Nature Trails

Nature Trails
Unique reference number (URN): EY563586
Address: Cawston Farm House, Coventry Road, Cawston, RUGBY, Warwickshire, CV22 7RY
Type: Childcare on non-domestic premises
Registered with Ofsted: 10/10/2018
Registers: EYR
Registered person: Childbase Partnership Limited
Inspection report: 28 July 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
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.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
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.

Strong standard
Achievement Strong standard
Children's physical development is nurtured from the youngest age through carefully
sequenced activities to build their confidence and skills. Adaptations are expertly made to
the learning environment and planned learning opportunities to support children with special
educational needs and/or disabilities (SEND) to access a full curriculum. This promotes the
best possible outcomes for children with SEND and those with other barriers to their
learning.
Communication and language are effectively threaded through the curriculum and are given
consistently high priority across the nursery. Children with barriers to their learning benefit
from very skilful adaptations, such as staff using words in their home language and picture
cues, to support their communication skills. As a result, all children make exceptional
progress in this area of their development.
Children develop an understanding of numbers and mathematical concepts. Older children
count confidently beyond 20 and use mathematical vocabulary to describe common shapes
and compare objects of different sizes and weights. Children are prepared extremely well for
their move to school.
From a young age, children develop a range of skills, including high levels of independence,
self-confidence and resilience. Children have extremely positive attitudes to learning,
persevere to overcome challenges and show immense pride in their achievements. This
prepares all children well for the next stage of their learning.
Behaviour, attitudes and establishing routines Strong standard
Leaders and staff create a highly nurturing and inclusive environment. Routines are
embedded consistently across the nursery to promote positive and consistent behaviours.
Children know and respectfully follow the rules and routines of the nursery, and this helps to
keep them safe and feel secure. Children's behaviour is exemplary as a result. Leaders and
staff consistently promote a culture where children are celebrated as individuals. Staff offer
lots of praise, which children show pride in receiving, building their confidence and self-
esteem.
Staff are excellent role models for children. They interact sensitively and warmly with
children at appropriate times to promote extremely positive attitudes and behaviour. Staff
know the children in their care extremely well and make timely adaptations to support and
promote their positive behaviour. For example, they model turn taking when playing games
with children, explaining why sharing is fair, promoting their patience and building their
cooperative skills.
Children across the nursery are highly engaged in their learning and show high levels of
enjoyment. Young children persevere with tasks and problem-solve as they play. For
example, when pouring sand into a container from a jug, they work out that a leaf blocking
the flow of sand needs to be removed before resuming the activity. Older children discuss

previous learning, recalling events from stories they have shared. They play imaginatively,
using shaving foam to recreate snow scenes from stories they know. They recall familiar
story language as they describe the 'swirling, whirling' snowstorm. This illustrates the
positive attitude and excitement for learning that children develop in this nursery.
Children's welfare and wellbeing Strong standard
Leaders and staff skilfully demonstrate a culture that prioritises children's welfare and
wellbeing. They undertake effective risk assessment to ensure resources, activities and
learning environments are always safe and secure for children.
Children feel confident and secure in sharing any concerns they have or seeking out comfort
or reassurance when required. Babies demonstrate how secure they feel in the care of the
attentive staff. They confidently approach staff with books, sitting down beside them ready to
share a story. This demonstrates the strong attachments and relationships they form with
staff.
The key-person system is strong. Staff know their key children extremely well. They work
extremely closely with parents to support all children, including those with special
educational needs and/or disabilities and those with other barriers to their learning. Staff are
acutely responsive and aware of the medical and dietary needs of the children in their care,
ensuring their ongoing safety and wellbeing.
Staff establish secure routines to support all children to be independent. Very young children
learn to pour their drinks from jugs into open cups and drink confidently, using their
dominant hand, from cups with handles. Older children self-serve their food at mealtimes
and clear away their plates after eating. Children make healthy choices about the snacks
they eat, and staff help them to learn how the fruits and foods they eat help them to grow
and stay healthy.
Children practise strong hygiene routines. Systems in place promote this, along with
independence. For example, older children enjoy privacy when visiting the toilet and will ring
a bell if they require the assistance of nearby staff. Children understand how to make
healthy decisions to support their own self-care. Staff sensitively request permission from
babies before changing their nappies. They maintain eye contact with babies and chat away
to them as they take care of their personal needs. Children discuss the importance of
handwashing and, when playing outside, physical activity. They comment that when playing
tennis, their heart beats fast because they are working hard. This promotes children's
understanding of healthy lifestyles extremely well.
Curriculum and teaching Strong standard
Leaders have designed and embedded an exciting and engaging curriculum that is led by
children's personal interests and individual needs. The curriculum clearly identifies and
builds on what children already know and can do, identifying what children need to learn
next. Staff understand the curriculum well and deliver it consistently across the setting. Staff
ensure that children enjoy their learning and receive high-quality learning experiences. For
instance, when children's imaginations are ignited by recent trips to London, staff respond to
children's curiosity, teaching them about famous landmarks and buildings. This engages

children well in learning that develops their understanding of nature and the world in which
they live.
Songs, rhymes and stories are embedded throughout daily practice and play a significant
role in supporting children's communication and language development. Staff consistently
model language, repeat key vocabulary and engage with children sensitively as they play, to
extend and develop their learning experiences. For instance, babies show excitement and
engagement through facial expressions and babbling as they slide ducks down water
chutes. Older children incorporate newly introduced vocabulary, such as 'blue tits', as they
recall the names of birds they have seen in the garden.
Staff skilfully tailor the curriculum to meet each child's uniqueness and developmental
needs. To ensure children with barriers to their learning are included, they provide
meaningful adaptations to activities, such as using pictures, signs and words in children's
home language to help them understand how to follow daily routines. Adaptations to
planned activities are consistently considered to ensure they have the most positive impact
for children with special educational needs and/or disabilities and those with other barriers to
their learning. For example, staff create safe spaces for children and use social stories and
yoga to help them regulate their emotions, enabling them to access the full curriculum.
Inclusion Strong standard
Leaders and staff are passionate about the care and support they provide for all children in
this nursery. A highly effective key-person and co-key-worker system helps to build secure
relationships with children, promoting children's emotional wellbeing and strong
attachments.
Consistent assessment procedures help staff to identify children's individual needs at the
earliest opportunity. This means staff are knowledgeable about the children in their care and
swiftly plan and implement interventions for children to support any gaps in their learning
and development. Staff confidently and consistently adapt their interactions and teaching
approaches to meet children's individual needs. For example, at mealtimes, staff use visual
cues and hand signals to support children's early communication skills and engagement in
social mealtimes. This inclusive practice is embedded across the nursery, helping children to
understand and follow daily routines, building their self-confidence and sense of belonging.
Leaders use additional funding highly effectively to develop personalised support plans,
purchase specialist furniture and adapt the environment to ensure accessibility for all
children. This responsive and highly inclusive approach is particularly effective in supporting
children with special educational needs and/or disabilities (SEND), those who face barriers
to learning and children known to social care services. Children therefore receive highly
effective, tailored support that enables them to thrive in this nursery.
Leaders work collaboratively in partnership with parents. They involve and consult parents
about all areas of their children's learning and development, guiding them through any
referral processes. Parents are invited to join staff on access and inclusion walks as their
children transition across rooms in the nursery. This highlights the consideration and careful
adaptations that are made to nursery provision to ensure the seamless continuity of care
and learning for children with SEND as they move across rooms. Leaders are swift to obtain

advice from specialist professionals, working in partnership with them to further enhance
outcomes for children and their families.
Leadership and governance Strong standard
Leaders are fully committed to ensure they always meet requirements and are highly
reflective if they identify areas of weakness. Ofsted was notified recently of a possible
breach where a child was outside in the fully secure garden area when other children were
inside. That said, staff from adjacent gardens would have seen and heard the child when
they emerged from their hiding spot. Leaders were proactive and took steps to ensure
registers of children are completed as they move in and out of the garden area, along with
continued headcounts, visual checks and garden sweeps by a designated member of staff.
This due diligence ensures that children's safety is always prioritised.
Leaders have an extremely positive outlook on driving improvements for their setting. They
consistently and effectively reflect on the setting's strengths and areas for further
enhancement, ensuring progression for the setting is prioritised. Leaders recognise the
importance of continuous professional development of staff and make this a priority. Leaders
recognise the benefit of promoting staff wellbeing, providing regular staff meetings,
supervisions and appraisals. Leaders provide thoughtful guidance, supervision and
professional development for staff, which helps maintain the high standards of practice
across the nursery. This also creates a working environment where staff feel valued and are
highly motivated and consistent in their approach to children's care.
Leaders work closely with other specialist agencies and professionals to ensure children
with special educational needs and/or disabilities (SEND) and those with other barriers to
their learning receive the support they need. This helps all children, including those with
SEND, to make progress. Parents report that times of transition for their children are
thoroughly considered and take place smoothly. This prepares and supports children with
SEND to manage change well as they move on to the next stage of their learning journey.
Partnerships with parents and carers have a very positive impact on children's experiences
and progress. Parents speak highly favourably about the nursery and the attentive and
caring leaders and staff. They value the regular guidance and daily communication staff
provide, helping to ensure that children enjoy continuity of care and learning between home
and nursery. Leaders consistently promote the benefits of regular attendance and
punctuality with parents. As a result, children feel secure and confident and make sustained
progress in their learning and development.

What it's like to be a child at this setting
Children thrive in this nurturing and welcoming setting. Children arrive happily and are
excited to start their day. They immediately settle, engaging in the many exciting
opportunities made available to them. Children and families are greeted by attentive staff
who know the children and their families extremely well. Children form strong bonds with
staff, who are highly responsive to the varying needs of the children they care for. As such,
all children, including those with special educational needs and/or disabilities and those with
other barriers to their learning, make excellent progress from their starting points.
Children engage eagerly in a wealth of carefully planned age- and stage-appropriate
learning opportunities that follow their interests and ignite their curiosity. They experience a
highly inclusive curriculum as staff expertly adapt their interactions to include all children,
supporting their individual needs. For example, staff simplify language for younger children
as they play imaginatively making sand ice creams, sharing and discussing the various
flavours they have on offer. Older children engage in purposeful conversations as they share
stories. For example, they discuss and learn about the changing colours of the sky at
different times of the day. This successfully promotes children's language skills while
expanding their knowledge and understanding of the natural world around them.
Children develop an understanding of healthy lifestyles extremely well. Children help to
apply their own sun cream and wear sun hats outside, recognising that this keeps them safe
from the sun's hot rays. Children of all ages have extensive opportunities to explore and be
active in their own dedicated play spaces outside. Children enjoy vast opportunities to
develop physical skills as they play. For example, older children learn how to play tennis
with their friends, developing hand–eye coordination as they practise their bat and ball skills.
Very young children learn to balance, making their way along stepping stones, actively
encouraged by attentive staff who offer a steadying hand when needed.
Leaders work in harmony with parents, placing high priority on children's attendance and
punctuality. As a result, children's attendance is consistent, enabling them to fully benefit
from the time they spend in the setting. Carefully planned transitions support children's
movement between rooms, reflecting each child's individual needs. Parents speak highly
positively about the care their children receive and the progress they make during their time
in the nursery. Children leave the nursery extremely well prepared for the next stage of their
learning journey.
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 special educational needs and/or
disabilities, 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.

Inspectors:
Sue Bradford
Lisa Robinson
About this setting
Unique reference number (URN): EY563586
Address:
Cawston Farm House, Coventry Road
Cawston
RUGBY
Warwickshire
CV22 7RY
Type: Childcare on non-domestic premises
Registration date: 10/10/2018
Registered person: Childbase Partnership Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: Warwickshire
Facts and figures used on inspection
About this inspection
The inspectors spoke with leaders, practitioners, a special educational needs coordinator,
parents and children during the 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.
We carried out this inspection as a result of a risk assessment, following information we
received about the provider. The provider will be able to give parents further information
about this.

This data was available to the inspector at the time of the inspection.
This data is from 28 July 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
151
Our grades explained
Exceptional
Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
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.
Needs attention
The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement
The setting needs to make urgent improvements to provide the expected standard of
education and/or care.
The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
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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