URN 2813792 · Inspected 2026-07-08 · Published 2026-09-01 · Inspector: Fran Dando
Play 'n Grow Childcare Ltd - Angel Centre Unique reference number (URN): 2813792 Address: Angel Centre, Angel Lane, Tonbridge, TN9 1SF Type: Childcare on non-domestic premises Registered with Ofsted: 04/11/2024 Registers: EYR, CCR, VCR Registered person: Play 'n Grow Childcare Ltd 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. Expected standard Achievement Expected standard Children typically make good progress through the curriculum. Opportunities for developing communication and language, such as story time, support children to experience rich storytelling opportunities. Children grow in confidence through their time at the setting and engage adults in conversations, offering their own ideas for play. For example, children offer problem-solving suggestions during small group tasks. Children's physical development is promoted through 'bounce' sessions with opportunities to balance, climb and jump. This supports strength and coordination skills. Children are generally well prepared for the next step in their learning. For example, children take responsibility for finding their own name on their belongings and move their water bottles from different learning areas. Children who are disadvantaged, those with special education needs and/or disabilities and those who face other barriers to learning and/or wellbeing mostly make progress from their starting points, and staff put in place planned strategies to encourage progress. Behaviour, attitudes and establishing routines Expected standard Leaders and staff have established a positive environment with mostly clear expectations of behaviour. Children typically behave well. For example, children hold hands and walk through the centre for their 'bounce' session. Children mostly act in a safe and respectful way. Children are given praise and encouragement when they display positive behaviours such as using manners and showing kindness towards their peers. Routines are not yet fully embedded and do not consistently support positive transitions between activities. Children show positive attitudes to learning and are happy to explore the activities provided. For example, children explore creative materials such as paint and play dough. Children who need additional support to socialise positively with their peers are encouraged to do this alongside intervention from the staff. For example, staff sit alongside children with special educational needs and/or disabilities at mealtimes to role model positive interactions. Leaders have a clear recording and reporting system for attendance, which is monitored consistently. This encourages positive attitudes towards attendance, preparing children for attending school. Staff and children have warm and positive relationships. As a result, the children feel safe and comfortable. For example, staff stroke children's backs to settle them to sleep. Children's welfare and wellbeing Expected standard Children's individual needs are well understood, valued and supported by the staff at the setting. The key-person role is effective in supporting children to settle in and make positive relationships. Children are happy and comfortable during their time at the setting. Children are supported to be independent and care for their own physical and health needs. For example, the children independently pour their own milk, identify their own sleeping mat and cut their snack. This supports children to feel confident and understand how to care for themselves, making healthy choices around self-care routines. Routines within the day, such as sleeping, toileting and nappy changes, support children's individual care needs and these are communicated to parents each day. Strong relationships between the staff and parents and carers are established, supporting children to feel safe and settled. Children have access to outside play each day in the garden. Children are excited to come to the setting and enjoy playing alongside their peers. For example, the children make pretend ice creams in the garden area and serve these to staff members. Curriculum and teaching Expected standard Leaders have an accurate understanding of their curriculum and are looking to further embed and extend the quality of language and communication teaching through staff training. Staff use mathematical language as they play alongside children, supporting them to develop early numeracy skills. For example, the children build towers and staff use language such as 'more', 'less' and 'bigger'. Children's personal, social and emotional development is supported through positive role modelling and encouraging skills such as listening and taking turns. For example, children pass resources to each other and share resources during 'potion making' activities in the garden. Leaders oversee staff assessment of children's learning and help staff to adapt their teaching to support children's individual needs. Children's learning and development is shared regularly with parents. Teaching for disadvantaged children and those with special educational needs and/or disabilities is adapted and reviewed regularly. This ensures reasonable adjustments have a positive impact on learning. For example, staff use visual aids to support communication. Staff typically have an understanding of how to develop children's skills from their stage of development and implement targeted support where there may be gaps in learning. Inclusion Expected standard Leaders typically have a good understanding of how to support children with barriers to learning, including children who have special educational needs and/or disabilities. Those who face other barriers to learning are also identified and supported well. They work closely with parents to adapt the provision to suit children's individual needs. For example, they adapt session times to suit families' needs. Nurturing relationships between staff and children are valued, and an effective settling-in procedure is in place. This benefits children to develop trusting relationships with their key person. Children who may have barriers to learning are identified quickly, and responsive support is put in place. Leaders have the skills to identify and assess vulnerable children's emerging needs and monitor these through target setting and an adaptable approach. Staff assess children's learning and progress regularly, identifying gaps in their learning. Typically, this supports children to make progress. The use of additional funding for vulnerable children is used effectively for resources which support children to engage in focused play. This impacts positively on their ability to remain safe and focused in their environment. A flexible approach to teaching methods supports the children to engage in play which suits their learning needs. This contributes to an inclusive environment. Leadership and governance Expected standard Leaders have a good understanding of the setting's strengths and areas of development. Leaders value self-reflection and are committed to their continuing development of the setting. The leaders work with the local authority to ensure the quality of the provision is maintained. Staff feel supported in their role, and their workload is managed well. There is a clear induction process and ongoing support through supervision, ensuring staff wellbeing is considered. Leaders ensure that staff have access to ongoing professional development opportunities, such as 'communication for babies' training for their apprentice. Leaders consider thoughtfully the needs of their vulnerable learners, such as those who are disadvantaged, those with special educational needs and/or disabilities (SEND), those known (or previously known) to children's social care and those who face other barriers to learning and/or wellbeing. Leaders work with other agencies to provide additional support for vulnerable children, including those with SEND or medical needs. For example, they work with health agencies to implement strategies for children with sensory needs. There are positive relationships between the staff team and families at the setting. Communication is open, and parents feel that the nursery shares helpful information about their children consistently well. 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 at the setting appear calm and are well supported by staff. Relationships with adults and their peers are positive, supporting the children to learn. The children laugh and smile often. Children enjoy playing in the garden and have opportunities to develop physical skills during 'bounce' sessions. Children settle to sleep comfortably and enjoy mealtimes. The children serve and feed themselves and benefit from a healthy diet, including a range of food. This encourages healthy habits and supports nutrition. Their independence skills are promoted at mealtimes. For example, children pour their milk by themselves. Children explore a range of learning opportunities through resources and appropriate activities to support their next stage of learning. For example, the children play in the mud kitchen and exploration areas in the garden. Children are supported to be independent and curious and are often asked questions to develop their thinking and problem-solving skills. The children have opportunities to explore creative activities such as painting and play dough. Staff give praise to children and set a warm tone, reinforcing high standards of behaviour and a culture of respect. For example, they encourage children to use their manners such as 'please' and 'thank you' at mealtimes. Children who are disadvantaged and/or have special educational needs are supported to interact positively with their peers and learn alongside them, with appropriate adaptations. Children's attendance is monitored closely and a positive approach to attendance is promoted, establishing routines for the next step in their learning. For example, moving on to school. Children are encouraged to be independent, which contributes to their confidence. For example, they independently pour milk and cut soft fruits at snack time. Inspector: Fran Dando About this setting Unique reference number (URN): 2813792 Address: Angel Centre Angel Lane Tonbridge TN9 1SF Type: Childcare on non-domestic premises Registration date: 04/11/2024 Registered person: Play 'n Grow Childcare Ltd Register(s): EYR, CCR, VCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 06:00 Local authority: Kent Next steps Leaders should consider how to further embed consistent routines and transitions during the day and make the most of these as learning opportunities. Leaders should consider how they share the learning intention for activities with all staff, ensuring there is further consistency in their approach and clear learning focus. About this inspection The inspector spoke with the manager, practitioners, parents and children during the inspection. We carried out the 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. 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 5 Total number of places 15 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. 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. This publication is available at https://reports.ofsted.gov.uk. Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn. Piccadilly Gate Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted © Crown copyright 2026 © Crown copyright