Tops Salisbury

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children arrive at the nursery excited and ready to explore. They separate with ease from parents as a familiar member of staff welcomes them. Children are confident and quickly make choices in how they will play.

A broad curriculum is planned by staff that closely reflects children's interests and learning styles. Staff are enthusiastic and engage well with children as they play. They understand what children need to learn and play alongside them to extend their learning further.

For example, pre-school children enjoy innovative activities in which they learn about animals from around the world. Staff introduce more u...nusual animals to promote interest and increase children's vocabulary and understanding of the world. Staff prioritise supporting children's well-being and personal development.

Staff are caring and patient. For example, they give younger children time to help with their care needs, such as pulling up their own trousers after a nappy change. Consistent strategies such as the 'worry monster', are used throughout the nursery.

These comfort children and encourage them to share any concerns so that these can be overcome. Children understand how to behave. Staff constantly praise and reward children for their good behaviour, helping children to feel proud and form good relationships.

The nursery team have worked hard during the COVID-19 (coronavirus) pandemic to maintain good communication with parents and children. For example, changes have been made to collection and drop off to minimise the risk of infection. However, parents report that they get plenty of information about children's experiences and learning through daily discussions with staff and online learning records.

What does the early years setting do well and what does it need to do better?

Staff receive good support from managers. Staff have received training that helps them to consider how children prefer to learn. They skilfully use this when planning and providing activities.

As a result, children receive learning experiences that reflect their interests and help them make good progress. For example, staff working with the younger children provide slopes to roll balls, pour water or slide themselves down, in response to their interest in moving things.There are a good range of activities available to children, both indoors and out.

Older children enjoy their time in the holiday club, where they join in games, cookery activities and go on local outings. Occasionally, staff do not fully consider the best place to complete an activity, to ensure children benefit from it fully. For example, when a group of older children take part in a phonics activity, the room is very noisy.

This means that the activity does not sustain children's interest for as long as possible.Managers support new staff by providing a thorough induction. Staff understand their roles and responsibilities well.

Observations of staff practice help to identify where staff may need additional support, and informs training plans. This helps to ensure staff work consistently to support children's needs.Partnerships with parents are strong.

Staff and parents frequently share information to ensure that children's individual needs, including any medical needs, are well known and supported. Information is shared with other settings children also attend to promote consistency. However, for those children transitioning to school, staff do not always share information as early as possible to ensure school staff are clear about children's needs.

Staff adapt the curriculum effectively to support all children's needs. This includes children with special educational needs and/or disabilities and those who speak English as an additional language. Staff implement strategies, such as using simple sign language.

This helps children to understand what is expected of them. For example, staff use a visual sign and speech when they remind children to sit down to eat their lunch.Children show high levels of confidence and self-esteem.

They learn to show respect for their friends as they play, as staff help them to share and take turns. Older children show how they can work together, for example, as they mix sand, bark and water in the mud kitchen, to create unique cement for their building project.Children understand the importance of keeping healthy.

They are taught about good hygiene routines, including learning how to clean their teeth thoroughly. Children enjoy the tasty and nutritious hot meals. The nursery has a policy of adding no extra sugar or salt in dishes, to support children's long term health.

Children are confident to use language. From an early age, staff value what children have to say. For instance, staff listen and respond when younger children babble as they point at the photographs on the wall.

Safeguarding

The arrangements for safeguarding are effective.Staff and leaders understand their responsibilities with regard to child protection. Frequent training and staff meetings help to ensure that all staff have a broad awareness of possible indicators that may mean a child is at risk of harm.

Staff know how to respond to, and escalate, any concerns. New staff are thoroughly vetted and annual reviews of suitability help to ensure that staff are suitable to work with children. Risk assessments help to ensure staff maintain a safe and secure environment.

Staff supervise children well. Staff ratios are maintained and managers provide additional support when necessary.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nensure staff consider how the environment impacts on children's learning, and are able to adapt activities so that children benefit from the very best learning experiences share information with schools as early as possible, to ensure they have detailed information about children's individual needs before they start.