23/07/2001
Registers: EYR, CCR, VCR
Registered person: Tops Day Nursery Limited
Inspection report: 14 May 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
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.
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.
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.
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.
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

Voluntary Childcare Register requirements
This setting has met the requirements of the voluntary part of Childcare Register.
How we check if a provider meets the requirements of the Voluntary Childcare
Register
When we check if settings meet the Voluntary Childcare Register requirements, they can
have the following outcomes:
Met
Not met
What it's like to be a child at this setting
Children show they are happy and confident at this welcoming and positive setting. Children
of all ages explore the environment with enthusiasm and approach staff for reassurance,
support or comfort when needed. Children form secure attachments with staff and enjoy
sharing their achievements with their key person. For example, older children proudly say,
'Look at this number I've just drawn.' Babies beam with pride as staff clap and cheer them
as they use the slide independently. Children enjoy a broad range of learning opportunities
that capture their interests and encourage curiosity. Young children investigate how to free
toys trapped in frozen ice. They test different tools to see which works best. Staff know
children well and build on what children already know and can do. Staff's positive
interactions help children develop the knowledge and skills they need for future learning.
Children generally behave well, show consideration for others and develop positive
friendships across the setting. For instance, older children say, 'I'm saving this for my
friends,' as they serve themselves at lunchtime. Children learn to recognise and manage
their emotions. Staff model kindness and respect and praise children when they share and
take turns. Staff use resources, including emotion photo cards, to help children identify their
feelings and talk about their emotions.
Children with special educational needs and/or disabilities and those who face barriers to
learning receive effective support that helps them access learning experiences alongside
their peers. Staff identify children who may need additional support and work closely with
parents and other professionals to provide targeted interventions. This typically helps
children make progress from their starting points and develop confidence in their own
abilities.
Leaders and staff work closely with families to support regular attendance and punctuality.

Inspector:
Mikaela Jauncey
About this setting
Unique reference number (URN): 156231
Address:
Tops Day Nurseries
Leigh Road
Wimborne
Dorset
BH21 2BX
Type: Childcare on non-domestic premises
Registration date: 23/07/2001
Registered person: Tops Day Nursery Limited
Register(s): EYR, CCR, VCR
Flexible arrangements generally help families access sessions that meet their needs,
ensuring children benefit fully from their early education.
Next steps
Leaders should strengthen transitions around mealtimes to ensure all children know what
is expected of them and feel emotionally secure during these times.
Leaders should ensure they have a secure and detailed understanding of the setting's
context and areas for improvement to enable a clear and consistent focus on driving
improvement and ensuring the best possible outcomes for all children.
About this inspection
The inspector spoke with leaders, staff, children and parents 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.

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00
Local authority: Dorset
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 14 May 2026
Children numbers
Age range of children at the time of inspection
0 to 9
Total number of places
80
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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