Banana Moon Day Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children behave well and play cooperatively with their peers. They show pride in their achievements. For example, when four-year-old children begin to write their name, they are keen to tell their friends.

When one-year-old children begin to walk, they clap their hands, showing pride in their abilities and a positive attitude to learning. Children have good relationships with staff. They show strong bonds with their key person and go to them for comfort.

Children are keen to join activities with their friends. Two- and three-year-old children sing songs with staff and join in with action rhymes. They listen and follow ...instructions when they are asked to clap and shake their hands.

All children, including those with special educational needs and/or disabilities, are supported to progress well. Children are encouraged to extend and recall their knowledge of wildlife. They learn that frogs sit on rocks and lily pads.

When children use dough to make pretend butterflies, staff ask them to remember what they have previously learnt about butterflies. Children say that they come from caterpillars and cocoons. The manager uses additional funding for some children to provide resources, such as puppets.

Staff use these to help children to understand their emotions and talk about how they are feeling.

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

The manager and staff have made significant improvements since their last inspection. The manager ensures the ongoing suitability of all staff to help promote children's safety.

She ensures that any accidents are recorded and shared with parents. Good hygiene practices are in place. For example, staff remind children to wash their hands prior to eating and make sure that children are safe when they are sleeping.

Staff manage children's behaviour well. They encourage them to follow the rules and boundaries in the nursery. This includes asking children to use their 'walking feet' indoors.

Staff give children plenty of praise and encouragement for their achievements, helping to raise their self-esteem.Staff offer children a healthy range of meals and snacks. However, there are some weaknesses in staff's organisation of some daily routines, such as snack and mealtimes.

Children under the age of three years occasionally spend unnecessary amounts of time waiting and are not fully engaged in learning.Staff know the children well and how to support them to progress in their learning. The provide a curriculum that encourages babies to feel safe and secure when they first start attending.

Settling-in sessions are offered to encourage children to become familiar with the nursery and staff. Staff use information from parents to implement consistent care routines for babies.The manager leads her staff team very well.

She offers them valuable support and training to extend their professional development. Staff say that the manager supports their well-being effectively. However, some less-experienced staff need further support to identify how to develop their own interactions and teaching, to help improve outcomes for children even further.

Staff provide children with frequent daily opportunities for fresh air and exercise. This is particularly beneficial for some children who do not have these experiences at home. In the garden, children excitedly jump to try to pop bubbles that float in the air.

They are encouraged to manage risks when they climb on larger apparatus.Children are supported emotionally to be ready for their move on to school. For example, the manager invites teachers to see the children in the nursery.

This helps children to become familiar with the person who will be caring for them. Information is shared with school teachers about children's development, to help promote consistency in their learning.Staff encourage children to develop skills for the future.

For example, they encourage children to be independent. Two-year-old children serve themselves food at lunchtime. Four-year-old children pour paint into pots by themselves.

Staff support children's communication and language skills well. They sing nursery rhymes with babies when they change their nappies. This helps to make it a positive experience for them.

Staff talk to children when they play alongside them. Children are confident communicators who are keen to share their thoughts and views with staff.

Safeguarding

The arrangements for safeguarding are effective.

The manager ensures that staff have a good understanding of safeguarding. Staff attend training courses to develop their knowledge of how to identify the signs and symptoms that a child is at risk of harm or abuse. This includes if children are being exposed to extreme views or beliefs.

The manager and staff know where to report concerns about a child's welfare or if they are worried about the behaviour of staff who work with the children. This helps to promote children's safety. Staff ensure that the environment is safe for children to play.

Main doors and garden gates are securely locked and bolted. This helps to keep children safe and stops unauthorised people from entering the premises.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: review the organisation of some daily routines to provide consistent opportunities to fully engage children in learning strengthen and embed support for less-experienced staff to help promote outcomes for children even further.