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Play and Learn Nursery and Pre-school

Play & Learn Nursery and Pre-School, Broadmead Baptist Church, Chigwell Road, Woodford Green, IG8 8PE. The nursery is registered with and inspected by Ofsted. Free places for 2, 3 & 4 year olds.  We have friendly, motivated and highly-trained staff who are focused on providing fun as a conduit to education. We work to ensure your child develops as an individual whilst helping to nurture and encourage learning through discovery and enjoyment. Not only do we offer education through creativity and play but pride ourselves in understanding the importance of instilling confidence and enthusiasm from an early age. We recognise and value the culture, beliefs and language of all our children. Our goal is to create a positive and motivating experience that will, in turn, play a major role in your child’s future learning and development.  We want our little ones to feel secure and happy from the start so they can’t wait to come back tomorrow!

Who to contact

Millicent Addo
07903 277258

Where to go

Broadmead Baptist Church
Chigwell RoadWoodford GreenEssexIG8 8PE

When is it on?

Please contact provider for opening hours
Available during summer, Easter and half term holidays

Childcare Information

Provision Type(s)
Day nursery
Outdoor garden
Hot meals provided
Visits and outings
Parking available for pick up or drop off
Transporting children to and from school
Free Early Learning - 3 & 4 years
Sleeping area
Caters for all dietary needs
Free Early Learning - 2 years
Caters for all cultural needs
Partially wheelchair accessible
Offers pickups?

Ofsted Information

Ofsted URN
Link to latest ofsted inspection report 
Inspection history
Inspection History
Inspection DateInspection typeInspection Outcome
19/02/2018Inspection (Early Years Register)Good

Local Offer


Age range
Early Years (0-4 years)
Shortbreak type

Education Offer


At Play and Learn Nursery and Pre-School, we are committed to the inclusion of all children. All children have the right to be cared for and educated to achieve the best possible outcomes, to share opportunities and experiences and develop and learn alongside their peers. We provide a positive and welcoming environment where children are supported according to their individual needs.

At all times we will work alongside each child’s parents and any relevant professionals to share information, identify needs and help the child and their family access the support they need and to enable them to play an active role in their child’s education.

My setting is located in a big church sports hall with a separate baby room, disabled toilet and free flow into the large outdoor play area with soft safety floorings and ramps for health and safety reasons.

I have made a quiet area where children can relax and we have access to a sensory room at the local Children’s Centre.

For health and safety purposes our passageways are clear at all times to enable our children’s mobility.

We have a separate nappy changing area for babies.

Our furniture can be adjustable in height and can also be arranged to accommodate children with mobility difficulties. All play areas have carpets to reduce the noise.

Identifying children's needs

The setting will recognise if a child has additional needs through observing and assessing the child's progress based on their developmental and learning areas. And also by sharing information and having meetings to discuss children’s learning with parents/carers.

All assessment is play based and follows the Early Years Foundation Stage (EYFS) Curriculum milestones.

We involve the local authority inclusion/SEN advisor or SEN Coordinator, SEN Early Years Panel, when a child does not progress at the expected rate despite additional support.

The setting follows the relevant guidelines for data protection and confidentiality.

All confidential information about children are securely stored in appropriate cabinets.

The setting always asks permission from parents/carers before passing children's records to settings/schools and other professionals.

Dedicated contacts

I (Manager) will be the first point of contact for parents and carers. The settings special educational needs coordinator (SENCo) has the responsibility for day to day management of SEN procedures. She liaise with parents/carers, outside professionals, advise and support practitioners in the setting. We always ensure the appropriate records are kept for children with SEND that require support from outside professtionals.  Progress may also be discussed with the Local Authority SEN Advisor/Coordinator.

Involving children and their families
  • Planning and review meetings
  • Advice on how to support learning at home 
  • Parenting advice
  • Regular contact between home and school, e.g. home/ school book
Range of support available
  • Support for behaviour
  • EYFS Curriculum  planning differentiation
  • Specific teaching interventions
  • Partnership working with other professionals
  • Additional support strategies
  • Support for communication needs
  • Support for health needs
Measuring children's progress

The setting uses information based on observation and the child’s needs and interest to track the progress of the child. (Observation, tracking, reviewing and planning).

The setting shares information through meetings, daily diary, reviews and also with outside professionals when needed. 

A progress report is given to all parents/carers at the end of every term with details of the child’s progress across the EYFS.

A Two Year Progress Check is also compiled when the child is two years old and covers the child’s progress in the Prime Areas of the EYFS and a copy is given to the parents/carers.

Children are observed regularly to identify their progress and next steps.

Support and training for school staff

Training dates with the Local Authority have been scheduled.We work closely with the Local Authority and outside professionals.

The settings have experience of supporting children with SEN.

Accessibility of the school

All resources are located at children’s level in labelled boxes.

Makaton signing is used in the setting.

The garden area is fully accessible from the main play room and it has a separate entrance for wheelchair users.


The setting ensures that children with SEND are included in activities by providing, fun, interesting and stimulating activities based on the individual needs. We follow the child’s IEP, risk assessing with one to one support where needed. Planning with parents by sharing of information, parent views, meetings and reviews.

A risk assessment is completed daily and for outings to ensure health and safety is maintained at all times.

Resources are appropriate, challenging and interesting and are available to all children.

All activities are differentiated according to children’s level of development and all outings are available to all children. 

Transition arrangements

The setting will support children from room to room, from key person to key person and will also go on school visits, transition meetings and share information to support children during the transition period (with parents/carers permission).

School visits are organised at the beginning of the summer term.

Support and training for parents and carers
  • Parent consultation
  • SENCo
  • Links with Children’s Centres
  • Coffee mornings with parents
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