Banana Moon Day Nursery Longford

Inspection of Banana Moon Day Nursery Longford 3 Bedlam Lane, Longford, Coventry, Warwickshire CV6 6AR

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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 happy in this setting. They build close relationships with staff who know them well and are kind and nurturing towards them. This helps children to feel safe and secure in their care. Staff prepare interesting activities for children to enjoy while developing and practising these emerging skills. For example, babies use spoons to scoop oats that they pretend to feed to the toy animals they have. This helps them to strengthen the skills they need to feed themselves at mealtimes. Staff provide the oldest children with opportunities to use their imaginations and critical thinking skills. Children work cooperatively to build an obstacle course and decide their route, taking turns to move from one area to another.

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The provision is good

Children behave well in the nursery. They listen to the staff's clear guidance to use 'kind hands'. Staff use what they know about all children's needs and adapt the support they give to help children understand the behaviours that are expected of them. Staff help children to understand their emotions and the emotions of others. This supports them in making and sustaining friendships with their peers. Children gain the skills and understanding they need to prepare them for the next stages in their learning.

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need to do better?

n Key staff gather useful information from parents when children first start. This helps staff to find out about children's prior learning and decide what children are ready to learn next. Staff consider children's interests to help them engage in play that builds on what they already know and can do so that they continue to make progress. n Staff carefully consider the arrangements of the play environments to ensure they are inviting and enable children to access the available play areas and resources. They use observations to inform the adaptations they make. For instance, furniture is arranged to meet babies' needs as they begin to be ready to walk. The role-play area is situated in a larger space to enable children to add their selected toys from other areas to further their games. n Children who need additional support or have special educational needs and/or disabilities receive the help they need. Staff liaise effectively with colleagues,

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need to do better?

parents and other professionals to gain the right support. As a result, these children make positive progress from their starting points. For example, children who are nonverbal or are not yet speaking use other appropriate methods to support their communication and understanding. n Communication and language are promoted generally well. Staff use regular storytelling, songs, rhymes and conversation with children. Staff have begun to use additional programmes where potential delays in children's communication

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need to do better?

9 April 2025 were identified. However, they have not yet considered the benefits of these programmes for use with all children to help sharpen the focus on the development of communication and language to the highest possible levels. n Staff help children develop increasing independence over time. For example, the youngest children learn to feed themselves with increasing coordination while older children perfect their skills to use appropriate cutlery to eat and help to clear away the plates. They become competent in managing their personal care, such as wiping their noses, knowing when to wash their hands and managing their toileting needs. This helps children to be more prepared for their move on to school. n Children enjoy their time playing outdoors. They use their imaginations well while they play together. For example, older children gather various natural items to mix with water. They say they are making 'spinach soup' and recall the

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need to do better?

ingredients they added when making this with family members at home. n Staff receive the training they need to keep their knowledge and understanding current. They have regular opportunities to discuss their development with managers. However, there is scope to provide further opportunities for staff to reflect on their practice and identify their strengths and areas for development. n Parents speak highly of the nursery and especially comment on the progress their children make. They say that all staff are friendly and caring. Parents say they value the regularly updated information they receive online and the discussions at collection times about their child's care and learning.

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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 extend the use of additional tools to help sharpen the focus children need to develop their communication and language skills more rapidly n build on the existing support arrangements with staff and provide opportunities for them to reflect on their practice and take ownership of their development to increase their personal effectiveness.

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Setting details

Unique reference number 2579151 Local authority Coventry Inspection number 10393610 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 48 Number of children on roll 84 Name of registered person Good Shepherd Ltd

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reference number

Telephone number 02476 685669 Date of previous inspection 11 October 2023

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Information about this early years setting

Banana Moon Day Nursery Longford registered in 2020. The nursery employs 10 members of childcare staff, of whom seven hold appropriate early years qualifications at level 3 and one at level 2. 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 children aged from nine months to school age.

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Inspection activities

n The manager showed the inspector all areas of the premises and discussed how staff ensure that that they are safe and suitable for children to attend. n The inspector observed the quality of teaching throughout the inspection and considered the impact this has on children's learning. A joint evaluation of the quality of teaching during an activity took place between the leader and the inspector. n The inspector spoke to parents at appropriate times and also took account of their written views of the nursery. n The inspector spoke to children and staff at appropriate times during the inspection. n The inspector held a meeting with the manager and leaders and discussed how the setting was organised. The inspector reviewed relevant documentation, including 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

9 April 2025 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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