Banana Moon Day Nursery

Inclusion: Strong standard

Support for children with special educational need and/or disabilities or other barriers to their learning is highly effective. Staff consistently reduce barriers to children's learning. They swiftly identify children's needs. Leaders and staff rigorously monitor their progress. Leaders ensure there are no delays in making referrals to other agencies. They work closely with external professionals to ensure children get the early and ongoing support they might need. Staff share regular developmental reports with parents and carers. They ensure strategies are shared between home and nursery. Leaders adapt staffing levels and numbers of children so that staff can meet children's needs effectively.

Staff adapt the environment and routines to meet the needs of the children consistently. For example, staff complete assessments on the rooms children are due to move to. They use funding to buy resources and soft furnishings to support this transition and make children feel comfortable. This approach ensures that children with barriers to their learning feel like they belong and are included. Key persons know their children extremely well and their specific targets. They share this vital information among the wider staff team. This ensures there is a consistent approach. This has a sustained impact on children's outcomes.

Curriculum and teaching: Expected standard

Leaders have an accurate understanding of the quality of teaching and the curriculum. They can identify areas that require further development. Leaders have a clear plan to monitor staff practice more closely to ensure consistently high-quality practice is seen across the team. They recognise that further training opportunities will support staff with techniques and strategies to enhance their teaching style and practice. Children learn in a sequential way and are well prepared for school. Staff build on children's prior knowledge. They weave mathematics into everyday practice and also teach this area explicitly. Staff introduce mathematical concepts throughout children's play.

There is a sharp focus on supporting children's communication and language. Staff use songs, stories and popular nursery rhymes to encourage children to learn new words and sounds. They speak and sing slowly and clearly so that all children can listen and join in. Typically, staff ask well-timed questions to encourage children to think and problem-solve. Children demonstrate a love for books. Attentive staff follow children's interests. Staff cleverly introduce important topics through reading to children. For example, staff share stories with older children about keeping their body parts private and how to manage their personal health. Typically, staff support children to understand their similarities and differences. However, they do not plan further opportunities for children to learn about the wider community and its diversity.

Achievement: Expected standard

Children demonstrate secure knowledge across all areas of learning. They make steady progress from their various starting points. However, they do not yet benefit from more consistent and high-quality teaching to support them to achieve at the highest level. Young babies meet their physical milestones. They quickly learn to stand and explore their surroundings. Older children leave the nursery talking confidently. All children are keen to learn and show a positive attitude to understand more. They can listen and concentrate.

Children demonstrate an understanding of their own personal care needs. They can correctly name their anatomical body parts, and this helps to keep them safe as they grow. Typically, children behave well and follow rules and expectations. They form friendships and show kindness to others. Children understand mathematical concepts, for example shape, size and capacity. They enjoy counting in sequence and adding one more. Children are suitably prepared for their next stage in education.

Behaviour, attitudes and establishing routines: Expected standard

Staff typically have high expectations for children's behaviour. They address any incidents of poor behaviour quickly and sensitively. Children generally behave well. Staff praise and encourage manners. Children relish the support from staff when they achieve something new. This builds children's resilience and self-esteem.

Staff adapt the routines to meet children's needs. Children learn the expectations of the nursery. They willingly help to tidy up and look after their belongings. Children learn to play games together and work alongside others. They build relationships with their peers and key persons. Staff support children to take turns and resolve minor conflicts with their friends. Staff gently implement rules and boundaries. They are positive role models. As a result, children demonstrate an eagerness to learn and can follow instructions and the routines of the day. They show respect towards others and are prepared well for their next stage in education.

Leaders promote regular attendance and the importance of children accessing early education. This ethos is shared with parents and carers. This helps to establish positive habits ready for school.

Children's welfare and wellbeing: Strong standard

Staff consistently support the health and wellbeing of children. Key-person systems are highly effective in meeting the needs of children. Young babies have their personal care needs meet with dignity and respect. Children smile and wave at staff as they arrive. Children thoroughly enjoy the vast outdoor areas. There are lots of opportunities for children to develop their physical strength, balance and coordination. They can explore and use their imaginations outside. Regular fresh air and being in nature supports children's emotional wellbeing.

There is a sharp focus on teaching children about their own health and taking risks. This includes regular opportunities for risky play and learning how to keep themselves safe. Older children clearly understand appropriate boundaries when talking about their own bodies. All children enjoy healthy food, drinks and snacks. Drinking water and regular hydration is a priority. Leaders ensure that policies, procedures and practices are reviewed and effectively amended. Allergy management is now secure. Additional checks are in place to ensure no children receive food they are allergic or intolerant to. Leaders take swift action to embed routines about headcounts, ensuring children are safe as they move around the nursery. Sun safety, handwashing and personal hygiene routines are consistently embedded into practice. This helps children to be safe.

Leadership and governance: Expected standard

Leaders have an accurate understanding of the setting's strengths and priorities for improvement. They take appropriate action when there are any incidents and they regularly share information with Ofsted as the regulator. Leaders provide staff with appropriate support and training. Staff wellbeing is a priority, and staff say they feel well supported. There is a feeling of mutual respect, and staff work well as a team. Staff morale is high. This leads to a happy and motivated staff team where team members clearly enjoy coming to work. They are all working in the best interests of children.

Leaders reflect on previous experiences and use that as a positive to make improvements. They take swift action to address any concerns. Leaders thoroughly investigate and make changes to practice so that they minimise the impact on children. They have an appropriate action plan, but further precision is required to target the areas for development. There are still improvements to be made across the nursery to raise the standards further so that children receive a consistently high-quality education.

Parents and carers are overwhelmingly positive. They say communication is a key strength between home and nursery. Parents feel valued and attribute their children's development to that of the nursery.