Kindred Royston Newmarket Road Pre-School

Kindred Royston Newmarket Road Pre-School
Unique reference number (URN): EY555889
Address: 3 Newmarket Road, Royston, SG8 7HG
Type: Childcare on non-domestic premises
Registered with Ofsted: 21/12/2017
Registers: EYR
Registered person: Orchard Day Nursery Limited
Inspection report: 3 September 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
All children, including those who may face barriers to learning, make positive progress
throughout all areas of learning. They benefit from a positive emphasis on ensuring they are
ready for their next stage in their development. When children reach individual milestones,
this is highly celebrated by staff which encourages children to become more confident in
themselves. For example, 2- and 3-year-old children receive encouragement to dress
themselves independently. When they achieve this, they receive praise for their
accomplishments. This helps children to develop a sense of confidence in their own abilities
and motivates them to complete tasks independently.
Children progress their physical development using their fine motor skills. For example,
children independently use safe knives to cut their own fruit at snack time. This helps them
to refine their coordination and control using their hands. Children develop increasing
independence in managing their personal care needs. For example, children learn to use
the toilet independently, including learning to wash their hands afterwards. As a result,
children develop important self-care skills and confidence in managing their daily routines.
Behaviour, attitudes and establishing routines Strong standard
Leaders and staff have high expectations for children's behaviour. Children show a positive
attitude to learning. They thoroughly enjoy playing both alongside each other and
independently. Children work with their peers to reach common goals within play. They enjoy
celebrating with one another for their achievements. Staff do well at reinforcing positive
collaborative approaches, such as by encouraging children to work as a team. As a result,
children develop positive attitudes towards others. They are increasingly confident in
working cooperatively, recognising and celebrating both their own, and others',
achievements.
Leaders and staff teach children about having respect for one another. For example, staff
support children with sharing resources, and help children understand the concept of waiting
for their turn. This means that children develop positive and respectful relationships with
their peers. They are increasingly able to manage disagreements appropriately,
demonstrating respect and consideration of others.
There is a highly effective key-person system at the setting. All staff know and understand
their children well. They quickly identify their individual needs and next steps to progress
effectively. Children confidently seek reassurance from staff during times where they are
upset. This shows that children have developed secure and trusting relationships with staff,
helping them to feel emotionally safe and supported. Leaders consistently reiterate the
importance and value of regular attendance. Leaders and staff openly communicate with
parents and carers during handovers, throughout the day and during planned events. As a
result, parents understand the importance of regular attendance and are encouraged to
support their children to attend consistently. This enables children to fully benefit from their
learning experiences at the setting.

Children's welfare and wellbeing Strong standard
Leaders and staff ensure that children's welfare and wellbeing is consistently supported in
all aspects of the setting. Children receive very effective support from staff to manage their
own emotions and express their needs effectively. For example, staff ask children questions
about how they are feeling. They help children to understand why they are feeling a certain
emotion, such as happy or sad. As a result, children develop their emotional awareness.
They are increasingly able to recognise and communicate their feelings and use appropriate
strategies to manage their emotions.
Leaders and staff provide regular opportunities for children to develop independence within
their self-care routines. For example, designated areas with mirrors enable children to watch
themselves as they wipe their noses and clean their hands. As a result, children develop
their independence and skills they need to manage their own personal hygiene. Staff
communicate very well with children about their self-care routines and initially ask children
whether they need further support in daily routines. This shows that children are encouraged
to take responsibility for their own self-care while receiving appropriate support where
needed.
At mealtimes, children have access to a range of healthy foods and receive encouragement
to serve themselves. Staff engage children in conversations about what they are eating and
what different foods taste like. As a result, children develop a positive understanding of
healthy eating, making nutritious choices, and leads them to developing long-lasting healthy
habits.
Children receive encouragement to develop healthy habits that support their welfare and
wellbeing. For example, children independently pour water into their own bottles, which they
can access throughout the day. Parents and carers report that these experiences are
reflected at home, with children continuing to pour their own drinks at home. As a result,
children develop healthy habits and routines that are embedded into their everyday lives.
Curriculum and teaching Strong standard
Leaders have high expectations for the curriculum and how it is delivered to all children that
attend the setting. There is a focus on ensuring children can develop their independence
and show curiosity throughout all aspects of the day. Leaders and staff consistently maintain
high-quality interactions with children, ensuring that they remain engaged throughout their
learning. For example, during play-dough activities, children have access to a variety of
natural materials, such as shells and stones. Staff encourage children to develop their
imaginations and understanding of the world by asking them about what they are making
and supporting them to develop different ideas. Children enjoy using these resources to
learn about different textures that they may come across outdoors. This helps children to
develop their creativity and curiosity as they explore different resources and make sense of
the world around them.
Leaders and staff prioritise children's physical development. Children have regular
opportunities throughout the day to explore their outdoor environment and have access to a
range of activities and resources during outdoor play. Children enjoy playing on obstacle
courses, using wooden planks and tyres, which supports their physical development as they

learn to balance independently. Children enjoy physical play, such as jumping through
ladders and are encouraged by staff to count as they go. As a result, children develop their
gross motor skills, including balance and coordination, while also developing their
understanding of mathematics as they confidently count in sequences, such as up to 10.
Inclusion Strong standard
Leaders and staff have high ambitions for all children, including those who may face barriers
to learning. They quickly identify children's individual needs, for example, through
observations and open communication with staff. Staff work closely with special educational
needs coordinators to ensure that tailored support is in place for children. For example,
during transition periods from other settings, staff liaise with special educational needs
coordinators to identify children's current progress, and how they can be supported to
progress well. Leaders quickly identify children's individual needs. Staff work together to
identify any adaptations that are needed at the setting, to ensure all children can thrive. As a
result, children receive support to overcome potential barriers to their learning and
development and can participate fully throughout all areas of the setting.
Leaders work collaboratively with external professionals to receive further support for
children who may face barriers to learning. For example, they liaise with local authorities to
ensure that relevant assessment processes are in place for children to receive tailored
support, where necessary. This collaborative approach means that staff understand and
address children's individual needs. This enables children to access learning and make
positive progress alongside their peers.
Leaders and staff work in partnership with parents and carers to understand children's
individual needs and identify appropriate support. For example, some children benefit from
extended settling-in periods. As a result, children settle in confidently at their own pace. This
helps them to feel secure and ultimately learn and progress well within the setting. Staff
make effective adaptations to the setting's environment to ensure all children can progress
well. For example, staff adapt their positioning when interacting with children who have
visual needs, ensuring children can see them clearly. Staff also provide bright-coloured
resources to support children to see and engage with activities more easily. As a result,
children access all activities and resources, ensuring that they can fully participate and
engage in learning.
Leadership and governance Strong standard
Leaders have a deep understanding of their role. They understand the importance for all
staff to feel well supported within their roles. Leaders work well together to identify areas for
improvement and understand the steps that need to be taken in order to achieve this. There
is a high expectation for high-quality teaching throughout the setting, to ensure that all
children receive positive learning experiences. Leaders pride themselves on positive parent
partnerships. They work closely with parents and carers to ensure a collaborative approach
to children's learning. For example, the setting arranges open days, to give parents the
opportunity to see where their children learn and to interact with staff. This helps parents to
develop a greater understanding of their children's experiences.

Leaders feel confident to work with external professionals where necessary, to ensure that
relevant support is in place for all children. Leaders communicate with families about the
importance of regular attendance and what this means for children's learning. For example,
where there may be concerns in children's attendance, leaders consistently follow up with
families to offer support and understanding. As a result, children attend regularly, enabling
them to benefit consistently from their learning experiences and routines.
Leaders reiterate the importance of a positive teamwork culture at the setting, ensuring that
staff wellbeing is valued. Staff report that they feel well supported by leaders and benefit
from regular communication with leaders. Staff receive regular supervision sessions as an
opportunity to discuss current progress, key children and any concerns they may have. As a
result, staff feel valued and confident to develop in their roles. This enables them to provide
consistent support to meet the needs of children.
What it's like to be a child at this setting
Children arrive at a welcoming and calm setting, enthusiastic and ready to learn. They feel
excited at the start of the day and quickly join in with their friends playing on the carpet area.
Children have access to a range of resources. They enjoy playing collaboratively with one
another from the start and throughout the course of the day. Leaders and staff prioritise
children's wellbeing, such as helping them to understand their feelings and emotions. This
encourages children to truly express themselves and supports them to develop the
confidence to seek help from trusted adults.
Children experience a positive structure to the day and are familiar with the routines that are
in place. Staff encourage children to participate in circle times, where they excitedly hold
hands with one another and sing songs together. Children demonstrate excellent turn-taking
and sharing skills. For example, during circle times, children collaboratively talk about how
they are feeling. They discuss topics, such as the weather and the months of the year. This
shows that children feel secure and confident within the setting and routines and enjoy
positive interactions with others.
All children, including those who face barriers to learning, are well supported at the setting.
Their development and progress are closely monitored by staff, who ensure that appropriate
adaptations are made to ensure all children can thrive. Children receive encouragement to
develop their independence, resilience and curiosity in all areas of development. This is
tailored precisely to their individual stages of learning. For example, staff are highly engaged
throughout children's choices of play. They regularly communicate with children by asking
questions throughout these experiences. Leaders and staff consistently follow children's

Inspector:
Lucy Jones
About this setting
Unique reference number (URN): EY555889
Address:
3 Newmarket Road
Royston
SG8 7HG
Type: Childcare on non-domestic premises
Registration date: 21/12/2017
Registered person: Orchard Day Nursery Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
play cues. They allow children to develop their independence and curiosity by exploring their
play environment independently.
Next steps
Leaders should sustain their work to ensure continued improvement and high standards
in creating a transformational impact on the experiences of children who need additional
support to understand their emotions and feelings.
About this inspection
The inspector spoke with leaders, staff, parents and carers, children and the special
educational needs coordinator 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.

Local authority: Hertfordshire
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 3 September 2026
Children numbers
Age range of children at the time of inspection
2 to 4
Total number of places
35
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.

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