Play Place Little Angels

What is this page?

We are, a schools information website. This page is one of our school directory pages. This is not the website of Play Place Little Angels.

What is Locrating?

Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews, neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Play Place Little Angels.

To see all our data you need to click the blue button at the bottom of this page to view Play Place Little Angels on our interactive map.

About Play Place Little Angels

Name Play Place Little Angels
Ofsted Inspections
Address Sanderstead Methodist Church, Limpsfield Road, Sanderstead, South Croydon, CR2 9EF
Phase Childcare on Non-Domestic Premises, Sessional day care
Gender Mixed
Local Authority Croydon
Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is outstanding

Children are provided with an exciting and rich environment in which to learn. They are curious, confident and thrive at the setting.

Children show high levels of concentration and persistence in mastering new skills. They are given the time and the resources to become completely engrossed in their play and have the opportunity explore new ideas freely. Staff are extremely well tuned-in to the needs of the children.

Their calm and confident approach helps children to solve problems. They are highly skilled at providing creative and fun activities that help children make exceptional progress. Staff know the and their families extremely well.

Activities are linked to the children's interests and capture their imaginations. Staff are excellent role models and engage in meaningful conversations that develop children's thinking and vocabulary. Children are exceptionally well behaved and confident to let others know how they feel.

Staff help children make sense of their emotions. They hold children in high esteem and want them to achieve their best. Children with special educational needs and/or disabilities (SEND) are extremely well supported and make excellent progress.

Children have access to three large rooms, including a separate lunch room and an enclosed outside play area with a mud kitchen, water play and opportunities for climbing and riding bikes. Children's independence is encouraged when putting on wellies and coats to go outside, or when serving their own snacks and pouring drinks.

What does the early years setting do well and what does it need to do better?

Staff are creative and provide children with rich and exciting learning experiences.

They offer children hands-on activities to bring learning to life. For example, they provided fresh bread for the role-play bakery, and filled the room with leaves to celebrate Autumn. Parents and children talk about these experiences as being 'wow' moments that grab children's imaginations.

Managers nurture a reflective staff team, with a high priority given to welfare and workloads. Staff work well together and model excellent communication skills to the children. Staff turnover is extremely low and staff know the families and the community extremely well.

Staff are consistent in their approach to children's learning and the development of their vocabulary. Staff use exemplary questioning and problem-solving techniques to support children's learning. Children make exceptional progress.

Children are kind and considerate of others. They confidently discuss their feelings, including when things do not go as they expect. Staff support these conversations very effectively, giving children the opportunity to express what they are thinking.

Staff plan thoughtfully to develop a love of stories and bring them to life. Children are encouraged to join in and share their ideas at story time. They recall familiar stories, with staff carefully extending and develop story themes.

Children are also confident to create their own stories together.Staff use a range of techniques to introduce mark-making skills. For example, children have opportunities for mark making using rice and mud.

Children's progress is closely monitored. Children's next steps in learning are accurately identified and woven into planned activities. Children make rapid progress from their starting points.

Children are supported to think about their role in the community and take part in local community events. For example, they contribute to local recycling and waste reduction projects. Children have regular opportunities to learn about different cultures and celebrations in ways that are meaningful to them.

Children talk confidently about different celebrations and share their own experiences.Children with SEND are extremely well supported. So, too, are children in receipt of additional funding.

Effective plans are developed in partnership with parents and other agencies such as speech and language, paediatricians and the local authority. Early identification of needs and careful planning mean these children make excellent progress.Partnerships with parents are extremely strong.

The role of the key person is effective in developing relationships and sharing children's progress. Parents feel supported and confident in extending their children's learning at home and are aware of their children's next steps.


The arrangements for safeguarding are effective.

The managers and staff are extremely knowledgeable of the signs of abuse and how to report any concerns. All staff take part in regular safeguarding training, including the 'Prevent' duty. Staff are aware of local issues and have sought additional information and training as a result.

Staff recruitment and supervision are rigorous and keep safeguarding as a high priority for all. The setting is safe and secure. Suitable risk assessments are carried out to ensure that children's safety is not compromised both on and off site.

  Compare to
nearby nurseries