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

School CIC

Unique reference number (URN): 2764106 Address: Ryn Gwari Farm, No Go By Hill, St Just, Cornwall, TR19 7PS Type: Childcare on non-domestic premises Registered with Ofsted: 21/11/2023 Registers: EYR, CCR, VCR Registered person: Ryn Gwari Farm - Nursery, Pre-School & Forest School CIC

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

All children, including children with special educational needs and/or disabilities, make excellent progress and are very well prepared for the next stage of their learning. Younger children demonstrate highly developed communication skills and notable social confidence. They explore their emotions, express their thoughts and share their ideas with confidence.

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Achievement Strong standard

Children eagerly participate in activities, share resources and take turns with their friends. They show growing independence in their self-care. Young children pour their own drinks and understand how to use taps to collect water into containers as part of daily routines. They confidently explain what they are doing and joyfully invite others to join them in their play.

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Achievement Strong standard

Children approach activities with enthusiasm and determination, demonstrating highly positive attitudes to learning. Younger children sustain concentration for extended periods, such as when they spend long periods exploring sand and experimenting with how it moves and pours. Toddlers show impressive physical development as they confidently push wheelbarrows across the outdoor area with control and coordination.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff have created a harmonious, respectful and inclusive culture where children feel secure, valued and confident to explore and learn. Children are consistently kind and eagerly take turns in games and group discussions. Well-established routines help children understand what will happen next, providing stability and supporting their sense of safety. Children consistently demonstrate positive attitudes to learning and behave thoughtfully, supported by staff who model respectful interactions and encourage children to develop advanced social skills. Staff build trusting, supportive relationships with children. They ensure that every child and family feels known, understood and able to participate fully in all activities. Children with special educational needs and/or disabilities receive tailored support that enables them to access the curriculum, engage with their peers and make meaningful progress. Leaders and

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Behaviour, attitudes and establishing routines Strong standard

staff work closely with families and undertake regular home visits to strengthen these highly impactful relationships, helping remove barriers to learning, attendance and participation.

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Behaviour, attitudes and establishing routines Strong standard

Through nurturing relationships, clear routines and personalised support, children develop independence, resilience and confidence. They thrive in a safe and inclusive environment, building the skills and attitudes they need to succeed and be well prepared for the next stage of their learning journey.

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Children's welfare and wellbeing Strong standard

Leaders consistently prioritise children's welfare and wellbeing, ensuring that policies, procedures and practices are regularly reviewed, updated and implemented effectively. The setting provides a welcoming, nature-rich environment where children feel safe, secure and confident to explore, play and engage with others. Daily outdoor play supports children's physical development, curiosity and emotional wellbeing, giving them opportunities to develop confidence, coordination and resilience. Young children confidently explain how they are feeling and why that might be.

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Children's welfare and wellbeing Strong standard

Children form warm, trusting relationships with staff, which underpin their sense of security and belonging. Staff know each child very well and respond quickly to their individual needs. Children with special educational needs and/or disabilities (SEND) receive carefully tailored support, enabling them to access all activities and participate fully in the curriculum. Leaders and staff work closely with families and external professionals to provide personalised support, adapting routines, teaching and resources to meet children's needs effectively.

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Children's welfare and wellbeing Strong standard

Routines encourage independence, self-care and healthy habits. Care practices, including babies' sleep routines, meet the needs of each individual child. Children confidently follow daily routines, and make positive choices about self care and healthy eating habits, demonstrating responsibility and agency, for example when they choose which fruit they would like for their snack. Nurturing relationships, purposeful routines and targeted SEND support ensure that all children feel valued and included.

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Curriculum and teaching Strong standard

Leaders deliver a highly ambitious, inclusive and well-sequenced curriculum that builds carefully on what children already know and can do. Teaching is of a consistently high standard and the curriculum aims are well embedded. Staff use ongoing assessment thoughtfully to fully understand children's starting points and track their development over time. Children are very well prepared for the next stage of learning, including school. Staff recognise that every interaction is an opportunity to support learning. For example, at snack time, conversations about food lead to discussions about sunshine and holidays, and children recall prior experiences, building memory skills and a rich vocabulary.

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Curriculum and teaching Strong standard

Children with special educational needs and/or disabilities are identified early and supported effectively. Staff work closely with families and, where appropriate, other professionals to ensure strategies reduce barriers to learning and participation. Activities, resources and routines are adapted so that all children can take part and feel included. Children are kind and considerate towards others. They confidently express their feelings, ideas and opinions using language and understanding that often exceeds what might typically be expected for their age.

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Curriculum and teaching Strong standard

Children benefit from many opportunities to develop their physical skills indoors and outdoors. They practise balance, coordination and control as they climb, run, build and use tools. Staff encourage perseverance and celebrate children's achievements, helping to build confidence and resilience.

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Inclusion Strong standard

Leaders and staff make a clear and positive difference to the opportunities and experiences of children with special educational needs and/or disabilities (SEND) and their families. Staff are highly attentive to children's development and identify potential gaps in learning at an early stage, often when children are toddlers. Through careful observation and ongoing assessment, staff introduce appropriate strategies that help reduce barriers to learning. This enables all children to take part fully in activities and routines alongside their peers.

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Inclusion Strong standard

Leaders ensure that children's needs are accurately assessed and regularly reviewed. Staff work closely with families and, where appropriate, other professionals to provide support that reflects each child's individual strengths and areas for development. The impact of this support is monitored carefully to ensure children continue to make excellent progress. Adjustments to activities, teaching approaches and the learning environment are developed thoughtfully as children's needs change.

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Inclusion Strong standard

Additional funding is used with clear purpose. Leaders allocate funding in a targeted, highly impactful way and monitor how it supports children's learning and development. Resources and experiences are carefully chosen to help children develop key skills and confidence. Children engage with activities, develop their abilities and make excellent progress from their starting points.

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Leadership and governance Strong standard

Leaders have a thorough understanding of statutory requirements and a deep knowledge of how children learn and develop. They are committed to providing high-quality education that enhances the lives of all children. Leaders use detailed analysis of strengths and areas for development to evaluate the effectiveness of the provision and make responsive adaptations to meet the changing needs of the setting. For example, following parent feedback, a new group was created for two-year-olds to receive focused sessions tailored to their stage of development.

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Leadership and governance Strong standard

Leaders provide effective monitoring and oversight, ensuring that the setting continues to improve. Staff report high levels of job satisfaction and enjoy their roles. Staff training is relevant and impactful, enhancing teaching and learning. Participation in initiatives such as recent conference about play-based learning and guiding children to explore emotions has had a positive effect on practice and supports children's development. A culture of continual improvement is embedded. Staff regularly undertake training linked to the needs of their key children and know that their opinions are valued, with leaders actively seeking feedback. Leaders also engage in consistent and positive communication with parents, ensuring families are informed and involved. These approaches ensure that children benefit from high-quality teaching, nurturing relationships, and a responsive, evolving environment that supports their learning, wellbeing, and progress.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children eagerly enter the nursery to find their friends and play. Children demonstrate highly developed physical and communication skills, confidently expressing their thoughts and ideas. Toddlers speak in complex sentences advanced for their age, discussing the images they see in a book and how to care for the on-site ponies. Staff engage children in vocabulary rich, meaningful conversations that extend children's language and thinking further. Children with special educational needs and/or disabilities (SEND) are identified quickly and supported effectively. For example, staff use well-considered strategies, visual prompts and clear language to help all children communicate successfully and continue developing their skills.

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What it's like to be a child at this setting

Children show kindness, respect and consideration for others during their play. As they explore moulding dough into different shapes, young children politely ask, 'Please can I have the cutter?'. This reflects the caring culture that staff promote throughout the setting. Children of all ages are curious and show high levels of concentration as they explore the rich outdoor learning area.

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What it's like to be a child at this setting

Daily routines are clear and predictable, helping children feel secure and confident about what will happen next. Children talk about the sequence of their day and understand expectations. For example, pre-school children explain that they need to wash their hands after finishing paintings in preparation for the upcoming Mother's Day celebration. Independence is fostered, with young children pouring their own drinks and serving themselves at mealtimes.

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What it's like to be a child at this setting

Children flourish in an environment where they feel safe, welcome and respected. Staff ask open-ended questions and give children time to think and respond, encouraging them to develop their own ideas and problem-solving skills. Children are very well prepared for the next stage of learning. Effective leadership, inspirational teaching, attentive care and the promotion of attendance ensure that children are supported to make excellent progress. Children thrive, feel a deep sense of belonging and achieve highly across all areas of learning.

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Next steps

Leaders should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with SEND, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with leaders, practitioners, SENCo, children and parents during the inspection.

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Address:

Ryn Gwari Farm No Go By Hill St Just Cornwall TR19 7PS

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Ryn Gwari Farm - Nursery, Pre-School & Forest School CIC

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday,Saturday : 08:00 - 18:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Age range of children at the time of inspection

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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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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