Ryn Gwari Farm - Nursery, Pre-School & Forest School CIC
Ryn Gwari Farm - Nursery, Pre-School & Forest School CIC is a pre-school in St Just for children aged 1 to 4, with 18 registered places. Ofsted report card, 9 March 2026: Strong standard in 6 areas; safeguarding standards met.
Ryn Gwari Farm, No Go By Hill, St Just, TR19 7PS
Key facts
- Type
- Pre-school (Sessional day care) (Ofsted childcare register, as at 30 June 2026)
- Ages
- 1 to 4 (Ofsted childcare register, as at 30 June 2026)
- Registered places
- 18 (Ofsted childcare register, as at 30 June 2026)
- Registered
- 21 November 2023 (Ofsted childcare register, as at 30 June 2026)
Opening hours
Monday,Tuesday,Wednesday,Thursday,Friday,Saturday : 08:00 - 18:00
Source: Ofsted report, inspection on 9 March 2026
Who runs it
Ryn Gwari Farm - Nursery, Pre-School & Forest School CIC is run by Ryn Gwari Farm - Nursery, Pre-School & Forest School CIC (Ofsted register).
Latest inspection
- Inclusion: Strong standard
- Curriculum and teaching: Strong standard
- Achievement: Strong standard
- Behaviour, attitudes and establishing routines: Strong standard
- Children's welfare and wellbeing: Strong standard
- Leadership and governance: Strong standard
- Safeguarding standards met
Source: Ofsted, inspection on 9 March 2026. Contains public sector information licensed under the Open Government Licence v3.0.
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.
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.
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.
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.
What Ofsted found in each area
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.
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.
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.
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.
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.
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.
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.
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.
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.
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 staff work closely with families and undertake regular home visits to strengthen these highly impactful relationships, helping remove barriers to learning, attendance and participation.
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.
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.
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.
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.
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.
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.
What the setting must and should do next
The provider should:
- 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.
Ofsted's words, from the report on the inspection on 9 March 2026. Read the full report on the Ofsted website. Contains public sector information licensed under the Open Government Licence v3.0.
Inspection history
- 9 March 2026: Full inspection, report card: Strong standard in 6
Ofsted report cards (England, from November 2025)
Since 10 November 2025 Ofsted has graded nurseries and pre-schools on a report card. There is no single overall grade. Instead, each of six areas gets one of five grades: Exceptional, Strong standard, Expected standard, Needs attention, Urgent improvement.
The six areas are inclusion; curriculum and teaching; achievement; behaviour, attitudes and establishing routines; children's welfare and wellbeing; leadership and governance. Safeguarding is judged on its own, as met or not met.
Expected standard means the setting does what Ofsted expects of every setting. Strong standard and Exceptional are above that; Needs attention and Urgent improvement mean Ofsted found things the setting has to put right.
Source: Ofsted reports
Funded childcare hours in England
All 3 and 4 year olds in England can get 15 hours of free childcare a week, for 38 weeks of the year.
Working parents of children aged 9 months to 4 years old can get 30 hours of free childcare a week for 38 weeks of the year (Free Childcare for Working Parents), if they meet the earnings rules. You confirm your details every 3 months.
Some 2 year olds can get 15 hours a week when the family gets certain kinds of extra support.
The hours are used at a registered provider that offers them, so ask each nursery how it offers the funded hours.
Source: GOV.UK: Free Childcare for Working Parents, check if you're eligible · GOV.UK: Free childcare and education for 2 to 4 year olds (checked 31 October 2026)
Other nurseries nearby
- The Brambles Nursery - Day nursery, St Just TR19 7JX, ages 0 to 4, 50 places, 0.8 milesOfsted, 23 January 2023: Good overall; safeguarding is effective
- The Children's Ark - Day nursery, Penzance TR19 7SE, ages 1 to 3, 28 places, 1.2 milesOfsted report card, 29 September 2026: Strong standard in 2 areas, Expected standard in 4 areas; safeguarding standards met
Schools nearby
- St Just Primary School - Primary, 0.8 miles
- Cape Cornwall School - Secondary, 0.8 miles
- Pendeen School - Primary, 1.2 miles
Ryn Gwari Farm - Nursery, Pre-School & Forest School CIC on the Ofsted website