Windmill Nursery

Windmill Nursery The Regen Centre, Landing Lane, Riccall, YORK, YO19 6PW

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Inspection date

Previous inspection date 27/08/2014 29/04/2009

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early years provision

This inspection: 3 Previous inspection: 2 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 Children are at ease in the nursery due to the warm and positive interactions they have with the staff. Parents comment that they are happy with the care and support given to their children.  The new manager has a positive approach and attitude, she actively seeks external support and has begun to develop a plan for improvement.  Staff demonstrate consistent and positive behaviour management. As a result, the children in the nursery feel secure and behave well towards each other and with the staff.

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It is not yet good because

 Supervision and monitoring procedures are not yet sufficiently established or focused enough to identify inconsistencies in staff practice in order to maintain good quality teaching across the nursery.  Staff are not accurately identifying appropriate next steps for all children. As a consequence, activities are not always sufficiently focussed and well-targeted to fully meet all the children's learning and development needs.  At times, staff in the Caterpillar Room are not deployed effectively. As a result, there are occasions, when some children are not able to access the outdoor learning area due to staff involvement in managing sleep routines.

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Information about this inspection

Inspections of registered early years provision are:  scheduled at least once in every inspection cycle – the current cycle ends on 31 July

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage or where assessment of the provision identifies a need for early inspection  prioritised where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  scheduled at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector observed activities in both rooms and in the outside learning environment.  The inspector undertook a joint observation with the manager.

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Inspection activities

 The inspector asked the staff questions about children's individual needs and their progress.

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Inspection activities

 The inspector spoke to staff working on the day and asked them about safeguarding and first aid policies and practices.  The inspector looked at children's assessment records and planning documentation.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of staff working with children and the provider's development plan.  The inspector took account of the views of parents and carers spoken to on the day.

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Information about the setting

Windmill Nursery is owned by Riccall Regen 2000, which is a charity run organisation. It operates from within the Regen community building in Riccall, York. The children are cared for in two rooms, one for children under two years and the other room is used for children aged two to five years. Each room has access to an enclosed outdoor play area. The rooms are separated by a concertina partition wall. The nursery is open each weekday, from 8am to 6pm, for 51 weeks of the year. The nursery is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. There are currently 41 children on roll. The nursery receives funding for three- and four- year-old children. The nursery supports children with special educational needs and/or disabilities. The nursery employs nine members of staff. The majority of the staff team hold a relevant early years qualification. The nursery receives support from the local

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must:

 carry out regular supervisions and appraisals for all staff working with children so that teaching practice is effectively monitored and appropriate levels of support and training are identified to develop consistently good practice

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must:

 identify children's next steps in learning more accurately, in order to ensure that they are consistently matched to the needs of all children, to inform planning and to help children make good progress in their learning

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must:

 ensure an adequate deployment of staff to enable children in the Caterpillar Room to have access to the outdoor learning area during the times when the sleep routines for other children are being met.

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who attend

The majority of children in the nursery are working within the developmental range typical for their age. Starting points of the children are evident and are usually agreed with parents. Children with special educational needs and/or disabilities make suitable progress from their starting points. Staff are effective at keeping parents informed of children's learning and development through the use of daily diaries. Parents know how to access the assessment profile for their child. Staff encourage parents to share information about their child's learning and development and to contribute towards assessment profiles. Teaching is not consistently good across both rooms. Not all staff are identifying clear and concise next steps in children's learning. For instance, the next steps in learning for some children are to 'develop speech and language skills'. This is not sufficiently concise or precise enough to be able to inform planning effectively for these children. Consequently,

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who attend

activities are not always tailored to the learning needs of all the children in order to help children make good progress. Staff engage children effectively in activities through the use of tone of voice and eye contact. For instance, when singing, staff encourage and ensure children participate through the use of encouraging tone of voice, eye contact and smiles. Staff are sensitive to some children who might not engage and have effective strategies to encourage their involvement. For example, staff give out puppets to encourage further involvement in an activity. As a result, children are generally eager to join in with activities and are helped to develop motivation.

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who attend

Staff demonstrate that they understand the importance of following children's interests in promoting the learning and development of young children. For instance, outside the Butterfly Room a group of children engage in water play. They work together to create a water course and staff support their play in a sensitive and effective way. Children are highly motivated and staff ask good open-ended questions to extend children's learning, Staff ensure that children have access to a variety of suitable resources. They enable the children to play and investigate in an effective way. They allow children time to develop their play and develop problem solving and perseverance, therefore, supporting the skills needed for their next stage in learning.

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The contribution of the early years provision to the well-being of children

Children of all ages are confident to approach adults in the nursery. In the Butterfly Room children are confident to ask adults questions, for instance, when a child was informed they were going to make an assault course he asked what that meant. Staff give reassurance and offer physical comfort to the youngest children in an appropriate and effective manner. For example, they ensure there are sufficient staff available to support children at certain times, such as when they arrive at nursery.

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The contribution of the early years provision to the well-being of children

Parents are aware of the key-person system and speak highly of the effectiveness of the parent diary system. As a result, parents feel confident with the care their children receive. The environment in both rooms is safe and welcoming. However, staff do not always make best use of the space and resources available. For instance, there are occasions when a few of the youngest children can not access the outside area due to some children's sleep routines. As a result, some children have fewer opportunities to explore the outdoor environment. The behaviour of the children is good. The staff are effective in their use of praise and give clear and consistent guidance about what behaviour is expected. As a result, the children demonstrate positive attitudes towards each other.

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The contribution of the early years provision to the well-being of children

The children are served a choice of healthy foods at breakfast and at snack time. Lunch is home cooked food using fresh ingredients. The oldest children talk about which foods they enjoy and which foods are healthy. Children all sit together for lunch and are given the appropriate cutlery and level of support for their needs. Furniture and storage is arranged in both rooms, so that children can have some independent choice over the activities they access. Coat hooks and cloakroom facilities for the Butterfly Room are accessible and at the appropriate height. As a result, the children are able to develop the skills to manage their own needs in age-appropriate ways. Staff are effective in helping children learn to manage and take risks. For instance, after playing in the mud and handling worms, staff check the children's understanding of the need to wash hands with soap and water. Moves between rooms are effectively planned. Parents talk positively about the support offered

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The contribution of the early years provision to the well-being of children

by staff during settling-in periods and as children make the move from one room to another. Staff liaise with the schools that children move to; particular emphasis is placed on this process for children who have special educational needs and/or disabilities. As a result, children are effectively supported into their new settings.

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provision

The safeguarding and welfare and learning and development requirements are understood by the leaders and managers. The leaders and the new manager have developed an effective recruitment and vetting procedure, which complies with statutory requirements. Safeguarding is a focus for induction training and at staff meetings. All staff have received safeguarding training and demonstrate that they know what to do if they have a concern about a child. Consequently, staff have the appropriate safeguarding knowledge required to work with young children.

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provision

The manager has introduced new systems for assessments and planning. However, the monitoring of these new systems is not yet sufficiently focussed to ensure consistently good practice across the nursery. Some next steps in children's learning are too vague and the manager has not yet effectively addressed this. Monitoring of children's development provides a broad overview of individual children's progress. Children who are underachieving are identified and appropriate support is put in place. The nursery works effectively in partnership with a variety of different agencies and the children with special educational needs and/or disabilities make suitable progress. At times, the staff in the Caterpillar Room are not deployed effectively. This results in occasions when some children do not have access to the outside area due to staff being involved in managing sleep routines of other children.

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provision

The manager and leaders have developed a plan to drive improvement, which they share with the wider staff team. They are beginning to establish priorities to inform the improvement plan. The new manager and leaders have identified staff supervision and performance management as a priority for development. The manager has secured external training and has aspirations to develop this area quickly. Staff have access to training but the impact of this training on the quality of teaching is not yet being routinely monitored. Partnerships with parents are suitable. Parents are enthusiastic about the effectiveness of the diaries that are sent home to inform them of their children's achievements at nursery. Parents know they have the opportunity to contribute to their child's assessments and some take up this opportunity.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. We re-inspect nurseries and pre-schools judged as requires improvement within 12 months of the date of inspection. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement action. The provision is failing to give children an acceptable standard of early years education and/or

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Grade Judgement Description

is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met There were no children present at the time of the inspection. The inspection judgement is that the provider continues to meet the requirements for registration. Not met There were no children present at the time of the inspection. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted 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.

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Setting details

Unique reference number EY102777 Local authority North Yorkshire Inspection number 869613

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Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 17 Total number of places 21 Number of children on roll 41 Name of provider Riccall Regen 2000 Date of previous inspection 29/04/2009 Telephone number 01757 249527

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Type of provision

set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises, which are usually the childminder’s own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children,

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Type of provision

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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