Abacus Ark

Inspection of Abacus Ark Unit C, Ground Floor, 13-17 Enterprise Way, London SW18 1FZ

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Children flourish in this nurturing setting. Babies settle quickly with the help of caring staff and form strong bonds with their key person. Staff make use of care routines as valuable opportunities for warm and responsive interactions. For example, during nappy changes, staff talk gently to children and sing songs. This helps children feel emotionally secure.

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The provision is good

Leaders and staff plan the environment thoughtfully to help children learn new skills. They provide a wide range of exciting play opportunities so that children are motivated to learn. Babies explore treasure baskets with great attention, using their senses to investigate different textures and objects. Toddlers focus intently as they try to fill bowls by squeezing sponges and scooping up water with spoons. Pre- schoolers carefully experiment with making marks in the sand using paintbrushes. These activities nurture children's natural curiosity and helps them fully engage in their learning. Consequently, it supports strong progress across all areas of development.

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The provision is good

Staff reinforce good manners, promoting respect and cooperation. Children listen to instructions and take turns as they play board games. They are encouraged to help with tasks such as serving food and setting tables, encouraging responsibility. These routines support the development of a positive attitude, independence and healthy self-esteem.

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need to do better?

n Leaders create a child-focused curriculum that meets the needs and interests of each age group. Staff plan activities in a clear sequence to support key stages of development. They organise the environment so babies can practise crawling and pulling themselves up during play. Toddlers build strength and coordination through daily walks to the local park. Older children create their own obstacle courses with hoops and balance blocks, encouraging movement and balance. These activities help children develop confidence in their own abilities, as well as a love of physical activity. n Staff support children's communication and language skills well. Staff use visuals to support children's understanding of words. They play games like bingo to help children identify object names. This encourages children to repeat words and learn their meaning. Well-organised roleplay areas allow children to take on roles

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need to do better?

as shop keepers and customers, or builders on a construction site. This encourages back and forth conversations between children. n The setting works with other professionals to provide specialised support for children with special educational needs and/or disabilities (SEND). They set targets and work with parents to help children make good progress. To prepare

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need to do better?

10 April 2025 children for school, teachers from local schools are invited to visit the setting. The setting shares information with schools, including effective strategies to support children with SEND. This ensures continuity and helps all children, including those with SEND, have a smooth transition to school. n Overall, children behave well. Staff remind children to use 'kind hands' and 'walking feet' and explain how they might hurt themselves. Staff sometimes encourage children to be gentle and show respect to each other. However, there are occasions where staff do not address unwanted behaviour and instead distract children without explaining why the behaviour is not acceptable. This does not support all children to understand how their actions impact others or understand the importance of positive behaviour. n Children enjoy taking part in group activities such as drama. They sing songs together and take an active part in group storytelling. This helps children

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need to do better?

develop their imaginations. However, at times, group times are not organised effectively, which prevent some children benefiting from meaningful interactions. Transitions between activities are also not always effective, leading to children waiting for long periods of time before lunch. Consequently, children become restless and disengaged, which affects their learning experience. n The setting has a clear and ambitious vision, with a strong focus on continuous improvement. Parents value the open communication and say the setting is transparent and responsive to their suggestions. Each class has parent representatives who gather feedback and share it during regular meetings. Staff are also encouraged to share ideas and concerns through the open-door policy. This collaborative approach creates a supportive environment where children's needs are prioritised.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n support staff to consistently address conflicts and implement behaviour management strategies so that children learn how their actions affect others n review the delivery of group times, including activities and routines, to ensure they meet the needs of all children.

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Setting details

Unique reference number EY488284 Local authority Wandsworth Inspection number 10375963 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 85 Number of children on roll 74 Name of registered person Abacus Ark2 Limited

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reference number

Telephone number 0208 874 1725 Date of previous inspection 10 May 2019

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Information about this early years setting

Abacus Ark registered in 2015. It is located in Wandsworth Town, in the London Borough of Wandsworth. The nursery is open on Monday to Friday from 7.30am to 6.30pm, for 50 weeks of the year, and is closed on public bank holidays. There are 20 members of staff, including the manager, and 7 of these hold appropriate early years qualifications. This includes four staff who hold a qualification in early years at level 6, one of whom holds qualified teacher status. The nursery offers government funded childcare.

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Inspection activities

n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The manager and the inspector carried out a joint observation. n The inspector spoke to several parents during the inspection and took account of their views. n Children spoke with the inspector at various times throughout the inspection.

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Inspection activities

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.

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Inspection activities

10 April 2025 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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