Windmills Opportunity PlaygroupOfsted report card, 23 Sept 2026

Windmills Opportunity Playgroup

Unique reference number (URN): 2874424 Address: St Johns Pavilion, Park Road, Burgess Hill, West Sussex, RH15 8HG Type: Childcare on non-domestic premises Registered with Ofsted: 30/10/2025 Registers: EYR Registered person: Windmills Opportunity Playgroup Trust

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Inclusion Strong standard

Staff have high expectations for all children, ensuring that everyone has opportunities to make the progress of which they are capable. Robust assessments in place enable staff to swiftly identify gaps in children's learning and put appropriate support in place. This ensures that disadvantaged children, those with special educational needs and/or disabilities, those who are known, or previously known, to children's social care, and those who face barriers to learning, make effective progress.

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Inclusion Strong standard

Staff work closely with other professionals and use highly effective strategies to help children successfully access the full curriculum and develop the skills they will need for the next stage of their education. This includes speech and language support and using sign language to help children communicate their needs. Staff know the children extremely well and target support where children need it most. They consistently review children's progress and skilfully adapt activities depending on children's age and abilities to ensure that all children fully benefit from the experience.

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Inclusion Strong standard

Any extra funding, such as early years pupil premium, is used to provide resources and experiences to enrich children's learning. For example, staff share toilet training packs with parents to support continuity of learning at home. They organise visits and trips to provide children with exciting new experiences.

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Leadership and governance Strong standard

Leaders are passionate and enthusiastic role models. They put children at the heart of decision-making and are proactive in finding support and solutions to enable all children to access the provision. They have maintained high standards and adapted their practice swiftly when facing challenges, such as the need to relocate the entire setting at very short notice.

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Leadership and governance Strong standard

Leaders benefit from working in partnership with a team of trustees and consistently reflect on their practice to make changes and develop their provision to achieve a high standard of care and education. Staff receive consistent support for their health and wellbeing and receive regular guidance to help them develop their knowledge and skills.

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Leadership and governance Strong standard

Leaders have high expectations for all children, ensuring they have the very best opportunities to make progress and achieve. They work closely with other professionals and provide a highly-inclusive environment where everyone receives a warm welcome. Leaders ensure that children's individual needs are met using a robust cycle of observation and assessment to enable them to make swift and purposeful referrals. This provides the best opportunities for children to make significant progress. Leaders access extra funding, such as early years pupil premium, to provide resources and exciting experiences to aid children's learning and development. This helps disadvantaged children, those with special educational needs, and those who face barriers to learning to make progress.

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Leadership and governance Strong standard

Leaders liaise very well with parents, who provide positive feedback for the highly effective support they receive. Strategies in place target help for disadvantaged children, and those

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Expected standard

known to children's social care, to ensure they benefit from the learning experiences available and are effectively prepared for the transition on to the next stage of their education.

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Achievement Expected standard

Generally, children achieve well from their starting points. Gaps in all children's learning are closing consistently and at times quickly, particularly for children with special educational needs and/or disabilities. All children gain skills that will prepare them for their move on to school. Older children develop their motor skills effectively, building their strength and coordination on the equipment in the garden. They practise using tools to mix materials and make marks with chalks, showing increasing control and dexterity. Younger children are naturally curious and enjoy exploring their learning environment. They take great pleasure in playing with sand, persevering to fill pots. Additionally, children use bricks to construct towers, demonstrating impressive thinking skills as they find a crate to stand on in order to make their tower even taller. Children communicate well with adults and their peers,

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Achievement Expected standard

engaging in meaningful conversations about things that are important to them, such as the family members who live in their home.

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Behaviour, attitudes and establishing routines Expected standard

Staff are positive role models, encouraging good behaviour and manners among children. For instance, they gently remind children to say 'please' and 'thank you'. They also praise acts of kindness and cooperation, which helps to motivate children and enhance their self- esteem. To help children understand feelings and emotions, staff incorporate books and props into their teaching. They maintain high expectations for all children, adapting these expectations based on each child's age, stage of development and abilities. Visual prompts are used to help children understand the routines, ensuring they know what to expect next. This is especially beneficial for children with special educational needs and/or disabilities, as well as those facing learning barriers, helping them to manage changes in activities.

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Behaviour, attitudes and establishing routines Expected standard

Children generally exhibit good behaviour and play cooperatively with their peers. Staff respond quickly to support children who require assistance in communicating and resolving conflicts, such as sharing toys. They maintain effective communication with parents, offering guidance and support as needed. Staff have secure attachments with their key children, and ensure that disadvantaged children and those known, or previously known, to children's social care, fully benefit from the educational experiences available. For example, measures are in place to foster a positive attitude towards learning and promote regular attendance, including following up when children are absent.

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Children's welfare and wellbeing Expected standard

Procedures are established to address children's welfare and wellbeing needs. The staff know the children well and have secure attachments with them, which enables them to understand each child's individual needs and the skills they need to develop. They teach children to manage their personal needs, such as mastering toileting and handwashing. Additionally, toilet training packs are provided to promote consistency in routines and support learning at home. During mealtimes, staff closely monitor the children, adhering to guidelines to ensure their safety while eating. They promote a healthy diet and collect information from parents regarding allergies and intolerances, ensuring that children eat suitable food to remain safe. Children have opportunities to practise their independence skills. However, at times, staff complete tasks that children could do for themselves to build their independence skills further.

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Children's welfare and wellbeing Expected standard

Children are given plenty of opportunities to be active, enjoying fresh air and exercise. For instance, they have access to an outdoor area where they can run and climb on equipment. Staff also create a safe space for children to rest, following guidelines for safe-sleeping arrangements. The staff foster an inclusive environment and maintain high expectations for all children. They concentrate on helping each child to develop the skills necessary for the next stage of their education. This approach is particularly beneficial for children with special educational needs and/or disabilities and those facing learning barriers, enabling them to acquire essential life skills.

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Curriculum and teaching Expected standard

Staff deliver a curriculum that builds upon children's interests, equipping them with the skills necessary for the next phase of their education. Learning is sequenced appropriately to align with children's ages and developmental stages, with activities adapted as needed to cater to all children and reduce barriers to learning. Children thoroughly enjoy listening to stories and singing familiar songs and rhymes, which supports the development of their literacy skills. During play, staff incorporate mathematical terms, such as 'big' and 'small', and encourage children to count. However, the children's counting skills are not consistently linked to numbers and quantities, which limits their understanding of early mathematical concepts.

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Curriculum and teaching Expected standard

Staff provide activities to help children enhance their fine motor skills. For instance, they use various tools to roll and shape play dough. They also develop their social skills when playing imaginative games with their friends in the role-play area. Through activities, songs and rhymes, staff educate children on safety. They teach vital skills, such as how to stay safe online and how to contact the emergency services for help.

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Curriculum and teaching Expected standard

The inclusive curriculum helps children learn about similarities and what makes them unique. For example, children have the opportunity to celebrate festivals and learn about a range of faiths.

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What it's like to be a child at this setting

Upon arrival, children receive a warm welcome from staff. They happily enter the setting and settle into their chosen activities. Children explore the learning environment, both indoors and outdoors, with confidence, and they have opportunities to develop their physical skills. For instance, children practise climbing up steps and jumping off, enhancing their balance and coordination while effectively self-managing risks.

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What it's like to be a child at this setting

This highly inclusive setting caters to children with special educational needs and/or disabilities, offering support for those who encounter barriers to learning. They receive a high level of care, ensuring they make significant progress. Robust assessment procedures are in place to monitor learning opportunities. These are reviewed and adapted, making them both achievable and beneficial for all children. Festivals are celebrated to introduce children to various faiths and beliefs, and they have the chance to hear familiar stories in different languages, which fosters a sense of belonging for those learning English as an additional language.

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What it's like to be a child at this setting

Children are given opportunities to develop their social skills while engaging in imaginative play with their peers. For example, children pretend to serve ice cream while playing with sand, which encourages turn-taking and enhances their language and communication skills. Children collaborate well, assisting each other with tasks and showing kindness towards their friends. They form secure relationships with their key person, who get to know each child's family well. This aids the settling-in process. Children enjoy creating pictures representing the people in their household, which helps them to feel safe and secure. Children have opportunities to learn about the world around them, enjoying visits to the library and local farm. Extra activities, such as tennis, provide the opportunity for children to learn new skills and have wonderful experiences. Children's regular attendance is promoted to ensure they fully benefit from the educational experiences and learning opportunities

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Next steps

Leaders should strengthen strategies to enhance children's understanding of mathematical concepts. Leaders should strengthen opportunities for children to develop their independence skills further.

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About this inspection

The inspector spoke with leaders, practitioners, the special educational needs coordinator, children and parents during the inspection.

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About this inspection

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

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Address:

St Johns Pavilion Park Road Burgess Hill West Sussex RH15 8HG

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Windmills Opportunity Playgroup Trust

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:45 - 14:45

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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2 to 4

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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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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