Banana Moon Day Nursery - Catterick

Inspection of Banana Moon Day Nursery - Catterick 3 And 4 Battalion Court, Colburn Business Park, Catterick Garrison DL9 4QN

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Children are safe and happy in this highly inclusive setting. There is a secure key- person approach across the setting. Staff take time to build positive relationships with children. For example, babies snuggle into staff when they are tired. Older children proudly show off their achievements to staff. This helps to build a clear sense of belonging and community throughout the setting. Staff plan children's transitions to new rooms well and base them on children's individual needs. This helps children to feel safe and secure.

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The provision is good

All staff are enthusiastic and act as positive role models. They give children gentle reminders to follow the rules and have high expectations of their behaviour. Children's behaviour is good. They learn the words to use to express their emotions and to talk about how they feel. Staff have also designed a sensory room for children to go to should they need quiet time to help regulate their emotions.

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The provision is good

Managers and staff help embed a curriculum that covers all the areas of learning. They produce home learning bags to send home to families, such as for children to practise mathematical skills while making home-baked cookies. This allows children to practise skills they learn in the setting, which fosters their independent learning.

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need to do better?

n Leaders and staff have created an environment that supports the curriculum effectively. For example, babies enjoy a stimulating environment that appeals to their senses and allows them to be actively curious in their learning. However, on occasion, the implementation of adult-led activities does not meet the individual learning needs of all children. For example, some children lose interest while on a hunt to search for letters and numbers in the car park. This is because what staff ask them to do is too difficult. This means that children are not fully supported to make the best possible progress. n There is a varied and interesting curriculum that clearly outlines what staff in each room intend children to learn and the skills they want them to master. However, staff do not always use what they know about children to plan precise individual next steps in learning for children. This does not consistently help

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need to do better?

children to build on what they already know and can do. n Children's early communication and language skills are given high priority. Staff share stories and rhymes with children each day. For example, even the youngest babies excitedly jiggle their whole bodies as staff sing a song about road safety to them. Staff support children to gain important knowledge of fiction and non-fiction books through story times and through their frequent access to books. This helps children to develop their early literacy skills. n Staff provide effective support for children with special educational needs and/or

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need to do better?

21 November 2024 disabilities (SEND) and their families. They use their observations to help to identify any additional needs children may have. Staff communicate effectively with parents and, where necessary, work collaboratively with external professionals to meet children's needs. Staff use additional funding appropriately to support children's learning. This ensures that children can make the progress they are capable of. n Children benefit from nutritious meals that are prepared on site. Staff implement robust procedures to support children with allergies and medical conditions. For example, there is a colour-coded plate system in place to help identify children with allergies. This supports children's health and well-being, and ensures that children are protected. n Children enjoy engaging outdoor spaces. For example, they enjoy risky play activities as they climb up and over ladders with confidence. Staff support

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need to do better?

children to take part in weekly football sessions, where they have opportunities to learn ball control and skills. Children demonstrate excellent recollection and vocabulary as they proudly exclaim they are warming up their 'quadriceps' and 'hamstrings'. This supports the development of children's physical and mental health. n Parents speak highly of the setting and form good relationships with staff. Leaders send regular newsletters and use questionnaires to seek parents' views and improve the service. They understand the importance of good communication with parents, and staff regularly invite parents into the setting for stay-and-play sessions and parents' evenings. n Staff benefit from regular supervision meetings and training opportunities. Staff praise leaders and feel valued and well supported in their roles. This ultimately leads to improved outcomes for children.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n help staff to consider how they deliver group activities to ensure that all children remain focused and engaged in their learning n support staff to use what they know about individual children to identify more precise next steps in their learning, in order to build on what they already know and can do.

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Setting details

Unique reference number EY498073 Local authority North Yorkshire Inspection number 10374640 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

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inspection

Total number of places 72 Number of children on roll 142 Name of registered person Nlms Nurseries Ltd

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reference number

Telephone number 01748 876 653 Date of previous inspection 28 January 2019

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Information about this early years setting

Banana Moon Day Nursery - Catterick registered in 2016 and is located in North Yorkshire. The setting employs 25 members of childcare staff. Of these, one member of staff has an appropriate childcare qualification at level 5, and 13 staff have qualifications at level 3. The setting opens from Monday to Friday, all year round. Sessions are from 7.30am until 6.30pm. The setting provides government funded childcare.

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Inspection activities

n The deputy manager, manager and inspector completed a learning walk together of all areas of the setting and discussed the early years curriculum. n The inspector spoke to children to find out about their time at the setting. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n Staff spoke to the inspector about how they support children with SEND. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The inspector and the manager carried out a joint observation of a communication and language activity. n The inspector spoke to several parents during the inspection and took account of their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the setting.

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Inspection activities

We carried out this inspection 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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Inspection activities

21 November 2024 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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