Banana Moon Day Nursery Chipping Norton

Banana Moon Day Nursery Chipping Norton

Unique reference number (URN): EY560111 Address: Evans Way Off Walterbush Road, Chipping Norton, Oxfordshire, OX7 5DQ Type: Childcare on non-domestic premises Registered with Ofsted: 25/06/2018 Registers: EYR Registered person: T&J Ltd

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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.

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How we evaluate safeguarding

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

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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.

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Achievement Expected standard

Children engage well in activities that reflect their interests and support purposeful learning. They demonstrate confidence and increasing independence, showing pride in their achievements. Children develop effective communication skills, enabling them to express their needs and ideas clearly. Older children recognise and talk about different emotions, which supports positive interactions during play. Younger children benefit from the introduction of new vocabulary. They repeat actions and words and show enjoyment as they dance and sing.

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Achievement Expected standard

Carefully adapted activities mean all children, including those who face barriers to learning, can participate fully and make progress towards their individual next steps in learning and development. Children form positive relationships and demonstrate kindness as they help their friends during their play. Children are confident when taking on opportunities to build independence. For example, older children manage their self-care needs independently and self-serve their food at mealtimes.

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Behaviour, attitudes and establishing routines Expected standard

Managers and staff have created a warm and welcoming environment in which children feel safe and secure. Staff develop positive and caring relationships with children, who show clear attachments and seek out staff when they need support, comfort and reassurance. Regular communication with parents enables staff to respond effectively to children's changing needs, further strengthening children's emotional wellbeing. Overall, children behave well and demonstrate an understanding of the expectations of the setting. Staff act quickly to support children and use calm, nurturing approaches to guide behaviour. However, staff do not always explain why certain behaviours are inappropriate. This limits opportunities for children to develop an understanding of how their actions may affect themselves and others.

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Behaviour, attitudes and establishing routines Expected standard

Children play well alongside and with each other. Older children are forming friendships and engage in shared play, negotiating roles and ideas with increasing confidence. With staff support, children are learning to share and take turns, particularly when using certain equipment or participating in group activities. For example, older children wait patiently to take turns using the computer, they understand they need to wait for the sand timer to run out before it is their turn. In addition, during this time, children learn about online safety and how they can keep themselves safe when using electronic equipment. Managers and staff follow procedures for non-attendance and ensure parents understand the importance of punctuality and attendance to support children's emotional security and learning.

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Children's welfare and wellbeing Expected standard

The key-person system is implemented effectively and supports children to form secure and trusting relationships with staff. Children show they feel safe and secure in the setting. They seek out familiar adults for comfort, reassurance and support when needed. Staff maintain regular and meaningful communication with parents, which enables them to respond promptly to children's changing needs. For example, staff gather information about sleep times for babies and follow this at the setting, providing consistency and continuity of care. Parents and staff work closely together during transitions such as potty training. As a result, staff have a detailed understanding of each child's background, interests and changing routines which they use to adapt the care they provide.

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Children's welfare and wellbeing Expected standard

Staff plan a wide range of experiences that promote children's understanding of a healthy lifestyle. Children benefit from daily opportunities to be outdoors in the fresh air, where they develop their physical skills and enjoy active play. During outings in the local community, staff support children to learn how to keep themselves safe. They reinforce expectations for behaviour in different environments, including during forest school sessions. Staff also provide thoughtfully planned activities that help children to recognise, express, and manage their emotions. They are attentive to children's individual needs and offer tailored support, including access to appropriate resources and unhurried time. This enables children to process their feelings effectively and develop self-regulation skills.

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Curriculum and teaching Expected standard

The setting offers an ambitious and well-sequenced curriculum that promotes children's learning and development across all areas. Effective planning takes account of children's individual needs and stages of development, this ensures that activities build on what children already know and can do. As a result, children make continuous progress and demonstrate increasing independence. They approach tasks with confidence and curiosity. However, on occasion, staff step in too quickly to complete tasks for children. This limits opportunities for children to think critically and develop their own solutions.

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Curriculum and teaching Expected standard

Overall, communication and language skills are promoted effectively. Staff use clear, age- appropriate language and engage children in meaningful conversations. Purposeful questions encourage children to recall previous learning that deepens their learning and understanding. Mathematics is generally well embedded within children's play and daily routines. Older children are introduced to mathematical language and concepts as they explore. This practice is not yet consistent across the whole staff team and at times opportunities are missed to support younger children's understanding of early mathematics.

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Curriculum and teaching Expected standard

Staff support children's physical development well both indoors and outdoors. They encourage babies to practise climbing safely and build strength, while older children develop coordination and control as they take part in ball games and other physical challenges.

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Inclusion Expected standard

Leaders demonstrate a commitment to inclusion and ensure that the needs of all children are understood and met effectively. Staff carry out regular observations and accurate assessments, which enable them to identify gaps in children's learning and development at the earliest opportunity. They use this information well to support children's starting points and ensure that those with special educational needs and/or disabilities, and those facing other barriers to learning, receive targeted and appropriate support. Children and their families benefit from timely intervention and ongoing guidance, enabling children to make the best possible progress. Staff work closely with external professionals and agencies, seeking advice to ensure children receive the specialist help they require.

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Inclusion Expected standard

The environment is carefully organised to be inclusive and accessible for all children. Staff skilfully adapt their interactions and teaching strategies to match children's individual needs, which reduces barriers to learning and promotes children's emotional wellbeing. As a result, all children receive support to achieve the progress they are capable of. Leaders have a secure understanding of eligibility for additional funding and use this effectively. This includes providing targeted resources and support that further promotes children's development, wellbeing and learning.

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Leadership and governance Expected standard

Leaders and managers have a clear understanding of the quality of care and education provided. They carry out regular and effective evaluation of staff practice, which enables them to identify strengths and prioritise areas for further improvement. This reflective approach supports ongoing development across the setting. For example, leaders have recognised the need to enhance staff knowledge in promoting children's communication and language skills and have implemented support to ensure consistency in this area.

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Leadership and governance Expected standard

Leaders and managers work well with other agencies to ensure that changes made improve outcomes for children. Safer recruitment procedures are robust, and new staff receive an induction programme that prepares them well for their roles. Staff benefit from regular supervision meetings that support their wellbeing and provide opportunities to discuss professional development. As a result, staff feel valued, confident and motivated in their work.

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Leadership and governance Expected standard

Leaders and managers ensure staff have access to relevant training that enables them to meet children's individual needs effectively, including the needs of children with special educational needs and/or disabilities and those who may face additional barriers to learning. However, leaders have not ensured that all staff, including those in management roles, consistently understand and implement the setting's policies. Inconsistencies in practice occasionally impact the overall effectiveness of provision such as children's mathematical development and children understanding the impact of their actions.

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

Children arrive happy, confident and excited to begin their day in this welcoming and inclusive setting. Staff greet children warmly and have a secure understanding of their individual interests and developmental needs. Staff thoughtfully plan activities based on what children enjoy and what they need to learn next. As a result, children are highly engaged, motivated and confident learners who show sustained interest in activities they choose for themselves. They explore both the indoor and outdoor learning environments with enthusiasm, demonstrating curiosity and independence. Staff build secure partnerships with parents. The setting effectively uses information gathered from parents to ensure consistency between home and the setting. Staff carefully follow children's routines from home, helping them to settle quickly and feel safe and secure. Secure attachments are evident, and children form strong, trusting relationships with staff. They confidently seek

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

support, comfort or reassurance when needed, showing that they feel emotionally secure within the setting.

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

The curriculum is well organised and covers all areas of learning. It is designed to support children's development and prepare them effectively for the next stage in their learning, including the transition to school. Children play well alongside each other and increasingly engage in cooperative play. Older children develop positive friendships and demonstrate strong social skills. For example, children work together during water play, discussing roles, negotiating turn-taking and deciding together how to complete the task. Staff are positive role models and generally support children's behaviour and learning well.

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

Staff work closely with parents to promote regular attendance and punctuality, recognising the importance of this for children's learning and wellbeing. Staff identify barriers to learning effectively, ensuring all children make good progress, including those with special educational needs and/or disabilities.

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Next steps

Leaders should further develop staff's knowledge and skills of how to help children solve problems in their play. Leaders should continue to build staff knowledge to further enhance the quality and consistency of children's mathematical development. Further support children's behaviour by consistently explaining the impact of their actions. Ensure all staff, including management, understand and implement policies consistently and effectively.

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About this inspection

The inspector spoke with leaders, practitioners, special educational needs coordinator and parents during the inspection.

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Address:

Evans Way Off Walterbush Road Chipping Norton Oxfordshire OX7 5DQ

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Address:

Type: Childcare on non-domestic premises

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Address:

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

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Facts and figures used on inspection

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

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Children numbers

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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Children numbers

We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information about this.

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Exceptional

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

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Strong standard

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

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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.

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Needs attention

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

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Urgent improvement

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

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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.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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