Windmill Pre-School

Windmill Pre-School Windmill Community Centre, Ryegrass Lane, REDDITCH, Worcestershire, B97 5YE

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Inspection date

Previous inspection date 14 December 2017 1 October 2014

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Effectiveness of the leadership and management Requires improvement Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Requires improvement Outcomes for children Requires improvement

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This provision requires improvement. It is not yet good because:

 Teaching is not consistently good. Staff do not provide a broad enough range of interesting activities to promote children's learning in mathematics and literacy.  Staff do not consistently use the information gained from children's assessments well enough to understand children's level of achievement and provide them with appropriately challenging activities.  The leadership team do not use robust monitoring systems, to provide targeted professional development opportunities that help raise the overall quality of teaching to a consistently good standard.

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It has the following strengths

 Staff have a good knowledge of safeguarding issues and the procedure to follow if they have concerns about a child's welfare.  Staff support the children's personal, social and emotional development well. The routines are organised to help children explore and be independent.  Staff place a good focus on providing children with daily opportunities to be physical indoors and outdoors, and teach them well about leading a healthy lifestyle.  Staff warmly welcome parents and children on arrival and parents are kept up to date about their children's day and learning.

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What the setting needs to do to improve further

To meet the requirements of the early years foundation stage the provider must:

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Due Date

 improve the use of the information gained from assessing children's progress to help staff understand children's level of achievement, and to plan appropriately challenging activities for their individual needs 23/02/2018

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Due Date

 improve the quality and range of activities on offer to help motivate children's enthusiasm for learning, particularly in promoting children's mathematics and literacy development. 23/02/2018

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Due Date

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

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Due Date

 monitor and evaluate the impact of staff practice and provide staff with professional development opportunities, to help raise the quality of teaching to a consistently good level.

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Inspection activities

 The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning.  The inspector carried out a joint observation with the deputy manager.  The inspector held a meeting with the owner/manager and deputy. She looked at relevant documentation and evidence of the suitability of staff working in the pre- school.  The inspector spoke with children and staff at the pre-school during the inspection.  The inspector spoke to parents during the inspection and took account of their views.

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Effectiveness of the leadership and management requires improvement

Since the last inspection, there have been some changes within the leadership and management team, as a result, the monitoring of practice is not robust enough. For example, the new deputy, along with the owner/manager, recognise they do not evaluate the quality of teaching often enough. In addition, staff development opportunities are not sufficiently focused on raising the overall quality of teaching to a consistently good level. Arrangements for safeguarding are effective. All staff are trained in child protection issues. They have a good understanding of the possible signs of abuse and neglect and know the procedure to follow if they have concerns. There are effective recruitment systems in place to ensure staff's continued suitability is checked and staff receive a detailed induction when they first start.

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Quality of teaching, learning and assessment requires improvement

Although staff regularly observe children and identify their next steps in learning, they do not consistently use this information precisely enough when planning activities. For example, on occasions, activities lack a clear learning intention and do not challenge children's learning well enough. Teaching is not consistently good in all areas. For example, staff do not consistently provide an interesting range of resources to capture children's curiosity during mathematics and literacy activities. In contrast, when teaching is good, children show sustained levels of interest and are motivated by what is on offer. For example, the role-play area café is popular with children. They enjoy using the interesting resources and easily adopt different roles and play imaginatively. Staff support children's imagination and encourage them to talk about their ideas.

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Personal development, behaviour and welfare require improvement

Due to weaknesses in planning, children do not benefit from enough stimulating activities that capture their curiosity. Despite this, staff place a strong focus on supporting children's emotional well-being and target well those children who are new and settling in. Staff provide healthy snacks, which include fruits and vegetables and teach children to eat their healthy options first from their lunchboxes. Staff provide daily opportunities for children to increase their physical fitness. Children enjoy dance and movement sessions and have use of the garden area to be physically active. Children learn how to manage risks as they play, and how to use tools and equipment safely.

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Outcomes for children require improvement

Not enough children, including those who speak English as an additional language, make consistently good levels of progress. That said, children explore and enjoy using their senses as they play and creatively use the arts and crafts activities. They show a keen interest in the natural world and the seasons, and consider how things change. Children behave well and respond appropriately when it is time to tidy away and line up. Children enjoy being physical and using musical instruments as they move their bodies to music. Children steadily acquire the basic skills required in preparation for their eventual move on to school.

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Setting details

Unique reference number EY287597 Local authority Worcestershire Inspection number 1104213 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 5 Total number of places 24 Number of children on roll 54 Name of registered person Windmill Pre-School Midlands Limited

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reference number

Date of previous inspection 1 October 2014 Telephone number 01527 66750

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reference number

Windmill Pre-School registered in 2004. It is one of three groups run by Windmill Pre- School Midlands PLC. It operates from a community centre in Redditch. There are six members of staff employed. Of these, one holds an early years qualification at level 5, three hold a qualification at level 3 and two hold a qualification at level 2. It opens Monday to Friday term time only. Sessions are from 8.30am until 3pm, The pre-school provides funded early education for two-, three-, and four-year-old children

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reference number

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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reference number

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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reference number

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

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