Windmill Nursery - Redruth
Services and organisations that have the Local Offer flash have filled out inclusion information, meaning that they meet the needs of people with Special Educational Needs and Disabilities (SEND)
There are two main rooms, one for toddlers & babies & one for pre-schoolers. We have a fantastic outside area, including an all weather bark covered area, large sand pit, a climbing wall & covered decking for outside play in all weather. We have a large range of activities and resources for the children. with a fantastic open garden space we pride ourselves in outdoor work and exploring the outside world
Who to contact
Where to go
- Windmill Nursery
- TR15 3AJ
Easily accessible by bus and train. Plenty of carparking
Time / date details
- Session information
- Monday : 08:00:00 - 18:00:00 Tuesday : 08:00:00 - 18:00:00 Wednesday : 08:00:00 - 18:00:00 Thursday : 08:00:00 - 18:00:00 Friday : 08:00:00 - 18:00:00
- Email or call us for details about current fees
- Do you offer a free or reduced rate to carers?
Inclusion within our setting
- Has provision
- All diets provided for - Printed allergen info available on request. We offer a cooked lunch at 12.00 noon which is cooked freshly on the premises.
- Has provision
- All provided for
- Languages spoken
- Are there any pets at the setting?
- List of pets
- Other furred animal
- Immediate vacancies
- Vacancies vary day to day, please enquire from setting. Funded places available also.
- Date updated
- 3 & 4 year old funding
- 2 year old funding
Opening times & facilities
- Opening times
Opening times Day Opening time Closing time Monday 08:00:00 18:00:00 Tuesday 08:00:00 18:00:00 Wednesday 08:00:00 18:00:00 Thursday 08:00:00 18:00:00 Friday 08:00:00 18:00:00
- Offers pickups
- Ofsted URN
- Link to latest ofsted inspection report
- Inspection history
Inspection History Inspection Date Inspection type Inspection Outcome 12/01/2022 Inspection (Early Years Register) Requires Improvement
- SENCo name
- Sue Poole and Dillon Lewis
Early Years Local Offer response
- Systems and strategies we have in place to identify children that may require additional support
We have Makaton, Keyword signing and the use of visual support embedded in our daily routines. We have a plan do and review system of targeted work for children who have been identified as having special educational needs and a similar, though less formal system for children whose development and progress is causing concern. We access specialist equipment when needed, and increase staffing support, where possible, either funded by ourselves or through the County's early years inclusion fund grant. We have a strong system of supervision for supporting staff who are working with children who's behaviour can be challenging.
- How we identify and support children's learning and development needs
Children are identified through routine observations and assessments and discussions with parents. Children whose progress is slower than may be expected are given targeted support to help to move them forward in any particular area which is showing signs of delay. All staff have training in meeting individual needs and are guided by the owner, The two year old check provides an opportunity for staff to talk with parents about any concerns and seek early intervention is this is felt necessary. We work closely with our health visitors to ensure that our two year checks are linked with theirs.
- Links we have to other agencies
We have links or knowledge of all partner agencies and work particularly closely with health visitors, speech and language therapists, community paediatricians and members of the early years inclusion service.
- How we support children transferring to school
We visit the new setting if possible and invite them to visit us. We attend transition meetings if applicable and share information via Learning journeys, communication passports and other documentation we may have (such as SLT reports), with parental permission. We use an individual approach to transition and some children may require more support than this, according to need. We ask the schools what they would like us to focus on, in terms of school readiness, in the summer term.
Learning and development
- Specialist skills or training our staff have
The owner has a B.Phil.Ed in special educational needs. All staff have attended some training in working with children with additional needs and there is regular 'in house' support for staff in this field. The sencos regularly attend area meetings with the Senior locality Senco.
- Support we offer regarding children's health and well-being
We have a strong key Person system, including the offer of home visits. Settle sessions are individually designed according to need and we do not charge fees for these. We feel it is important for children to settle well. For children with complex needs, we ensure staff have appropriate training before the child starts to meet medical or other needs. We use visual support and Makaton to reduce anxiety in children who's language is limited or who prefer their own agenda. We use a number of sensory strategies to help children with sensory difficulties remain calm. We have a large, natural garden which children have access to most of the time. We find outdoor play helps children to feel comfortable. We have an on-site cook who prepares fresh healthy food for lunch and snacks daily and caters for individual diets. Children can also bring their own packed lunches. We try to meet cultural and spiritual needs as appropriate and feel our focus on children's well being is paramount.
- Ways we inform parents about how their child is being supported
Parents meet staff daily when children arrive and are collected. They can discuss concerns and celebrate achievements informally at any time. If a parent would like a more formal meeting they can request one. There are regular progress meetings arranged termly for each child. Children who have early support TACs in place always have a person from the nursery present (very rarely this may not be possible for some reason) and we often host these meetings. This can enable the child to attend the setting while the meeting takes place. We provide written reports for children who are in care or are the subject of a child protection plan or child in need plan. There are opportunities for two way dialogue via Tapestry, our on line learning journey system.
- Our complaints policy
Our complaints policy is written down and clearly defined. it is available for anyone to see, on request. If any parent has a concern we would like to know about it. If you are not happy, we are not happy and discussion is the best way to resolve any concerns.
- Alterations we have made to make our building accessible
We have a deck which is accessible from the playrooms and a ramp to the garden from the deck for easy access. The nursery is all on one level and has wheelchair access via the main entrances.
- Facilities we have for personal care
We do not have a fully accessible toilet but we do have private areas for children who require intimate care.
- Specialist resources we have
We have too many resources to list here but we consider our main resource to be qualified, experienced and dedicated staff. Resourcing details are best discussed during a visit.
- How we include all children in activities, such as trips
It doesn't occur to us not to include all children. We manage trips by adding in additional support systems where necessary, for example, driving an immobile child to a destination other children may walk to, or using a buggy. We prepare children who may be apprehensive about trips by using visual images and working with parents. As with resources, these sort of details are best discussed on an individual basis during a visit.
Last updated: 19/10/2021