Banana Moon Day Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children enjoy their time at the nursery. Staff take time to get to know children well and develop strong partnerships with parents.

They gather information about children's routines and interests before they start at the nursery. This information is then used to plan activities and experiences that will support children's learning. The implementation of a consistent key-person system encourages children to settle and become familiar with staff.

Babies and children demonstrate feelings of safety and security across the setting. They seek staff members out for reassurance and as play partners. Transition from room to ro...om is well-planned and focuses on children's individual needs.

This contributes positively to children's emotional well-being. Children are keen to get involved in creative experiences. Younger children use paint to make marks on the low-level windows.

The large movements they make help to develop their gross motor skills. Staff support children to experiment with paint as they model colour mixing. Children are fascinated with the changes they observe.

They are keen to have a go themselves. Older children demonstrate pride in their personal sketch books. They are highly focused and engaged as they draw.

Children confidently share their pictures and tell visitors about the different materials they use in their artwork.

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

Leaders support staff to implement an ambitious and well-sequenced curriculum for children. This sets out what they expect each child to know and be able to do in readiness for the next stage of their education.

Staff carefully plan activities and deliver these successfully. They incorporate teaching opportunities that support children to make good progress in their learning.Leaders create meaningful opportunities to support staff to develop professionally.

They ensure that supervision sessions encourage staff to reflect on their practice. Together, staff and leaders identify strengths and areas for development.Staff access training and development activities that support them to meet the individual needs of the children they care for.

For example, all staff are trained in how to use music to extend children's communication and language skills. Staff are enthusiastic in their approach, and this helps children to become highly engaged in music sessions.Staff encourage children to become independent in ways that are age-appropriate.

They offer gentle support for children to carry out tasks for themselves. Young children develop their confidence to put on their coats, hats and boots as they get ready to go outside. Staff use simple instructions and encourage children to persevere with tricky tasks.

Older children take responsibility for their personal care and hygiene. Staff teach children how to competently wash their hands. Children know that they need to use the soap provided to wash away any germs before eating.

Children are keen to learn. They are excited to get involved in new experiences, particularly those that are supported by staff. For example, children are highly engaged as they practise their cutting skills and wrap gifts to place under the Christmas tree.

However, on occasions, staff do not ensure that continuous provision opportunities fully meet the needs of all children. This can lead to some children becoming disengaged.Children play well together.

For example, pre-school children work cooperatively to make sure that everyone has a piece of play dough. They communicate effectively to make sure that play is fair. Staff notice and comment positively on their kindness.

Staff meet the needs of children with special educational needs and/or disabilities (SEND). They are proactive in forging partnerships with other professionals and ensuring that children receive prompt support. This helps children with SEND to make good progress across all seven areas of learning.

Parents are complimentary about the care children receive. Staff invite parents to be part of processes of assessment and share meaningful information, and they promote home learning. Parents appreciate the healthy, home-cooked meals that children eat while in the nursery.

They comment positively on the nurturing and calm approach of the staff. Parents are extremely happy with how well supported children are through each transition. Parents share that their children are confident and ready for the next stage of their education as children move on to school.

Safeguarding

The arrangements for safeguarding are effective.There is an open and positive culture around safeguarding that puts children's interests first.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: review the continuous provision to ensure that experiences support children to remain highly engaged in play.