The Windmill Kindergarten CIC

Inspection of The Windmill Kindergarten CIC Old School Building, Chestnut Grove, Burton Joyce, Nottingham NG14 5DP

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children show very positive relationships with staff. When staff enter a room, children call their name loudly and hold out their arms to greet them, waiting for a cuddle. Children laugh with staff when they excitedly play games with them in the garden. Mealtimes are sociable occasions where children and staff sit together to eat and discuss their home lives and experiences. This helps to create a culture of respect for others' views and thoughts. Staff give children reminders to use good manners, such as to say 'please' and 'thank you' when they receive their snack. Staff praise children for being polite, saying 'beautiful manners'.

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The provision is good

Children are supported by staff to extend their knowledge of how other people may communicate. For instance, they learn sign language for some words and understand that people may use this way to communicate if they are under water or if they cannot hear. Children are supported to develop their understanding of numbers and counting. For instance, staff ask them to count the number of children present in the group. Children are asked to show staff a given number using their fingers. They receive gentle reminders from staff to tuck in their thumbs on both hands to show eight fingers. Children show a positive attitude to learning. Children take part in fire drills with staff. This helps them to learn how to evacuate the building safely in the event of a fire.

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need to do better?

n The managers gather feedback from parents and staff to help them reflect on what they offer children. Recent changes to the equipment in the role-play area provide opportunities for children to be imaginative. For example, children put real food into baskets when they go to a pretend shop. n Staff know the children well. They use observations and assessments to identify what children need to learn next. Staff use the curriculum to support children to be independent. For example, they ask children to put on their coats before they play outdoors. Children wash their hands by themselves, promoting hand- hygiene routines. These skills help children to be prepared for future learning. n Children with special educational needs and/or disabilities are supported well by staff. Early intervention is put in place to help narrow gaps in their learning. The manager and staff work with parents and other professionals to support

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need to do better?

children's individual needs. n Staff support children's communication and language skills well. For example, they ask them a good range of questions to encourage their thinking skills. Staff introduce new words to help extend children's vocabulary and understanding of the objects they play with, such as 'star fruit'. n Children are keen to join group activities. They listen well to stories that staff read and talk about the animals they see on the pages. However, during some

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need to do better?

9 May 2023 group times, staff do not maintain children's engagement and interest. For example, staff expect children to sit and concentrate for a long time. This results in children not joining in and benefiting from some of the learning offered. n Parents comment positively about the setting. They appreciate the information they receive from staff about their children's daily activities and learning. Parents say that their children are happy to attend and that they have developed confidence in their interactions with others. n Staff provide children with opportunities to use technological devices in the setting. They supervise children when they use these to access the internet for colouring activities and matching games. However, staff do not support children to learn how to identify potential hazards when they access the internet at home, and what to do if they encounter these. n Staff implement daily routines which children know to follow. For example, when

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need to do better?

staff play familiar music, children jump into action to help staff put toys and resources away, showing positive behaviour. These routines help children to understand what is happening next, supporting their emotional well-being. n The managers work closely with the small staff team. Staff attend one-to-one meetings with one of the managers. They reflect on their practice, discuss their well-being and identify professional development opportunities. Staff attend training courses to develop their knowledge of children's yoga. They incorporate this into dancing sessions to show children how to stretch, helping to develop their physical skills.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff carry out risk assessments in the environment to help provide children with a safe space to play. They check for broken toys and remove these when they set up the resources and equipment each day. The managers ensure that their staff understand how to identify the signs of abuse. For example, they ask staff to complete questionnaires and talk to them about how to recognise if children are at potential risk of harm. The manager and staff know where to report concerns about children's safety or welfare. Robust recruitment procedures and ongoing checks on staff's suitability help the managers to ensure that staff are suitable in their roles.

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should:

n help staff to maintain children's engagement and interest during planned group times so they get the most from the learning offered n support staff to help children learn how to identify, and what to do if they encounter, potential hazards when they use the internet at home.

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Setting details

Unique reference number 2617926 Local authority Nottinghamshire County Council Inspection number 10280927 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 20 Number of children on roll 22 Name of registered person The Windmill Kindergarten CIC

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reference number

Telephone number 07800509190 Date of previous inspection Not applicable

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Information about this early years setting

The Windmill Kindergarten CIC registered in 2021 and is situated in Burton Joyce, Nottingham. The setting employs seven members of childcare staff. Of these, five hold appropriate early years qualifications at level 3 and one at level 2. The setting opens from Monday to Friday during school term time. Sessions are from 9am until 3pm. The nursery provides funded early education for two-, three- and four-year- old children.

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Inspection activities

n This was the first routine inspection the nursery received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The managers and the inspector completed a learning walk together of all areas of the setting and discussed how they implement the curriculum. n The inspector observed the quality of education during activities, both indoors and outdoors, and assessed the impact this has on children's learning. n Children spoke to the inspector throughout the inspection. n The inspector spoke with staff at appropriate times throughout the inspection. n The inspector carried out a joint observation with the manager. n The inspector held a meeting with one of the managers. She reviewed relevant documentation and evidence of the suitability of staff working in the setting. n Parents shared their views of the nursery with the inspector.

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Inspection activities

We carried out this inspection 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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Inspection activities

9 May 2023 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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