The Playhouse

The Playhouse
Unique reference number (URN): 2762538
Address: 741 Wollaton Road, Nottingham, NG8 2AN
Type: Childcare on non-domestic premises
Registered with Ofsted: 23/11/2023
Registers: EYR, CCR, VCR
Registered person: K & A Adlington Ltd
Inspection report: 17 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.

Strong standard
Behaviour, attitudes and establishing routines Strong standard
Children demonstrate exemplary behaviour and consistently positive attitudes to learning.
Older children respond promptly to visual cues to stop and listen, lining up sensibly for lunch
and following routines with confidence and independence. When toddlers wake from their
lunchtime sleep, other children show genuine empathy as they offer toys and gently comfort
them. Children actively include one another in their play, asking, 'Would you like to play?'
They demonstrate kindness, respect and a sense of belonging. Visual timetables and
consistent routines help children understand what is happening now and what will happen
next. This supports them to feel emotionally secure, manage transitions calmly and regulate
their feelings successfully.
Children show high levels of curiosity and persistence. They approach challenges with
enthusiasm and confidence, developing their problem-solving skills through meaningful play.
For example, during outdoor obstacle course activities, children cooperate to move large
tyres safely, listen carefully to each other's ideas and work together to achieve their goal.
This supports their collaboration, resilience and critical thinking.
Mealtimes are calm, sociable occasions where staff sit alongside children, encouraging
conversation about healthy foods and modelling positive social skills. Children follow
hygiene routines and develop independence. Leaders place emphasis on attendance and
punctuality. They monitor patterns closely and work in partnership with families to support
consistent attendance. As a result, children feel safe and valued and demonstrate excellent
behaviour and highly positive attitudes to learning.
Children's welfare and wellbeing Strong standard
Children settle very quickly in this warm and friendly nursery. Staff know children and their
families well and adapt care to suit health needs, emotions and home routines. For example,
some children receive extra reassurance on arrival, while others quickly join in play. There is
regular communication with parents and carers to share updates from home about things
that children may need support with. The key-person system is well embedded and supports
children in meeting developmental milestones effectively. Staff provide an individually
targeted approach to intimate care routines for younger children, fostering trusting
relationships. Staff treat children with respect. They talk in calm voices, seek the views of
children whenever possible and show them genuine care and affection. Staff demonstrate
that they are highly responsive to children's cues, providing comfort and reassurance when
needed while sensitively encouraging children's independence. This contributes towards an
environment where children feel safe and happy.
Children are supported to understand their personal safety, health and wellbeing. For
example, staff talk with children about riding bicycles safely outside and remind them to look
and listen as they practise crossing the road during their play. Transitions are very
supportive for all children and are adapted to their needs. Staff recognise that some children
need a staggered approach to help them settle into the next room.

Expected standard
Inclusion Strong standard
Leaders and staff ensure that all children, particularly those with special educational needs
and/or disabilities, receive carefully tailored support that enables them to succeed
academically, socially and emotionally. Children's individual needs are identified quickly
through baseline assessments, detailed observations and ongoing monitoring, allowing early
and precise interventions. Leaders take deliberate action to remove barriers to learning,
including providing small-group support, personalised learning plans, adapted resources
and environmental adjustments that meet each child's needs. For example, children have
access to quiet, cosy spaces with lights and textures to meet their sensory needs. Staff are
highly trained in measuring children's progress in small steps, where needed. They work
closely with families and external professionals to provide consistent, effective and
coordinated support. Leaders regularly review children's progress and the impact of
interventions, adapting strategies to ensure every child continues to make secure progress.
Additional funding is used strategically to provide enrichment activities, additional staff
training and targeted resources, enabling disadvantaged children to access the full
curriculum and thrive. As a result, all children are confident, motivated and engaged.
Leaders have built a culture of inclusion and high expectations where every child is
empowered to achieve their potential.
Leadership and governance Strong standard
Leaders demonstrate ongoing commitment to providing high-quality education and care.
They have an accurate understanding of the setting's strengths and areas for development
and take effective action to improve provision. For example, leaders regularly review the use
of additional funding to support disadvantaged children and help close gaps in their learning.
They have identified areas to strengthen the learning environment and are taking
appropriate steps to improve consistency in teaching and care. Leaders work effectively with
external professionals and agencies to support children with special educational needs
and/or disabilities (SEND) and those facing barriers to their learning or wellbeing. This
ensures children and families receive timely and appropriate support.
Partnerships with parents and carers are highly positive. Parents describe the nursery as
'like a family' and praise the nurturing, welcoming staff. They value regular communication
and support, including updates, lending libraries and advice to support learning at home.
Parents of children with SEND say staff know their children extremely well and help them
feel safe, settled and happy. Leaders support staff wellbeing through supervision, training
and professional development.
Achievement Expected standard
Children generally make steady progress from their individual starting points. Their
communication and language skills are well developed. Babies begin to say single words
and quickly progress to combining words and joining in with familiar stories and songs.

Older children speak confidently, use new vocabulary and express their ideas clearly during
play and daily routines.
Disadvantaged children and those with special educational needs and/or disabilities make
positive progress. All children develop key skills, including attention, communication and
independence.
Children are typically well prepared for their next stage of learning, including school. They
develop independence in managing personal care, following routines and making choices.
Children show confidence, curiosity and resilience, providing them with secure foundations
for future learning.
Curriculum and teaching Expected standard
Leaders design and amend the broad and balanced curriculum that builds on what children
know and can do. Staff have a secure understanding of the curriculum's intent as children
progress and prepare for school. Teaching is typically of high quality, with staff supporting
children's curiosity, independence and engagement in learning. Staff use their knowledge of
child development to plan meaningful experiences that meet children's individual needs,
including those with special educational needs and/or disabilities or who face barriers to
learning. Staff use ongoing assessment to identify children's starting points and adapt
experiences to support their next steps.
Staff provide balls and baskets to support babies' throwing skills, coordination, spatial
awareness and control. Staff promote communication and language effectively. During story
sessions, they introduce and model new vocabulary, encouraging children to repeat words
and join in with familiar phrases. Babies begin to combine words as they recall favourite
stories. Language is extended well through play. For example, older children learn the word
'reverse' and apply it meaningfully as they ride bicycles, calling out, 'Be careful, I am
reversing!'
Overall, the curriculum for physical development is thoughtfully sequenced. Staff plan for
children to progress from pushing along on scooters to pedalling and then riding bicycles.
However, some aspects of practice limit how well this happens. For example, the
environment is not always well considered to support babies' early physical development.
Additionally, children wear wellies to enable outdoor play in all weathers, which restricts their
movement and makes climbing and pedalling more difficult. Occasionally, resources are not
prepared well enough to support the intended learning. For example, pencils are not
sharpened and some children are unable to use the scissors provided. This reduces
opportunities for children to fully develop the planned skills.

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 are excited to attend this home-from-home, inclusive and nurturing nursery. Staff
have created a sense of community and welcome each child and family, greeting them with
a smile and opportunities to share information as they arrive. Older children enter with
confidence and hang their coats on their pegs, recognising their names. They enter their
room, eager to join their friends in their play. Children form secure attachments with staff,
and children confidently seek out their key person for reassurance and comfort when

Inspector:
Tracy Hopkins
needed. As a result, children feel secure and valued and develop a deep sense of
belonging.
Children thrive because their uniqueness is recognised and celebrated. Children's needs are
identified quickly, and strategies are put in place for support and to reduce barriers to
learning. Staff work closely with other professionals to secure specialist input. Leaders
ensure that funding is used and monitored effectively to enhance children's care and
learning. For example, they have created calm spaces with lights and textures to support
self-regulation and meet children's sensory needs. Communication and language are at the
heart of the curriculum, which supports children's interests well. Children demonstrate a
genuine love of learning and immerse themselves in play and exploration. Children of all
ages love to read books. Older children listen attentively as staff read with animation. Staff
purposefully pause while reading and children excitedly finish the sentence they have
remembered. Younger children lift the flaps to reveal pictures and build on their growing
vocabulary as they are introduced to new words.
Children behave well and respond positively to staff, who are calm and consistent role
models. Staff introduce clear expectations in ways that children understand, helping them to
learn what is expected of them. Staff use praise effectively to recognise children's efforts
and achievements. All children are well prepared for their next stage in learning.
Next steps
Leaders should strengthen the implementation of the physical development curriculum,
ensuring that the environment and daily routines consistently enable children to practise
and develop their physical skills.
Leaders should ensure that staff consistently prepare and organise resources so that
children can fully achieve the intended learning.
About this inspection
The inspector spoke with leaders, special educational needs coordinators, staff, children
and 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.

About this setting
Unique reference number (URN): 2762538
Address:
741 Wollaton Road
Nottingham
NG8 2AN
Type: Childcare on non-domestic premises
Registration date: 23/11/2023
Registered person: K & A Adlington Ltd
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00
Local authority: Nottingham
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 17 February 2026
Children numbers
Age range of children at the time of inspection
0 to 7
Total number of places
60
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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