Abacus After School Club

Abacus After School Club

Unique reference number (URN): EY376538 Address: Benhurst Primary School, Benhurst Avenue, HORNCHURCH, Essex, RM12 4QS Type: Childcare on non-domestic premises Registered with Ofsted: 23/06/2008 Registers: EYR, CCR, VCR Registered person: Sharon Williams and Kayley Harrington Partnership

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.1

Behaviour, attitudes and establishing routines Strong standard

The setting's culture is defined by high expectations and a well-thought-out approach to emotional regulation. Relationships are characterised by deep mutual respect. Staff do not merely manage behaviour but actively scaffold children's social-emotional intelligence. By facilitating restorative dialogues, staff empower children to understand the tangible impact of their actions, resulting in a community where peer-to-peer support is instinctive. For example, they ask if they would like to join in each other's activities, help each other with tasks such as sharpening pencils when colouring and remind each other of rules such as sharing. All children are kind and caring towards each other. They build meaningful relationships.

p.2

Behaviour, attitudes and establishing routines Strong standard

Routines are seamlessly embedded, allowing transitions to occur with minimal adult intervention. Children demonstrate high levels of self-regulation. They do not simply comply with instructions but show a readiness to engage. Staff demonstrate a clear understanding of age-appropriate communication, ensuring that expectations are not only clear but well understood by all age groups. This proactive planning minimises low-level disruption and maximises the time available for meaningful engagement.

p.2

Behaviour, attitudes and establishing routines Strong standard

The strong relationship and communication with the host school creates a 'no surprises' environment for the children. By aligning behavioural expectations and communication styles with the school, the club provides a stable emotional bridge for children. This consistency supports school attendance, ensuring that all children feel a sense of belonging and safety.

p.2

Children's welfare and wellbeing Expected standard

Children gain some independence. They choose their own activities, meet their personal care needs and put on their own coats to go outside. Children are given the responsibility of being 'helpers' for the evening, supporting the staff in the 'running' of the club. However, independence is not consistently promoted across all age groups at the club. For example, the youngest children have drinks poured for them, and snacks are served by the staff.

p.2

Children's welfare and wellbeing Expected standard

Staff support children's wellbeing. They listen to children and value their opinions and ideas. Staff invite children to have a go when they suggest how to adapt an activity.

p.2

Children's welfare and wellbeing Expected standard

Staff support children to understand the importance of a healthy lifestyle. Children all wash their hands before snack time. Staff provide nutritious snacks that cater to all children's individual dietary needs and preferences, working closely with parents. Staff help children understand safe habits, such as wearing a helmet when they play outside on scooters. Children are assigned key persons, who they build secure relationships with. This supports them to settle and quickly feel a part of the club. Relationships between staff and children are warm and caring. Staff work with them to recognise their emotions. As a result, children learn how to manage their emotions from a young age.

p.2

Inclusion Expected standard

Children's individual ages, likes, needs and home lives are carefully considered by the staff, who support them in the club. Leaders make sure staff are alert to any issues affecting children in their lives outside of the club, where necessary, in order to support the children and their families. Staff carefully plan activities to support those who may face barriers to their learning or wellbeing. For example, a key aspect of the club is to have some time outside. Leaders are aware not all children have access to a garden and understand the importance of being outside to a child's wellbeing.

p.3

Inclusion Expected standard

Staff work closely with the host school, parents and outside agencies, as required, to ensure that all children have the best care. They ensure that children have a positive experience while at the club. Children are well supported, and they enjoy their play and learning.

p.3

Inclusion Expected standard

Leaders have a clear plan for how they would support any children with special educational needs and/or disabilities (SEND), making sure they are included in all activities and that their individual needs are planned for. Staff working in the club are less confident on how they would do this, should children with SEND attend. However, they understand that all children should be included. Therefore they adapt activities and make sure all children have the opportunity to play alone when they need to and to play with friends and in large groups when they wish.

p.3

Leadership and governance Expected standard

Leaders have weekly meetings with the staff to discuss any concerns or training requirements. Leaders will act on ideas from staff to improve the provision for children. Although leaders know the strengths of the club, they find it more difficult to evaluate the club as a whole and establish areas where even further improvement could be made to support outcomes for all children. Leaders have not ensured that the requirements for registration on the voluntary part of the childcare register have been met. They have not appointed at least one person who holds a level 2 qualification in childcare or who is trained in the common core skills.

p.3

Leadership and governance Expected standard

Leaders have a good relationship with the host school, sharing information as required to support children. This close relationship means that leaders can quickly evaluate any required changes at the club arising from the school and the children's time there.

p.3

Leadership and governance Expected standard

Staff complete some training courses to support them to be able to deliver the best care and activities for children possible. They are enthusiastic in their roles, and children clearly enjoy spending time with them. Staff state they feel supported by the leadership team and express that they enjoy working with the organisation.

p.3

Leadership and governance Expected standard

Parents comment on the close partnership they have with the club and talk about how their children excitedly tell them of the activities they have completed or have planned for the next day.

p.3

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

Voluntary Childcare Register requirements

This setting has not met the requirements of the voluntary part of Childcare Register.

p.4

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.4

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

Children are happy and settled at this warm and fun setting. Once they have followed the regular routine of choosing their snack, they quickly involve themselves in the wide variety of activities and games. They demonstrate that they feel safe and welcomed, sharing with the staff what they have done that day at school and catching up with their peers and the staff alike. Staff provide a range of activities that meet the interests, ages and developmental ranges of the children who attend. For example, children are excited to decorate their pots ready to plant bulbs. Leaders are aware not all children have access to outdoor space at home and recognise the importance of providing outdoor opportunities to support children's health and wellbeing. Staff talk to children about the activities that they would like to see at the following sessions and involve them in the planning. The organisation of the available

p.4

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

spaces provides opportunities for children to be in small groups with others of a similar age or to mix with children of different ages.

p.5

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

Staff work hard to provide a relaxed environment where children feel valued and able to be themselves. Relationships between staff and children are warm and caring. Staff set clear expectations for children's behaviour and work with them to recognise their emotions and how their actions might make others feel. As a result, children behave well, and they learn how to manage minor conflicts and their emotions from a young age. Staff create a good balance between being playful with children while also providing supportive guidance effectively. Children say they can talk to staff if there is anything bothering them.

p.5

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

The transition from school to the club has been well thought out. Children arrive safely and ready to relax and enjoy their time there. Leaders understand the importance of school attendance, and the relationship they have with the school and families supports the school with promoting this.

p.5

Next steps

To meet the requirements of the Early years foundation stage and Childcare register the provider must take the following action by the assigned date:

p.5

minimum level 2 qualification in an area of work relevant to the

childcare provided or training in the common core skills. 01/03/2026

p.5

minimum level 2 qualification in an area of work relevant to the

Leaders should more precisely evaluate areas for improvement at the club to enrich the children's experience even further. Leaders should strengthen the promotion of independence for the youngest children.

p.5

About this inspection

The inspector spoke with leaders, staff members and children during the inspection. Written views from parents were also viewed.

p.5

About this inspection

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards provision that is registered on the Early Years Register. the registered

p.5

Address:

Benhurst Primary School Benhurst Avenue HORNCHURCH Essex RM12 4QS

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registered person: Sharon Williams and Kayley Harrington Partnership

p.6

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 09:00,Monday,Tuesday,Wednesday,Thursday,Friday : 15:30 - 18:00

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.6

4 to 11

person must ensure that this provision complies with the statutory framework for the children's learning, development and care, known as the early years foundation stage.

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.7

Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.7

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8