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Playaway Pre-School

Playaway Pre-School is a pre-school in Grays for children aged 2 to 4, with 52 registered places. Ofsted report card, 18 September 2026: Strong standard in 2 areas, Expected standard in 4 areas; safeguarding standards met.

Stifford Parish Hall, Crammavill Street, Grays, RM16 2AP

Key facts

Type
Pre-school (Sessional day care) (Ofsted childcare register, as at 30 June 2026)
Ages
2 to 4 (Ofsted childcare register, as at 30 June 2026)
Registered places
52 (Ofsted childcare register, as at 30 June 2026)
Registered
11 June 2024 (Ofsted childcare register, as at 30 June 2026)

Opening hours

Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 15:15

Source: Ofsted report, inspection on 18 September 2026

Latest inspection

  • Inclusion: Strong standard
  • Curriculum and teaching: Expected standard
  • Achievement: Expected standard
  • Behaviour, attitudes and establishing routines: Strong standard
  • Children's welfare and wellbeing: Expected standard
  • Leadership and governance: Expected standard
  • Safeguarding standards met

Source: Ofsted, inspection on 18 September 2026. Contains public sector information licensed under the Open Government Licence v3.0.

What it's like to be a child at this setting

Children experience a warm, familiar preschool where long standing community links help them feel instantly at home and helps children settle quickly and feel secure. Children arrive confidently and move straight into play because routines are predictable and relationships with staff are secure.

Children enjoy learning through a wide range of play experiences. Outdoors, they climb structures with confidence and explore sand with buckets and spades. These opportunities help them build physical strength and early problem solving skills. Indoors, children mix paint and talk about colour changes, which strengthens their language and creativity. Staff ask simple questions such as "What do you think will happen?" to encourage curiosity and thinking.

Children achieve well because staff know them deeply. Staff use focus weeks and clear next steps to shape their teaching. Children practise counting during water play and recognise letter sounds when 'planting letters' in soil. These experiences help them build early maths and literacy foundations. When children face barriers, staff adapt quickly. For example, children who need help with friendships are paired for shared activities, helping them build confidence and social interactions. Children are well prepared for the next stage in their learning.

Children belong because relationships are warm and inclusive. They show blossoming friendships, share stories in cosy spaces and resolve minor disputes with gentle guidance. Staff help children use language to solve problems, which supports cooperation and independence. Children feel proud when posting their names in the treasure chest or adding their name to the feelings board, helping them understand emotions and develop self awareness.

Children thrive socially and emotionally. They use kind hands, listen during circle time and show pride in following rules. Attendance is encouraged through strong relationships with families. As a result, children feel safe, supported and valued, and they flourish as confident, independent learners ready for their next steps.

What Ofsted found in each area

Inclusion: Strong standard

Leaders are committed to delivering an inclusive provision where children are supported to thrive. Children's needs are identified very early through close observation and regular conversations with families. Staff use individual support plans to understand what each child needs and how to reduce barriers. They work closely with the area special educational needs and/or disabilities coordinator (SENDCO), speech and language teams and portage services, ensuring children receive timely and coordinated support. 'Team around the family' meetings help everyone involved share information and agree consistent strategies.

Children with special educational needs and/or disabilities thrive because staff tailor routines and expectations. For example, children who need help regulating have access to safe spaces, and children who need support with communication use songs and simple words with their key person. These approaches help children feel secure and able to participate alongside their peers.

Children facing other barriers, such as limited language or confidence, receive targeted support. Staff bring learning to children who need reassurance and use phased settling to help them feel safe. Parents describe support from staff with specialist responsibilities as supportive and knowledgeable, and children make significant progress as a result.

Families feel welcomed and valued. Staff work closely with them to understand what they want for their child and share clear guidance about next steps. Children are understood deeply and supported consistently. This means they are able to participate fully in all aspects of preschool life.

Curriculum and teaching: Expected standard

Leaders have developed a broad and ambitious curriculum that supports children to make progress from their starting points. Teaching is purposeful, based on play and children typically enjoy a stimulating environment. Staff plan for weekly focus children and identify clear next steps, helping them understand what each child needs to learn. Children explore soil, mix paint and investigate water, which supports curiosity and early mathematical development. Staff extend learning with simple questions and narration, encouraging children to think and talk about what they notice.

Children typically benefit from a curriculum that blends developmental milestones with broader knowledge from topics and festivals. Staff encourage children to guess what colour paint they might make if they combine 2 different colours while supporting children to develop their creativity and imagination.

Outside, staff support children to understand growth cycles as well as early literacy by 'planting letters' in soil. Staff encourage children to explore literacy naturally through books in all areas and access to early writing experiences. However, these opportunities are not accessed by children as frequently as some other areas of learning. As a result, children do not practise and apply their early reading and writing skills as consistently as intended within the outdoor environment.

Staff use carefully considered support plans when teaching children with special educational needs and/or disabilities. They use their secure knowledge of children to adapt teaching to meet individual needs including spaces where children feel safe and ready to learn.

Achievement: Expected standard

Children generally make good progress from their starting points. They develop secure communication foundations through conversations, songs and shared play. Children practise early maths as they count during water play and compare sizes of sandcastles in the garden.

Children show independence in routines such as dressing, managing lunchboxes and choosing resources. They confidently manage personal care routines such as hand washing and wiping their noses. These experiences help them build confidence and a readiness for starting school.

Children develop a range of physical skills including small skills such as using paintbrushes and pencils as well as larger skills such as climbing and balancing. They show confidence in managing controlled risk such as using the climbing wall.

Children with special educational needs and/or disabilities make significant progress from their starting points due to early identification and tailored support. Staff adapt routines and expectations so children can participate confidently. Children facing barriers, such as limited language or confidence, receive targeted help that supports steady progress. Generally, children are well prepared for the next stage in their learning.

Behaviour, attitudes and establishing routines: Strong standard

Children behave incredibly well and respond positively to clear routines. During circle time, they remember the rules and talk about what they mean, which helps them understand expectations. Staff use praise meaningfully, reinforcing positive choices such as when children are patient and share their toys. This helps with building children's confidence. Children show kindness and resolve minor disputes with gentle guidance from staff. These interactions help them develop cooperation and resilience.

Children with special educational needs and/or disabilities receive tailored support that helps them with strategies to manage situations that may overwhelm them, such as loud noises or busy environments. This prevents interruptions to their learning and supports their progress.

Children demonstrate growing emotional awareness. They attach their names to the feelings board and talk about how they feel, which supports them to regulate their feelings effectively. Children show pride when posting their names in the treasure chest, helping them feel included and valued. Friendships blossom as children play together in cosy spaces or collaborate in imaginative play. Staff help children use language to solve problems, which strengthens social understanding and how to manage conflict.

Staff model calm, respectful interactions, and children mirror this in their play. As a result, children thrive socially and emotionally and enjoy being part of the 'Playaways' community. Leaders set clear expectations for attendance and work with parents to organise routines that support children to maximise the benefits of their early education.

Children's welfare and wellbeing: Expected standard

Leaders have developed policy and practice that keeps children safe and supports their wellbeing. Children are cared for warmly and feel safe throughout the day. Staff supervise children closely and respond sensitively when they need comfort, helping them feel secure.

Children learn about hygiene through daily routines, such as handwashing and toothbrushing, which help them develop independence and an understanding of healthy habits. Leaders have communicated their expectations to parents regarding packed lunches. However, some foods and drinks brought from home do not consistently promote healthy lifestyles. As a result, children do not always receive clear and consistent messages about healthy eating. Mealtimes are safe because staff understand and effectively manage associated risks. Staff supervise children throughout meals and implement robust procedures to manage allergens and reduce choking hazards.

Children show confidence as they move between activities and explore both indoor and outdoor spaces. Staff help children understand emotions through the feelings board and gentle conversations. Children feel valued when staff celebrate their efforts and encourage them to make choices. Leaders share information with parents about on-line safety. This helps to extend awareness of the dangers of the internet beyond the setting.

Children with special educational need and/or disabilities develop secure attachments to their trusted key person. This helps them to feel safe and ready to engage in their learning. Routines are generally embedded and children thrive emotionally. Overall, children feel safe, supported and ready for the next stage of their learning.

Leadership and governance: Expected standard

Leaders are reflective and committed to continuous improvement. Leaders typically use tracking, focus plans and regular supervision to understand how well the curriculum is working and where practice needs strengthening. They review children's progress each term and use this information to shape enhancements to teaching, ensuring staff know which areas require more focus. Leaders also use feedback from local authority advisors to refine provision and adjust planning.

Leaders generally identify areas for development, such as outdoor provision and mathematics, and respond with targeted training and enhancements to teaching. Leaders are present within the nursery, observing practice and providing feedback to support staff development. However, literacy has not been a specific focus of leaders' improvement activity. Consequently, literacy opportunities within the environment are not consistently maximised by staff, reducing the extent to which children can independently practise and reinforce their early literacy skills throughout the day.

Staff feel supported through induction, mentoring and professional discussions. Leaders ensure staff have non contact time for planning and completing statutory assessment. Leaders ensure that staff with specific responsibilities have dedicated time each week to coordinate support, meet families and work with professionals.

Leaders maintain secure partnerships with parents and specialist services, including outreach centres and speech and language teams, ensuring children receive early and effective help. Leaders also work closely with local schools to support transitions, sharing information and attending meetings so children move confidently into their next stage. Systems are generally secure and improvements happen continuously.

What the setting must and should do next

The provider should:

  • Leaders should develop their professional development programme to address identified areas of practice and improve the consistency of teaching across the nursery.
  • Leaders should strengthen their work with families to promote healthier food and drink choices so that children receive consistent messages about healthy lifestyles.

Ofsted's words, from the report on the inspection on 18 September 2026. Read the full report on the Ofsted website. Contains public sector information licensed under the Open Government Licence v3.0.

Ofsted report cards (England, from November 2025)

Since 10 November 2025 Ofsted has graded nurseries and pre-schools on a report card. There is no single overall grade. Instead, each of six areas gets one of five grades: Exceptional, Strong standard, Expected standard, Needs attention, Urgent improvement.

The six areas are inclusion; curriculum and teaching; achievement; behaviour, attitudes and establishing routines; children's welfare and wellbeing; leadership and governance. Safeguarding is judged on its own, as met or not met.

Expected standard means the setting does what Ofsted expects of every setting. Strong standard and Exceptional are above that; Needs attention and Urgent improvement mean Ofsted found things the setting has to put right.

Source: Ofsted reports

Funded childcare hours in England

All 3 and 4 year olds in England can get 15 hours of free childcare a week, for 38 weeks of the year.

Working parents of children aged 9 months to 4 years old can get 30 hours of free childcare a week for 38 weeks of the year (Free Childcare for Working Parents), if they meet the earnings rules. You confirm your details every 3 months.

Some 2 year olds can get 15 hours a week when the family gets certain kinds of extra support.

The hours are used at a registered provider that offers them, so ask each nursery how it offers the funded hours.

Source: GOV.UK: Free Childcare for Working Parents, check if you're eligible · GOV.UK: Free childcare and education for 2 to 4 year olds (checked 31 October 2026)

Other nurseries nearby

  • Little Friends Pre-School - Pre-school, Grays RM16 2SS, ages 2 to 4, 24 places, 0.5 miles
    Ofsted, 23 May 2022: Good overall; safeguarding is effective
  • JTD Day care - Pre-school, Grays RM16 2QH, 30 places, 0.6 miles
  • Supernova Centre - Day nursery, Grays RM16 2JU, 0.6 miles
  • Chafford Hundred Preschool Playgroup - Pre-school, Grays RM16 6BZ, ages 2 to 4, 50 places, 0.8 miles
    Ofsted, 9 June 2025: Good overall; safeguarding is effective
  • Little Roo's Pre-School 2 - Pre-school, Grays RM17 5XD, ages 2 to 5, 50 places, 0.9 miles
    Ofsted, 9 June 2022: Good overall; safeguarding is effective

Schools nearby

Playaway Pre-School on the Ofsted website