Banana Moon Day Nursery West Bromwich

Inclusion: Expected standard

Leaders typically implement an effective procedure to identify and assess children's individual needs. The special educational needs coordinators work in close partnership with colleagues to ensure that they access training that enables them to meet the needs of children with barriers to their learning. For example, staff in the baby room recently attended training to extend their knowledge of communication and language development. This helps them to support children's development in this area of learning.

Staff work with external professionals and services to ensure that they make appropriate adjustments to the provision that will promote the development of children with special educational needs and/or disabilities (SEND). For instance, they ensure effective use of light and shade and provide large resources for children with a visual impairment. These adjustments help children with SEND to become fully engaged in experiences on offer.

Generally, relationships with parents and carers are effective. The special educational needs coordinators meet with parents and other professionals every 3 months to discuss children's progress and agree on new targets. This ensures that parents are purposefully involved in their children's learning.

Overall, leaders have effective oversight of additional funding that children receive. They work with key persons to provide resources and experiences that narrow gaps in children's learning and help them to reach their potential. For example, staff provide play equipment to promote children's gross motor development and active play for children who do not have access to outdoor play space at home.

Curriculum and teaching: Expected standard

Overall, leaders implement a well-sequenced curriculum that is typically well taught. Staff receive training during induction that helps them identify starting points to plan across all areas of learning. Staff make appropriate adjustments to their teaching methods to support children with special educational needs and/or disabilities (SEND) to thrive. For example, they adapt the drop-off arrangements to support children with SEND who find separation from their parents and carers difficult.

Older children appropriately share their feelings. Staff support them effectively, responding promptly when children tell them they are 'angry'. They skilfully help children to resolve any difficulties. Consistent modelling of mathematical concepts by staff builds children's knowledge through play. For example, children are keen to measure the height of their towers as they use construction materials. They know which one is 'taller' and work together to identify the 'shortest'.

Staff support children's communication and language development effectively. They narrate children's play and build on their interests and motivations. For example, staff extend children's vocabulary through a simple outdoor scientific experiment, building on their enthusiasm for creating volcanoes with dough. Children benefit from outdoor play, which helps them develop confidence in their physical abilities. Staff model mark making with chalk on tree trunks, which delights the youngest children. They happily follow staff's lead in making large circular movements, which helps to build strength in their large muscles.

Achievement: Expected standard

All children, including those with special educational needs and/or disabilities or other barriers to their learning, typically achieve well from their starting points. They make progress in their communication and language skills and confidently interact socially with familiar adults and their peers. Children build a firm foundation of mathematical knowledge and enjoy exploring numbers and scientific concepts.

Children typically develop independence as they become fully involved in self-help tasks, such as serving their own food and pouring their own drinks. Children pay attention to detail and achieve pencil control as they explore using a range of mark-making tools. Overall, children develop the skills and attitudes needed to feel well prepared for the next stage of their education.

Behaviour, attitudes and establishing routines: Expected standard

Leaders support staff to set realistic expectations for children across the provision. They regularly discuss the most effective ways to support children to make positive behaviour choices. For example, staff make adaptations at mealtimes and provide one-to-one support to children who are still settling, helping them to feel secure. Staff foster nurturing relationships with children to ensure that they feel safe and secure. Children form early friendships and are well supported in cooperating. For example, staff praise turn-taking and encourage children to help each other during tasks, such as tidying away.

Staff working with younger children support them to understand where it is safe to climb. They help them down gently when they climb onto furniture. Leaders provide resources to expand opportunities for physical development to meet children's need for adventurous play. Leaders and staff work in partnership with parents and carers to support their understanding of the positive impact of regular attendance and punctuality. For example, leaders encourage parents to ensure that their children arrive on time for circle time so they can be fully involved in group learning.

Children's welfare and wellbeing: Needs attention

Leaders have not ensured that procedures consistently promote children's welfare and wellbeing. For instance, they have not informed parents and carers about damage to the building that made part of the baby room unusable. However, leaders did take appropriate steps to make the area safe, meaning children were not placed at immediate risk. In addition to this, procedures to ensure children's dietary requirements are not always followed correctly. However, leaders have reflected and taken action to address this.

Leaders have not ensured that staff members carry out consistent risk assessment to ensure children's safety both indoors and outdoors. For example, staff do not identify thorny plants that grow in spaces where children play. That said, leaders respond promptly to eliminate this risk following professional discussion.

Leaders have not identified inconsistencies in the routines that staff members use when supporting younger children's personal development. For example, staff working with babies do not follow a consistent or effective handwashing routine to promote their early understanding of hygiene.

An effective key-person system is in place that helps children develop a sense of connection and emotional wellbeing. Children across the setting, including those with special educational needs and/or disabilities, benefit from nurturing relationships with their familiar adults. Staff support children to understand their feelings and consistently use the language of emotions. This ensures that children feel understood across the setting.

Staff support children to develop their understanding of a healthy lifestyle. They create opportunities at snack and mealtimes to encourage babies and children to try new foods and extend their knowledge of healthy eating. Children benefit from outdoor experiences and engage in numerous active play opportunities. These include bending and stretching, crawling and digging as they look for worms after the rain.

Leadership and governance: Needs attention

Leaders did not inform Ofsted of a significant event resulting in a change to the premises as required, when exposure to poor weather caused damage to part of the ceiling in the baby room. Leaders did not update parents and carers effectively about the action taken to minimise risk and keep children safe while accessing this space. Additionally, leaders have not ensured that staff carry out ongoing risk assessment in the outdoor play space.

Leaders have developed an action plan to drive and monitor improvement, although this is not yet consistently effective. For instance, leaders have not ensured that staff implement age-appropriate and consistent hygiene practices across the setting. There has been a change of leadership since the previous inspection. New leaders demonstrate a positive attitude to improvement. Staff report being clearer about their roles and responsibilities. They receive regular supervision sessions. This has a positive impact on staff's professional development. Staff receive purposeful feedback on their performance and, together with leaders, identify specific development targets.

The special educational needs coordinators support colleagues to engage effectively with parents of children with special educational needs and/or disabilities (SEND). This ensures that they are fully involved in decisions affecting their children. Staff also work in partnership with external agencies and make prompt referrals to ensure that children get the support they need. This helps children with SEND to feel confident as they move to the next stage of their learning journey.