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Windmills Nursery School, Harbury

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Windmills Nursery School, Harbury

Postby Bruce Everiss » Sun 11 May 2008 7:05 am


"Windmills Nursery
Windmills Nursery School is based in a self contained, newly refurbished classroom at Harbury Primary School and has the use of the school hall and grounds.
We provide care and education for young children between the ages of two years and five years.

Aims & Objectives
Windmills Nursery School aims to develop a partnership between parents, children and the Nursery, working together to provide high quality care and education for each and every child.
Together we will:
Make the Nursery a welcoming and friendly place where each child is valued.
Encourage the children to show respect and care for each other, adults and other cultures and communities.
Encourage good behaviour through praise and reward.
Ensure that the children grow in confidence, knowledge and skills.
Ensure that children with Special Needs are given all the support possible to enable them to integrate and have the same access to the curriculum as all other children. "
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Bruce Everiss
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Re: Windmills Nursery School

Postby Bruce Everiss » Sun 11 May 2008 7:08 am

Ofsted report: ... &fileName=\\ey\\CB\\INT_200615_08032006.xml

"The provision is good. Children enjoy their time in the nursery. Those that are new to the pre-school are helped to settle by staff who are sensitive to their needs. Children feel secure and are reassured by staff who show care and give supportive contact. This helps them to become increasingly confident, to explore the environment and independently select activities.

Overall, the quality of teaching and learning is good. Children make good progress towards the early learning goals because the curriculum is effective because planning is clear with regard to the areas of learning and stepping stones are used to support learning intentions. This is supported by a suitable range of resources to support children's learning across all areas. Planning takes some account of children's levels of development and staff differentiate for varying abilities. However, assessments do not fully link to the stepping stones and targets for children's next steps are not consistently completed. Many staff have sound knowledge of the Foundation Stage, although some are less secure in their knowledge and have limited involvement in the curriculum planning."
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Bruce Everiss
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Re: Windmills Nursery School, Harbury

Postby Bruce Everiss » Sat 2 May 2009 7:14 am

Ofsted inspection 2009:

Windmills Nursery School

Inspection report for early years provision

Unique reference number


Inspection date



Edgar Hastings

Setting address

Harbury C of E Combined School, Mill Street, Harbury, Leamington Spa, Warwickshire, CV33 9HR

Telephone number

07906 519148 nd 01926 612656


Type of setting

Childcare on non-domestic premises


This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the registered early years provision. ‘Early years provision’ refers to provision regulated by Ofsted for children from birth to 31 August following their fifth birthday (the early years age group). The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and welfare, known as the Early Years Foundation Stage.

The report includes information on any complaints about the childcare provision which Ofsted has received since the last inspection or registration whichever is the later, which require Ofsted or the provider to take action in Annex C.

The provider must provide a copy of this report to all parents with children at the setting where reasonably practicable. The provider must provide a copy of the report to any other person who asks for one, but may charge a fee for this service (The Childcare (Inspection) Regulations 2008 regulations 9 and 10).

Description of the setting

Windmills Nursery School Limited was first registered in 1992 under the name of Harbury Nursery School. It operates from a purpose-built, stand-alone annexe within the grounds of the Harbury C of E Combined School, with which there are close links. The nursery has a portable ramp which is available to allow ease of access to persons with disabilities. The setting serves the local area. The nursery school opens five days a week during school term time. Sessions run from Monday to Thursday, from 09.05 to 11.45, with an optional lunch period from 11.45 to 12.30, and afternoon sessions are from 12.30 to 15.05. On Fridays the setting has just one session from 09.05 to 11.45.

Windmills Nursery is on the Early Years Register and there are currently 30 children from two years to five years on the roll. This includes 19 funded three and four-year-olds. Children attend for a variety of sessions. The setting is able to support children with learning difficulties and/or disabilities, and for those who speak English as an additional language.

Seven part-time staff work with the children. Both managers have a Level 3 child care qualification, and the deputy has an early years teaching qualification. One staff member has a Level 2 qualification, and another is working towards this level. The setting is a member of the Pre-school Learning Alliance and receives support from a local authority early years advisor. As well as close links with the Harbury C of E Combined School, there are links with the pre-school playgroup, and Harbury School Kids Club.

Overall effectiveness of the early years provision

Overall provision is good. The nursery plans carefully to provide exciting and stimulating activities for their children, and this enables them to make good progress in their learning and development. Their practice in meeting the needs of all groups of children is outstanding. Partnership with parents and with the school is exemplary, and contributes very effectively to the good progress that children make. The nursery provides a warm and caring environment where the welfare of the children is a priority. The managers are constantly looking for ways to improve the provision, and they demonstrate that they have good capacity to maintain continuous improvement.

What steps need to be taken to improve provision further?

To further improve the early years provision the registered person should:

* record daily risk assessment outcomes to ensure safe use of premises by children
* develop the use of self-evaluation processes further in order to identify areas for improvement

The leadership and management of the early years provision

Both managers share the aim of providing good quality experiences for their children, and consequently prepare detailed plans covering all areas of learning. A significant feature of their planning allows scope for children’s individual interests to be considered and child-led activities are strongly encouraged. This has a very positive effect on the children, who are developing well as active learners as a result. The nursery demonstrates exemplary practice in meeting the needs of all children, and in particular those with learning difficulties/and or disabilities. This is due to the expertise they have developed over time, and the good links they have with other agencies. Relationships with parents are very strong, and they take an active interest in their children’s learning, often providing additional materials related to areas of interest that their children are engaged in. The nursery keeps parents well informed and provides many opportunities for them to know how well children are developing. They share this information in a number of ways, including through very informative photographic evidence on a computer. Parents also show their commitment to the setting through supporting regular fund-raising events to provide additional resources. Strong links with the school provide many opportunities for children to join in with school activities, and these aid their general development. The children benefit from the shared use of the school’s good quality outdoor play areas and resources. This enables them to benefit from greater and regular opportunities for physical activity. They also attend assemblies and other activities in the school, and receive visits from the Early Years Foundation Stage teaching staff, which aids their eventual transition well.

The nursery staff use a development plan successfully to identify areas for improvement, and they have now begun the process of self-evaluation. It is not yet fully embedded in current practice, and staff recognise it needs to be developed further in order to be effective in the improvement process. The management have successfully brought about considerable improvements to the setting since the last inspection through a number of initiatives, including the establishment of a forest school on the nursery site. This has added another feature to children’s learning experiences and improved their learning opportunities about the outdoor environment. In addition, a greater focus on child-led activities, and involving children in the planning of them, is satisfying the children’s personal interests and enabling them to become keen learners. An effective system of assessing children’s progress is also now in place and is used to plan the next steps in children’s learning.

Great care is taken to ensure the safety and well-being of all the children. The nursery offers a very secure environment, and regular risk assessments are carried on the outdoor areas and for when outings are planned. Although daily risk assessments are completed in the nursery premises, there is no system for recording the outcomes. Strict vetting procedures are in place with regards to employment, to safeguard children and to ensure that prospective employees are suitably qualified. Valuable opportunities are provided for young people from local colleges to gain profitable work experience in this nursery, and they make a useful contribution in supporting children’s learning.

The quality and standards of the early years provision

The children show exceptional enjoyment in coming to the nursery because the activities provided are both interesting and fun and they are made to feel very secure in the caring and welcoming environment. Consequently, they are well motivated and challenged, and progress well in all areas of their learning. The provision for learning ensures that there is a balance of adult- and child-led activities based upon their areas of interest. This successfully ensures children engage well in learning. For example, following on from the exceptionally cold and snowy weather a sensory table was set up featuring a range of substances including ice for the children to explore. This led to an interesting discussion linking children’s experiences about soft and smooth, and warm and cold. Children’s behaviour is exemplary, and they demonstrate good social skills of sharing and taking turns. The staff know the children well and the quality of relationships is strong, resulting in high levels of co-operation and support.

Children’s fine motor and manipulative skills are developing well, through the provision of well-planned craft activities, the use of construction kits and through painting. Children show good mouse control when using the computer to select shapes and colours, have good counting skills and are developing good writing skills. In circle time they demonstrate good listening skills, and participate with developing confidence. These sessions are managed well and reinforce children’s personal and social skills effectively. Outdoor play is an enjoyable experience as children ride pedal cars, scooters and tricycles with confidence, and demonstrate some skill in hitting a ball with a croquet mallet. There is good support from adults, ensuring good progress is being made in physical development.

The secure nursery environment area ensures children can work and play safely and, as part of a topic on ‘People who help us’, they learn about people who work to ensure their safety. They know when riding the two-wheeled bicycle they must wear a safety helmet for their own safety. At snack time they enjoy a range of fruits they have chosen, and in taking turns on a rota basis in preparing the fruit for the other children they make a good contribution to their community. They understand the need for washing, and good hygiene practices are in place to ensure against the risk of infection. Children exhibit good levels of co-operation and get along with each other very well. They demonstrate the ability to work independently and to make choices for themselves. Helping with tidying up and assisting with snack preparation further demonstrates their willingness to make a positive contribution. The good links with the school, plus their good progress in all areas of learning and their development as good learners, is preparing them well for the next stage of their education.

Annex A: record of inspection judgements

The key inspection judgements and what they mean

Grade 1 is Outstanding: this aspect of the provision is of exceptionally high quality

Grade 2 is Good: this aspect of the provision is strong

Grade 3 is Satisfactory: this aspect of the provision is sound

Grade 4 is Inadequate: this aspect of the provision is not good enough

Overall effectiveness

How effective is the provision in meeting the needs of children in the Early Years Foundation Stage?


How well does the provision promote inclusive practice?


The capacity of the provision to maintain continuous improvement.


Leadership and management

How effectively is provision in the Early Years Foundation Stage led and managed?


How effective is the setting’s self-evaluation, including the steps taken to promote improvement?


How well does the setting work in partnership with parents and others?


How well are children safeguarded?


Quality and standards

How effectively are children in the Early Years Foundation Stage helped to learn and develop?


How effectively is the welfare of children in the Early Years Foundation Stage promoted?


How well are children helped to stay safe?


How well are children helped to be healthy?


How well are children helped to enjoy and achieve?


How well are children helped to make a positive contribution?


How well are children helped develop skills that will contribute to their future economic well-being?


Any complaints about the inspection or report should be made following the procedures set out in the guidance available from Ofsted’s website:

Annex C: complaint/s made to Ofsted

This section of the report includes details of any complaint/s made to Ofsted when:

· we took action for the provider to meet the requirements of the Early Years Register; or

· we asked the provider to take action in order to meet the requirements of the Early Years Register; or

· the provider had already taken any necessary action to meet the requirements of the Early Years Register.

We will not report on any complaint where the provider met the requirements of the Early Years Register or did not require any action by Ofsted or the registered provider.

Detail of the complaint/s

There have been no complaints made to Ofsted since the last inspection.

The provider is required to keep a record of complaints made by parents, which they can see on request. The complaints record may contain complaints other than those made to Ofsted.
User avatar
Bruce Everiss
Posts: 1371
Joined: Fri 2 May 2008 7:54 am

Re: Windmills Nursery School, Harbury

Postby har_flt » Wed 9 Feb 2011 6:56 am

Good to know that the Windmills Nursery School in Harbury has go by all the inspection judgments by the Ofsted Inspection 2009. Because of this, it helps the nursery students become confident and feel secure while learning.

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