Banana Moon Day Nursery Chipping Norton

Inclusion: Expected standard

Leaders demonstrate a commitment to inclusion and ensure that the needs of all children are understood and met effectively. Staff carry out regular observations and accurate assessments, which enable them to identify gaps in children's learning and development at the earliest opportunity. They use this information well to support children's starting points and ensure that those with special educational needs and/or disabilities, and those facing other barriers to learning, receive targeted and appropriate support. Children and their families benefit from timely intervention and ongoing guidance, enabling children to make the best possible progress. Staff work closely with external professionals and agencies, seeking advice to ensure children receive the specialist help they require.

The environment is carefully organised to be inclusive and accessible for all children. Staff skilfully adapt their interactions and teaching strategies to match children's individual needs, which reduces barriers to learning and promotes children's emotional wellbeing. As a result, all children receive support to achieve the progress they are capable of. Leaders have a secure understanding of eligibility for additional funding and use this effectively. This includes providing targeted resources and support that further promotes children's development, wellbeing and learning.

Curriculum and teaching: Expected standard

The setting offers an ambitious and well-sequenced curriculum that promotes children's learning and development across all areas. Effective planning takes account of children's individual needs and stages of development, this ensures that activities build on what children already know and can do. As a result, children make continuous progress and demonstrate increasing independence. They approach tasks with confidence and curiosity. However, on occasion, staff step in too quickly to complete tasks for children. This limits opportunities for children to think critically and develop their own solutions.

Overall, communication and language skills are promoted effectively. Staff use clear, age-appropriate language and engage children in meaningful conversations. Purposeful questions encourage children to recall previous learning that deepens their learning and understanding. Mathematics is generally well embedded within children's play and daily routines. Older children are introduced to mathematical language and concepts as they explore. This practice is not yet consistent across the whole staff team and at times opportunities are missed to support younger children's understanding of early mathematics.

Staff support children's physical development well both indoors and outdoors. They encourage babies to practise climbing safely and build strength, while older children develop coordination and control as they take part in ball games and other physical challenges.

Achievement: Expected standard

Children engage well in activities that reflect their interests and support purposeful learning. They demonstrate confidence and increasing independence, showing pride in their achievements. Children develop effective communication skills, enabling them to express their needs and ideas clearly. Older children recognise and talk about different emotions, which supports positive interactions during play. Younger children benefit from the introduction of new vocabulary. They repeat actions and words and show enjoyment as they dance and sing.

Carefully adapted activities mean all children, including those who face barriers to learning, can participate fully and make progress towards their individual next steps in learning and development. Children form positive relationships and demonstrate kindness as they help their friends during their play. Children are confident when taking on opportunities to build independence. For example, older children manage their self-care needs independently and self-serve their food at mealtimes.

Behaviour, attitudes and establishing routines: Expected standard

Managers and staff have created a warm and welcoming environment in which children feel safe and secure. Staff develop positive and caring relationships with children, who show clear attachments and seek out staff when they need support, comfort and reassurance. Regular communication with parents enables staff to respond effectively to children's changing needs, further strengthening children's emotional wellbeing. Overall, children behave well and demonstrate an understanding of the expectations of the setting. Staff act quickly to support children and use calm, nurturing approaches to guide behaviour. However, staff do not always explain why certain behaviours are inappropriate. This limits opportunities for children to develop an understanding of how their actions may affect themselves and others.

Children play well alongside and with each other. Older children are forming friendships and engage in shared play, negotiating roles and ideas with increasing confidence. With staff support, children are learning to share and take turns, particularly when using certain equipment or participating in group activities. For example, older children wait patiently to take turns using the computer, they understand they need to wait for the sand timer to run out before it is their turn. In addition, during this time, children learn about online safety and how they can keep themselves safe when using electronic equipment. Managers and staff follow procedures for non-attendance and ensure parents understand the importance of punctuality and attendance to support children's emotional security and learning.

Children's welfare and wellbeing: Expected standard

The key-person system is implemented effectively and supports children to form secure and trusting relationships with staff. Children show they feel safe and secure in the setting. They seek out familiar adults for comfort, reassurance and support when needed. Staff maintain regular and meaningful communication with parents, which enables them to respond promptly to children's changing needs. For example, staff gather information about sleep times for babies and follow this at the setting, providing consistency and continuity of care. Parents and staff work closely together during transitions such as potty training. As a result, staff have a detailed understanding of each child's background, interests and changing routines which they use to adapt the care they provide.

Staff plan a wide range of experiences that promote children's understanding of a healthy lifestyle. Children benefit from daily opportunities to be outdoors in the fresh air, where they develop their physical skills and enjoy active play. During outings in the local community, staff support children to learn how to keep themselves safe. They reinforce expectations for behaviour in different environments, including during forest school sessions. Staff also provide thoughtfully planned activities that help children to recognise, express, and manage their emotions. They are attentive to children's individual needs and offer tailored support, including access to appropriate resources and unhurried time. This enables children to process their feelings effectively and develop self-regulation skills.

Leadership and governance: Expected standard

Leaders and managers have a clear understanding of the quality of care and education provided. They carry out regular and effective evaluation of staff practice, which enables them to identify strengths and prioritise areas for further improvement. This reflective approach supports ongoing development across the setting. For example, leaders have recognised the need to enhance staff knowledge in promoting children's communication and language skills and have implemented support to ensure consistency in this area.

Leaders and managers work well with other agencies to ensure that changes made improve outcomes for children. Safer recruitment procedures are robust, and new staff receive an induction programme that prepares them well for their roles. Staff benefit from regular supervision meetings that support their wellbeing and provide opportunities to discuss professional development. As a result, staff feel valued, confident and motivated in their work.

Leaders and managers ensure staff have access to relevant training that enables them to meet children's individual needs effectively, including the needs of children with special educational needs and/or disabilities and those who may face additional barriers to learning. However, leaders have not ensured that all staff, including those in management roles, consistently understand and implement the setting's policies. Inconsistencies in practice occasionally impact the overall effectiveness of provision such as children's mathematical development and children understanding the impact of their actions.