Strong Tower Around The Clock Nursery

Strong Tower Around The Clock Nursery
Unique reference number (URN): 2871177
Address: 89 Spa Road, LONDON, SE16 3SG
Type: Childcare on non-domestic premises
Registered with Ofsted: 19/11/2025
Registers: EYR, CCR, VCR
Registered person: Strong Tower Education Ltd
Inspection report: 25 June 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
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.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
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.

Expected standard
Behaviour, attitudes and establishing routines Expected standard
Children generally behave well. They respond to the clear routines and expectations
established by leaders and staff. Children follow familiar routines throughout the day. For
example, they line up to leave the activity room to wash their hands before mealtimes and
sit together for group times. Staff use calm and consistent strategies to support children's
behaviour, taking account of children's individual needs. For example, they respond patiently
when children need support to follow a familiar routine. Staff give children time and offer
reassurance to help them to meet the expectations of the setting.
Children form close relationships with staff. They approach them for comfort and support.
Children generally play well together and receive support to wait patiently and take turns
during routines. For example, during snack time, children wait for their turn to choose fruit
from a serving plate. This helps them to develop patience and consideration for others.
Children generally apply what they learn during everyday routines. For example, children
understand sharing, demonstrating kindness and consideration for others when they eat.
Leaders promote the importance of attendance. They monitor children's attendance and
know which children are expected each day. Leaders promptly follow up on any unexplained
absences with parents. This helps to promote children's safety and wellbeing.
Children's welfare and wellbeing Expected standard
Children develop warm and secure relationships with staff, who know them well and
respond to their individual needs. Children generally appear settled, happy and emotionally
secure. Staff use calm and consistent strategies to support children's emotional wellbeing.
They help children to recognise and manage their emotions during everyday routines. For
example, staff gently encourage children to follow familiar routines and use their individual
interests, such as their favourite songs to redirect them to activities.
Children also receive support to develop an understanding of their health and wellbeing. For
example, they have circle-time discussions about keeping safe in the sun, including the
importance of wearing hats, applying sun cream and drinking water. Staff promote children's
independence through everyday routines, including handwashing, toileting, serving food and
using cutlery during mealtimes. Leaders and staff work with parents and carers and external
professionals, including children's social care, to meet children's individual needs and
reduce barriers to their wellbeing. Parents generally speak positively about the care their
children receive, including flexible settling-in periods and advice and support, such as
introducing solid foods. Leaders and staff provide parents with regular feedback both
verbally and through electronic communication.
Staff follow appropriate hygiene procedures, including cleaning tables before meals, wearing
gloves during personal care and cleaning nappy changing areas. They encourage children
to wash their hands throughout the day. Staff use songs and model positive manners to help
support positive mealtime routines. They support children's sleep routines in line with safer
sleep guidance. Staff monitor, record and share information about sleep times with parents.

Children enjoy healthy and nutritious meals that meet their dietary preferences. They have
daily opportunities for physical play to support their health and physical wellbeing.
Inclusion Expected standard
Leaders know children well. They work closely with parents and carers from the start to
identify children's backgrounds, interests, family circumstances and individual needs. Staff
gather information through the settling-in period, discussions with parents and observations
and assessments. This helps leaders and staff to identify children's strengths and any areas
where they may need more support. Staff use this information to adapt their approach and
plan appropriate next steps for children that reflect children's individual needs.
Where children need additional support, leaders and staff work in partnership with parents,
and where appropriate, other professionals, including children's social care. This helps to
reduce barriers to children's learning and wellbeing. Staff typically adapt their interactions to
children's needs using appropriate communication strategies, including simple language,
repetition, gestures and one-to-one support. This encourages children's understanding and
participation in activities. Children generally receive support that reflects their needs and
enables them to participate alongside their peers. Leaders continue to improve staff practice
so that this support is consistently delivered across the setting.
Leaders monitor children's development and adapt support as needed. This helps to reduce
barriers and gives opportunities for children to participate in the daily routines and activities
within the nursery. Leaders work in partnership with parents when identifying and supporting
children's individual needs.
Leadership and governance Expected standard
Leaders have identified the need to improve the implementation of the curriculum and the
quality of teaching across the staff team. They are supporting staff through room
observations, discussions and modelling practice. However, these actions have not yet been
fully embedded to have an impact on the quality of teaching provided across the staff team.
Leaders demonstrate a clear understanding of the setting's strengths and areas requiring
further development. Leaders have identified strengths, such as partnerships with parents
and carers and positive relationships between children and staff, as well as areas for
development. Leaders use a development plan to identify priorities for improvement and
monitor progress.
Staff report that leaders are approachable and they can seek support whenever needed.
Leaders use regular supervision sessions to discuss practice, any concerns staff may have
and any changes leaders need to be made aware of. They also discuss staff wellbeing and
any support they may need.
Leaders and staff have built positive relationships with parents. Staff provide daily feedback,
photos and updates shared online. Parents appreciate these because they are kept up to
date with what their children are doing at nursery. Parents speak positively about the setting

Needs attention
and the care children receive. Staff also work with professionals to support children with
their needs, including those who are known to children's social care.
Achievement Needs attention
Children's achievement is not fully maximised. Some children move on from activities before
their learning is developed. As a result, children do not always build securely on what they
already know. This limits the progress they make through the curriculum.
Children enjoy joining in with stories, songs, sensory and mark-making activities. Babies
explore sensory resources while older children practise counting, shapes and mark-making
activities. Children develop increasing independence through everyday routines. They learn
to use the toilet independently, wash their hands, serve themselves and use cutlery during
mealtimes. They also take turns during snack times. However, children do not always benefit
from learning experiences that support their knowledge and understanding across the
curriculum. Children have opportunities to develop physical skills through indoor climbing,
soft play and regular outings to the local park.
Curriculum and teaching Needs attention
Staff do not implement the planned curriculum well enough to extend children's learning.
Although appropriate activities and resources are available, staff do not use high-quality
interactions effectively to extend children's communication and language or build on what
they already know. For example, during an activity with rice, staff do not consistently use
opportunities to extend children's communication and language. This causes children to
move away and not develop their learning further.
Children enjoy songs and stories linked to themes, such as 'We're Going on a Bear Hunt'.
Staff use repeated sounds, such as 'swish swish' and 'squelch squelch', relating to the story.
Older children enjoy mark making and using their fingers to count numbers, while babies
enjoy 'mess-free paint' and exploring treasure basket activities. However, not all staff sustain
children's engagement throughout activities.
Staff adapt activities to meet individual children's identified needs. However, the quality of
teaching does not maximise learning opportunities for the wider group of children. Leaders
recognise the importance of improving the implementation of the curriculum. They are
working to support staff to strengthen their practice. However, these improvements are not
yet fully embedded. As a result, teaching does not maximise children's learning across the
curriculum.

Compulsory Childcare Register requirements
This setting has met the requirements of the compulsory part of the Childcare Register.
How we check if a provider meets the requirements of the Compulsory Childcare
Register
When we check if settings meet the Compulsory Childcare Register requirements, they can
have the following outcomes:
Met
Not met
Voluntary Childcare Register requirements
This setting has met the requirements of the voluntary part of Childcare Register.
How we check if a provider meets the requirements of the Voluntary Childcare
Register
When we check if settings meet the Voluntary Childcare Register requirements, they can
have the following outcomes:
Met
Not met
What it's like to be a child at this setting
Leaders have identified the need to strengthen the consistency of teaching across the
nursery. They are working to improve staff's implementation of the curriculum and
consistency of teaching. Children enjoy the activities available to them and willingly join in.
However, there is inconsistency in how interactions build on children's communication and
language or extend their learning. As a result, children move on to different activities before
they develop their learning further.

Children are generally happy, safe and settled at this setting. They receive a warm greeting
from familiar staff. Older children eagerly walk into the nursery. Babies open their arms to
their key person, demonstrating that they feel secure. Older children enjoy exploring a range
of sensory activities, including scooping and pouring with sand and exploring textures
through 'rainbow rice'. Babies investigate treasure baskets containing sensory bottles,
feathers and rain shakers. They explore different textures, sounds and movements.
Children receive encouragement to become increasingly independent through everyday
routines. For example, they serve themselves during mealtimes, use a fork and knife, use
the toilet independently and wash their hands. Children also benefit from opportunities to
develop their physical skills through indoor soft play and climbing frame experiences that
support balance, movement and coordination. Children also benefit from regular visits to the
local park. These outings provide opportunities to explore the local community and enjoy
outdoor experiences alongside their peers. The setting carries out risk assessments before
outings and has a dedicated 'baby bus' for the younger children.
Children have access to books throughout the nursery. They can independently choose
books to look through. Leaders have also created a separate quiet book area with small
seats, a range of books and a 'book of the month' display to encourage children to develop a
love of books. Children also benefit from staff working closely with parents and carers to
meet their individual needs. This helps children to feel valued and supported.
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:
Action Completion Date
ensure that staff implement the curriculum effectively
through high-quality teaching and interactions that
extend children's communication and language and
build on what they already know.
21/08/2026
About this inspection
The inspector spoke with leaders, staff, the special educational needs coordinator and
parents and carers during the inspection.
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.

Inspector:
Emma Toprak
About this setting
Unique reference number (URN): 2871177
Address:
89 Spa Road
LONDON
SE16 3SG
Type: Childcare on non-domestic premises
Registration date: 19/11/2025
Registered person: Strong Tower Education Ltd
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 19:00
Local authority: Southwark
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 25 June 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
80

Our grades explained
Exceptional
Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
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.
Needs attention
The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement
The setting needs to make urgent improvements to provide the expected standard of
education and/or care.

The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
services providing education and skills for children and learners of all ages, and inspects
and regulates services that care for children and young people.
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