Banana Moon Day Nursery Ashmore Park

What is it like to attend this early years setting?

Children are happy in this warm and inviting setting. They separate from their parents with ease and are eager to join their friends at play. Staff form strong bonds with children. Babies seek staff out for cuddles and reassurance, and older children actively seek staff out to join in their play. The staff promote children's well-being through warm interactions and care procedures. Children show they feel secure. They are confident to explore the environment and engage well in their learning. Since the last inspection, the team has worked hard to embed a curriculum that excites and engages children. Staff monitor children's development through observations and parent feedback to ensure that any gaps in learning are identified. They use this information to develop appropriate next steps for the children. This helps children to make timely progress in their learning and development. Children with possible special educational needs and/or disabilities are quickly identified and staff work well with outside agencies to ensure children make the best possible progress.

Staff give a great emphasis to children's emotional development. They teach children about emotions and help them to understand their own feelings. Children behave well. They understand the routine of the day and follow instructions. They share, take turns and think of others in their play.

What does the early years setting do well and what does it need to do better?

• The manager and staff are passionate about the care and education they provide for the children. They want children to be confident learners, feel valued and to be ready for the next stage of their learning journey. Following the previous inspection, the manager and team are working with other professionals to improve their provision. For example, they have reorganised the toddler room environment. This has had a positive impact on the children, who are now excitedly engaging in their learning. Staff have regular observations, supervisions and training programmes to improve their teaching skills further.
• Staff are clear about the curriculum intent for all children. Overall, the curriculum is age-appropriate and engages children in play and learning. However, the curriculum for mathematics is not always sequenced effectively throughout the setting by staff. Staff do not consistently identify opportunities to extend children's learning further. For instance, occasions for children to count, use mathematical language, estimate, and develop a knowledge of shapes are not always taken. Therefore, children do not make as much progress in this area as they could.
• Staff support children's communication and language development effectively. They are good role models for the children's language. Staff narrate children's play and introduce new words, such as 'millipede' and 'whisk', enabling children to hear and learn new vocabulary. Staff create opportunities for children to communicate with each other. For example, children have quiet areas. They use these to sit and look at books with their friends, discussing the pictures and recalling the story. Mealtimes are social events. Children sit together and engage in back-and-forth conversations.
• Staff provide children with many opportunities to investigate and ignite their curiosity. For example, the babies play with a toy farmyard, while toddlers paint flowers. They investigate various textures, smells and appearance of different objects. During play, they explore soil, artificial grass and real flowers. Pre-school children have the opportunity to make their own potions in the water tray, adding colour and glitter to create the 'magic'. However, there are times when staff intervene too quickly, preventing children from having the chance to problem solve and further develop their critical thinking skills.
• Staff encourage a healthy lifestyle through engaging activities. For instance, children have access to outdoor play every day, allowing them to enjoy fresh air and exercise. As they run, jump and climb, they develop their physical skills. Staff also discuss healthy foods with the children and educate them on dental care. Throughout the day, all children are provided with healthy and well-balanced meals and snacks, which are prepared on site to meet all dietary requirements. As a result, children begin to understand healthy practices and develop essential life skills.
• Parents are highly complimentary about the setting and the staff. They feel their children have made good progress since starting and staff support them well with things, such as potty training. Parents value the daily communication and updates that staff give, both verbally and using the online system. Parents have regular newsletters and meetings to understand where their children are developmentally.

What the setting must and should do next

The provider should:

• extend children's learning about early mathematics to enhance their understanding of counting, size and numbers
• enhance opportunities for children to explore ideas, question assumptions and develop their critical thinking skills.