Playhub Day Nursery

Playhub Day Nursery
Unique reference number (URN): 2791247
Address: 34-36 Grovebury Road, Abbey Wood, SE2 9BB
Type: Childcare on non-domestic premises
Registered with Ofsted: 09/07/2024
Registers: EYR, CCR, VCR
Registered person: Ofei, Euphemia Naadu
Inspection report: 26 February 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 are well prepared for the next stage of learning because they develop the
confidence and skills they need for the future. They develop a wide range of communication
and language skills through purposeful play. Younger children are encouraged to listen and
join in with familiar songs, while older children build confidence by asking and answering
questions. Through these interactions, they form positive relationships and engage in
meaningful conversations with their peers. Children participate confidently in activities and
communicate effectively with their friends.
Inconsistencies in teaching limit children's ability to make further progress; however, all
children, including those with special educational needs and/or disabilities and those who
face barriers to learning, make progress from their starting points. Children achieve
expected milestones because thoughtful practitioners provide support that is tailored to their
individual needs. Children remain motivated and engaged because they enjoy the play
opportunities available to them.
Behaviour, attitudes and establishing routines Expected standard
Leaders foster a positive and nurturing environment, where children understand age-
appropriate expectations for their behaviour. Practitioners act as positive role models. They
build warm and respectful relationships with children, encouraging them to play and learn
cooperatively. For example, babies enjoy taking turns rolling a ball with practitioners. Older
children work collaboratively and share ideas as they create artwork. Children show positive
attitudes towards their learning. Practitioners help them develop resilience and manage their
emotions. They work closely with parents and carers to implement behaviour management
strategies for children who find regulating their emotions more difficult.
  
Children demonstrate growing independence in managing their self-care, such as putting on
coats and washing their hands. They show a willingness to try new experiences and
demonstrate resilience when faced with trickier tasks. However, on some occasions, during
activities and daily routines, staff carry out tasks for older children without giving them the
opportunity to try themselves first. This limits the development of children's independence
skills.
Leaders and practitioners keep accurate attendance records. They implement rigorous
procedures for managing children's absences. This ensures that children's safety and
wellbeing remain their highest priority.
Children's welfare and wellbeing Expected standard
Leaders and practitioners create a calm and well-organised environment. Children benefit
from stable routines, regular physical activity and healthy, nutritious meals. Practitioners plan
the spacious rooms to allow children plenty of space to move freely and engage in their play.
Babies form secure attachments with their key persons, who offer warm and responsive

interactions that help them feel safe and settled. Practitioners support children in
recognising and managing their emotions by modelling calm behaviour, naming feelings,
and offering guidance during more difficult moments.
Children enjoy daily opportunities for fresh air, whether in the outdoor area or on trips to the
local park. Here, they run, jump and climb, building their coordination and strengthening
their physical skills. Through everyday routines and discussions, practitioners help children
to learn about healthy lifestyles, including the importance of washing their hands and
balanced diets.
Leaders work effectively with parents and carers and external professionals to identify and
meet children's individual needs. Together, they establish consistent routines for sleep,
eating and daily activities. This ensures that children receive consistent support both at
home and in the setting.
Curriculum and teaching Expected standard
Leaders have designed a well-considered curriculum that is typically delivered effectively.
Practitioners are clear about the knowledge and skills they want children to develop at
different ages and stages. They offer a broad range of activities and experiences that
promote children's learning across all areas of the curriculum.
Leaders prioritise the growth of children's communication and language skills and their
personal, social and emotional development. Practitioners model appropriate vocabulary for
all children. Children benefit from varied opportunities to strengthen their communication
skills. For example, practitioners provide older children opportunities to converse with their
peers and ask questions. They encourage younger children to listen and join in with songs
and stories. Practitioners further support their development through building positive
relationships, nurturing interactions and encouraging sharing, turn-taking and positive
behaviour.
Practitioners provide purposeful opportunities to develop children's physical skills. They offer
resources and outdoor play to help children develop their large-muscle skills. Younger
children engage in sensory play, exploring different textures in messy activities. Older
children use a range of tools and resources to make and manipulate play dough. This
supports their developing fine motor skills.
Practitioners generally adapt their interactions to meet children's individual learning needs
and support their progress. However, there are occasions when teaching is not yet
consistent enough to fully support or extend children's learning. For example, while children
make play dough, practitioners do not introduce or model vocabulary related to
measurement or size. This limits opportunities to promote children's mathematical
development.
Inclusion Expected standard
Leaders and practitioners provide an inclusive and supportive service for children and their
families. They take time to understand each child's background. Practitioners thoughtfully
adapt their provision to ensure that every child receives the support they need. Children and

families benefit from high levels of care and guidance. Practitioners respond to sensitive
situations with compassion and professionalism. For children in receipt of additional funding,
leaders carefully consider their individual needs. They work closely with other professionals
to secure appropriate resources and meaningful experiences that help children work
towards their developmental goals.
Leaders and practitioners are knowledgeable and demonstrate inclusive values. They are
well trained in using approaches to support children with special educational needs and/or
disabilities and to monitor children's learning and assess their progress. Practitioners have
expertise to identify emerging gaps in children's development promptly and put effective
strategies in place to address them. As a result, all children are supported in overcoming
barriers to learning and making progress.
Leadership and governance Expected standard
Since the previous inspection, leaders have strengthened the curriculum to ensure that
children make progress in all areas of their development. They have a clear understanding
of the the setting's strengths and areas for development. Leaders have equipped
practitioners with training to deepen their understanding of planning and assessment. This
ensures that activities are purposeful and typically help close any gaps children's learning.
Despite these strengths, there are still aspects of teaching that require development to
ensure greater consistency.
Leaders demonstrate knowledge of the children and families who use the setting. They use
this understanding to respond effectively to individual needs and to ensure that all children
have fair access to learning opportunities. Leaders focus on reducing barriers to children's
learning. They identify gaps in development and emerging needs promptly. This enables
timely and targeted support. Leaders promote an environment where every child feels safe,
valued and included. Safeguarding is of high importance. Leaders strengthen practitioners'
knowledge through regular training, staff meetings and supervision sessions. As a result,
practitioners have a secure understanding of procedures and confidently identify and
respond to concerns, ensuring children's safety and wellbeing.
Leaders place emphasis on practitioner wellbeing and provide support for their personal and
professional roles. They regularly check in with practitioners to identify any additional
support needs and ensure that workloads are manageable. Leaders discuss professional
development during supervision meetings and take account of practitioners' interests when
sourcing relevant training opportunities. This approach helps practitioners feel valued and
supports their ongoing professional development.
Partnerships with parents and carers are effective. Parents speak highly of the setting and
feel well supported and listened to. They describe positive communication with leaders and
practitioners. Parents appreciate being kept informed about their children's progress. This
supports consistency between home and the setting, supporting secure and sustained
progress for all children.

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 at the setting happy, confident and ready to begin their day. Practitioners
greet children warmly, helping them feel safe, secure and settled. They take time to get to
know each child and their family well. This enables practitioners to understand children's
individual needs and adapt daily routines where necessary. Babies are supported
sensitively, with practitioners adjusting feeding and sleep routines to meet their needs.
Children across the setting develop trusting relationships with practitioners. Younger children

Inspector:
Katie Smith
About this setting
seek comfort and reassurance when needed, while older children show confidence in asking
for help.
The curriculum is designed around each child's interests and starting points. This helps
children feel valued and develop a sense of belonging within the setting. Practitioners
identify quickly when children may require additional support, including those with special
educational needs and/or disabilities. This ensures that children receive timely intervention.
Children show curiosity and enthusiasm in their learning throughout the day. Practitioners
model kindness, respect and positive communication. As a result, children learn to share,
take turns and cooperate. Younger children receive calm guidance to manage their
frustrations, while older children work together to solve problems. These interactions support
their language skills and social development.
The learning environment is well organised and calm, enabling children to engage
purposefully in their play. Partnerships with families are effective. The setting works closely
with parents to support children's learning and development at home and in the setting.
Leaders promote the importance of regular attendance so that children can benefit fully from
routines and learning experiences. This helps all children make secure progress from their
individual starting points.
Next steps
Leaders should strengthen practitioners' understanding of how to enhance their teaching
to fully support and extend children's learning in the moment.
Leaders should support practitioners to consistently model and scaffold independence
skills so that children become increasingly confident in managing tasks on their own.
About this inspection
The inspector spoke with leaders, practitioners, parents and carers 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.

Unique reference number (URN): 2791247
Address:
34-36 Grovebury Road
Abbey Wood
SE2 9BB
Type: Childcare on non-domestic premises
Registration date: 09/07/2024
Registered person: Ofei, Euphemia Naadu
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: Greenwich
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 26 February 2026
Children numbers
Age range of children at the time of inspection
1 to 3
Total number of places
34
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.
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