Banana Moon Day Nursery Sale

What is it like to attend this early years setting?

Staff are caring and loving towards children. They know the children extremely well and take time to build relationships with their families. As a result, children have forged strong bonds with the staff. For example, babies excitedly hold out their arms to their key person when they see them. Staff have created a happy and safe environment for children.

Staff provide children with vast experiences which build upon their interests and prior learning. For example, toddlers successfully recall the names of insects they have learned about from books as they play with them. Staff develop children's interests of how things grow by planting flowers with them in the outdoor area. Children demonstrate their knowledge as they tell the inspector that 'the flowers need lots of water and sun to grow'. Children are given the right amount of support they need to succeed.

Staff create clear and consistent expectations for children. Children show care for each other by taking turns. They kindly remind their friends when it is time to let somebody else have a turn. Staff give children opportunities to take on tasks, which help them engage and develop a sense of belonging. For example, lunchtime helpers help staff set the tables ready for mealtimes. Children are developing respect for others and a sense of responsibility.

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

• Staff are dedicated to providing an inclusive environment. They work closely with specialist agencies and parents. They seek advice to ensure that children receive the tailored support they need to help them progress in their development. Environments are seamlessly adapted by the manager and staff to allow all children to have access to all experiences. The needs of all children, including children with special educational needs and/or disabilities (SEND), are met.
• The manager has embedded a curriculum that supports children's individuality. This helps them to smoothly transition through their development when they are ready and capable. During planned activities, staff support children effectively to achieve the intended learning outcomes. However, during periods of spontaneous play, some staff do not implement the curriculum intentions fully. At times, this does not always further children's learning.
• Staff skilfully support children's language development. They develop young children's language through repetition and simple responses. Children demonstrate their understanding by repeating the new words they have learned in context. For example, older babies confidently tell staff the material they are trying to pick up is 'stuck'. Children are provided with vast opportunities to extend their vocabulary.
• The manager has created an environment that promotes consistency and calmness for children. Children's well-being is at the forefront of this nursery. Familiar pieces of music are played to tell children what is going to happen, such as lunchtime or sleep time. This gives children a sense of security as it helps them understand what is happening next.
• Children behave exceedingly well. They are provided with ample experiences to think about other's feelings. During group activities, as more children ask to join in, other children quickly spread out to allow them to join. Children demonstrate they are developing good social skills and manners.
• The manager and staff have put a high emphasis on promoting children's health and welfare. For instance, the menu has been devised to help ensure children receive a well-balanced and nutritious diet while at the nursery. During trips in the local area, staff teach children how to keep themselves safe. Older children confidently look both ways before they cross the road as they explain they need to wait for the 'green man' before they cross. They are learning how to independently look after their own safety.
• Children's progression through the nursery is managed well. For example, staff recognise when transition periods, such as moving rooms, may affect children's development and put strategies in place to support them. This supports children's personal development. It gives them the emotional security they need to confidently move through the nursery.
• The manager aims to ensure children have experiences that support the essential knowledge and skills children need to acquire. For example, children take trips out into the community and visit the local care home, library, and parks. These experiences help build children's confidence. For example, during a trip to the local care home children, who are usually shy, excitedly tell residents about the pictures they have made for them.

What the setting must and should do next

The provider should:

• support staff to consistently implement the intended curriculum intentions, particularly during spontaneous interactions.