Banana Moon Day Nursery - Catterick

What is it like to attend this early years setting?

Children are safe and happy in this highly inclusive setting. There is a secure key-person approach across the setting. Staff take time to build positive relationships with children. For example, babies snuggle into staff when they are tired. Older children proudly show off their achievements to staff. This helps to build a clear sense of belonging and community throughout the setting. Staff plan children's transitions to new rooms well and base them on children's individual needs. This helps children to feel safe and secure.

All staff are enthusiastic and act as positive role models. They give children gentle reminders to follow the rules and have high expectations of their behaviour. Children's behaviour is good. They learn the words to use to express their emotions and to talk about how they feel. Staff have also designed a sensory room for children to go to should they need quiet time to help regulate their emotions.

Managers and staff help embed a curriculum that covers all the areas of learning. They produce home learning bags to send home to families, such as for children to practise mathematical skills while making home-baked cookies. This allows children to practise skills they learn in the setting, which fosters their independent learning.

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

• Leaders and staff have created an environment that supports the curriculum effectively. For example, babies enjoy a stimulating environment that appeals to their senses and allows them to be actively curious in their learning. However, on occasion, the implementation of adult-led activities does not meet the individual learning needs of all children. For example, some children lose interest while on a hunt to search for letters and numbers in the car park. This is because what staff ask them to do is too difficult. This means that children are not fully supported to make the best possible progress.
• There is a varied and interesting curriculum that clearly outlines what staff in each room intend children to learn and the skills they want them to master. However, staff do not always use what they know about children to plan precise individual next steps in learning for children. This does not consistently help children to build on what they already know and can do.
• Children's early communication and language skills are given high priority. Staff share stories and rhymes with children each day. For example, even the youngest babies excitedly jiggle their whole bodies as staff sing a song about road safety to them. Staff support children to gain important knowledge of fiction and non-fiction books through story times and through their frequent access to books. This helps children to develop their early literacy skills.
• Staff provide effective support for children with special educational needs and/or disabilities (SEND) and their families. They use their observations to help to identify any additional needs children may have. Staff communicate effectively with parents and, where necessary, work collaboratively with external professionals to meet children's needs. Staff use additional funding appropriately to support children's learning. This ensures that children can make the progress they are capable of.
• Children benefit from nutritious meals that are prepared on site. Staff implement robust procedures to support children with allergies and medical conditions. For example, there is a colour-coded plate system in place to help identify children with allergies. This supports children's health and well-being, and ensures that children are protected.
• Children enjoy engaging outdoor spaces. For example, they enjoy risky play activities as they climb up and over ladders with confidence. Staff support children to take part in weekly football sessions, where they have opportunities to learn ball control and skills. Children demonstrate excellent recollection and vocabulary as they proudly exclaim they are warming up their 'quadriceps' and 'hamstrings'. This supports the development of children's physical and mental health.
• Parents speak highly of the setting and form good relationships with staff. Leaders send regular newsletters and use questionnaires to seek parents' views and improve the service. They understand the importance of good communication with parents, and staff regularly invite parents into the setting for stay-and-play sessions and parents' evenings.
• Staff benefit from regular supervision meetings and training opportunities. Staff praise leaders and feel valued and well supported in their roles. This ultimately leads to improved outcomes for children.

What the setting must and should do next

The provider should:

• help staff to consider how they deliver group activities to ensure that all children remain focused and engaged in their learning
• support staff to use what they know about individual children to identify more precise next steps in their learning, in order to build on what they already know and can do.