Windmill Hill Nursery

Windmill Hill Nursery Windmill Hill South, Runcorn, Cheshire, WA7 6QE

p.1

Inspection date

Previous inspection date 16 May 2018 27 March 2014

p.1

3

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

p.1

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

 Some staff lack a robust knowledge of the nursery's safeguarding procedures. Although they understand the role of the nursery's designated safeguarding officer, they do not have a sound knowledge of referral procedures beyond the nursery.  Staff do not consistently plan support for children across all areas of learning. Planning for some areas of learning lack detail and do not guide teaching and learning well. Planned activities for younger children do not fully maintain their interest and engagement.  Staff do not use the information gained from the assessment and monitoring of children's learning effectively. They do not use it to plan precisely what children need to learn next. This does not support all children to make good progress.

p.1

It has the following strengths

 Staff promote outdoor play well. Children enjoy being active outdoors and benefit from fresh air and exercise. For example, they carefully push prams along pathways and skilfully negotiate bends and steps to keep their baby dolls safe.  Children are happy and settled in the nursery. They enjoy warm relationships with staff and behave well.  Managers seek and act on the views of the local authority and parents and have clear complaints procedures. They are currently implementing a range of plans for further improvements.

p.1

What the setting needs to do to improve further

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

p.2

Due Date

 improve staff knowledge of the nursery's safeguarding policies and ensure they know what to do to refer any concerns about a child's welfare 16/08/2018

p.2

Due Date

 improve the educational programme to ensure it covers all areas of learning and monitor the effectiveness of planning to improve outcomes for children, particularly for younger children 16/10/2018

p.2

Due Date

 develop the use of information gained from assessment and monitoring of children's progress to promote effective next steps in children's learning. 16/10/2018

p.2

Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors and assessed the impact this has on children's learning.  The inspector completed two joint observations with the manager and deputy manager.  The inspector talked to staff and children at appropriate times throughout the inspection and met with the managers.  The inspector looked at a range of documentation, including policies and evidence of the suitability of staff working in the nursery.

p.2

Effectiveness of the leadership and management requires improvement

Safeguarding is effective. Managers have relevant safeguarding policies and procedures in place, although some staff do not have a strong understanding of them. In particular, they do not have a robust knowledge of local safeguarding procedures and contact details. However, staff know to refer any concerns to relevant staff within the nursery. This lessens the impact on children's safety. Managers have identified the need for further training and have already booked relevant courses. Managers have a positive attitude towards making improvements to the provision. For example, they have recently made improvements to the way in which staff observe and assess children's learning. However, staff do not effectively use the information they gather from assessment to help plan for children's next steps in learning. Staff work well with parents and specialist agencies to support children who have special educational needs. Staff meet with teachers from the

p.3

Effectiveness of the leadership and management requires improvement

adjacent school before children start, which helps to plan good transition arrangements.

p.3

Quality of teaching, learning and assessment requires improvement

Weaknesses in planning mean that not all areas of learning are effectively catered for, and some activities for younger children are not sufficiently challenging. Staff do not adapt their teaching in some small-group activities to sustain younger children's involvement and learning. Staff engage older children in conversations and encourage them to think. For example, they ask children to explain what difference a magnifying glass makes as they look for cobwebs. Staff model using quiet and imaginative voices as children hunt for spiders. Children listen well to staff and develop their own imaginative games. Children enjoy action songs and staff encourage them to choose their favourite songs and model the actions for them.

p.3

Personal development, behaviour and welfare require improvement

The weaknesses in leadership and teaching do not sufficiently support all children's development. Children enjoy playing actively outside and have fun testing their skills. For instance, they operate toy diggers and use small tools to scoop and move bark. Staff supervise children sensitively to help develop their confidence. For example, they ask children if they need help in moving a toy wheelbarrow over a step. They explain how the bark may fall out if they are not careful. Children have time to consider and demonstrate good understanding as they safely manoeuvre the wheelbarrow and bark. Staff plan activities for children to learn about different emotions. For example, they shape dough to make faces and talk to children about being happy or sad. Some children happily roll dough to make 'smiles', while others shape the dough using their own imaginations.

p.3

Outcomes for children require improvement

Not all children make the progress of which they are capable. Some activities lack challenge to extend children's learning further. However, children do gain some skills needed for the next stage in their learning. They learn to listen, share and enjoy singing rhymes. They develop physical skills as they use brushes, sprinkle seeds and roll dough.

p.3

Setting details

Unique reference number EY346757 Local authority Halton Inspection number 1102066 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 10 Total number of places 55 Number of children on roll 44 Name of registered person Windmill Hill Nursery Committee

p.4

reference number

Date of previous inspection 27 March 2014 Telephone number 01928 759384

p.4

reference number

Windmill Hill Nursery registered in 2007. The nursery employs eight members of childcare staff. They all hold appropriate early years qualifications ranging from levels 2 to 5. The nursery opens for a variety of sessions from 8.30am until 6pm, Monday to Friday during term time only. The nursery provides funded early education for two-, three- and four- year-old children.

p.4

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.

p.4

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.

p.4

reference number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.5

reference number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

reference number

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

p.5