Playdays Preschool 6, Scott Lodge

Language, independence and emotional confidence give Scott Lodge its character. In March 2025, staff used signs alongside words for children who were not yet speaking; children explored ideas with friends and learnt to recognise their feelings. These were practical parts of the preschool day, giving children ways to communicate before speech was secure and to manage the small disagreements that come with playing together.

Ofsted rated Playdays Preschool 6, Scott Lodge Outstanding on 13 March 2025, finding excellent teaching and rapid progress in children's development. The setting is in Romford, accepts children aged 18 to 60 months and has 32 places in total.

Morning, afternoon and full-day sessions provide different ways to use the preschool. Its term-time calendar is an important part of the choice for families.

Learning and Activities

The early years foundation stage provides the statutory framework for children's learning, development and care. In parent terms, this connects learning with everyday play and growing independence: conversations, stories and practical tasks help children build skills rather than treating education as a separate part of the day.

In March 2025, books and rhymes were part of daily activity, with staff using stories to extend children's vocabulary. Staff accompanied words with signs for children who were not yet speaking. The practical value is clear: a child could participate in communication while spoken language was developing, rather than depending on speech alone.

A torch activity showed how adult-led learning worked. Staff darkened the space, introduced the light and invited children to think about what was happening before helping them use simple equipment. It was a concrete route into curiosity about cause and effect. Children had something to investigate, rather than simply an explanation to hear.

Outdoor and Community Life

The garden also had an educational role in March 2025. Additional equipment was introduced to help children develop larger physical movements, using support funding to address a developmental need through outdoor activity. This connects the physical environment with individual support, rather than treating outdoor play as a break from learning.

Music and movement helped children notice how activity affected their bodies. Learning about toothbrushing and fruit and vegetables gave healthy habits a place in the day too. Together, these examples made health understandable through things children could do and recognise.

Relationships and Communication

In March 2025, staff gathered information from parents as children started preschool, using it to identify learning needs and plan support. Family knowledge therefore had a practical purpose: it helped shape what happened next for the child.

Parents were also invited to share books in their home languages and discuss religious and cultural celebrations. Staff learnt basic words in different languages. This gave children's family experiences a place in preschool life, while introducing other children to ways of speaking and celebrating beyond their own homes.

Communication extended beyond the setting. Staff shared strategies that parents could use to develop language at home, creating a connection between preschool activity and family routines.

Inclusion and Wellbeing

At the March 2025 inspection, Ofsted found safeguarding effective and SEND support responsive, with careful assessment, joint planning with families and timely involvement of external agencies. The useful detail is the sequence: understand the need, agree the next steps and bring in additional expertise when required.

During that month, adults helped children find words for emotions and work through problems with others. Children sustained shared play and accepted one another's needs. Emotional support was therefore part of ordinary interaction, rather than confined to an organised activity.

Independence was similarly practical. Children managed toileting, washed their hands before food and, with encouragement, cleaned their cups and plates after snacks. Tidying resources was another opportunity to take responsibility. These small tasks gave children practice in looking after themselves and their surroundings.

Sessions and Attendance

The preschool opens Monday to Friday, from 9am to 3pm, during term time, and closes for school holidays. The booking choices are an AM Session from 9am to noon, a PM Session from noon to 3pm, or a Full Day from 9am to 3pm.

A morning or afternoon session offers a shorter preschool day; the full-day pattern joins the two parts of the day. Families can weigh the session length against their child's routines and the hours they need covered. The 3pm finish and holiday closures are the practical boundaries to plan around.

Getting There

The address is Scott Lodge, Upper Brentwood Road, Romford, RM2 6JB; the setting is at the rear of 458 Upper Brentwood Road in Gidea Park. The branch telephone number is 07586 313969.

• Term-time timetable. Sessions finish by 3pm and the preschool closes during school holidays. Families needing care beyond those boundaries will need an arrangement that covers them.
• Choosing the session. Morning, afternoon and full-day patterns are offered. At a visit, discuss how your child's rest and home routines would fit the pattern you are considering.
• Individual support and costs. The March 2025 assessment linked family information with support planning. When discussing your child's needs, ask for a written quotation explaining funded-hour arrangements and the treatment of meals and non-food consumables.

Scott Lodge suits families seeking either a shorter morning or afternoon session or a full preschool day within a term-time timetable. The March 2025 picture is compelling because of its practical detail: signs supported communication, outdoor resources served developmental needs, and everyday tasks gave children responsibility. For parents who value language development and growing independence, those examples give substance to the Outstanding judgement.