Banana Moon Day Nursery Barnstaple

Inclusion: Expected standard

Leaders and staff show a clear understanding of how to identify and support children with special educational needs and/or disabilities, disadvantaged children and those known or previously known to social care. They use ongoing observations, assessments and information from parents and professionals to identify individual needs promptly and assess progress. This approach enables leaders to plan targeted support and adapt routines, activities and the learning environment so children can access the curriculum and feel included.

Leaders take purposeful action to meet children's needs through inclusive practice and reasonable adjustments, such as offering flexible settling-in sessions and tailoring individual session times to support families. They guide staff to assess children accurately and provide appropriate support. Staff implement timely and targeted interventions within the provision so that children achieve their next steps in learning alongside their peers. For example, staff provide motivating sensory activities when children become overwhelmed, enabling them to re-engage in their learning.

Leaders use additional funding effectively to enhance ratios, purchase resources linked to individual children's needs and offer disadvantaged children the opportunity to access a daily 2-course cooked meal. They make these funding decisions in consultation with parents and aim to maximise the impact on improving children's wellbeing and development.

Curriculum and teaching: Expected standard

Leaders embed a well-sequenced curriculum that builds progressively on what children know and identifies what they need to do next. Play sits firmly at the heart of this curriculum, and leaders and staff create an environment that nurtures wellbeing and ignites children's curiosity and sense of adventure. Staff know children well and confidently explain how they help them learn new knowledge and skills.

Babies have fun exploring shredded paper with attentive adults, who share their joy and surprise as they sprinkle it around themselves. Babies also pull themselves up to stand in the well-resourced baby room, showing determination to master new skills. This strengthens their confidence and builds the muscles they need for walking. Toddlers and pre-school children enjoy playing in the garden, where staff provide varied opportunities to suit individual needs and preferences. Some children relish the thrill of parachute games, while others hunt for bugs or check whether the beans they planted are ready to pick.

Mathematics threads through the curriculum, and staff extend and embed children's mathematical thinking in playful ways. For example, they encourage children to explore 3D shapes by dipping wooden blocks into paint and printing them onto paper, drawing attention to the different surfaces of a pyramid.

Overall, leaders have prioritised children's communication and language, and staff generally promote speaking and listening. However, at times, staff's interactions lack consistency, which means children do not always have the highest quality opportunities to extend their learning.

Achievement: Expected standard

Children make steady progress from their starting points, including those with special educational needs and/or disabilities. Children gain important skills in their personal, social and emotional development. They learn to take turns and develop early negotiation skills that are vital for collaborative learning. Children build confidence in their play and can use appropriate vocabulary that allows them to socially interact with each other and make friends.

Generally, children are supported to use mathematical language during their everyday routine and activities. Children learn to say number names in orders as staff help them to count how many steps they go down as they transition into the garden. Children make appropriate progress in their communication and language development. However, achievement could be strengthened by greater consistency in the quality of staff interactions across the nursery.

Children build on their physical development in a variety of ways. They develop gross motor strength outdoors, balancing and running. Younger children refine their fine motor skills while manipulating and arranging small parts and older children practise mark making with a range of tools.

Children's confidence and willingness to try new tasks is boosted by the praise and encouragement they receive at appropriate times. This means, overall, children are suitably prepared for their next stage of learning.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and practitioners have established a positive environment. They have high expectations for behaviour that are typically understood. Children behave well and generally have positive attitudes to learning. Staff have realistic, age-appropriate expectations of children's behaviour, which they model sensitively. Unwanted behaviours are addressed in a warm, responsive way and clear alternatives to behaviour are given. Children are generally calm and considerate to their peers and staff skilfully support children to play collaboratively and share the resources available.

Recent actions taken by leaders have established effective key-person arrangements that ensure children's care needs are met. A key-person 'buddy system' has been implemented that ensures all children, including those who face barriers to their learning, have secure attachments and staff know the children well. This supports children to develop their confidence, resilience and independence. Leaders and staff have a clear system to support children's attendance and punctuality. They consistently follow up with absences and work alongside families to establish important habits for later success.

Routines across the nursery are not yet consistently organised and refined so that children experience a predictable day and waiting times are reduced. For example, staff in the toddler room are developing approaches at lunchtime that continue to support children's independence while balancing the need to minimise waiting times. This focus on routines that support learning and development could be further strengthened across the nursery. In contrast, children with special educational needs and/or disabilities benefit from individualised support that specifically supports them to transition well between activities in the day.

Children's welfare and wellbeing: Expected standard

Leaders place children's welfare and wellbeing at the centre of their work. They greet children and their parents warmly, when they arrive at the start of the session. Staff work closely with families from the outset to gather detailed information about children's needs, routines and circumstances. Settling-in arrangements are adapted for individual children and families, including those with special education needs and/or disabilities, helping all children to feel secure and develop a sense of belonging from the start. Children form trusting relationships with staff, who know them well and respond sensitively to their individual needs. Staff provide consistent care and reassurance throughout the day.

Routines in the baby room are tailored to each child's needs, effectively managing sleeping, feeding and hygiene safely. Pre-school children and toddlers grow in independence as they serve their own food and scrape their plates when they finish, as part of a food waste recycling initiative at lunchtime. This helps them grow in confidence and develop important self-care skills. Staff weave healthy habits into everyday routines and conversations, with mealtimes being an opportunity to discuss what foods are good for their bodies and help them grow strong and healthy.

Leadership and governance: Expected standard

Leaders show dedication in their roles and create a cohesive, supportive leadership team. They prioritise staff welfare and wellbeing and promote professional development so that both staff and children benefit. This approach helps maintain a professional team that works confidently together.

Leaders set a clear vision for the nursery and demonstrate a secure understanding of its strengths and the areas they want to improve. Maintaining a focus on embedding high-quality interactions between adults and children will improve outcomes for all children. Leaders work closely with local partners to enrich the curriculum for children, including those that face barriers to learning, adding depth and variety to children's experiences.

Leaders communicate effectively with parents. They use digital systems for sharing information so that children's learning and development remain prioritised and celebrated, both in the setting and at home. Leaders also offer a range of opportunities that strengthen partnerships with families, including potty training workshops, annual birthday celebrations and stay-and-play sessions that help parents feel involved and confident in their children's development. Parents speak positively about the nursery, reflecting the warm relationships staff build with families and the wider community.