Banana Moon Day Nursery Hounslow

Inclusion: Urgent improvement

Leaders do not identify, assess or meet children's needs effectively. They do not have a secure understanding of the needs of children with emerging special educational needs and/or disabilities (SEND). Leaders do not act promptly when concerns about children's development arise. As a result, children do not receive the help they need at the earliest opportunity.

Staff do not understand children's individual needs well enough. They cannot explain how they support children with speech and language delays or emerging SEND. Children who need additional support do not receive targeted help to access learning opportunities. Barriers to learning and wellbeing remain in place.

Leaders do not seek timely support from external professionals when concerns arise. They do not demonstrate how they review or adapt support strategies to meet children's changing needs. Consequently, children do not receive effective support to help them make the best possible progress.

Children with additional needs do not access an ambitious learning experience. Staff do not adapt their interactions or teaching or the environment effectively. Children spend time disengaged from learning and miss opportunities to develop the knowledge and skills they need for future learning. These weaknesses mean that children with emerging SEND do not receive the support they need to achieve well from their individual starting points.

Curriculum and teaching: Urgent improvement

Leaders do not ensure that children benefit from an ambitious curriculum. They do not monitor the quality of teaching or deploy staff effectively to support children's learning and development effectively. As a result, weaknesses in teaching remain.

Staff do not demonstrate a secure understanding of what children know and can do. They cannot explain the intended learning for activities or how learning builds on children's existing knowledge and skills. Staff do not have a secure understanding of age-appropriate developmental expectations. They do not place sufficient focus on communication and language. Staff do not use interactions effectively to develop children's vocabulary, language or thinking. Children with speech and language delays and emerging special educational needs and/or disabilities do not receive the support they need. Staff do not understand how to support children who speak English as an additional language well enough. Consequently, some children do not access learning fully.

Staff do not teach mathematical concepts explicitly. Opportunities to develop children's mathematical understanding are missed. However, children gain some knowledge through incidental learning experiences and daily routines. Staff do not implement the curriculum effectively. Consequently, children do not develop the knowledge and skills they need for the next stages of their learning and development.

Achievement: Urgent improvement

Children do not achieve as well as they could. Weak teaching and support limit the progress children make from their starting points. They do not develop the age-appropriate knowledge and skills they need across all areas of learning. Children do not receive support that meets their individual learning and developmental needs.

Children with speech and language delays, emerging special educational needs and/or disabilities, and those who speak English as an additional language do not receive effective support. Consequently, children do not make the best possible progress in their learning and development.

Children do not sustain their engagement in learning. They do not develop the communication, language and thinking skills they need for future learning. Although children gain some knowledge through incidental learning experiences and daily routines, children are not prepared well enough for the next stages of their learning and development.

Behaviour, attitudes and establishing routines: Urgent improvement

Leaders do not ensure that staff understand how to support children's behaviour effectively. They do not identify or address weaknesses in behaviour practice promptly. Staff do not respond effectively when children lose focus or disengage from learning. Children move between activities without purpose and lose interest quickly. Staff do not help children sustain their engagement or develop positive attitudes to learning.

Staff do not reinforce behavioural expectations effectively. Children do not receive clear guidance to help them understand expectations, learn right from wrong or develop positive relationships with others. Staff do not adapt their approach to support children with emerging special educational needs and/or disabilities. Some children communicate their needs through their behaviour. Staff do not recognise or respond to these cues effectively.

Children benefit from procedures that help staff check on their welfare when they do not attend as expected. Children access a range of activities and play alongside their peers. Staff occasionally encourage children to share and take turns during play. Children are familiar with daily routines and anticipate key parts of the day, such as snack and mealtimes. However, weaknesses in staff interactions limit children's participation and learning.

Children's welfare and wellbeing: Urgent improvement

Leaders do not implement the key-person system effectively. As a result, children do not receive consistent care and support from adults who know them well. Staff do not understand the importance of secure attachments sufficiently well. They do not use daily routines effectively to support children's emotional wellbeing. For example, staff do not always help babies build relationships with familiar adults during settling-in visits. Staff do not use care routines consistently to promote children's communication, emotional security or sense of belonging.

Staff do not recognise and respond to children's emotional and developmental needs effectively. Some children seek support from adults through their actions and behaviour. Staff do not always understand or respond to these cues appropriately. They do not adapt care and support effectively for children with emerging special educational needs and/or disabilities. Consequently, some children do not receive the comfort, reassurance or support they need.

Children's care needs are met appropriately. Staff follow suitable hygiene practices, supervise children while eating and implement safe sleep arrangements appropriately. Children receive healthy meals, fresh drinking water and daily opportunities to play outdoors in the fresh air. Children begin to develop some independence during mealtimes and daily routines. However, weaknesses in care practices, key-person arrangements and building security compromise children's welfare and wellbeing.

Leadership and governance: Urgent improvement

Leaders do not provide effective oversight of the provision. In addition, recent changes in leadership have not been managed effectively. As a result, leaders do not have a secure understanding of the quality of the provision or children's experiences.

Leaders do not ensure that those with leadership responsibilities understand the provision well enough to fulfil their duties effectively. They do not hold important information about children or demonstrate sufficient oversight of practice. Consequently, weaknesses remain unidentified. Leaders do not monitor safeguarding, teaching and care practices effectively. They do not identify weaknesses in staff practice promptly or take effective action to improve the quality of education and care. Leaders do not ensure that staff receive effective induction, supervision, coaching and professional development. Staff do not receive the guidance they need to understand their roles and responsibilities or implement the curriculum effectively.

Leaders do not give sufficient consideration to staff wellbeing when making deployment decisions. As a result, some staff face additional pressures that affect their ability to carry out their roles effectively.

Leaders do not maintain effective oversight of children who require additional support. They do not use information provided by parents to identify, assess and support children's needs effectively. Consequently, children do not always receive support that reflects their individual needs and circumstances. Weaknesses in leadership, oversight and accountability limit leaders' capacity to secure the improvements children need.

Leaders follow safer recruitment procedures appropriately. They complete the required suitability and vetting checks before staff work with children. Leaders understand the action to take when attendance causes concern and have procedures in place to follow up children's absences.