Banana Moon Day Nursery

Banana Moon Day Nursery Bayley Hall, Lodge Lane, HYDE, Cheshire, SK14 4JX

p.1

Inspection date

Previous inspection date 1 September 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 committed and passionate leadership team uses effective self-evaluation systems. They seek feedback from staff, parents and children when reflecting on the quality and practice. They successfully use the information gathered to set clear and realistic targets to drive forward ongoing improvements.  Staff are highly qualified. They use their experience, training and skills to support children's development. Precise systems for observation and assessment are used well, to support children's progress across all areas of learning. Children make good progress in their learning.  The nursery has a real homely feel. Staff are kind and caring and children benefit from a strong key-person system. Flexible settling-in procedures help all children to quickly develop a strong sense of belonging and emotional security.  Partnership working with other professionals is very effective. This helps to support

p.1

This provision is good

children who have special educational needs or disability.  The outdoor environment is excellent. Children have access to the whole of the park and a particularly favourite area is the bandstand. All children have daily opportunities to engage in physical activity, explore nature and experience the wider world.

p.1

It is not yet outstanding because:

 Strategies used to encourage parents to share information about children's home learning are not always successful.  Staff do not always ensure that group activities fully support children's individual skills and capabilities.

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

 strengthen the arrangements for encouraging parents to share information about their children's home learning  plan group activities more effectively to support children's individual skills and capabilities.

p.2

Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning.  The inspector held a meeting with the provider, manager, deputy manager and the quality improvement manager. She also spoke to staff and children at appropriate times during the inspection.  The inspector completed a joint observation with the manager.  The inspector looked at relevant documentation, such as children's learning records and planning. She looked at policies and procedures, risk assessments, self-evaluation and checked evidence of staff qualifications and suitability.  The inspector took account of the views of parents.

p.2

Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. Leaders ensure that all staff are confident in the procedures to follow should they have any concerns about a child's welfare. Children play in a safe and secure environment where any potential risks are identified and minimised. A secure entry system prevents any unauthorised access to the premises. Robust recruitment and selection procedures are implemented and help to ensure that staff are suitable to work with children. Leaders have high expectations of staff. Their practice is regularly observed and reflected on and they benefit from regular supervision sessions and training. This helps them to meet children's needs and to support their own professional development.

p.3

Quality of teaching, learning and assessment is good

Children's communication and language is supported well. Staff use effective questioning techniques, visual timetables and sign language with children. This also helps to support children who speak English as an additional language. Babies confidently explore their environment accessing low-level toys and equipment. Staff encourage them to use their senses to feel the texture of flour on their hands and feet. Toddlers sing favourite songs and make music using instruments outdoors in the park. Pre-school children are introduced to letters and sounds. Staff provide phonics activities and encourage them to spell simple words. Older children develop an awareness of colour and number. Staff ask them to post the correct number of coloured balls through tubes with corresponding colours. Extra-curricular dance and movement activities and good quality outdoor play opportunities contribute towards all children's physical skills and well-being.

p.3

Personal development, behaviour and welfare are good

The learning environment indoors and outdoors is highly stimulating and exciting. This contributes towards children being motivated and eager to play and explore. All children are happy and appear to thoroughly enjoy their time at nursery. Detailed information is obtained from parents before children start. This helps them to settle well and contributes towards their high levels of self-confidence. Children behave well in relation to their age and stage of development. Staff are consistent with their expectations and children learn to respect themselves and others. Children develop close relationships with all staff and children. Staff create quiet relaxing areas for children to rest and babies benefit from a cosy sleep room. This helps them to recharge after a busy day having fun.

p.3

Outcomes for children are good

Leaders closely monitor the progress of individuals and groups of children. This helps all children, including children in receipt of additional funding, children who speak English as an additional language and children who have special educational needs or disability, to make good progress in relation to their skills on entry to the nursery. Children are confident and enthusiastic learners. They gain essential skills, such as in early reading and writing, for future learning and the move to school.

p.3

Setting details

Unique reference number EY487225 Local authority Tameside Inspection number 1018240 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 0 - 4 Total number of places 69 Number of children on roll 69 Name of registered person Pretty Steps Day Nursery Ltd

p.4

reference number

Date of previous inspection Not applicable Telephone number 0161 413 6400

p.4

reference number

Banana Moon Day Nursery was registered in 2015. The nursery employs 15 members of childcare staff. Of these, nine hold appropriate early years qualifications at level 3 or above. The nursery opens on Monday to Friday and all year round from 7.30am to 6.30pm. The nursery supports children who have special educational needs or disability and children who speak English as an additional language. 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