Banana Moon Nursery Bishops Stortford

Inclusion: Expected standard

Leaders and staff create a generally positive and inclusive environment, where children feel welcomed and supported. Staff recognise children as individuals and respond appropriately to their needs. They identify children with special educational needs and/or disabilities through regular observation, ongoing assessment and communication with parents and carers and relevant professionals. Leaders ensure that information about children's needs is shared effectively. Daily discussions, clear records and accessible guidance help staff to understand children's next steps and the strategies that support them. This enables staff to provide continuity in children's care and learning experiences.

Leaders and staff take appropriate action to reduce barriers to children's learning. Targeted support, such as small-group activities and communication-focused sessions, help children to develop key skills. Leaders use additional funding as intended to provide resources and activities that reflect children's interests and promote engagement. For example, staff use the sensory room to enable children to regulate their emotions, explore and participate more fully in learning.

Leaders monitor children's progress and review the impact of support. Regular meetings with parents, key persons and external professionals are beginning to help ensure that plans remain relevant. Staff access training that reflects the needs of children. This enables staff to confidently support children with emerging or identified needs.

Curriculum and teaching: Expected standard

Overall, leaders and staff have started to use a clear and well-sequenced curriculum that focuses on developing all children's skills and preparing them effectively for the next stage of learning. Staff create an environment that promotes children's curiosity, independence and early physical development. Babies benefit from carefully planned opportunities indoors and outdoors that support crawling, pulling to standing, cruising and taking early steps.

Teaching is starting to promote children's communication and language, including for those children who face barriers to their learning. For example, staff use Makaton alongside imaginative play, messy play and the introduction of new vocabulary linked to children's interests and experiences. Staff build warm and nurturing relationships with children and model respectful interactions, seeking children's permission during care routines. They weave mathematical language through everyday routines. For example, staff encourage children to count objects, explore quantity and use language, such as 'full' and 'empty'. These approaches help children to develop early mathematical understanding in meaningful ways. As a result, children feel secure, confident and ready to engage in learning.

Each child's key person generally knows their children well and talks about their progress they are making. Staff use ongoing observation to assess what children know and can do, adapting activities to meet children's needs. Children with special educational needs and/or disabilities benefit from targeted support and well-chosen resources that reduce barriers to their learning and enable them to participate fully alongside their peers.

Achievement: Expected standard

Children make steady progress from their individual starting points. Children feel safe, included and confident to take part in learning. They develop the skills they need to move forward in their development.

Children benefit from well-planned small-group activities that help them to develop their communication and social skills. Children express themselves and build confidence through the effective use of music. Children with special educational needs and/or disabilities receive targeted support and benefit from additional funding to ensure they achieve well. For example, children use the tailored environment of the sensory room to regulate their feelings, reduce anxiety and support their emotional wellbeing.

Children learn to follow routines, play cooperatively and develop physical skills that support their wellbeing. They become increasingly independent as younger children learn to feed themselves. Older children learn to put on their coats before going outside to play. As a result, children are well prepared for the next stage of their education.

Behaviour, attitudes and establishing routines: Expected standard

Overall, children behave well and understand the expectations of the setting. Staff model positive behaviour and use calm and familiar cues. For example, they use gestures and changes in tone to gain children's attention. This supports a settled atmosphere, where children remain engaged in their play and learning. Staff recognise when children may need help to manage their emotions and provide appropriate support. Babies and toddlers benefit from warm and responsive relationships that help them to feel safe and secure. Staff teach all children listening and attention skills that help them to follow routines and participate successfully in group activities.

Children show positive attitudes towards activities. They demonstrate interest and curiosity in their learning. Children respond well to staff's guidance and maintain focus for appropriate periods of time. Leaders continue to review how the curriculum supports children's attitudes to learning, including strengthening approaches that help younger children to understand and express their emotions as they grow.

Routines are generally understood by children. Staff teach them how to look after their environment, including tidying up and caring for resources from an early age. Children including those who face barriers to learning, develop an age-appropriate understanding of how their behaviour affects others. Staff work with families to promote regular attendance. Children benefit from consistent routines that help them to feel settled and ready to learn. They sit together at mealtimes, socialise with their friends, take turns and share toys. Staff use positive strategies to help to manage children's feelings and frustrations. This helps to support their emotional wellbeing. As a result, children's behaviour is positive.

Children's welfare and wellbeing: Expected standard

Leaders and staff give appropriate attention to children's wellbeing. They know children as individuals and can describe their personalities, interests and any emerging barriers to learning. This understanding supports them to plan an environment that generally meets children's needs. Staff provide sensory experiences and calm spaces, where children can rest or regulate. This helps children to feel settled and ready to engage. Children form secure relationships with their key persons and seek comfort when they need reassurance. Staff use suitable strategies to support children to regulate their emotions, including resources such as a sensory room and weighted blankets. Staff use praise and encouragement to help children develop confidence as they explore activities.

Children play alongside one another and show positive attitudes. They invite others into their play and enjoy shared experiences. Staff plan daily outdoor play to support children's physical development. Staff help children to begin to recognise risk and make safe choices. Leaders ensure hygiene routines are appropriate and meet children's individual needs. Children wash their hands before eating and after nappy changes. Toilet training is personalised, with staff working with parents and carers to maintain consistent routines. Staff promote healthy eating and oral hygiene through regular opportunities that help children to begin to understand how to keep themselves healthy.

Leadership and governance: Needs attention

Although leaders demonstrate a secure oversight of the operation of the nursery, the provider does not yet have the knowledge or confidence required to make consistent and well-judged decisions. For example, there are gaps in their understanding of some safeguarding procedures and how to manage and quality assure staffing matters. While these gaps do not compromise the safety or wellbeing of children, they highlight weaknesses in the provider's ability to oversee key responsibilities. The provider has also become overly reliant on leaders, who are new to the role, to identify issues and drive improvement. This limits the provider's ability to fulfil their responsibilities around procedures, quality assurance, and day-to-day leadership. As a result, governance is not fully effective and the setting's capacity to sustain high standards is reduced. Despite these weaknesses, the limitations in the provider's knowledge and understanding do not have a significant impact on children's experiences. Leaders have a clear and ambitious vision for the nursery and are committed to driving continuous improvement.

There has been a change to the leadership team since the last inspection. The new leadership team and staff have worked tirelessly to improve the curriculum and ensure children's next steps are precise. As a result, teaching is becoming sharply focused on meeting the needs of all children, promoting their holistic development. This enables children to make progress from their individual starting points.

Leaders prioritise partnerships with parents and carers. They share information about children's learning and next steps regularly, which supports continuity between home and the setting. Staff work closely with other professionals to support all children's progress. The provider invests in professional development. Leaders undertake regular staff supervision sessions and appraisals. These sessions provide staff with an opportunity to discuss their key children's development and identify any specific training needs. This helps them to further extend their professional development. Staff report that they feel valued and well supported.

Staff access regular training and demonstrate secure knowledge and skills. This supports consistency in practice across the setting. Risk assessment and safety procedures are thorough, creating a secure environment, where children thrive. As a result, children benefit from a well-organised setting that prioritises their wellbeing and development. This prepares them effectively for their next stage of learning, including the transition to school.