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

Inspection of Langley Rangers Activity Club & Noah's Ark Pre-School Church Langley Community Centre, Church Langley Way, HARLOW, Essex CM17 9TG

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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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.

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The provision is good

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.

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The provision is good

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.

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The provision is good

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.

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need to do better?

n 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. n 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. n 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

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need to do better?

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.

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need to do better?

9 July 2025 n 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. n 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. n 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. n 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

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need to do better?

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). n 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. n 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.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n enhance strategies for monitoring and planning for children's progress, particularly for those with SEND, to help them consistently make good progress n 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.

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Setting details

Unique reference number EY390560 Local authority Essex Inspection number 10399583 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Sessional day care

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inspection

Total number of places 35 Number of children on roll 39 Name of registered person Chain Recreation Limited

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reference number

Telephone number 01279 629 611 Date of previous inspection 6 December 2019

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Information about this early years setting

Langley Rangers Activity Club & Noah's Ark Pre-School registered in 2009. The setting employs eight members of staff. Of these, six hold appropriate early years qualifications at level 2 or above, and one holds qualified teacher status. The pre- school opens Monday to Friday during term time. Sessions are from 9.15am until 11.45am and from 12.15pm until 2.45pm. The activity club opens weekdays during term time from 7.30am until 9am and from 3pm to 5.45pm. The pre-school provides funded early education for all eligible children.

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Inspection activities

n The manager and the inspector went on a learning walk around the pre-school and discussed the early years curriculum. n The inspector spoke to parents to get their views about the pre-school. n Children spoke with the inspector about what they do at the pre-school. n The inspector observed the quality of education both indoors and outdoors and considered the impact it was having on children's learning. n Staff spoke to the inspector at appropriate times during the inspection and took account of their views. n The inspector and the manager carried out a joint inspection of an activity. n Several parents shared their views of the pre-school with the inspector during the inspection. n The manager showed the inspector relevant documentation to review the suitability of staff working at the pre-school.

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Inspection activities

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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Inspection activities

9 July 2025 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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