Banana Moon Day Nursery

Banana Moon Day Nursery 50 Hawkelsey Square, Birmingham, B38 9TU

p.1

Inspection date

Previous inspection date 10 August 2016 Not applicable

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 The provider demonstrates a strong commitment to improving the quality of the provision. Self-evaluation is ongoing and successfully identifies where the nursery can be enhanced.  The quality of teaching is good. Practitioners know how children learn and assessments are used effectively to identify any gaps in their learning. Practitioners regularly share information with parents to provide them with a clear picture of their child's progress.  Children are happy and well settled. The key-person system is effective. All children demonstrate good levels of confidence, showing they feel safe and secure in the nursery. They receive plenty of attention, affection and praise. This supports their emotional well-being successfully.  Children's personal, social and emotional development are given good attention. All children are seen as unique individuals. Practitioners demonstrate a good knowledge of children's individual needs and parents' preferences.

p.1

This provision is good

 Partnerships with parents are good. Practitioners talk to parents about what children already know and can do when they first start to help them plan their learning from the outset. This is then supported by daily exchanges of information about children's care routines, activities and achievements.

p.1

It is not yet outstanding because:

 Sometimes, practitioners do not always make consistent use of open-ended questions to extend children's thinking, language and communication skills.  Although staff successfully enable children to make choices about their play and learning indoors, there are fewer opportunities for them to choose when they would like to spend time outdoors.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

 ensure practitioners consistently recognise opportunities to extend children's thinking and language skills  find more ways to enable the learning and engagement of children who prefer to play in the outdoor area.

p.2

Inspection activities

 The inspector had a tour of the nursery and outdoor area with the deputy manager.  The inspector observed the quality of teaching during activities indoors and outside, and assessed the impact this has on children's learning.  The inspector spoke to practitioners and children at appropriate times during the inspection. She held a meeting with the provider and deputy manager.  The inspector carried out a joint observation with the deputy manager.  The inspector looked at a sample of policies, children's learning and development records and planning documentation. She also looked at the nursery's action plans and self-evaluation.  The inspector checked evidence of the suitability and qualifications of practitioners.  The inspector took account of the views of a small number of parents spoken to on the day of the inspection.

p.2

Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. Practitioners ensure that children are safe and well cared for. They have a clear understanding of their responsibility to follow the safeguarding procedures in the event of a concern about a child in their care. They also have a good awareness of the wider issues in the care and protection of children. Robust recruitment procedures ensure that practitioners are suitable to work with children. The practitioner team is well qualified and has good professional development opportunities. The management team monitors the quality of teaching and learning effectively. They are keen to make sure that all groups of children attending achieve well. Parents express positive views about the provision and the progress their children make.

p.3

Quality of teaching, learning and assessment is good

Children enjoy their time in nursery. All children, including babies, benefit from a learning environment that is bright, welcoming and thoughtfully presented. Practitioners know the children well and follow their lead in play. Activities are planned around children's interests and linked to all aspects of learning. They include some topical events, such as the Olympics, to help children gain an understanding of the world around them. Babies and younger children explore their playroom with confidence. They thoroughly enjoy sensory activities, such as hand painting and playing in water. During art and craft activities, practitioners teach children to persevere and learn skills. Older children use scissors to attempt to cut out leaf shapes for their rainforest tree.

p.3

Personal development, behaviour and welfare are good

Children's health and physical development are promoted effectively. They are provided with healthy snacks and nutritious meals. Children have good opportunities to spend time outdoors and enjoy taking part in racing and ball games. Children visit the local park, which helps them further build and refine their physical skills and confidence as they use more challenging equipment. Children's behaviour is good. Practitioners are good role models and they develop a lovely rapport with the children. They teach children about keeping safe as they play and sensitively remind them about good behaviours. Children learn about the needs of others, how to share and take turns.

p.3

Outcomes for children are good

Children are well prepared for their move to school. They enjoy listening to stories and learn to recognise and write their name. Children develop good personal care skills. They are happy and develop positive relationships with their peers. Some older children use mathematical language in their play to count, recognise numbers and to describe position and size. They use their concentration skills while playing on the water wall to work out what will happen next as they pour water down the tubes. Younger children begin to learn about technology while using a range of electronic toys to create a movement or sound.

p.3

Setting details

Unique reference number EY492369 Local authority Birmingham Inspection number 1030537 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 4 Total number of places 43 Number of children on roll 24 Name of registered person BP Day Nursery Limited

p.4

reference number

Date of previous inspection Not applicable Telephone number 07824629772

p.4

reference number

Banana Moon Day Nursery was registered in 2015. This is one of two nurseries owned by the same provider. The nursery employs eight members of childcare staff. Of these, six hold appropriate early years qualifications at level 3. The nursery opens from Monday to Friday, all year round. Sessions are from 7.30am until 6.30pm. The nursery provides funded early education for two-, three- and four-year-old children.

p.4

reference number

This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the early years foundation stage.

p.4

reference number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection.

p.4

reference number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.5

reference number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

reference number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

p.5