Play2Talk Pimlico

Play2Talk Pimlico

Unique reference number (URN): 2740300 Address: 55 Moreton Street, London, SW1V 2NY Type: Childcare on non-domestic premises Registered with Ofsted: 01/08/2023 Registers: EYR Registered person: Blue Sky Autism Project

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Achievement Strong standard

Children make meaningful progress from their starting points because staff know them well and plan carefully for their individual development. They develop increasing confidence to take part in play and routines and show growing curiosity and engagement in learning. Children who previously communicated through sensory sounds begin to use functional words and short phrases to express their needs. They show increasing understanding of routines and respond positively to consistent language modelling and repetition.

p.2

Achievement Strong standard

Children also develop early learning skills that prepare them for their next stage. For example, children begin to recognise familiar patterns and words from books and enjoy joining in with songs and rhymes. They develop early mathematical understanding through everyday play, including noticing number patterns and exploring simple concepts in meaningful contexts. Children build independence through daily routines and show pride in their achievements. They gain confidence, strengthen communication and develop the foundations they need to move successfully to the next stage of education.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children show positive attitudes to learning and respond well to the consistent routines established by staff. Staff set clear expectations and help children understand what is happening next through calm communication, predictable sequences and familiar prompts. Staff give children sufficient time to process and respond, which helps children remain engaged and take part successfully. Children sustain attention for purposeful activities that match their needs and show pride when they complete familiar routines.

p.2

Behaviour, attitudes and establishing routines Strong standard

Staff support children's behaviour through proactive strategies that reduce anxiety and promote cooperation. Staff model respectful language and encourage turn-taking and sharing in ways that reflect children's developmental stage. Children increasingly approach staff to seek support and share their play, demonstrating growing confidence to interact appropriately.

p.2

Behaviour, attitudes and establishing routines Strong standard

Routines also support children to participate positively in group experiences. For example, staff used familiar songs at lunchtime to guide children through routines and maintain a calm, sociable atmosphere. Children followed expectations well, sat with trusted staff and fed themselves independently. Staff managed noise levels carefully and maintained a calm pace, which supported children who find busy environments more challenging. Children remained settled and engaged and showed increasing independence through everyday routines.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children develop attitudes and behaviours that support learning, including persistence, cooperation and readiness to participate.

p.2

Children's welfare and wellbeing Strong standard

Staff prioritise children's welfare and emotional wellbeing through calm, responsive care and highly consistent routines that meet children's complex needs. Staff understand children's sensory profiles and respond quickly when children show signs of becoming overwhelmed. They use reassuring strategies, such as singing and familiar prompts, to help children regulate and return to learning. This supports children to feel safe, settled and ready to engage.

p.3

Children's welfare and wellbeing Strong standard

Mealtimes are calm and well organised. Staff supervise children closely and promote safe eating practices, including preparing food appropriately and maintaining a careful approach to dietary needs. Staff support children's independence as they feed themselves confidently and remain settled alongside trusted staff. Staff also promote children's health through hygiene routines and oral health awareness. Children have access to toothbrushes, and staff encourage toothbrushing sensitively, recognising that some children may find this difficult due to sensory needs. Staff reinforce oral health messages through play-based resources.

p.3

Children's welfare and wellbeing Strong standard

Staff maintain a clean and well-organised environment and carry out risk assessments for routines and outings. Children benefit from safe care, strong emotional security and consistent support for their health and wellbeing.

p.3

Curriculum and teaching Strong standard

Leaders deliver a curriculum that is ambitious and closely aligned to children's individual needs and interests. Staff prioritise children's communication and self-regulation so they can access learning confidently and participate alongside others. Staff plan experiences that build familiarity through repetition and predictable routines, which helps children remain settled and ready to learn. Leaders use calm, consistent interaction to guide children's attention and promote listening and understanding.

p.3

Curriculum and teaching Strong standard

Staff teach communication through highly engaging play. They model language clearly, use repetition effectively and allow children time to respond. For example, during a sensory 'lights out' activity, staff used torches and modelled simple phrases, such as 'light on'. Children responded with interest, copied words and shared their focus through pointing and turn-taking. This supported children to remain engaged and practise early communication in a calm, motivating context.

p.3

Curriculum and teaching Strong standard

Staff also promote early learning across the day. They build children's understanding through stories, songs and practical routines that develop vocabulary and attention. Staff weave early mathematics into play, helping children notice patterns, practise simple counting and explore early concepts in ways that make sense to them. Leaders review children's targets regularly and support staff to maintain consistent approaches, so children build skills over time and sustain progress.

p.3

Inclusion Strong standard

Leaders and staff ensure that all children, including those with special educational needs and/or disabilities, are fully included and feel they belong. Staff know children well and identify barriers to learning quickly. They adapt teaching and routines to meet children's individual needs, particularly in relation to communication, sensory regulation and engagement. Children participate confidently in daily experiences and make meaningful progress from their starting points.

p.4

Inclusion Strong standard

Staff use consistent therapeutic strategies throughout the day to reduce anxiety and support children to access learning alongside others. They break learning into small, manageable steps and provide calm reassurance so children experience success. Staff model language clearly and repeat key words to strengthen children's understanding and communication. Children respond positively and show increasing confidence to approach trusted adults, share resources and take part in interactions in ways that are comfortable for them.

p.4

Inclusion Strong standard

Leaders work closely with families and relevant professionals to secure appropriate support and ensure that timely adjustments are made. Staff use assessment information to set priorities and review targets regularly so provision remains responsive and purposeful. Leaders also plan transitions carefully so children experience continuity. For example, children are supported to spend time in the provider's pre-school environment with familiar adults and reassurance strategies, which helps children settle and sustain progress as they move on.

p.4

Leadership and governance Strong standard

Leaders provide strong oversight and clear direction, ensuring that children benefit from high-quality care and education that meets their complex needs. Leaders have a clear understanding of children's individual starting points and priorities and use this information to guide planning and staff practice. Leaders monitor practice routinely and support staff to work consistently so children experience a stable and predictable approach throughout the day.

p.4

Leadership and governance Strong standard

Leaders review progress regularly through a clear assessment cycle, including 3-monthly reviews, so targets remain focused and teaching stays responsive. Staff, who are trained therapists, implement agreed strategies confidently and embed children's targets across routines and play. This helps children develop communication, self-regulation and early learning skills over time.

p.4

Leadership and governance Strong standard

Leaders build strong relationships with parents and ensure that communication remains consistent and purposeful. Parents receive daily updates and more detailed information through online systems, emails and regular progress reports. Leaders also plan transitions carefully, including supporting children to become familiar with the provider's pre-school environment, which helps children sustain progress as they move on.

p.4

Leadership and governance Strong standard

Leaders strengthen practice further through strong links with the local community. They access grants to enhance resources and provide training opportunities for staff and parents, improving outcomes for children and families.

p.4

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

Children are happy, settled and confident in this specialist nursery. They form warm and secure relationships with leaders and staff, who greet them with genuine care and reassurance. Children separate from parents calmly because staff use predictable routines and familiar strategies that help children feel safe. Staff know children's individual needs well and respond quickly when children need additional support to remain regulated. Children feel that they belong and are ready to play, explore and communicate.

p.5

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

Children thrive because leaders and staff tailor experiences closely to children's individual needs and interests. Staff recognise that some children need learning broken down into short, manageable steps so they can engage successfully. Children show increasing confidence to approach trusted adults, share resources and join in with interaction in ways that feel comfortable for them. Staff create a calm learning environment and support transitions sensitively, helping children remain settled and ready to learn.

p.5

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

Children enjoy communication-rich play that strengthens their confidence and participation. Staff model language consistently and provide clear repetition, which helps children to develop understanding and attempt new words. For example, staff used a simple wooden puzzle activity to encourage a child to communicate. Staff modelled key words and phrases and asked supportive questions to guide the child's attention. The child responded positively, using emerging words such as 'open' and remaining engaged alongside staff. This approach helps children develop confidence to communicate and builds early learning behaviours, including attention, turn-taking and shared enjoyment.

p.5

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

Children benefit from a calm, highly inclusive environment where adults are skilled in supporting communication and emotional security. Children show enjoyment in play and increasing confidence to take part in daily experiences. Overall, children feel safe, valued and supported to flourish.

p.5

Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known or

p.5

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registered person: Blue Sky Autism Project

p.6

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 17:00

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection. previously known to children's social care and those who may face other barriers to their learning and/or wellbeing.

p.6

About this inspection

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

p.6

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 This data is from 21 January 2026

p.6

Exceptional

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

p.7

Strong standard

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

p.7

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.

p.7

Needs attention

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

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.7

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

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

p.8