A CHURCH Langley-based activity cub and preschool has been praised by Ofsted following an inspection.

Inspection of Langley Rangers Activity Club & Noah’s Ark Pre-School

Church Langley Community Centre, Church Langley Way.

What is it like to attend this early years setting?

The provision is good

Children are eager to enter their pre-school. They separate confidently from their

parents, independently hang up their belongings and enthusiastically choose the

first of many exciting activities they will enjoy throughout the day.

Children thrive and feel secure in this warm and welcoming pre-school

environment.

They develop strong, trusting relationships with the nurturing staff,

who have a deep understanding of each child and their family. These strong

relationships help children to feel secure at the pre-school. Children make good

progress from their individual starting points. Staff thoughtfully plan a variety of

play-based activities that reflect children’s interests and support their learning.

Positive behaviour is consistently encouraged, as children clearly understand staff

expectations, such as sharing, taking turns and using polite manners. Children play

cooperatively and independently, showing a clear understanding of boundaries and

expectations. Through these positive interactions, they develop empathy, respect

for others and strengthen their ability to manage their own emotions and

behaviour.

Leaders have developed an engaging, ambitious and creative curriculum designed

for children. They have clearly identified the key knowledge and skills children will

acquire. For example, older children learn to become more independent, use

numbers up to 10 with confidence and communicate effectively.

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

Children’s communication and language development is prioritised by staff. They

carefully plan activities that enrich vocabulary through storytelling, imaginative

play, rhymes and the demonstration of new language. For example, staff bring

stories to life with animated delivery, sparking children’s curiosity and

encouraging them to get involved and to talk about the characters.

Children are supported in developing a love for books and early reading. They

enjoy engaging with a variety of texts, particularly the book of the week, which

they become familiar with and often repeat favourite lines from. To enhance

their understanding, children are provided with props, puppets and picture

cards. For instance, they show great enthusiasm when using props while

listening to ‘The Gruffalo’ story.

Children learn early mathematical concepts and problem-solving as they prepare

for snack. They help staff to count how many cups and bowls are needed and

they work out how many seats are still available at the table. They make two-

dimensional shapes with sensory glitter sequins and create and count animal

paw prints in paint.

By thoughtfully arranging play spaces around children’s needs and interests,

staff create an environment where children are enthusiastic, focused and deeply

involved in their learning.

Children are encouraged to reflect on and talk about their earlier learning. For

example, children recall visiting the vet with a sick pet and they confidently

describe the problem and how it was treated.

Staff identify when children need further support in their learning or

development. They work closely with parents and other professionals, such as

local authority advisors, to plan for children’s next steps. Leaders ensure that

any additional funding is used thoughtfully and effectively to meet each child’s

unique needs.

Overall, leaders provide children with a broad and inclusive curriculum that is

tailored to their needs and interests. They show a strong understanding of how

to sequence learning effectively, ensuring it reflects children’s age and stage of

development.

However, at times, planning lacks sufficient focus to ensure that

next steps are precise, appropriately challenging and measurable, particularly for

children with special educational needs and/or disabilities (SEND).

Leaders and staff have fostered an inclusive culture, where all children are

supported and feel valued. Children are happy to be with their friends and the

adults in the pre-school. They understand the consistent routines and know

what is expected of them, which enables them to move around confidently and

make independent choices in their play. However, there are occasional lapses

where inclusive access is not fully considered, creating barriers to learning for

some children.

Parents speak highly of the care and education their children receive at the pre-

school. They also value the personal support offered by staff and leadership,

noting its positive impact on their own well-being.

Safeguarding

The arrangements for safeguarding are effective.

There is an open and positive culture around safeguarding that puts children’s

interests first.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider

should:

Enhance strategies for monitoring and planning for children’s progress,

particularly for those with SEND, to help them consistently make good progress and  provide further training to help all staff enhance the quality of the already good curriculum and teaching, ensuring it is fully inclusive to all children