The Crypt Pre-School

The Crypt Pre-School

Unique reference number (URN): 102806 Address: St. Mary's Church, Killigrew Street, Falmouth, Cornwall, TR11 3PR Type: Childcare on non-domestic premises Registered with Ofsted: 31/03/1970 Registers: EYR, CCR, VCR Registered person: The Crypt Pre-School Committee

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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.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

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.

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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.

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Inclusion Strong standard

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.

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Inclusion Strong standard

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.

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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.

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Achievement Expected standard

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.

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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.

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Behaviour, attitudes and establishing routines Expected standard

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.

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Behaviour, attitudes and establishing routines Expected standard

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.

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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.

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Children's welfare and wellbeing Expected standard

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.

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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.

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Curriculum and teaching Expected standard

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.

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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.

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Leadership and governance Expected standard

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.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children exhibit enthusiasm and readiness for learning, demonstrating sustained focus while engaging in activities such as manipulating trains on a railway for extended periods. Their social confidence is evident; older children articulate their play, describing the creation of a person from dough and identifying added features, such as eyes and hands, while younger children request assistance with tasks like dressing baby dolls. This supportive environment enables all children to achieve and flourish. All children are well prepared for the next stage of learning.

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What it's like to be a child at this setting

Staff foster a welcoming atmosphere and maintain procedures that prioritise children's safety. Strong relationships exist between staff and children, contributing to a sense of

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Inspector:

Victoria Jones belonging and value. Staff regularly ask for older children's input regarding activity preferences. They respond proactively to their interests, for instance by proposing the introduction of a role-play hairdresser area when children express curiosity about hairbrushing. This is met with enthusiasm. Children develop coordination and balance as they ride inside toy cars or push toy dolls in prams. Creative skills are developed as children dress up in costumes and pretend to be magical people.

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Inspector:

Children with special educational needs and/or disabilities or who are disadvantaged benefit from targeted adaptations. Staff implement daily activities designed to support individual progression, such as developing communication skills. These adjustments ensure that children facing barriers to their learning make measurable progress in their development. Group activities, including singing a 'welcome song', further enhance memory and early musical development, supporting effective communication among all children. Pre-school children confidently know the first letter of their friend's name, and children of all ages develop a love of books, eagerly listening to staff read stories in engaging voices.

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Next steps

Leaders should expand the teaching of mathematics to enhance children's early mathematical knowledge even more. Leaders should enhance strategies to consistently support children to understand how their behaviour impacts on others. Leaders should develop strategies to further support children to make healthy choices about food.

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About this inspection

The inspector spoke with leaders, practitioners, the special educational needs coordinator, children and parents during the inspection.

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About this 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.

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Address:

St. Mary's Church Killigrew Street Falmouth Cornwall TR11 3PR

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: The Crypt Pre-School Committee

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 15:30

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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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.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

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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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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