The Windmill Kindergarten CIC

Highlights from Latest Inspection

What is it like to attend this early years setting?

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 'beau...tiful manners'.

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.

What does the early years setting do well and what does it need to do better?

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.

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.

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 children's individual needs.

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'.

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 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.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.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.Staff implement daily routines which children know to follow.

For example, when 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.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.

Safeguarding

The arrangements for safeguarding are effective.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.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: help staff to maintain children's engagement and interest during planned group times so they get the most from the learning offered 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.