The Windmill Pre-School

Inspection of The Windmill Pre-School The Windmill Pre-School, Bolford Street Hall, Thaxted, Dunmow, Essex CM6 2PY

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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 Good

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The provision is good

Staff encourage children to settle and feel safe and happy in their care. As children arrive, they appear cheerful and excited. Staff greet them by name and engage in discussions about what they have done at home and what they are excited to do that day. Parents are delighted at how quickly their children settle and how much they enjoy attending. Children are extremely interested in the very good-quality learning environments, inside and outside. They are resourceful as they extend their play. For instance, children use their imagination to build walkways using tyres, planks, and crates. They show pride in their creations as they point out the 'bridge' they have made.

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The provision is good

Children's behaviour is extremely good. Staff have high expectations of their abilities. From their first day, children learn to take turns. Tools, such as sand timers, provide visual reference points to help them as they learn to share fairly. Children show high levels of curiosity, concentration and enjoyment in their learning. Staff are good role models, who teach children how to communicate effectively. They introduce language to children in context. For example, as children learn about different colours, staff encourage them to find examples in the environment and help them to name each one. Staff monitor children's progress, responding to their emerging needs and guiding their development through positive interactions combined with secure routines for play and learning.

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need to do better?

n Children learn to manage their self-care needs independently. For example, they put their coats and wellingtons on before going outside to play. Where younger children need help, staff continue to encourage them to do as much as possible by themselves. Staff provide descriptive praise that raises children's confidence and encourages a positive, 'can-do' attitude towards learning. Children are encouraged to use their voice to make their needs known. They develop positive relationships with staff and each other. Initially, children play alongside one another and as their social skills increase they learn to play collaboratively. Children help with small tasks, such as clearing up after snack and lunch. Combined, these learning opportunities enable children to gain a sense of responsibility and develop their physical, social and communication independence in readiness for school. n Children learn about the importance of healthy eating and physical activity. They

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need to do better?

make choices to play indoors or outdoors. Staff use the outdoor area extremely well to support children's physical development. Children learn to move their bodies in different ways, developing their coordination as they busily construct, or have fun rolling balls or pouring water down pipes and guttering. Children make decisions and demonstrate their growing ability to problem solve, as they

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need to do better?

31 October 2023 try different ways to balance objects or work out that by standing on a crate they can reach the top of the guttering to roll the ball from a higher point. n Children's understanding of the wider world is supported. They enjoy regular trips in the local community, exploring secret gardens, windmills and visiting local shops. Children's previous experiences are taken into account as staff plan learning opportunities to build on what each child knows and can do. However, there are currently inconsistencies in provision for children whose home language is not English. The provider has not ensured there are regular opportunities for children to use their home language or explore their customs in play and learning. n The provider continuously evaluates the performance of staff and takes into account the views of parents. Staff feel they are managed well and receive meaningful support and training. The provider and staff recognise when aspects

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need to do better?

of the setting require further development. For example, they are currently developing opportunities for children to engage in riskier play. n Staff realise when children need extra help with their learning. They are skilful in supporting children with special educational needs and/or disabilities. Staff provide one-to-one support where needed and work closely with other professionals to ensure children receive the early help they need, as soon as possible. n Staff plan and deliver a broad curriculum and support for children is very good. Funding is used well to meet all children's individual learning and development needs.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff know how to identify possible signs that a child may be at risk of harm and how to report concerns regarding a child's welfare. Staff are clear on the procedures they must follow should they have concerns about the suitability of colleagues working with children. Children are closely supervised by staff, who also deploy themselves well to support the ongoing and changing interests of children throughout the day. Staff check all child-accessible areas of the setting to ensure these remain safe for children. Records are maintained well, such as monitoring children's attendance and ensuring that any accidents or administration of medication are completed and notified to parents.

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should:

n develop inclusive practice further, to ensure that the backgrounds of all children are celebrated and reflected in play and learning.

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Setting details

Unique reference number 402985 Local authority Essex Inspection number 10305950 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 Sessional day care

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inspection

Total number of places 20 Number of children on roll 24 Name of registered person The Windmill Pre-School

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reference number

Telephone number 01371831457 Date of previous inspection 21 March 2018

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Information about this early years setting

The Windmill Pre-School registered in 1998 The pre-school employs seven members of childcare staff. Of these, three hold an appropriate early years qualification at level 3 and one holds a qualification at level 2. The pre-school opens Monday to Friday during school term time. Sessions are from 9am to 2pm. The pre-school receives funding for the provision of early education for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the provider 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 inspector observed activities indoors and outside and assessed the impact these have on children's learning. n The provider and the inspector completed a learning discussion together to understand how the early years provision and the curriculum are organised. n The inspector had conversations with staff at appropriate times during the inspection. She took account of parents' views. n The inspector looked at relevant documentation, including how information about children is recorded and evidence of staff's suitability checks.

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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

31 October 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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