Ryn Gwari Farm - Nursery, Pre-School & Forest School

Inspection of Ryn Gwari Farm - Nursery, Pre-School & Forest School Ryn Gwari Farm, No Go By Hill, St Just, Cornwall TR19 7PS

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

The provider, who is one of the managers, and the staff team are extremely kind, caring, gentle and sensitive toward children. They welcome children warmly, show genuine interest in what they have to say and work with parents to settle the children quickly on arrival. As a result, all children, including new children, feel confident and develop strong emotional security. They enter the setting happily and excitedly and explore the environment and available resources.

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The provision is good

The provider and staff team support children's learning and development well. The broad and challenging curriculum they plan captures children's interests and builds on what the children already know and can do. Children are keen to get involved in the activities that staff provide. They are curious, confident and make independent choices in their play, demonstrating a positive attitude to learning. For example, the older children pick up insects gently and watch them with interest.

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The provision is good

Staff are polite and respectful of children. For example, when staff finish reading a book to the older children, the staff praise them for listening and sharing their thoughts and thank them for a lovely story time. From the positive relationships that children form with staff, the children learn the expectations for their behaviour. They are kind and show care and concern for each other, such as when checking in with their friends to find out how they are feeling. Children play cooperatively alongside and with each other and develop good social skills.

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need to do better?

n The staff team, including the provider, is skilled at following the children's ideas in their play. For example, when children notice insects in the garden, staff encourage the children to use magnifying glasses to find out more about the appearance of different bugs. On occasion, staff do not target and support every child's learning needs as precisely as they could to challenge them and extend their learning further. n Staff provide particularly good support for children with special educational needs and/or disabilities. They work closely with parents and other professionals to meet the children's individual needs and are sensitive, responsive and patient. Children who require additional help form secure attachments with staff and make good progress in their learning. n Staff support children's communication and language effectively. They sing well- known nursery rhymes with the younger children and model new words for the

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need to do better?

older children, such as explaining that geese is the plural of goose. n Children love playing outside. The older children learn to balance, climb and jump and to navigate uneven surfaces. They develop their arm strength and coordination when filling and using watering cans to tend to the plants in the

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need to do better?

17 August 2023 garden. At times, staff do not promote physical development for babies as effectively as they do for the older children. n Partnerships with parents are strong. Leaders and staff share detailed information with parents about their children's care and learning, including providing suggestions about how parents can help children make further progress at home. Parents comment that they feel exceptionally well supported and that their children love attending this setting. n Children enjoy listening to stories. Staff pause while reading to encourage the children to join in with repeated refrains and to talk about the pictures and characters. Children listen and concentrate well and retell the story afterwards to visitors, using the illustrations as prompts. n Staff help children to learn about similarities and differences between themselves and others. For example, during mealtimes, they talk about food

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need to do better?

allergies and dietary preferences. Children are curious to learn about each other and confidently talk about themselves. n Children understand the reasons for the rules and learn how to keep themselves safe. For instance, they inform visitors how to use the trampoline safely. Children confidently assess risks and decide for themselves what they feel able to do. For instance, they think about whether they would be able to balance along a beam and jump from the top, and when they succeed, they proudly ask adults to watch them do it again. n Children develop the skills and confidence needed to manage their self-care needs independently. They try to put on their shoes, serve themselves food at snack time and pour their own drinks. Children feel comfortable and secure enough to ask staff for help when needed. n Staff work in partnership with other settings attended by children to provide consistency in children's learning and development.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The provider and staff understand their responsibilities to keep children safe. Staff are vigilant about children's safety and supervise them well. Risk assessment is effective and ensures that the premises and environment are secure and suitable for children. The provider and staff demonstrate a good knowledge of child protection and know how to respond promptly and appropriately when concerns arise about the welfare of a child. They attend regular training to keep their safeguarding knowledge up to date. The provider carries out comprehensive suitability checks on staff as part of the recruitment process.

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should:

17 August 2023 n develop the support for the older children during their self-chosen play to target their next steps even more precisely and extend their learning further n provide more support for the youngest children's physical development to help babies to explore and develop their strength, balance and coordination.

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Setting details

Unique reference number 2625947 Local authority Cornwall Inspection number 10280983 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Sessional day care

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inspection

Total number of places 15 Number of children on roll 34 Name of registered person Griffiths, Rebecca

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reference number

Telephone number 07898010787 Date of previous inspection Not applicable

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Information about this early years setting

Ryn Gwari Farm - Nursery, Pre-School & Forest School registered in 2021. The setting employs six members of childcare staff, including the provider. Of whom, two staff hold level 3 qualifications, one holds a degree-level qualification and two hold post-graduate qualifications. The setting opens from Monday to Friday for 44 weeks of the year. Sessions are from 8.30am to 5.30pm. The setting provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The provider led the inspector on a learning walk to discuss the organisation of the early years foundation stage curriculum. n The inspector held meetings as appropriate with the provider and the co- manager and sampled some documentation, including suitability checks for staff and safeguarding policies. n The provider and the inspector took part in a joint observation to reflect on the implementation of the curriculum. n The inspector spoke with staff about their work and interacted with children during the inspection. n Parents shared their views with the inspector through discussion and in writing.

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Inspection activities

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 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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Inspection activities

17 August 2023 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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