Banana Moon Day Nursery Stirchley

Banana Moon Day Nursery Stirchley

Unique reference number (URN): 2642007 Address: 77-79, Cartland Road, Birmingham, B30 2SD Type: Childcare on non-domestic premises Registered with Ofsted: 03/08/2021 Registers: EYR, CCR Registered person: Baby Harvey Ltd

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.1

Achievement Expected standard

All children, including those with special educational needs and/or disabilities, typically make progress from their starting points. However, variations in how the curriculum and daily routines are implemented mean that babies and children do not consistently build on their knowledge across all areas of learning.

p.2

Achievement Expected standard

Children show growing confidence and increasing knowledge through their play and interactions. For example, in the outdoor area, a child demonstrated their understanding of how to use taps and control the flow of water while playing in the mud kitchen.

p.2

Achievement Expected standard

Children are confident learners who independently access a wide range of resources and activities and enjoy sharing their ideas with adults and their peers. They develop early mathematical understanding through everyday routines and strengthen their physical skills through active play, including balancing and large-movement activities. Children engage with familiar stories and join in with repeated phrases, which supports them to remember and use new language.

p.2

Achievement Expected standard

Overall, children are appropriately prepared for their next stage in learning, including their move on to school.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children behave well and demonstrate positive attitudes to learning. Staff create a calm and purposeful atmosphere where children feel secure and supported. Warm and supportive relationships and attachments are evident, supported by a well-established key-person system. Parents report that their children are well supported and settled within the setting.

p.2

Behaviour, attitudes and establishing routines Expected standard

Staff are positive role models and support children to develop good social skills. They encourage turn-taking, sharing and cooperation through their interactions and modelling. As a result, children treat each other with kindness and respect. Praise is used effectively by staff to reinforce positive behaviour. In the baby room, staff use facial expressions and warm interactions to engage babies, who respond positively.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children are supported to develop important learning behaviours, such as memory and concentration, through activities like singing and group experiences that help them focus, remember things and manage their attention. Staff know the children well and use observations and assessment to make adaptations where needed to support behaviour and engagement.

p.2

Behaviour, attitudes and establishing routines Expected standard

Attendance and punctuality are promoted, and parents recognise the importance of this. Leaders need to further develop snack routines to reduce waiting times, as delays currently impact children's engagement and behaviour.

p.2

Children's welfare and wellbeing Expected standard

Staff support children's welfare and wellbeing well throughout the setting. Clear policies and procedures underpin the setting's approach to safeguarding children's welfare. Both parents and staff report feeling well supported by leaders. The environment is safe, welcoming and nurturing. Parents comment positively on the warm atmosphere, noting that leaders greet every child and that staff are consistently welcoming and positive.

p.3

Children's welfare and wellbeing Expected standard

Good hygiene practices are promoted through daily routines and help children to develop independence. Staff also promote healthy choices and independence at mealtimes. Clear progression is evident across the age groups. For example, babies are supported to begin serving themselves, toddlers practise using cutlery, and pre-school children confidently serve themselves and clear away their plates. Sleeping routines are organised effectively and are responsive to the different needs of the various age groups, helping children to feel secure and well rested.

p.3

Children's welfare and wellbeing Expected standard

However, staff deployment during key routines is not always optimised, which means some children are not consistently supported to remain engaged. More careful organisation of staff during these times will help to maintain high-quality interactions and ensure that babies who are waiting remain engaged and well supported. Leaders should consider how staff are positioned to support babies' learning, care and emotional wellbeing, and to maintain consistent engagement.

p.3

Curriculum and teaching Expected standard

The setting has a clear curriculum in place as part of the wider franchise approach. Staff have received training to support its implementation and are becoming increasingly familiar with how it supports children's learning and development. Leaders recognise the need to continue supporting staff to further embed the curriculum so that it is consistently understood and delivered across all rooms.

p.3

Curriculum and teaching Expected standard

Assessment is used effectively to support children's progress. Staff know their key children well and can confidently discuss their development. Next steps in learning are clearly displayed in each room, helping staff to plan activities and experiences that build on children's interests and developmental needs. Where necessary, staff make appropriate adaptations to ensure activities and experiences meet the individual needs of all children and support inclusive learning.

p.3

Curriculum and teaching Expected standard

Communication and language are a clear priority. Staff have received a range of training to further strengthen their practice. Overall, staff interactions typically support children's developing language and confidence, although this is not yet consistent across all routines. Children are also supported to recognise and understand their emotions.

p.3

Curriculum and teaching Expected standard

There are many opportunities for physical development and exploration. Early literacy is promoted well through book sharing, mark-making opportunities and activities where children act out stories and take on characters. Mathematical learning is woven naturally throughout daily routines. Equality and diversity are promoted effectively, including recognition and celebration of the diverse backgrounds of both children and staff.

p.3

Inclusion Expected standard

Strategies and support are effectively in place to support children with special educational needs and/or disabilities (SEND). Staff know the children well, including those beyond their key groups, enabling them to identify individual needs and respond appropriately. They confidently use an effective approach to plan support and make necessary adaptations to ensure all children can access learning and care experiences.

p.4

Inclusion Expected standard

Staff support children's communication and language development effectively. They model vocabulary and use a range of strategies, including signs, symbols, body language and facial expression, to help children understand and communicate. Cultural differences among children and families are recognised and respected, helping children to feel valued and included.

p.4

Inclusion Expected standard

Leaders monitor the impact of support carefully and review strategies regularly to ensure they are effective in reducing barriers to children's learning. All staff have received relevant training, which supports their understanding of SEND and inclusive practice. They are able to identify how additional funding can be used to further support children's development. Staff seek advice when needed and make referrals to other professionals and agencies to ensure children and their families receive appropriate support.

p.4

Leadership and governance Expected standard

Leadership and governance are effective. Staff and parents speak positively about the recent improvements made to the leadership structure, and parents are also complimentary about the staff team. Leaders, supported by the nominated individual and franchise staff, have quickly developed a good understanding of the setting and work closely with staff to support their practice.

p.4

Leadership and governance Expected standard

Leaders have a clear vision for the setting and understand its strengths as well as the areas that require further development. They are taking appropriate action to drive improvement and continue to work together to embed consistent practice across the provision. Staff have addressed areas identified at the previous inspection and subsequent visit, and leaders are aware of where further work is needed.

p.4

Leadership and governance Expected standard

Staff workload and wellbeing are considered, and leaders provide opportunities for staff to share training they have attended and explore how this can be implemented in practice. Clear induction procedures are in place, which staff confirm supports them well in their roles. Leaders make effective use of supervisions and staff meetings to monitor practice and support professional development.

p.4

Leadership and governance Expected standard

Leaders work well with other professionals and have developed strong partnerships with parents. Parents report feeling well supported, appreciate the recent changes and value the daily feedback shared through the app, which helps them support their children's learning at home.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

What it's like to be a child at this setting

Children arrive at nursery happily and are warmly welcomed by friendly, familiar staff who help them settle quickly into their day. Children have strong, trusting relationships with their key person and confidently seek cuddles, comfort and reassurance when they need it. This helps children to feel safe, secure and valued in this inclusive environment.

p.5

What it's like to be a child at this setting

Staff work closely with parents and carers to understand children's starting points and individual needs. This partnership helps staff to support children's next steps in learning effectively. Staff are knowledgeable about the children in their care and make thoughtful adaptations to ensure everyone can take part. As a result, all children feel welcome and included and make progress from their starting points.

p.5

What it's like to be a child at this setting

Children enjoy their time at nursery and engage in purposeful play. Older children confidently explore the wide range of opportunities available in the outdoor area. They show curiosity as they play in the muddy area and experiment with water in the mud kitchen. As they explore, they begin to make predictions about what might happen next, developing their early thinking and problem-solving skills, while also building their physical skills as they climb, balance and move in different ways. Younger children delight in sharing stories and singing nursery rhymes with caring staff, helping to develop their language and communication skills.

p.5

What it's like to be a child at this setting

Children are developing their independence well. They follow simple routines, such as tidying away resources when asked, serving their own food at mealtimes, and putting on

p.5

Address:

Type: Childcare on non-domestic premises their shoes and coats. These opportunities help children take responsibility and build the skills they need for their growing independence.

p.6

Address:

Children benefit from a broad curriculum. Babies respond with excitement during interactive singing sessions, toddlers proudly complete tasks independently, and pre-school children play collaboratively and respectfully, sharing resources with their friends. Over time, children build a wide range of skills that support their learning, wellbeing and readiness for school.

p.6

Next steps

Leaders should review the organisation of snack times to ensure children can access snack promptly, remain engaged in their play and learning, and continue to maintain positive behaviour. Leaders should consider the deployment of staff during nappy changing time and settling in to further enhance the high-quality interactions and ensure that babies are engaged and supported.

p.6

About this inspection

The inspector spoke with leaders, staff, parents and children during the inspection.

p.6

About this inspection

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. Registration date: 03/08/2021

p.6

About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

Urgent improvement

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.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8