Banana Moon Day Nursery - Nunhead

Banana Moon Day Nursery - Nunhead

Unique reference number (URN): 2776398 Address: St. Mary Magdalene Church Hall, 63 St. Mary's Road, London, SE15 2EA Type: Childcare on non-domestic premises Registered with Ofsted: 02/01/2024 Registers: EYR Registered person: Logicous 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 Strong standard

Children, including those with special educational needs/or disabilities or who face other barriers to their learning, achieve consistently well. They are very well prepared for the next stage of learning and starting school. They become highly independent. For example, they serve themselves at snack and mealtimes, even in the baby room, confidently using a serving spoon to put food on their plate. They become extremely confident communicators and express their needs and ideas well. Children access books eagerly and often share stories and comment on what is happening. Children build rapidly on their physical skills and confidently learn how to use equipment such as a seesaw, slide, football and turning roller wheel. They take part in regular sports sessions and thoroughly enjoy being outside.

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Behaviour, attitudes and establishing routines Strong standard

Staff have high expectations of the children. They have put systems in place to create a positive and happy environment where effective routines are established when transitioning from one area of the setting to another. This helps children develop very positive attitudes to learning. Staff model good manners, for example by saying 'please' and 'thank you' at every opportunity. Staff work with parents to address any unkind actions that occur at the setting to make sure that children feel safe attending and that parents also feel comfortable sending their children there.

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Behaviour, attitudes and establishing routines Strong standard

Children behave extremely well. They move around the setting sharing resources fairly and are supported to resolve any conflicts by staff. Children learn staff's expectations when it is time to go outside and know that they need to get their coats. Children also know when it is lunchtime, as they, including those in the toddler room, follow routines such tidying up and helping staff to put away resources. They then wash their hands before eating, helping them to foster positive hygiene habits. Children know to get a tissue to wipe their nose and then to put it in the bin, managing their own personal needs with great confidence.

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Children's welfare and wellbeing Strong standard

Staff are aware of children's individual needs and work hard to meet them. They supervise children well to ensure that they are safe, including at mealtimes. For example, staff are fully aware of any new guidance around safe eating in order to promote children's welfare. Staff expertly help children learn to keep themselves safe. For instance, they teach them how to use equipment, such as the seesaw or climbing frame, safely. Children remember simple guidance and the reason for it, such as why it is safer to use the middle part of the seesaw and not the end. Staff follow very well-established routines, such as for sleep times, that support children's wellbeing very effectively.

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Children's welfare and wellbeing Strong standard

Children form good attachments with their key persons from the beginning, and staff are on hand to support them whenever they are unsettled. Staff warmly and sensitively support children's emotional wellbeing, making sure they are highly attentive to their individual needs. They skilfully offer calm support and reassurance when needed. This helps children feel extremely secure and flourish in their care.

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Curriculum and teaching Strong standard

Leaders have embedded a high-quality curriculum that supports the interests of the children in their care and builds on their independence. They are clear about what they want the children to learn in each room in order to be ready for the next stage in their development. Staff plan activities that build on children's skills and allow them to make great progress from their starting points. Staff have high expectations for the children in their care and are aware of what they want children to achieve across all areas of their learning and development.

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Curriculum and teaching Strong standard

Staff support children to move confidently around the setting and access activities. Trips that are planned for the children are also used to support the planning of activities for children. Key persons work closely with each other to pass on any relevant information about the children who come to take part in different activities. They weave mathematics into children's experiences as much as possible. For example, they add number cards to most activities to encourage children to carry out counting activities whenever possible. Books are at the heart of the curriculum and are also used as part of many activities, helping to rapidly build children's vocabulary. For instance, children use books to identify and name toy animals that they find while scooping out water. Staff also encourage children to share books during play, and they confidently turn the pages correctly. Staff support children's communication and language skills extremely well. For instance, they encourage children to

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Curriculum and teaching Strong standard

name the animals they saw on a recent visit to a farm in a farm-based activity.

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Inclusion Strong standard

Staff quickly identify children who have barriers to their learning, including those with special educational needs and/ or disabilities (SEND). They work very successfully with outside agencies and use information provided by them highly effectively to support children and help rapidly close any gaps in learning. Staff work extremely closely with parents and carers to find out more about the children in their setting. Leaders ensure that staff make excellent use of their individual skills, such as speaking other languages, to support and include all children in the setting. For example, children listen to stories and songs in their familiar home languages.

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Inclusion Strong standard

Staff implement plans and suggestions from other agencies and closely monitor the impact of their practice. This ensures that adjustments are made as needed to make a sustained difference to the children. For instance, staff use support for those with SEND effectively in order for all children to have access to the same learning.

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Leadership and governance Strong standard

Leaders have an excellent understanding of the strengths and weaknesses of the setting. They identify any areas for improvement accurately and take swift and effective action to address them. They place a consistent emphasis on staff development, ensuring that staff have regular supervision sessions. They put in place precisely tailored training that supports staff to contribute to the continuous development of the provision and the quality of practice at the setting.

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Leadership and governance Strong standard

Leaders form excellent relationships with parents and involve them in many aspects of the setting. For example, they recently held an art exhibition with work produced by children and parents. There are highly effective arrangements in place for sharing information about children to ensure that parents are fully up to date. This shared approach ensures that children experience a highly consistent approach to their care and learning and thrive in all aspects of their development.

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

Children are happy and calm in this high-quality setting. Staff skilfully support them to quickly grow in independence. Staff ensure that children's needs are catered for quickly and that highly effective systems are put into place to support them. When children start at the setting, staff sensitively help to settle them and then plan for their interests and needs moving forward. This gives children an excellent start and helps them achieve well. Children form good attachments with their key person, which plays an important role in their development at the setting. They are nurtured and cared for well. Staff share children's progress with their parent very effectively and encourage them to also share crucial information about their children to help support them at the setting. This ensures a highly consistent approach that helps children to thrive.

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

Children who speak English as an additional language receive effective support, such as through the sharing of stories and songs in their home language. For example, staff provide books in their home languages and learn phrases to use to support them at the setting. Children's diverse backgrounds are celebrated regularly, with parents invited to take part. Disadvantaged children, those with special educational needs and/or disabilities and those who may face other barriers to their learning are quickly identified, and an effective plan is put into place to support them. This helps all children feel a sense of belonging.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known (or

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Address:

St. Mary Magdalene Church Hall, 63 St. Mary's Road London SE15 2EA

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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. previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

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

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About this inspection

We carried out this inspection under sections 49 an 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. This data is from 16 April 2026

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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. 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

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 .

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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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