Playtime Day Care- Dagenham

Playtime Day Care- Dagenham

Unique reference number (URN): 2863095 Address: The Mill House Hall, 307 New Road, Dagenham, Essex, RM10 9ND Type: Childcare on non-domestic premises Registered with Ofsted: 19/09/2025 Registers: EYR Registered person: Playtime Day Care Ltd

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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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Behaviour, attitudes and establishing routines Expected standard

Staff have established warm and nurturing relationships with children that help them feel safe and secure. Staff encourage children to cooperate and resolve conflict peaceably. For example, children share and take turns, listen and respect each other's feelings. Babies develop a sense of self by interacting with others and engaging through gestures, gaze and talk. Older children develop their sense of responsibility and membership within a community. For example, they help to tidy away resources and serve others during mealtimes by giving out cutlery and plates.

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Behaviour, attitudes and establishing routines Expected standard

Leaders remind parents about the importance of punctuality and attendance so that children do not miss out on their learning. Staff carry out regular observations of children's play to identify their developmental needs, which inform their planning. Each child is assigned a key person who works effectively with parents and gains a thorough understanding of the child's individual needs. As a result, children settle in well and feel secure, which supports their emotional development. Staff congratulate children when they achieve or show kindness towards one another. For example, during circle time, children are able to state the day and describe what the weather is like outside. Staff offer toys that interest children, for example cars, and use these to engage them.

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Children's welfare and wellbeing Expected standard

Children develop secure attachments to their key person, who learns about their likes and dislikes, helping them to settle in well. Staff effectively engage parents and support them to seek specialist help from external agencies where needed. Children with special educational needs and/or disabilities, those known (or previously known) to children's social care, and those who face barriers to learning and/or wellbeing are supported well. For example, staff help children to follow routines through careful explanation.

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Children's welfare and wellbeing Expected standard

Staff remind children in the garden about the dangers of running too fast and bumping into others while using outdoor equipment. This helps children to consider their own safety and that of their friends. Staff talk to children about how they are feeling, helping them to describe and manage their emotions, which supports their emotional wellbeing. Staff provide children with healthy, nutritious meals and a warm, welcoming environment where children develop the skills needed for school. Children serve themselves and make choices about their food. Staff support children to learn appropriate hygiene routines; for example, children wash their hands before and after eating and are supported to manage their care needs. Staff ensure that children who need it are offered appropriate opportunities to sleep and that their safety is maintained through careful supervision. Staff also ensure that the care needs

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Inclusion Expected standard

Overall, staff support children with special educational needs and/or disabilities (SEND) well. They understand the importance of early identification and intervention. For example, staff

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Needs attention

focus on observing and monitoring children when they first start at the nursery. They use additional funding well to purchase resources that provide intensive individual support. Staff encourage children to select and describe different items from the sensory box, which helps children to build confidence and develop listening skills.

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Needs attention

Staff provide a range of ways to support children to feel safe and secure and to learn at their own pace. For example, children regularly access the sensory tent, where they self-select from a range of resources, supporting their independence and decision-making skills. This enclosed and calming space helps to support children's emotional regulation, reduces overload, and enables focused play. Staff work in partnership with parents to support children's progress from the start. Staff who specialise in identifying children with SEND attend regular meetings to develop their knowledge and skills. This helps staff to adapt their practice and implement effective strategies to further support children. Leaders use funding to purchase resources that help children to concentrate, such as colourful sensory floor mats. Leaders also demonstrate a clear understanding of how to support children who are known to children's social care.

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Achievement Needs attention

Children make progress from their starting points in learning and development. However, at times, there is insufficient focus on the teaching and learning for children who are at different stages of development during activities to help them achieve fully. This limits the progress children make in developing the skills needed for their next stage of learning or to move on to school. Children's communication and language are appropriately supported, although staff do not use their interactions with children to fully develop their language further. Children who have delays in their development and those with special educational needs and/or disabilities receive appropriate care and support. Secure systems ensure they are swiftly identified and fully supported to make progress from their starting points. All children are confident and independent. Children play well together and have formed secure friendships. They smile, laugh and are eager to engage with the activities inside and

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Curriculum and teaching Needs attention

There are inconsistencies in implementing some areas of the curriculum, such as mathematics and language development. Staff are not always clear on what they want children to learn from an activity, which means children do not always receive the full support needed to build on and make secure progress in their learning. Staff benefit from regular professional development, regular coaching and constructive support to improve practice. Staff give secure attention to children's physical, personal, social and emotional development. For example, children are happy and secure and form effective relationships with each other and with staff. Staff adequately support children with special educational needs and/or disabilities to help them make secure progress from their starting points. Staff generally support children to develop their physical skills. Children use their hands to hold paintbrushes skilfully, place small flowers onto paper, pour their own drinks from jugs,

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Curriculum and teaching Needs attention

serve themselves rice and dhal, and use knives and forks. They also practise physical skills by kicking balls and using large outdoor equipment. Staff generally offer children opportunities to be creative, such as using paint, play dough, sand, water and cornflour. This helps children to explore textures and build confidence. Children develop early mathematical thinking and develop social skills as they share and take turns.

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Leadership and governance Needs attention

Although leaders evaluate and understand the setting's strengths and take appropriate action to improve practice, such as refurbishing the garden to support children's learning and development, staff's understanding of how to implement the curriculum has not developed quickly enough. This limits children's learning experiences. Leaders ensure that all children's needs are met well, particularly children who are disadvantaged, those with special educational needs and/or disabilities, those known (or previously known) to children's social care, and/or those who face other barriers to learning and/or wellbeing.

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Leadership and governance Needs attention

Leaders monitor staff performance and offer support to improve their practice. They ensure that staff feel valued and that their wellbeing is a priority. For example, they carry out regular meetings with staff and discuss any concerns they may have. Staff complete regular training to support their professional development, which helps them to identify and support children's individual needs. Leaders seek advice from the local authority to source training for staff and to target support for children. Staff are deployed effectively to ensure all children are safe and well supported. Leaders follow safer recruitment procedures to ensure that staff are suitable to work with children. Partnership with parents helps to build secure working relationships that ensure parents feel valued and involved in their child's care. Staff use different forms of communication, which ensures all parents are kept updated about

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Leadership and governance Needs attention

their child's development and next steps in learning.

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

Children arrive happy and eager to play. They feel safe and secure and are greeted by staff as they enter. Staff develop nurturing relationships with children and support children to make friendships with each other. Children join in circle time and listen to stories and sing songs. They build their social skills as they listen to each other and develop a positive sense of themselves. Children enjoy learning as they explore the festival of Vaisakhi. They paint and create flowers, which helps to develop their awareness of the wider world and their imagination. Children enjoy dough activities. They develop skills of rolling, pinching, squeezing, and flattening, all of which helps build physical skills. Children use tools such as cutters that help to encourage imaginative play. Children develop confidence as they climb outside and kick balls, all of which supports their decision-making skills and independence.

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

Staff support children with special educational needs and/or disabilities well. They understand the importance of early identification and intervention. For example, staff focus on observing and monitoring children when they first start at the nursery. Overall, children are well prepared for their next stage of learning. Attendance is promoted by staff, which helps ensure children are able to make the most of their learning.

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

Staff know children well and plan for their individual next steps in learning. However, the curriculum is still in its early stages and is not implemented consistently. The curriculum intent is not always clear during activities. That said, children are motivated to learn and do make progress. Staff speak to children warmly, and they respond well. However, staff do not consistently support the development of children's language skills. For example, they do not routinely question children about what they know and can do, which limits opportunities for children to extend their language.

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Next steps

To meet the requirements of the Early years foundation stage the provider must take the following actions by the assigned date:

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Action Completion Date

ensure staff reflect on the different rates at which children learn and adjust teaching to fully support children's development 13/06/2026

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Action Completion Date

develop staff's knowledge and expertise in how to consistently implement the curriculum to help support children further 13/06/2026

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About this inspection

The inspector spoke with parents, children, leaders and staff 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:

The Mill House Hall 307 New Road Dagenham Essex RM10 9ND

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Playtime Day Care Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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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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