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
Inspection report: 7 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
Overall, children make progress in their learning and development across all areas of the
early years' foundation stage framework.
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.
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.
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.
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.
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.
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.
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.
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.
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.
Staff teach children about oral health. They provide toothbrushing resources and teach
children the skills they need to maintain and embed this life skill.
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.
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.
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.
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.
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.
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.
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.
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.
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
behaviour. They feel valued by their leaders, which enhances their wellbeing.
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 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.
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.
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.
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.
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.
About this inspection
The inspectors spoke with leaders and staff 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.

Inspector:
Jemma Honey
About this setting
Unique reference number (URN): EY562844
Address:
39 Wolsdon Street
Plymouth
Devon
PL1 5EH
Type: Childcare on non-domestic premises
Registration date: 17/08/2018
Registered person: Tops Day Nursery Limited
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 06:00 - 20:00
Local authority: Plymouth
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 7 May 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
122

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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