Banana Moon Day Nursery Walsall

Inclusion: Expected standard

The setting creates a highly inclusive environment where every child is valued, supported and encouraged to achieve their full potential. Leaders demonstrate passion and commitment in ensuring children receive the help they need at the earliest opportunity. Early identification remains a clear priority and staff work closely with the Local Authority and other professionals to secure timely support and guidance for children and families.

Staff implement clear procedures for identifying and tracking children with special educational needs, and/or barriers to learning. They have clear procedures and use consistent systems to ensure continuity and effective monitoring. Practitioners set clear and achievable targets for identified children and regularly review progress to ensure support remains effective. When additional help is required, staff make appropriate referrals promptly and use both Local Authority and setting documentation to support this process.

The setting adapts the environment and practice effectively to meet children's individual needs. Staff use strategies such as visual signs and communication support to help children understand routines and access learning opportunities. Different-sized tables and chairs are thoughtfully provided to promote children's physical development, independence and comfort, this ensures all children can participate fully in daily experiences.

Curriculum and teaching: Expected standard

The setting implements a clear curriculum that staff understand and use to support children's learning and development. The curriculum is broad and balanced, ensuring children experience a wide range of learning opportunities across all areas of development. Leaders ensure that new staff receive effective guidance and support to build their knowledge and confidence. Newer staff explain how training and ongoing support help them develop a secure understanding of the curriculum and increase their confidence in delivering it. More experienced staff demonstrate strong knowledge and apply the curriculum confidently in their daily practice.

Staff use assessment effectively to support planning to met the needs of individual children, setting clear targets and supporting progress. Staff adapt learning for children with special educational needs and/or disabilities so that all children participate fully and make steady progress across the curriculum.

Communication and language development runs throughout the curriculum, and most staff use high-quality interactions to extend children's learning effectively. Practitioners model vocabulary clearly, make meaningful comments and use questions successfully to encourage children to think, respond and communicate. However, high-quality interactions are not yet consistent across all staff, and this occasionally limits the quality of learning interactions for children. Staff also use songs and rhymes consistently throughout the day to support language development, listening and engagement. Mathematical language and concepts are naturally threaded through activities and routines.

Children benefit from warm and secure attachments with staff, which help them feel emotionally safe and supported. Practitioners help children begin to recognise, manage and regulate their emotions. Opportunities for mark making appear both indoors and outdoors on a large and small scale. The outdoor environment promotes physical development through climbing, balancing, sliding, rolling, water play and mud-kitchen experiences.

Achievement: Expected standard

Children approach their learning with enthusiasm and curiosity, showing confidence as they explore the range of resources and activities available to them. They build strong attachments with adults, which helps them feel safe, secure and ready to learn. Children benefit from a broad and balanced curriculum that supports all areas of development and encourages them to develop new skills and knowledge through meaningful experiences. Staff understand each child's individual starting point and use clear systems to identify and support children's needs effectively. As a result, all children make progress and typically develop the skills they need for the next stage in their learning. Children move confidently through transitions within the setting because staff prepare them well and maintain effective links with local schools. These positive relationships and consistent approaches help children feel reassured, settled and excited about new experiences and opportunities for learning.

Behaviour, attitudes and establishing routines: Expected standard

Behaviour across the setting is typically positive throughout the day, supported by positive relationships between children and staff. Practitioners encourage children to share, take turns and develop social skills through gentle reminders and consistent modelling. Clear daily routines are in place and children are confident in following these, which supports their sense of security and helps them settle quickly into activities and transitions to the different areas of the routine.

Children show eagerness to explore the environment and engage positively with the wide range of available activities. Strong attachments between children and staff underpin behaviour management and contribute to children feeling safe, secure and ready to learn.

Most staff maintain high expectations for behaviour and conduct, and they know the children well, enabling them to respond appropriately to individual needs. However, approaches to managing behaviour are not always consistent, as children are sometimes removed from activities rather than staff taking time to clearly explain expectations and support understanding of appropriate behaviour.

Parents speak highly of the setting and the staff team, valuing the positive relationships and supportive communication they receive. Leaders and staff work effectively with other agencies when required to support children and families, ensuring a joined-up approach to meeting individual needs and promoting positive outcomes. Attendance is promoted effectively, and staff follow clear procedures to monitor and support children's regular attendance.

Children's welfare and wellbeing: Expected standard

Children settle quickly into the safe, welcoming environment because staff establish clear and consistent care routines that help them feel secure and confident. Staff know children and families well and build positive relationships that support children's emotional wellbeing and sense of belonging. Babies receive attentive care that meets their individual personal needs appropriately, helping them feel safe and valued. Safer sleeping procedures are in place, and staff work closely with families to ensure continuity in care and consistency in children's routines. Assessment procedures are used to help staff to understand children's ages, stages, and next steps in development. As a result, children receive appropriate support and make progress in their learning and wellbeing.

There are daily risk assessment procedures in place to ensure that the environment is safe; however, this could be further enhanced by carrying out in-the-moment risk assessments throughout the day as situations arise.

Staff promote children's physical development well through a range of opportunities that encourage movement, coordination, and independence. Children also receive support to recognise, understand, and manage their emotions, helping them develop positive relationships and emotional resilience.

Children enjoy healthy, well-prepared meals and snacks and staff promote healthy lifestyles by discussing nutritious choices and naming fruits and vegetables during mealtimes. Lunchtime routines are generally organised well, with staff interacting positively with children and encouraging independence through self-serving. However, practice is not yet consistent across all groups. At times, resources such as cutlery and cups are not prepared in advance, which results in children waiting unnecessarily. This disrupts the routine, reduces engagement and leads to less consistent interactions between staff and children during these periods.

Leadership and governance: Expected standard

Leaders demonstrate a commitment to the setting and show genuine passion for providing positive experiences for children and families. They know the setting well and accurately identify its strengths alongside areas for further development. Clear induction procedures help new staff understand expectations and settle into their roles effectively. Leaders work tirelessly to support staff and maintain the quality of the provision, particularly during periods of staff change. Leaders have taken effective action to ensure that staffing ratios continue to be met, helping to maintain children's safety and continuity of care. Although leaders are addressing recent staff changes, some inconsistencies in practice remain across the staff team and continue to be an area for further improvement.

Staff benefit from regular and effective supervision sessions that encourage reflection of individual development. Staff respond positively to feedback and show a willingness to improve their practice. Leaders actively promote continuous professional development and ensure staff have access to relevant training opportunities. Effective partnerships with parents contribute positively to the setting. Parents speak highly of the staff team, value the support their children receive and feel well informed about their child's care and learning.