Windmill Nursery

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

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Inspection date

Previous inspection date 27 August 2015 27 August 2014

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This inspection: Good 2

Previous inspection: Requires Improvement How well the early years provision meets the needs of the range of children who attend Good 2

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This inspection: Good 2

The contribution of the early years provision to the well-being of children Good 2

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This inspection: Good 2

The effectiveness of the leadership and management of the early years provision Good 2

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This inspection: Good 2

The setting meets legal requirements for early years settings

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This provision is good

 Staff promote the positive behaviour of children very well. Consequently children are relaxed, confident and motivated to learn.  Leaders effectively monitor the quality of the provision and practice. Where weaknesses are identified, leaders sensitively support staff to improve, for example through training and role modelling. This is having a positive impact on the quality of teaching and children's learning.  Staff plan short, purposeful daily routines, such as those for snack and group times, that help children to develop in all areas of learning, preparing them well for school.  Staff have created a stimulating outdoor area that children of all ages access freely for much of the day. This promotes their good health and development and supports their individual interests.  The self-evaluation process effectively harnesses staff’s, parents’ and other agencies' ideas to make continuous improvements to the service and to children's learning.

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It is not yet outstanding because:

 Staff do not always carry out as much of their key children’s daily care routines, such as comforting them when they are unsettled, or putting them to bed, as is practical and possible. This reduces opportunities for the key person to support the children’s emotional well-being and strengthen their relationship.  Despite recent improvements being made to the baby room, it is still a little cluttered at times, leaving limited space for children who are developing their mobility.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 Further enhance the emotional well-being of children by ensuring the key-person system fully supports staff to carry out as much of the children’s daily care and comfort routines as is practical and possible.  Consider ways of providing increased space for more mobile babies to explore safely and develop their physical skills in the indoor environment.

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Inspection activities

 The inspector observed activities in both rooms and in both outdoor areas.  The inspector undertook joint observations with the manager.  The inspector asked the staff questions about children's individual needs and their progress.  The inspector spoke to staff working on the day and asked them about safeguarding, accident and medication procedures.  The inspector looked at children's assessment records and planning documentation.  The inspector took account of the views of parents and carers spoken to on the day.  The inspector checked evidence of the suitability of staff, and a range of other documentation, including policies and procedures to safeguard children's welfare.

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who attend. This is good

Staff have high expectations of what the children can achieve. For example, they take time to help more able children to count around a clock in fives. Consequently, they know when the tablet has charged for 10 minutes and is ready for use. Staff make insightful observations of children’s skills and understanding and use these to plan for their learning. They ensure children’s next steps are unique to each child and fully involve them in their own learning. For example, one child had a target suggesting ‘next time you might like to try to cut the fruit yourself?’ The key-person system is used effectively to link with parents and other agencies to ensure that children’s individual developmental needs are well supported in nursery and at home. However, there are occasions when other staff attend to children’s care routines, thus missing opportunities to further enhance the trusting key- person relationship. Parents contribute successfully to their children's care, learning and

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who attend. This is good

development. Parents of older children engage in informed conversations with their child about what they have learned at nursery each day. This is because staff provide each child with a sticker showing a suggested topic of conversation for the journey home. A daily diary provides an effective two-way flow of information about younger children’s care and development.

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good

Children enjoy a healthy approach to being active in the outdoors. Their health is further benefitted from their very good diet which includes fresh vegetables grown in the garden. Children confidently access physical play equipment because their safety is well supported as they learn to pedal, run or climb. The indoor and outdoor learning environment is vibrant and offers good choice and variety to all children. Children’s behaviour is exceptionally good. Due to the effective support from staff and well-rehearsed, purposeful routines, children demonstrate high levels of independence and they take turns with ease. Older children listen attentively for their names, confidently organise the snack menu and capably wash their pots afterwards. This prepares them well for the next stage in their learning, including school.

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provision is good

A clear understanding of the Early Years Foundation Stage and strong leadership means that procedures for monitoring the overall provision are becoming robustly embedded in all aspects of nursery practice. This means that the quality of teaching is at least good, continues to improve and is becoming increasingly consistent throughout the nursery and across all groups of children. The approach to professional development ensures that children are fully safeguarded. Recruitment, induction and supervision procedures further safeguard children and promote their learning and development. Staff work well with parents, other providers and support agencies to provide a high level of continuity for children’s learning and development as they move on to their next stage.

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Setting details

Unique reference number EY102777 Local authority North Yorkshire Inspection number 1005275 Type of provision Full-time provision Registration category Childcare - Non-Domestic Age range of children 0 - 11 Total number of places 53 Number of children on roll 37 Name of provider Riccall Regen 2000 Date of previous inspection 27 August 2014 Telephone number 01757 249527

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Setting details

Windmill Nursery is owned by Riccall Regen 2000, which is a charity run organisation. The nursery was registered on 11 November 2002. It operates from within the Regen community building in Riccall, near York. Opening hours are from 8am to 6pm each, Monday to Friday, for 51 weeks of the year. The nursery receives funding for two, three- and four-year-old children. Of the nine members of staff employed, one is qualified at level 6, one at level 5 and one at level 4. The remaining six members of staff have a level three qualification.

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Setting details

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

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

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Setting details

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Setting details

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

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