Play Place Little AngelsOfsted report card, 16 Sept 2026

Play Place Little Angels

Unique reference number (URN): 957401 Address: Sanderstead Methodist Church, Limpsfield Road, Sanderstead, South Croydon, CR2 9EF Type: Childcare on non-domestic premises Registered with Ofsted: 31/08/2001 Registers: EYR Registered person: Play Place Child Care Services Limited

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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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Achievement Expected standard

All children, including those who face barriers to learning, make typical progress from their starting points. This is particularly evident for children with previously limited language or English knowledge. Over time, they develop and extend their vocabulary and begin expressing themselves in sentences. Children also learn to use sign language to express their emotions, such as 'happy' and 'sad'. This enables them to interact positively with their peers. Children, including those who are new to the setting, show confidence. They settle quickly, build self-esteem and become curious explorers.

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Achievement Expected standard

Children learn about numbers and basic shapes. They show their early mathematical skills, such as by counting vegetable sticks at snack time. Outside, children build physical strength by using equipment, such as ride-on toys. They draw pictures with chalk and give them meaning, developing their small muscles and control. For example, children draw a face and say enthusiastically, 'that's me'. Children typically become highly motivated learners.

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Behaviour, attitudes and establishing routines Expected standard

Staff promote an inclusive and respectful environment where all families are welcome. They build close attachments with children, which support their emotional wellbeing. Generally, staff teach children to behave well. They encourage children to play with their peers and share toys. This enables children to form friendships in the setting. Children learn patience and show confidence when asking staff for help.

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Behaviour, attitudes and establishing routines Expected standard

Overall, staff have high expectations for children's behaviour. However, approaches to managing children's behaviour are inconsistent. At times, staff intervene too quickly when conflicts arise during play. This limits children's opportunities to find solutions independently and further develop their problem-solving skills.

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Behaviour, attitudes and establishing routines Expected standard

Leaders work closely with families to encourage children's attendance and punctuality, which they monitor well. They offer settling sessions where children ease into the day at their own pace. This helps children settle well and prepares them for later learning, including attending school.

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Children's welfare and wellbeing Expected standard

Leaders ensure that children who face barriers to learning receive effective support to feel safe and develop a sense of belonging. They adapt routines to meet children's individual needs, including their dietary requirements, helping them to begin the day happily. Leaders encourage staff to prioritise children's wellbeing. Staff develop warm, respectful and nurturing relationships with children. This approach supports children's emotional wellbeing effectively.

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Children's welfare and wellbeing Expected standard

Staff teach children healthy habits. For example, they encourage regular handwashing, including before handling food. This helps to prevent cross-contamination and promotes children's health. Staff also support children's physical development by providing regular access to outdoor exercise and fresh air. Children of different ages and abilities develop their physical skills and coordination using outdoor equipment.

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Children's welfare and wellbeing Expected standard

Staff teach children about personal safety. For example, they gently remind children not to rock on their chairs, helping to minimise the risk of accidents. Children typically respond well to these reminders. Staff also promote children's independence skills, such as when they encourage children to tidy away toys after playing.

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Curriculum and teaching Expected standard

Leaders design a rich, inclusive and balanced curriculum. They understand children's learning needs, which include building on and extending children's English speaking skills. Staff use sign language as part of their high-quality teaching. Leaders also ensure that mathematics is now embedded in the curriculum. Staff encourage children to count, such as at snack time, and compare sizes. This helps develop children's early mathematical skills in preparation for later learning. Children make typical progress from their starting points.

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Curriculum and teaching Expected standard

Generally, staff understand the overall curriculum. However, they are sometimes unclear about what they need to teach children and why. For example, during group activities, they lose focus on the activity's intention. Although children enjoy singing along and listening to the stories, they become restless and disengaged. Activities are not always well planned and sometimes last too long for children to maintain attention. Staff's teaching skills do not consistently support leaders' curriculum ambitions.

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Inclusion Expected standard

Leaders skilfully identify each child's needs and understand how best to support them. They arrange outdoor trips, such as visits to the local woods, where children can explore their surroundings. These experiences stimulate children's curiosity and support their physical health, including for disadvantaged children. Leaders support staff to observe and assess children's learning so they can minimise barriers. This helps staff identify children, such as those with language and social challenges. Staff understand when to involve families and prioritise children's wellbeing.

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Inclusion Expected standard

Generally, staff make effective adaptations to support all children at the setting. For instance, they share information on how to support children's healthy diet at home. Leaders use additional funding effectively to support children's individual needs. This includes purchasing resources that they know will support children's sensory needs. Staff have established highly positive partnerships with parents, carers and outside agencies. They share training ideas and implement strategies to support children, such as using sign language, to further enhance their communication skills.

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Leadership and governance Expected standard

Leaders typically work with early years advisers to identify the setting's strengths and areas for development. Since the last inspection, they have ensured that staff incorporate mathematics throughout the curriculum. Staff encourage children to use numbers during activities and routines, such as snack time. During group times, children demonstrate their mathematical skills, for example by counting from one to 9. Leaders have identified the sensory area in the main room as an area for further development. They intend to review its organisation to provide children with special educational needs and/or disabilities with a more suitable space in which to relax and regulate their emotions.

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Leadership and governance Expected standard

Leaders generally promote staff's professional development well. For example, staff have recently learned to use sign language, which has had a positive impact on children's communication and understanding. Staff feel that leaders support their wellbeing and help them manage their workload. Leaders have not identified that some staff are not always clear about the purpose and intended learning of activities. Sometimes, this limits consistency in teaching. They recognise that some staff need further training to help children resolve conflicts during play, but this is not yet embedded in practice.

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Leadership and governance Expected standard

Although there have been some recent changes to the senior leadership team, the setting's day-to-day operation remains typically effective. Leaders continue to work closely with parents, carers and the local community. They keep parents well informed about their children's learning and suggest activities that families can complete at home. Parents report that staff are attentive and promote healthy eating habits. This supports children's physical health and wellbeing.

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

Children arrive in a happy and inclusive setting, where staff welcome them warmly and show kindness and affection. This helps children separate quickly from their parents and carers quickly. Children explore the available activities independently and engage in purposeful play. For example, some children enjoy shopping together and making pizza in the role-play area while others receive age-appropriate support to complete jigsaw puzzles. Typically, children interact well with adults and their peers and demonstrate positive social skills. Staff praise and encourage them. For example, during play-dough activities, staff say 'good mixing', as children pour and combine ingredients. Children persist until they complete the task, which strengthens their self-esteem and confidence.

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

Children benefit from the well-established key-person system. This helps those who need extra reassurance, including children who have recently joined the setting, to feel safe and emotionally secure. Children demonstrate positive attitudes towards learning and enjoy interacting with staff during routines, such as snack time and lunch. Staff engage children in conversations about their favourite foods. They teach them to wash their hands before

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Address:

Sanderstead Methodist Church Limpsfield Road Sanderstead South Croydon CR2 9EF handling food, promoting healthy habits. Children follow these well-established hygiene routines throughout the day.

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Address:

Generally, children play well together and learn to share and take turns. They use words to express themselves and learn some signs, for example, for 'milk', 'drink' and 'water'. Outdoors, children enthusiastically develop their physical skills. Staff supervise them effectively and motivate them to use the outdoor equipment. Children enjoy chasing one another on ride-on toys. They also practise making marks and drawing, supporting their early literacy development. Children, including those who speak English as an additional language and those who face barriers to learning, make typical progress for their age and stage of development.

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Next steps

Leaders should clarify the purpose and intended learning of all activities so that staff can teach the curriculum consistently well. Leaders should strengthen staff's understanding of how to help children resolve conflicts during play.

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About this inspection

The inspector spoke with leaders, staff, children, parents and carers 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 the provision complies with the statutory framework for children's learning, development, and care, known as the early years foundation stage. Type: Childcare on non-domestic premises

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About this inspection

Registered person: Play Place Child Care Services Limited

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 15:00

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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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