Windmill Nursery

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

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Inspection date 28 March 2019 Previous inspection date 27 August 2015

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This inspection: Good 2

Previous inspection: Good 2 Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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This provision is good

n Children have a wide range of resources to select from independently, indoors and outdoors, that engages and motivates them to explore and learn. They show good cooperative skills when playing together, establishing very good relationships. n The management team and staff work well with external professionals to support children who require additional assistance. They set targeted intervention support plans to ensure that children make progress. Staff are committed and determined to secure early intervention for the children and families who need it. n Partnerships with parents are a particular strength. Staff communicate with parents regularly about their children's ongoing development and help them to support their children's learning at home. Parents speak very highly of the nursery and the staff. n Babies develop good early communication and physical skills. Staff in the baby room positively interact with babies. They intuitively sing rhymes during play and this inspires

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This provision is good

babies to bounce and move. Babies are curious to discover new things. n The key-person system helps children to settle quickly. Children show that they feel safe and secure. Transitions into, through and out of the nursery are very well organised to promote continuity of care and learning. n There is a strong commitment to improve the nursery through the setting of ambitious targets and action plans. The vision, dedication and commitment of the management team, staff and parents strive to achieve this. n Occasionally, staff miss chances in teaching and challenging older children's creativity, in order to help progress their learning to the highest level possible. n On occasions, staff miss opportunities to develop older children's understanding of operating equipment and using technology for a purpose, as part of their everyday play.

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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

n enhance teaching skills, including the use of questioning and modelling, to allow children plenty of time to copy skills and words, to promote their creativity further n support older children in using a range of technology, to increase their understanding of operating equipment and to select and use technology for a purpose as part of their everyday play.

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What the setting needs to do to improve further

Inspection activities n The inspector engaged in discussions with staff and children throughout the inspection at appropriate times. She held meetings with the nursery manager and the nominated individual from the board of trustees. n The inspector viewed all areas of the premises used by children. She observed the quality of teaching during activities and assessed the impact this has on children's learning. n The inspector viewed documentation, including public liability insurance, policies and procedures, and the suitability checks of staff and registered individuals on the board of trustees. n The inspector carried out a joint observation with the manager. She discussed the self- evaluation process and the impact this has on the nursery. n The inspector took account of the views of parents spoken with on the day of inspection and through their written feedback.

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Effectiveness of leadership and management is good

Safeguarding is effective. The management team and staff have attended safeguarding training and demonstrate a good knowledge of the possible signs, symptoms and indicators of abuse and neglect. They know the child protection referral procedure well and understand wider safeguarding issues. The management team fosters a culture of vigilance. Recruitment and vetting procedures are stringent and ensure that staff are fully vetted. All staff have individual supervisory meetings and their professional development is actively encouraged. Training is well targeted to help staff improve their knowledge in areas where children need the most help and support. For example, after attending communication training, staff now introduce one book a week to help promote children's confidence with the book and the story. The manager and staff monitor and track the progress of individual children. This helps them to identify any gaps in

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Effectiveness of leadership and management is good

children's learning and development, and support children to make good progress. The manager is passionate about providing high-quality childcare, and she constantly reflects on and evaluates the setting.

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Quality of teaching, learning and assessment is good

Children are enthusiastic and motivated to learn. Staff support children's developing literacy skills well. They provide engaging opportunities for children to make marks and develop their early writing skills. Overall, staff interact with children positively, talking to them and promoting their listening and attention skills. For example, older children learn to recognise letter sounds for their name and simple words. This helps to build on children's language skills. Babies explore sensory toys that light up and move. They handle the toys and investigate further. Staff captivate children with stories, and older children join in with actions and sing familiar songs. For example, they take turns to tap out a beat. This helps children to learn how to play cooperatively.

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Personal development, behaviour and welfare are good

Consistent routines support children's well-being and help them to settle and gain independence. Children's behaviour is very good. They play well together, show kindness and consideration for others, and share and take turns. Staff support children well to learn about healthy lifestyles. Children are provided with nutritious homemade meals and enjoy being physically active outdoors. They proudly serve their own lunch and practise good hygiene, such as washing their hands. Babies enjoy playing 'peepo' through the tunnel and they use their physical skills to crawl through it. Older children build dens and balance on balancing beams, demonstrating their good control and coordination.

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Outcomes for children are good

Children make good progress given their age, abilities and starting points. They are happy and enjoy their time in the nursery. Children are confident and independent individuals. They are enthused and thrive in the outdoor areas. Babies explore sand and water eagerly. Older children investigate compost and herbs. They follow established routines with ease and are able to care for their own personal needs well. Children are learning the necessary skills needed for the next steps in their learning and education.

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Setting details

Unique reference number EY102777 Local authority North Yorkshire Inspection number 10065126 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care Age range of children 0 - 11 Total number of places 51 Number of children on roll 85 Name of registered person Riccall Regen 2000

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reference number

Date of previous inspection 27 August 2015 Telephone number 01757 249527

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reference number

Windmill Nursery is owned by Riccall Regen 2002, which is a charity-run organisation. It registered in 2002. The nursery employs 12 members of staff who work directly with the children. Of these, 11 hold appropriate early years qualifications at levels 2, 3, 5 and 6. The nursery opens from Monday to Friday, all year round, except for bank holidays and a week at Christmas. Sessions are from 8am until 6pm. They also offer out-of-school provision before and after school and during school holidays, in a separate room. The nursery provides funded early education for two-, three- and four-year-old children.

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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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procedures 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 . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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