Banana Moon Day Nursery

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

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Inspection date 5 August 2019 Previous inspection date 1 September 2016

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This inspection: Good 2

Previous inspection: Good 2 Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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This provision is good

n The dedicated manager leads the experienced and well-qualified staff team with passion and enthusiasm. She closely observes staff practice and carries out regular supervision meetings to manage their performance. The programme for professional development helps to identify and address any specific gaps in staff knowledge. n Staff make accurate observations and assessments of children's learning to monitor their good progress. They plan challenging activities for children that focus on their interests and what they need to learn next. Children are confident, motivated learners. They make good progress. n The nursery special educational needs coordinators are highly skilled and knowledgeable. They work extremely well with external agencies and strive to ensure children receive the additional support they need. This helps to ensure that children reach their full potential. n Staff are excellent role models and create a culture of mutual respect and kindness

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This provision is good

throughout the nursery. Children learn to share and take turns. They behave well. n Children build positive relationships with their key person and all staff. They are very happy and well settled in the nursery. n Partnerships with parents are excellent. Parents are provided with a wealth of information about children's learning and development and the progress that they make. They receive exceptional support to help them to extend children's learning at home. Children benefit from high levels of consistency and continuity. n On occasions, some staff do not give children time to think and respond to questions to help them to extend their good communication and language skills further. n The manager uses self-evaluation well to identify areas for development of the nursery. However, she does not consistently assess the impact improvements make on the quality of the nursery and learning outcomes for children.

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What the setting needs to do to improve further

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

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What the setting needs to do to improve further

n ensure that all staff consistently provide children with time to respond to questions to help to extend their communication and language skills to a higher level n make better use of self-evaluation to assess the impact improvements make on the quality of the nursery and learning outcomes for children.

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What the setting needs to do to improve further

n The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning. n The inspector spoke to staff and children at appropriate times throughout the inspection. She completed a joint observation with the manager. n The inspector held a meeting with the nursery manager and the provider and discussed practice. She looked at relevant documentation, such as safeguarding policies and procedures. The inspector checked evidence of the qualifications and suitability of staff working in the nursery. n The inspector took account of the views of parents spoken to on the day of the inspection.

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Effectiveness of leadership and management is good

Safeguarding is effective. Staff have a clear understanding of how to identify and report any safeguarding concerns. They are well deployed and the ratio requirements are consistently met. Staff ensure that new risks are swiftly identified and take immediate action to address these. For example, they have introduced a walking rope for babies to hold on to when they move from one area to another. This helps to keep children safe. The provider has a good understanding of notifying Ofsted of significant events. The manager monitors the progress of all children who attend, including different groups of children. This helps her to quickly identify any gaps in their learning and put plans in place to support children who may need external support or intervention. The manager makes excellent use of additional funding to maximise the positive impact on learning outcomes for children. Staff work closely with teachers in local schools and adapt

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Quality of teaching, learning and assessment is good

Staff provide babies with highly engaging and stimulating activities. For instance, babies squeal with delight as they splash water and explore the texture of different animals. Staff show children the turtle and sing the 'Turtle song'. Children wait in anticipation for the end of the song, when staff say, 'Bubble, bubble, bubble, pop'. This helps to promote their good communication and language skills. Toddlers thoroughly enjoy role- play activities. Staff role model how to rock the cradle and sing 'Rock-a-bye-baby'. Children wrap the doll in a blanket and say, 'Shh, she's asleep'. This helps children to develop good imagination. Pre-school children demonstrate a genuine love for books and reading and are totally engrossed when they listen to stories. They share their thoughts and ideas about what is happening and what will happen next. For example, children talk about the animals taking the fruit out of the basket. Staff introduce new words, such

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Quality of teaching, learning and assessment is good

as 'gazelle' and 'passion fruit', which helps to extend their vocabulary.

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Personal development, behaviour and welfare are good

Staff teach children about the importance of eating healthily. They provide children with nutritious meals and snacks and talk to children about food that helps their bodies to grow. Children say, 'Carrots help you see in the dark. I love fish fingers and carrots'. There are exciting plans in place for children to plant, grow and harvest fruit and vegetables in the nearby community garden. Children regularly access the park, where they plant seeds and trees, go for nature walks and use large climbing apparatus. This has a positive impact on children's good health and well-being.

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Outcomes for children are good

All children make good progress. This includes children with special educational needs and/or disabilities and children who speak English as an additional language. Toddlers learn to compare sizes and develop a good understanding of mathematical language. For example, they find big and small bears and use language such as 'big', 'bigger' and 'biggest', and 'small', 'smaller' and 'smallest'. Pre-school children develop good early literacy skills. They recognise and write their names and understand that words carry meaning. Children are well prepared for school.

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Setting details

Unique reference number EY487225 Local authority Tameside Inspection number 10118322 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care Age range of children 0 - 4 Total number of places 69 Number of children on roll 111 Name of registered person Pretty Steps Day Nursery Ltd

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Date of previous inspection 1 September 2016 Telephone number 0161 413 6400

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Banana Moon Day Nursery registered in 2015. The nursery employs 17 members of childcare staff. Of these, three hold an appropriate early years qualification at level 6, two hold qualifications at level 4 and 10 hold qualifications at level 3. The nursery opens from Monday to Friday all year round, except for bank holidays and one week at Christmas. Sessions are from 7.30am to 6.30pm. The nursery provides funded early education for two-, three- and four-year-old children.

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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.

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procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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.

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

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