The Windmill Kindergarten CIC

A small herb garden, imaginative play and a familiar rhythm of stories and songs give The Windmill Kindergarten CIC its character. Based in Burton Joyce's Old School Building, it has 20 places in total and caters for children aged two to five. At its May 2023 inspection, Ofsted rated it Good overall. That judgement belongs to that visit; the practical offer centres on term-time care and playgroup-style routines.

The kindergarten describes itself as having been part of the Burton Joyce community for over 35 years. Its day combines child-led play with shared pauses for snacks, stories and singing, giving children opportunities both to follow their own interests and to participate together. Families can choose full days, morning sessions or afternoon sessions.

Learning and Activities

Play supplies the starting point. Children can explore small-world toys, make things through arts and crafts, experiment with sensory and messy activities, or develop an imaginary situation through role play. The changing selection of toys and books gives them different materials to work with rather than a single fixed activity menu.

The early years foundation stage is the statutory framework for children's learning, development and care. In parent language, it connects play and everyday routines with learning to communicate, move, think and become more independent. Here, the current daily pattern includes stories, songs, nursery rhymes and games during breaks from play in the morning and afternoon. Those shared moments bring listening and conversation into the day.

In May 2023, pretend shopping involved actual food and baskets, while adults introduced unfamiliar vocabulary through objects such as star fruit. Counting also became a practical activity: children counted others in the group and represented numbers with their fingers. These examples show how ordinary play materials could become opportunities for language and number learning.

During that same month, children learnt some signs and discussed different reasons people might communicate that way. Staff also brought stretches from children's yoga into dancing. Neither was presented as a separate club; both were woven into activities.

Group learning needed adjustment in May 2023. Some sessions required children to remain seated and attentive for too long, and their participation dropped. The improvement priority was to keep these activities engaging so children could benefit from them. This is a useful distinction for parents: shared stories and games are part of the daily offer, but the length and delivery of adult-led sessions matter as much as their content.

Outdoor and Community Life

The outdoor play area combines astro-turf with barked sections, a small herb garden and shade from a tree on hot days. Outdoor activities give children opportunities to practise movement, balance and coordination alongside imaginative play. The garden adds another setting for exploration beyond the indoor toys and books.

Relationships and Communication

Each child has an online journal, accessible to their parent and updated regularly. This provides a continuing account of their experiences and learning, helping families follow what happens between conversations with staff.

In May 2023, children sought affection from familiar adults and enjoyed playing games with them outdoors. Adults and children ate together and talked about experiences from home. Those examples give the dated inspection picture a personal quality: relationships were visible in play and conversation, rather than confined to formal activities.

Daily routines also helped children anticipate what came next in May 2023. Familiar music prompted them to tidy toys, while putting on coats and washing hands themselves gave them manageable responsibilities. These were practical steps towards independence, with adults helping children learn through repeated everyday tasks.

Inclusion and Wellbeing

At the May 2023 inspection, Ofsted found safeguarding effective and support for children with special educational needs and/or disabilities good, with early help and collaboration between staff, parents and other professionals. These are dated findings, rather than a promise about every child's future experience.

The current inclusion arrangements include work with outside agencies and one-to-one care where needed. Toys, puzzles, posters and discussion introduce children to different lifestyles and communities. This gives families concrete mechanisms to consider when discussing a child's individual needs.

Parents discuss dietary requirements with staff, who adjust snacks accordingly; children attending all day bring a packed lunch. Snacks are supplied free of charge in both the morning and afternoon, while families provide nappies and wipes.

Sessions and Attendance

The address is Old School Building, Chestnut Grove, Burton Joyce, Nottingham NG14 5DP. Opening hours are 9am to 3pm on weekdays during term time. This is a school-term pattern, so it suits families whose childcare plans can follow that calendar.

Paid attendance includes a full day from 9am to 3pm, a morning from 9am to noon, and an afternoon from 12.30pm to 3pm. A separately charged lunch club runs between noon and 12.30pm. The distinction matters for families combining a morning session with lunchtime care.

Funded attendance includes full days from 9am to 3pm and half days from 9am to noon or noon to 3pm, Monday to Friday in term time. The funded afternoon therefore starts earlier than the paid afternoon session. These are different booking patterns and should be considered separately when planning attendance.

Funding and Paid Extras

Funded childcare is offered for two-, three- and four-year-olds, with a 15-30 Hours Free Entitlement delivered during term time. Private paid sessions are also offered. Current prices come in the nursery's written quotation.

For funded attendance, families supply lunch, nappies and wipes, and morning and afternoon snacks are free. The same packed-lunch arrangement applies to children staying all day. This keeps the childcare entitlement separate from what parents need to send from home.

Enquiries can be made by telephone or email. For families choosing between session lengths, the key practical distinction is the combination of term-time opening, separate morning and afternoon bookings, and lunchtime arrangements.

• Group activities. In May 2023, some adult-led sessions lasted beyond children's attention spans. At a visit, ask how staff now adapt their length and keep children involved.
• Learning about online hazards. The May 2023 improvement priorities included helping children recognise risks when using the internet at home and know how to respond. Ask how this learning is now introduced.
• Funded session choices. Funded half days and paid afternoon sessions have different starting times. Ask how the sessional options and lunch club fit the attendance pattern you want.

The Windmill Kindergarten CIC suits families seeking term-time full days or shorter morning and afternoon sessions, with a play-led day and regular shared activities. Its outdoor area and parent-accessible journals add useful substance to that offer. The Good judgement from May 2023 provides a dated quality reference, balanced by specific improvement priorities around group engagement and learning about online risks. For parents who value this attendance pattern, those are focused matters to explore during a visit.