Banana Moon Day Nursery - Nunhead

Inclusion: Strong standard

Staff quickly identify children who have barriers to their learning, including those with special educational needs and/ or disabilities (SEND). They work very successfully with outside agencies and use information provided by them highly effectively to support children and help rapidly close any gaps in learning. Staff work extremely closely with parents and carers to find out more about the children in their setting. Leaders ensure that staff make excellent use of their individual skills, such as speaking other languages, to support and include all children in the setting. For example, children listen to stories and songs in their familiar home languages.

Staff implement plans and suggestions from other agencies and closely monitor the impact of their practice. This ensures that adjustments are made as needed to make a sustained difference to the children. For instance, staff use support for those with SEND effectively in order for all children to have access to the same learning.

Curriculum and teaching: Strong standard

Leaders have embedded a high-quality curriculum that supports the interests of the children in their care and builds on their independence. They are clear about what they want the children to learn in each room in order to be ready for the next stage in their development. Staff plan activities that build on children's skills and allow them to make great progress from their starting points. Staff have high expectations for the children in their care and are aware of what they want children to achieve across all areas of their learning and development.

Staff support children to move confidently around the setting and access activities. Trips that are planned for the children are also used to support the planning of activities for children. Key persons work closely with each other to pass on any relevant information about the children who come to take part in different activities. They weave mathematics into children's experiences as much as possible. For example, they add number cards to most activities to encourage children to carry out counting activities whenever possible. Books are at the heart of the curriculum and are also used as part of many activities, helping to rapidly build children's vocabulary. For instance, children use books to identify and name toy animals that they find while scooping out water. Staff also encourage children to share books during play, and they confidently turn the pages correctly. Staff support children's communication and language skills extremely well. For instance, they encourage children to name the animals they saw on a recent visit to a farm in a farm-based activity.

Achievement: Strong standard

Children, including those with special educational needs/or disabilities or who face other barriers to their learning, achieve consistently well. They are very well prepared for the next stage of learning and starting school. They become highly independent. For example, they serve themselves at snack and mealtimes, even in the baby room, confidently using a serving spoon to put food on their plate. They become extremely confident communicators and express their needs and ideas well. Children access books eagerly and often share stories and comment on what is happening. Children build rapidly on their physical skills and confidently learn how to use equipment such as a seesaw, slide, football and turning roller wheel. They take part in regular sports sessions and thoroughly enjoy being outside.

Behaviour, attitudes and establishing routines: Strong standard

Staff have high expectations of the children. They have put systems in place to create a positive and happy environment where effective routines are established when transitioning from one area of the setting to another. This helps children develop very positive attitudes to learning. Staff model good manners, for example by saying 'please' and 'thank you' at every opportunity. Staff work with parents to address any unkind actions that occur at the setting to make sure that children feel safe attending and that parents also feel comfortable sending their children there.

Children behave extremely well. They move around the setting sharing resources fairly and are supported to resolve any conflicts by staff. Children learn staff's expectations when it is time to go outside and know that they need to get their coats. Children also know when it is lunchtime, as they, including those in the toddler room, follow routines such tidying up and helping staff to put away resources. They then wash their hands before eating, helping them to foster positive hygiene habits. Children know to get a tissue to wipe their nose and then to put it in the bin, managing their own personal needs with great confidence.

Children's welfare and wellbeing: Strong standard

Staff are aware of children's individual needs and work hard to meet them. They supervise children well to ensure that they are safe, including at mealtimes. For example, staff are fully aware of any new guidance around safe eating in order to promote children's welfare. Staff expertly help children learn to keep themselves safe. For instance, they teach them how to use equipment, such as the seesaw or climbing frame, safely. Children remember simple guidance and the reason for it, such as why it is safer to use the middle part of the seesaw and not the end. Staff follow very well-established routines, such as for sleep times, that support children's wellbeing very effectively.

Children form good attachments with their key persons from the beginning, and staff are on hand to support them whenever they are unsettled. Staff warmly and sensitively support children's emotional wellbeing, making sure they are highly attentive to their individual needs. They skilfully offer calm support and reassurance when needed. This helps children feel extremely secure and flourish in their care.

Leadership and governance: Strong standard

Leaders have an excellent understanding of the strengths and weaknesses of the setting. They identify any areas for improvement accurately and take swift and effective action to address them. They place a consistent emphasis on staff development, ensuring that staff have regular supervision sessions. They put in place precisely tailored training that supports staff to contribute to the continuous development of the provision and the quality of practice at the setting.

Leaders form excellent relationships with parents and involve them in many aspects of the setting. For example, they recently held an art exhibition with work produced by children and parents. There are highly effective arrangements in place for sharing information about children to ensure that parents are fully up to date. This shared approach ensures that children experience a highly consistent approach to their care and learning and thrive in all aspects of their development.