Langley Rangers Activity Club & Noah's Ark Pre-School

What is it like to attend this early years setting?

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.

What the setting must and should do next

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
• 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.