URN 2822133 · Inspected 2026-07-08 · Published 2026-09-04 · Inspector: Kate Williams
Play A Way Nursery & Pre-School Unique reference number (URN): 2822133 Address: Unit E, 29-38 Jenkins Dale, Chatham, Kent, ME4 5RD Type: Childcare on non-domestic premises Registered with Ofsted: 24/01/2025 Registers: EYR, CCR, VCR Registered person: Play a Way Childcare Limited Inspection report: 8 July 2026 Exceptional Strong standard Expected standard Needs attention Urgent improvement 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. How we evaluate safeguarding When we inspect settings for safeguarding, they can have the following outcomes: 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. Strong standard Achievement Strong standard All children make strong and meaningful progress from their individual starting points. Children feel secure in the setting, supported by knowledgeable and attentive staff who understand their individual needs. They flourish in a language-rich environment, engaging in purposeful conversations that significantly enhance their learning and strongly promote speech and language development. When children show signs of delay, staff respond swiftly, referring them to external professionals and working closely with these agencies to ensure a consistent and well-coordinated approach to each child's learning. Daily routines provide children with frequent opportunities to develop the skills needed to become independent learners. The calm atmosphere allows children time to process new challenges and experiences, helping them grow in confidence. As a result, children are well prepared for the next stage of their education and the transition to school. Behaviour, attitudes and establishing routines Strong standard Staff create a consistently positive and nurturing environment where expectations are clear and confidently understood by children. They listen attentively and help children reflect on how their actions affect others, supporting the development of empathy and emotional awareness. Interactions are calm, sensitive and carefully tailored to individual needs, including for children with special educational needs and/or disabilities. These children receive thoughtful encouragement and personalised support, such as having their own resource baskets that staff use to promote regulation and focus. Leaders recognise the importance of attendance and punctuality, working closely with families and offering support when needed. This ensures children benefit fully from the setting's routines and learning opportunities. Children's behaviour is consistently positive, and they play alongside one another with excellent cooperation. Staff skilfully guide children to work harmoniously, using well-pitched questions to check understanding and ensure everyone is ready for activities and daily routines. Children need minimal adult intervention and show high levels of respect, patience and turn taking. Staff's calm and responsive manner provide a consistent model for children, enabling them to thrive socially and emotionally within a highly positive learning environment. Children's welfare and wellbeing Strong standard Staff are highly responsive to children's needs and ensure that they share information to implement safe procedures. For example, staff in the baby room demonstrate a sound understanding of safe sleep practices and consistently promote these. Staff supervise children when they eat and ensure that the preparation of food, as well as children's allergies, are carefully considered for all. Children enjoy nutritious meals made on site, and, when needed, staff consult with parents on meals enjoyed by children in the setting, to encourage them to try new foods at home. Children harvest their own tomatoes, potatoes and strawberries and eat them during snack times. Staff model enjoyment of eating for babies and table manners for older children. Older children manage their own needs at mealtimes and develop confidence to carefully pour drinks and chop food. Leaders assess risks well to best support children's welfare and wellbeing. For example, when the weather is hot and UV levels are high, they adjust morning activities to ensure that all children have opportunity for outside play in the fresh air. There are many spaces within the building to allow for children to explore a change of scene throughout their day. This keeps them refreshed and engaged for every part of their learning experience. Curriculum and teaching Strong standard Leaders build a curriculum that prioritises development in all areas of the early years foundation stage and have considered the layout of the premises well, taking into account all ages and stages of development. For example, to develop skills in physical development, children benefit from a soft-play room specifically designed for children to move, balance and stretch. Babies have purposeful floor equipment designed for practice in crawling and cruising, in preparation for walking. Other areas hone more development in children's fine motor control. Within play experiences, staff count steps with children and teach early mathematical concepts, like sequencing. Staff interact frequently and purposefully with children, to teach new skills and encourage perseverance. This promotes high levels of engagement, contentment and progress for all. Children experience a learning environment that is full of curiosity and exploration. For example, staff provide a wide range of unusual artefacts from different age eras and various cultures. These are things that children may not experience in their everyday lives, but that help them to develop awe and wonder of the wider world. Staff frequently ask questions of children that challenge their thinking and require children to put their thoughts into words. Children have time to process questions and respond. They experience visits to the local shops and library to borrow books to support their understanding of their own and other people's way of life. Children celebrate what is the same and different about themselves and their peers, and what makes them unique. Inclusion Strong standard All children benefit from leaders and staff who know them extremely well, and who respond very quickly to their varied and individual needs. Any barriers to learning are swiftly identified so that children receive the right help at the right time. Staff are skilled and knowledgeable in supporting children with special educational needs and/or disabilities. They adapt and tailor any support carefully to meet children's individual needs. Children benefit from adults who work closely with professionals and local agencies, ensuring that support is consistent, purposeful and helps them to thrive. Children experience an enriching curriculum that is adapted thoughtfully to help bridge gaps in learning. Funding is carefully allocated to provide focused, one-to-one support. Considered planning means that any experiences offered help children to build confidence and make progress at their own pace. Staff make reasonable adjustments and respond sensitively to children's needs, helping them to feel safe, secure and successful. For example, staff offer children the chance to regulate and feel well prepared for any transitions or change before they occur. From the very beginning, children and families receive meaningful experiences from staff. Children benefit from strong continuity of care, including thoughtful support during transitions to school. Parent engagement is embedded across the setting, with staff listening and responding well to families so that children feel valued, supported and understood. Staff ensure they communicate well with other settings that children attend. This ensures a consistency of approach, so that all children can make the progress of which they are capable. Leadership and governance Strong standard Leaders share that they are given autonomy in decision-making and making positive adjustments to ensure the highest quality provision. They demonstrate a clear and reflective understanding of the setting's strengths and weaknesses and use this to inform any development in practice. Leaders meet regularly with each other, and consult with staff and families to gain feedback about what is done well and what could be better improved. Whilst the setting registration is fairly new, leaders already show they have taken effective action to ensure that effective procedures are sustained and refined. For example, leaders take effective action to strengthen practice. Following previous incidents, they carried out a detailed review and implemented additional staff training. This has improved staff confidence and consistency in responding to children's behaviour and individual needs. Staff's wellbeing and workload are a priority for leaders, and the small staff team work supportively together. Leaders ensure staff have time to plan for children's learning to reduce the pressure of their work. Leaders effectively support staff through regular meetings and training. Compulsory Childcare Register requirements This setting has met the requirements of the compulsory part of the Childcare Register. How we check if a provider meets the requirements of the Compulsory Childcare Register When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes: Met Not met Voluntary Childcare Register requirements This setting has met the requirements of the voluntary part of Childcare Register. How we check if a provider meets the requirements of the Voluntary Childcare Register When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes: Met Not met What it's like to be a child at this setting Children arrive with enthusiasm and settle quickly because staff are so welcoming. Routines are clear, predictable, and deeply embedded for both children and parents. Staff know their families well and greet children warmly. Children come in brimming with excitement, eager to share the home learning ideas they have been encouraged to explore. For example, they proudly wear dressing up clothes to represent their favourite fantasy characters. They show imagination and creativity as they engage with planned curriculum topics, and staff celebrate each child's unique interpretations. Children thrive in an environment where partnerships with parents are extremely strong. Staff chat openly with children about their day, and children seek them out for reassurance or guidance. These interactions show that children place their trust in the adults who care for them. Children with special educational needs and/or disabilities flourish because routines, staffing and expectations are consistent. Children are allocated to a key person who understands their needs well, which gives them emotional security. Children are offered safe, quiet spaces when they need time to calm down and regulate. When routines change, children benefit from clear explanations, such as with visual symbols and prompts. This helps them to feel safe and prepared for the routines of the day. Children demonstrate high levels of engagement across all activities. For example, babies splash in cool water under a canopy that shades them from the sun. They learn new vocabulary as the staff describe the sensory aspect of the activity. Toddlers behave very well because of the supportive interactions from staff. They learn to follow instructions, take turns Inspector: Kate Williams About this setting Unique reference number (URN): 2822133 Address: Unit E 29-38 Jenkins Dale Chatham Kent ME4 5RD and show kindness to their friends. Pre-school children benefit from the modelling of positive attitudes from staff, which children mirror in their activities. For example, children show confidence in speaking to unfamiliar people and enjoy sharing their experiences of a happy and belonging environment. 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 previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing. About this inspection The inspector spoke with leaders, staff, parents and children during the 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. We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information about this. Type: Childcare on non-domestic premises Registration date: 24/01/2025 Registered person: Play a Way Childcare Limited Register(s): EYR, CCR, VCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00 Local authority: Medway Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 8 July 2026 Children numbers Age range of children at the time of inspection 1 to 6 Total number of places 110 Our grades explained Exceptional Practice is exceptional: of the highest standard nationally. Other settings can learn from it. Strong standard The setting reaches a strong standard. Leaders are working above the standard expected of them. 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. Needs attention The expected standards are not met but leaders are likely able to make the necessary improvements. Urgent improvement The setting needs to make urgent improvements to provide the expected standard of education and/or care. The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people. 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. 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