Banana Moon Day Nursery Tunbridge Wells

What is it like to attend this early years setting?

Children arrive happy and leave their parents with ease. They show that they have developed secure attachments to their key person, who knows them well. Children enjoy the variety of engaging activities available to them. For instance, babies delight in discovering the garden. They take safe risks as they navigate the environment and explore various ways their bodies can move. Older children enjoy engaging in role-play activities, such as setting the table for dinner and pretending to cook for their friends.

The curriculum is well designed. Staff have a good understanding of what they are teaching and why. The curriculum emphasises the importance of children developing a strong foundation in personal, social and emotional development as well as communication skills. All children, including children with special educational needs and/or disabilities (SEND), are making good levels of progress from their starting points.

Children behave well and staff consistently apply behaviour management techniques. They are clear about how they expect children to manage conflict and treat each other with kindness. For instance, in the pre-school room, staff members will ensure their expectations are met by reinforcing the behaviour they want to see. Babies are supported to start to learn basic social skills. For instance, staff praise younger children for their gentleness and consistently remind them to use 'kind hands'.

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

• Leaders maintain effective oversight of the setting. The manager is passionate about developing secure relationships with parents and promoting the staff's well-being. Furthermore, the nominated individual takes effective action to address any concerns in order to promote children's safety. For example, during the inspection he took immediate steps to ensure that the security of the premises is robust.
• Staff gather and make good use of information from parents to help children to settle. Parents and staff exchange information about children's development electronically and also verbally at drop-off and collection times. This helps to keep parents well informed about their children's progress and the ways in which learning can be further supported at home.
• There is a strong focus in the baby and toddler room on developing children's communication skills. Staff consistently sing to children as they play. For instance, as children investigate the water tray, staff scoop up water to simulate rainfall while singing, 'It's raining, it's pouring'. The staff position themselves well so children can see their faces and lips during communication. In the pre-school room, staff also hold lively conversations with children and read to them every day. However, story times often take place at busy times, such as when staff prepare for lunch. Children find it difficult to listen due to the surrounding noise and are often interrupted. These disruptions do not support children to develop a love for stories, or further support their communication skills.
• Outdoor opportunities promote exploration and the development of children's gross motor skills. For instance, toddlers scoot themselves along on tricycles and explore miniature climbing structures. They take suitable risks under the supervision and encouragement of staff. Inside, babies delight in experimenting with paint using various tools, such as sponges and brushes. Meanwhile, older children take pleasure in discovering shapes on light boxes and building with wooden blocks to develop their fine motor skills and coordination.
• Staff feel well supported and content in their roles. They have regular opportunities to engage in one-to-one conversations with managers to discuss their well-being and the children in their care. However, some weaknesses in staff practice remain unaddressed. For instance, during mealtimes, staff do not organise themselves effectively or communicate among each other, resulting in children being left waiting for extended periods.
• Children with SEND are well supported by the knowledgeable special educational needs coordinator. She is passionate about her role and committed to making a positive difference to children's lives. She works effectively with parents, staff and professionals to support the best outcomes for children.
• Staff ensure that every child is valued and their unique differences respected. During initial visits, staff gather essential information about children's faiths, cultures and religions, enabling these aspects to be celebrated and shared among their peers. For instance, children take part in activities to learn about various significant festivals, such as Eid and Christmas.

What the setting must and should do next

The provider should:

• strengthen staff's understanding of how to support children to develop a love of books
• enhance staff supervision and provide targeted support for individual staff members to precisely address minor inconsistencies in their practice.