Banana Moon Day Nursery Stirchley

Inclusion: Expected standard

Strategies and support are effectively in place to support children with special educational needs and/or disabilities (SEND). Staff know the children well, including those beyond their key groups, enabling them to identify individual needs and respond appropriately. They confidently use an effective approach to plan support and make necessary adaptations to ensure all children can access learning and care experiences.

Staff support children's communication and language development effectively. They model vocabulary and use a range of strategies, including signs, symbols, body language and facial expression, to help children understand and communicate. Cultural differences among children and families are recognised and respected, helping children to feel valued and included.

Leaders monitor the impact of support carefully and review strategies regularly to ensure they are effective in reducing barriers to children's learning. All staff have received relevant training, which supports their understanding of SEND and inclusive practice. They are able to identify how additional funding can be used to further support children's development. Staff seek advice when needed and make referrals to other professionals and agencies to ensure children and their families receive appropriate support.

Curriculum and teaching: Expected standard

The setting has a clear curriculum in place as part of the wider franchise approach. Staff have received training to support its implementation and are becoming increasingly familiar with how it supports children's learning and development. Leaders recognise the need to continue supporting staff to further embed the curriculum so that it is consistently understood and delivered across all rooms.

Assessment is used effectively to support children's progress. Staff know their key children well and can confidently discuss their development. Next steps in learning are clearly displayed in each room, helping staff to plan activities and experiences that build on children's interests and developmental needs. Where necessary, staff make appropriate adaptations to ensure activities and experiences meet the individual needs of all children and support inclusive learning.

Communication and language are a clear priority. Staff have received a range of training to further strengthen their practice. Overall, staff interactions typically support children's developing language and confidence, although this is not yet consistent across all routines. Children are also supported to recognise and understand their emotions.

There are many opportunities for physical development and exploration. Early literacy is promoted well through book sharing, mark-making opportunities and activities where children act out stories and take on characters. Mathematical learning is woven naturally throughout daily routines. Equality and diversity are promoted effectively, including recognition and celebration of the diverse backgrounds of both children and staff.

Achievement: Expected standard

All children, including those with special educational needs and/or disabilities, typically make progress from their starting points. However, variations in how the curriculum and daily routines are implemented mean that babies and children do not consistently build on their knowledge across all areas of learning.

Children show growing confidence and increasing knowledge through their play and interactions. For example, in the outdoor area, a child demonstrated their understanding of how to use taps and control the flow of water while playing in the mud kitchen.

Children are confident learners who independently access a wide range of resources and activities and enjoy sharing their ideas with adults and their peers. They develop early mathematical understanding through everyday routines and strengthen their physical skills through active play, including balancing and large-movement activities. Children engage with familiar stories and join in with repeated phrases, which supports them to remember and use new language.

Overall, children are appropriately prepared for their next stage in learning, including their move on to school.

Behaviour, attitudes and establishing routines: Expected standard

Children behave well and demonstrate positive attitudes to learning. Staff create a calm and purposeful atmosphere where children feel secure and supported. Warm and supportive relationships and attachments are evident, supported by a well-established key-person system. Parents report that their children are well supported and settled within the setting.

Staff are positive role models and support children to develop good social skills. They encourage turn-taking, sharing and cooperation through their interactions and modelling. As a result, children treat each other with kindness and respect. Praise is used effectively by staff to reinforce positive behaviour. In the baby room, staff use facial expressions and warm interactions to engage babies, who respond positively.

Children are supported to develop important learning behaviours, such as memory and concentration, through activities like singing and group experiences that help them focus, remember things and manage their attention. Staff know the children well and use observations and assessment to make adaptations where needed to support behaviour and engagement.

Attendance and punctuality are promoted, and parents recognise the importance of this. Leaders need to further develop snack routines to reduce waiting times, as delays currently impact children's engagement and behaviour.

Children's welfare and wellbeing: Expected standard

Staff support children's welfare and wellbeing well throughout the setting. Clear policies and procedures underpin the setting's approach to safeguarding children's welfare. Both parents and staff report feeling well supported by leaders. The environment is safe, welcoming and nurturing. Parents comment positively on the warm atmosphere, noting that leaders greet every child and that staff are consistently welcoming and positive.

Good hygiene practices are promoted through daily routines and help children to develop independence. Staff also promote healthy choices and independence at mealtimes. Clear progression is evident across the age groups. For example, babies are supported to begin serving themselves, toddlers practise using cutlery, and pre-school children confidently serve themselves and clear away their plates. Sleeping routines are organised effectively and are responsive to the different needs of the various age groups, helping children to feel secure and well rested.

However, staff deployment during key routines is not always optimised, which means some children are not consistently supported to remain engaged. More careful organisation of staff during these times will help to maintain high-quality interactions and ensure that babies who are waiting remain engaged and well supported. Leaders should consider how staff are positioned to support babies' learning, care and emotional wellbeing, and to maintain consistent engagement.

Leadership and governance: Expected standard

Leadership and governance are effective. Staff and parents speak positively about the recent improvements made to the leadership structure, and parents are also complimentary about the staff team. Leaders, supported by the nominated individual and franchise staff, have quickly developed a good understanding of the setting and work closely with staff to support their practice.

Leaders have a clear vision for the setting and understand its strengths as well as the areas that require further development. They are taking appropriate action to drive improvement and continue to work together to embed consistent practice across the provision. Staff have addressed areas identified at the previous inspection and subsequent visit, and leaders are aware of where further work is needed.

Staff workload and wellbeing are considered, and leaders provide opportunities for staff to share training they have attended and explore how this can be implemented in practice. Clear induction procedures are in place, which staff confirm supports them well in their roles. Leaders make effective use of supervisions and staff meetings to monitor practice and support professional development.

Leaders work well with other professionals and have developed strong partnerships with parents. Parents report feeling well supported, appreciate the recent changes and value the daily feedback shared through the app, which helps them support their children's learning at home.