Playtime Day Care- Dagenham

Playtime Day Care- Dagenham
Unique reference number (URN): 2863095
Address: The Mill House Hall, 307 New Road, Dagenham, Essex, RM10 9ND
Type: Childcare on non-domestic premises
Registered with Ofsted: 19/09/2025
Registers: EYR
Registered person: Playtime Day Care Ltd
Inspection report: 13 April 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
Behaviour, attitudes and establishing routines Expected standard
Staff have established warm and nurturing relationships with children that help them feel
safe and secure. Staff encourage children to cooperate and resolve conflict peaceably. For
example, children share and take turns, listen and respect each other's feelings. Babies
develop a sense of self by interacting with others and engaging through gestures, gaze and
talk. Older children develop their sense of responsibility and membership within a
community. For example, they help to tidy away resources and serve others during
mealtimes by giving out cutlery and plates.
Leaders remind parents about the importance of punctuality and attendance so that children
do not miss out on their learning. Staff carry out regular observations of children's play to
identify their developmental needs, which inform their planning. Each child is assigned a key
person who works effectively with parents and gains a thorough understanding of the child's
individual needs. As a result, children settle in well and feel secure, which supports their
emotional development. Staff congratulate children when they achieve or show kindness
towards one another. For example, during circle time, children are able to state the day and
describe what the weather is like outside. Staff offer toys that interest children, for example
cars, and use these to engage them.
Children's welfare and wellbeing Expected standard
Children develop secure attachments to their key person, who learns about their likes and
dislikes, helping them to settle in well. Staff effectively engage parents and support them to
seek specialist help from external agencies where needed. Children with special educational
needs and/or disabilities, those known (or previously known) to children's social care, and
those who face barriers to learning and/or wellbeing are supported well. For example, staff
help children to follow routines through careful explanation.
Staff remind children in the garden about the dangers of running too fast and bumping into
others while using outdoor equipment. This helps children to consider their own safety and
that of their friends. Staff talk to children about how they are feeling, helping them to
describe and manage their emotions, which supports their emotional wellbeing. Staff provide
children with healthy, nutritious meals and a warm, welcoming environment where children
develop the skills needed for school. Children serve themselves and make choices about
their food. Staff support children to learn appropriate hygiene routines; for example, children
wash their hands before and after eating and are supported to manage their care needs.
Staff ensure that children who need it are offered appropriate opportunities to sleep and that
their safety is maintained through careful supervision. Staff also ensure that the care needs
of young babies are met appropriately.
Inclusion Expected standard
Overall, staff support children with special educational needs and/or disabilities (SEND) well.
They understand the importance of early identification and intervention. For example, staff

Needs attention
focus on observing and monitoring children when they first start at the nursery. They use
additional funding well to purchase resources that provide intensive individual support. Staff
encourage children to select and describe different items from the sensory box, which helps
children to build confidence and develop listening skills.
Staff provide a range of ways to support children to feel safe and secure and to learn at their
own pace. For example, children regularly access the sensory tent, where they self-select
from a range of resources, supporting their independence and decision-making skills. This
enclosed and calming space helps to support children's emotional regulation, reduces
overload, and enables focused play. Staff work in partnership with parents to support
children's progress from the start. Staff who specialise in identifying children with SEND
attend regular meetings to develop their knowledge and skills. This helps staff to adapt their
practice and implement effective strategies to further support children. Leaders use funding
to purchase resources that help children to concentrate, such as colourful sensory floor
mats. Leaders also demonstrate a clear understanding of how to support children who are
known to children's social care.
Achievement Needs attention
Children make progress from their starting points in learning and development. However, at
times, there is insufficient focus on the teaching and learning for children who are at different
stages of development during activities to help them achieve fully. This limits the progress
children make in developing the skills needed for their next stage of learning or to move on
to school. Children's communication and language are appropriately supported, although
staff do not use their interactions with children to fully develop their language further.
Children who have delays in their development and those with special educational needs
and/or disabilities receive appropriate care and support. Secure systems ensure they are
swiftly identified and fully supported to make progress from their starting points. All children
are confident and independent. Children play well together and have formed secure
friendships. They smile, laugh and are eager to engage with the activities inside and
outside.
Curriculum and teaching Needs attention
There are inconsistencies in implementing some areas of the curriculum, such as
mathematics and language development. Staff are not always clear on what they want
children to learn from an activity, which means children do not always receive the full
support needed to build on and make secure progress in their learning. Staff benefit from
regular professional development, regular coaching and constructive support to improve
practice. Staff give secure attention to children's physical, personal, social and emotional
development. For example, children are happy and secure and form effective relationships
with each other and with staff. Staff adequately support children with special educational
needs and/or disabilities to help them make secure progress from their starting points.

Staff generally support children to develop their physical skills. Children use their hands to
hold paintbrushes skilfully, place small flowers onto paper, pour their own drinks from jugs,
serve themselves rice and dhal, and use knives and forks. They also practise physical skills
by kicking balls and using large outdoor equipment. Staff generally offer children
opportunities to be creative, such as using paint, play dough, sand, water and cornflour. This
helps children to explore textures and build confidence. Children develop early mathematical
thinking and develop social skills as they share and take turns.
Leadership and governance Needs attention
Although leaders evaluate and understand the setting's strengths and take appropriate
action to improve practice, such as refurbishing the garden to support children's learning
and development, staff's understanding of how to implement the curriculum has not
developed quickly enough. This limits children's learning experiences. Leaders ensure that
all children's needs are met well, particularly children who are disadvantaged, those with
special educational needs and/or disabilities, those known (or previously known) to
children's social care, and/or those who face other barriers to learning and/or wellbeing.
Leaders monitor staff performance and offer support to improve their practice. They ensure
that staff feel valued and that their wellbeing is a priority. For example, they carry out regular
meetings with staff and discuss any concerns they may have. Staff complete regular training
to support their professional development, which helps them to identify and support
children's individual needs. Leaders seek advice from the local authority to source training
for staff and to target support for children. Staff are deployed effectively to ensure all
children are safe and well supported. Leaders follow safer recruitment procedures to ensure
that staff are suitable to work with children. Partnership with parents helps to build secure
working relationships that ensure parents feel valued and involved in their child's care. Staff
use different forms of communication, which ensures all parents are kept updated about
their child's development and next steps in learning.
What it's like to be a child at this setting
Children arrive happy and eager to play. They feel safe and secure and are greeted by staff
as they enter. Staff develop nurturing relationships with children and support children to
make friendships with each other. Children join in circle time and listen to stories and sing
songs. They build their social skills as they listen to each other and develop a positive sense
of themselves. Children enjoy learning as they explore the festival of Vaisakhi. They paint
and create flowers, which helps to develop their awareness of the wider world and their

imagination. Children enjoy dough activities. They develop skills of rolling, pinching,
squeezing, and flattening, all of which helps build physical skills. Children use tools such as
cutters that help to encourage imaginative play. Children develop confidence as they climb
outside and kick balls, all of which supports their decision-making skills and independence.
Staff support children with special educational needs and/or disabilities well. They
understand the importance of early identification and intervention. For example, staff focus
on observing and monitoring children when they first start at the nursery. Overall, children
are well prepared for their next stage of learning. Attendance is promoted by staff, which
helps ensure children are able to make the most of their learning.
Staff know children well and plan for their individual next steps in learning. However, the
curriculum is still in its early stages and is not implemented consistently. The curriculum
intent is not always clear during activities. That said, children are motivated to learn and do
make progress. Staff speak to children warmly, and they respond well. However, staff do not
consistently support the development of children's language skills. For example, they do not
routinely question children about what they know and can do, which limits opportunities for
children to extend their language.
Next steps
To meet the requirements of the Early years foundation stage the provider must take the
following actions by the assigned date:
Action Completion Date
ensure staff reflect on the different rates at which
children learn and adjust teaching to fully support
children's development
13/06/2026
develop staff's knowledge and expertise in how to
consistently implement the curriculum to help support
children further
13/06/2026
About this inspection
The inspector spoke with parents, children, leaders and staff 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.

Inspector:
Caroline Preston
About this setting
Unique reference number (URN): 2863095
Address:
The Mill House Hall
307 New Road
Dagenham
Essex
RM10 9ND
Type: Childcare on non-domestic premises
Registration date: 19/09/2025
Registered person: Playtime Day Care Ltd
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: Barking and Dagenham
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 13 April 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
93

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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