The Crypt Pre-School

Inclusion: Strong standard

Children with special educational needs and/or disabilities (SEND), or who are disadvantaged, are rapidly identified and receive targeted support from leaders and staff. Staff ensure that individual learning needs, including those related to SEND, are consistently recognised and met through tailored interventions. Staff work closely with parents and carers to encourage regular attendance, recognising the positive impact this has on each child's learning and development.

Funding streams such as the early years pupil premium are allocated efficiently, enhancing provision by enabling the purchase of specialist equipment, high-quality staff training and expert-led sessions, such as theatre workshops designed to develop communication skills and self-confidence. Training opportunities mean staff are equipped with up-to-date knowledge and strategies for supporting all children, ensuring that learning activities can be adapted effectively so every child is able to achieve their full potential.

Leaders and staff play a pivotal role in enriching experiences for children who are disadvantaged and children with SEND, successfully addressing learning gaps as soon as they arise. Additionally, referrals to external agencies are managed promptly and professionally, facilitating swift access to additional resources and expertise. This approach secures the best possible outcomes for every child in their care.

Curriculum and teaching: Expected standard

Leaders design and implement a high-quality curriculum that is ambitious, coherent and sequential. It builds on children's prior knowledge and ensures inclusivity for all, including for children who attend part time. The provision prepares children for the next stage of their education effectively. Children develop confidence as they practise and reinforce their knowledge and skills. Both leaders and staff demonstrate a thorough understanding of child development and the objectives of the curriculum. Teaching is consistently effective, with purposeful interactions embedded throughout practice. Staff routinely engage children in meaningful conversations and provide ample time for thoughtful responses.

Progress is systematically recorded and rigorously reviewed by leaders to identify and address any gaps in teaching and learning. Leaders ensure appropriate adaptations for children with special educational needs and/or disabilities, those currently or previously known to social care and others who may experience barriers to learning, facilitating their access to an ambitious curriculum. For example, some group sessions are repeated to enable part-time attendees to participate fully. Mathematics is taught but not consistently. Leaders should expand the teaching of mathematics to enhance children's early mathematical knowledge even more.

Achievement: Expected standard

Children develop the foundational knowledge needed for future academic success. Despite some weaknesses in the curriculum for mathematics, overall, children develop age-appropriate skills that enhance their understanding, memory and capacity to learn new things. Pre-school children deepen their knowledge of animals and refine matching abilities by associating animal sounds with corresponding images. Language and communication skills are fostered, enabling children to articulate their thoughts and ideas effectively. Young children confidently use sign language to express their needs, such as requesting assistance when dressing to go outdoors. Children display perseverance and a sense of accomplishment on receiving praise, reinforcing their confidence and motivation to learn. Fine motor skills are strengthened as children manipulate wet sand to form small balls.

Children who face disadvantages or risk developmental delays have access to learning opportunities designed to support their progress. Those with special educational needs and/or disabilities demonstrate significant improvement from their initial baselines due to targeted support.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff establish well-structured routines, providing children with a sense of security and clear awareness of daily activities. High expectations are set for both behaviour and learning attitudes, and these standards are communicated effectively to staff, parents and children. Positive relationships are fostered through an effective key-person system, enabling children to openly share concerns and seek guidance during challenges. The setting embraces a thoroughly inclusive culture that is widely accepted among all participants.

Understanding the importance of regular attendance, leaders communicate its positive impact on children's development to parents, while punctuality is strongly encouraged. Staff support families experiencing obstacles to consistent attendance and timeliness. Praise is strategically used to promote positive behaviour, resulting in most children engaging cooperatively in various games and activities. Generally, behavioural expectations are applied consistently across the setting. However, at times, when children struggle with sharing, for example, staff do not always guide every child in recognising how their actions affect others.

Overall, the leadership ensures routines, expectations and inclusivity underpin the environment, creating a supportive atmosphere conducive to children's social and emotional development as well as their learning progress.

Children's welfare and wellbeing: Expected standard

Children are provided with care and support that enable them to achieve and thrive. They take part enthusiastically during play and learning activities. Older children comment that they enjoy attending the pre-school. Staff demonstrate responsiveness and foster warm, trusting relationships with both children and parents, creating secure attachments and promoting emotional and social confidence. Hygiene and cleanliness are consistently maintained, and handwashing routines are well established. Staff encourage children to recognise and respect both similarities and differences among themselves and others, fostering a sense of individuality. Staff assist families in guiding children regarding the safe use of online content.

Children's physical and emotional wellbeing is supported effectively. Staff encourage the expression of emotions and provide daily opportunities for outdoor exercise. Leadership promotes healthy dietary attitudes by offering a variety of fruits at snack times, and staff help children develop social skills during meals. However, some foods that children eat are not healthy and nutritious. Leaders and staff should further encourage and promote healthy eating habits.

Leadership and governance: Expected standard

Leaders demonstrate a comprehensive understanding of statutory requirements and possess in-depth knowledge of child development and learning. They are dedicated to delivering high educational standards to enhance outcomes for all children, including children with special educational needs and/or disabilities and children who are disadvantaged. Leaders ensure effective monitoring and oversight and implement strategies to further improve the setting's overall effectiveness. Staff members report job satisfaction, feel valued in their roles and take pride in their work. Parents indicate that communication is effective. They are kept well informed regarding their children's progress and receive consistent support from staff on childcare matters. When a child attends another provision, leaders develop relationships to best support children in their development.

A culture of continuous improvement is fostered, with staff regularly participating in relevant professional development linked to the needs of their key children. For example, training in emotional coaching has positively influenced practice and assisted children experiencing challenges in understanding and expressing their emotions. Additionally, leaders actively participate in local nursery manager forums, promoting strong pre-school management and facilitating the sharing of best practices.