The Crypt Pre-School

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children enjoy exploring the exciting play spaces indoors and outdoors.

Older children ask for the goals in the outdoor area, so they can practise their football skills. Younger children also develop their physical skills, as they confidently climb the steps to the slide and jump or hop through hoops they have placed on the ground. Children experiment with the stands and pipes, working out that the steeper the incline of the pipe, the faster they can make toy cars run down.

Children are friendly towards each other and learn to share well. They take turns in contributing ideas for what might happen next in the story. Ol...der children have vivid imaginations.

They use chalks to draw pictures of themselves riding on bicycles or going on a car journey with their families. These are very detailed and show a good understanding of what things look like as they include facial features on people and the spokes on the bicycle wheels. Staff encourage children to make connections to the wider world.

They help children to identify the birds they see flying in the sky over the outdoor area, using books to name them. Staff provide activities for children to grow plants and care for the fish in the pond. Children show care and consideration for other living things.

What does the early years setting do well and what does it need to do better?

The dedicated staff provide a warm caring and nurturing environment with well-planned curriculum that meets children's needs effectively. Staff recognise when children need extensions to learning. They focus on children's communication and early reading skills.

They include teaching on letters and sounds, and signs to support children in expressing their views and ideas.Children take part in a variety of activities. Some they choose for themselves and some are led by adults, such as story and rhyme time.

Sometimes staff do not provide children with consistent messages to prepare them for these group activities. For example, they do not explain that children need to help put toys away then sit down together to listen to the story. As a result, some children continue playing and are not ready to listen well at the start of group times.

Key persons know children well. They make accurate assessments of what children can do and plan effectively for what they need to learn next. They quickly notice when children might need extra support, and help to close gaps in learning.

All children, including those with special educational needs and/or disabilities, achieve well and enjoy their time at the pre-school.There are strong partnerships with parents. Key persons regularly share children's achievements with parents and offer suggestions for how learning can be continued at home.

Parents have opportunities to be more involved through joining the committee and completing surveys to contribute to changes and improvements, including planning the 50-year celebrations for later this year.Staff provide children with opportunities to learn about healthy food choices. For example, they talk with children about why vegetables are good for you as they help to prepare soup.

Staff have not provided the correct tools to enable children to cut and prepare the vegetables. They have to help the younger children as they become frustrated when they cannot manage this task for themselves.The manager supports staff well and makes sure they continue the professional development.

Recent training on children's communication and health have supported changes to teaching, play resources and the environment. Staff have reorganised the book corner to provide cosy seating and more varied books. Children love sharing stories or looking at favourite creatures, such as dinosaurs.

Their communication and interactions develop well.Staff make sure they share information about children with others to provide consistent support for children's learning. Staff prepare children well for the move into school.

Children get the opportunity to visit to local schools and meet teachers. They develop confidence and adapt well to different situations.

Safeguarding

The arrangements for safeguarding are effective.

Staff prioritise children's safety and carry out meticulous risk assessments of the play spaces before children use them. They talk with children about how to manage risks and stay safe, including practising evacuations and lockdown procedures in case of emergencies. All staff understand the possible signs and symptoms of abuse and the wider signs of safeguarding.

They know who to contact and when, to protect children's welfare and well-being. The manager has thorough recruitment processes and carries out ongoing checks to make sure staff are suitable to work with children.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: prepare children better for changes in the routines and make sure organisation at the start of group activities clearly helps children know what is expected of them make sure children have the correct tools for activities to enable them to achieve and develop skills well.