Banana Moon Day Nursery Walsall

Banana Moon Day Nursery Walsall

Unique reference number (URN): 2800217 Address: Banana Moon Day Nursery Walsall, 78-80 Ida Road, Walsall, WS2 9SS Type: Childcare on non-domestic premises Registered with Ofsted: 28/08/2024 Registers: EYR Registered person: Little Robbins Limited

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

Children approach their learning with enthusiasm and curiosity, showing confidence as they explore the range of resources and activities available to them. They build strong attachments with adults, which helps them feel safe, secure and ready to learn. Children benefit from a broad and balanced curriculum that supports all areas of development and encourages them to develop new skills and knowledge through meaningful experiences. Staff understand each child's individual starting point and use clear systems to identify and support children's needs effectively. As a result, all children make progress and typically develop the skills they need for the next stage in their learning. Children move confidently through transitions within the setting because staff prepare them well and maintain effective links with local schools. These positive relationships and consistent approaches help children feel reassured, settled and excited about new experiences and opportunities for

p.2

Behaviour, attitudes and establishing routines Expected standard

Behaviour across the setting is typically positive throughout the day, supported by positive relationships between children and staff. Practitioners encourage children to share, take turns and develop social skills through gentle reminders and consistent modelling. Clear daily routines are in place and children are confident in following these, which supports their sense of security and helps them settle quickly into activities and transitions to the different areas of the routine.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children show eagerness to explore the environment and engage positively with the wide range of available activities. Strong attachments between children and staff underpin behaviour management and contribute to children feeling safe, secure and ready to learn.

p.2

Behaviour, attitudes and establishing routines Expected standard

Most staff maintain high expectations for behaviour and conduct, and they know the children well, enabling them to respond appropriately to individual needs. However, approaches to managing behaviour are not always consistent, as children are sometimes removed from activities rather than staff taking time to clearly explain expectations and support understanding of appropriate behaviour.

p.2

Behaviour, attitudes and establishing routines Expected standard

Parents speak highly of the setting and the staff team, valuing the positive relationships and supportive communication they receive. Leaders and staff work effectively with other agencies when required to support children and families, ensuring a joined-up approach to meeting individual needs and promoting positive outcomes. Attendance is promoted effectively, and staff follow clear procedures to monitor and support children's regular attendance.

p.2

Children's welfare and wellbeing Expected standard

Children settle quickly into the safe, welcoming environment because staff establish clear and consistent care routines that help them feel secure and confident. Staff know children and families well and build positive relationships that support children's emotional wellbeing and sense of belonging. Babies receive attentive care that meets their individual personal needs appropriately, helping them feel safe and valued. Safer sleeping procedures are in place, and staff work closely with families to ensure continuity in care and consistency in children's routines. Assessment procedures are used to help staff to understand children's ages, stages, and next steps in development. As a result, children receive appropriate support and make progress in their learning and wellbeing.

p.2

Children's welfare and wellbeing Expected standard

There are daily risk assessment procedures in place to ensure that the environment is safe; however, this could be further enhanced by carrying out in-the-moment risk assessments throughout the day as situations arise.

p.3

Children's welfare and wellbeing Expected standard

Staff promote children's physical development well through a range of opportunities that encourage movement, coordination, and independence. Children also receive support to recognise, understand, and manage their emotions, helping them develop positive relationships and emotional resilience.

p.3

Children's welfare and wellbeing Expected standard

Children enjoy healthy, well-prepared meals and snacks and staff promote healthy lifestyles by discussing nutritious choices and naming fruits and vegetables during mealtimes. Lunchtime routines are generally organised well, with staff interacting positively with children and encouraging independence through self-serving. However, practice is not yet consistent across all groups. At times, resources such as cutlery and cups are not prepared in advance, which results in children waiting unnecessarily. This disrupts the routine, reduces engagement and leads to less consistent interactions between staff and children during these periods.

p.3

Curriculum and teaching Expected standard

The setting implements a clear curriculum that staff understand and use to support children's learning and development. The curriculum is broad and balanced, ensuring children experience a wide range of learning opportunities across all areas of development. Leaders ensure that new staff receive effective guidance and support to build their knowledge and confidence. Newer staff explain how training and ongoing support help them develop a secure understanding of the curriculum and increase their confidence in delivering it. More experienced staff demonstrate strong knowledge and apply the curriculum confidently in their daily practice.

p.3

Curriculum and teaching Expected standard

Staff use assessment effectively to support planning to met the needs of individual children, setting clear targets and supporting progress. Staff adapt learning for children with special educational needs and/or disabilities so that all children participate fully and make steady progress across the curriculum.

p.3

Curriculum and teaching Expected standard

Communication and language development runs throughout the curriculum, and most staff use high-quality interactions to extend children's learning effectively. Practitioners model vocabulary clearly, make meaningful comments and use questions successfully to encourage children to think, respond and communicate. However, high-quality interactions are not yet consistent across all staff, and this occasionally limits the quality of learning interactions for children. Staff also use songs and rhymes consistently throughout the day to support language development, listening and engagement. Mathematical language and concepts are naturally threaded through activities and routines. Children benefit from warm and secure attachments with staff, which help them feel emotionally safe and supported. Practitioners help children begin to recognise, manage and regulate their emotions. Opportunities for mark making appear both indoors and outdoors on

p.3

Curriculum and teaching Expected standard

a large and small scale. The outdoor environment promotes physical development through climbing, balancing, sliding, rolling, water play and mud-kitchen experiences.

p.4

Inclusion Expected standard

The setting creates a highly inclusive environment where every child is valued, supported and encouraged to achieve their full potential. Leaders demonstrate passion and commitment in ensuring children receive the help they need at the earliest opportunity. Early identification remains a clear priority and staff work closely with the Local Authority and other professionals to secure timely support and guidance for children and families.

p.4

Inclusion Expected standard

Staff implement clear procedures for identifying and tracking children with special educational needs, and/or barriers to learning. They have clear procedures and use consistent systems to ensure continuity and effective monitoring. Practitioners set clear and achievable targets for identified children and regularly review progress to ensure support remains effective. When additional help is required, staff make appropriate referrals promptly and use both Local Authority and setting documentation to support this process.

p.4

Inclusion Expected standard

The setting adapts the environment and practice effectively to meet children's individual needs. Staff use strategies such as visual signs and communication support to help children understand routines and access learning opportunities. Different-sized tables and chairs are thoughtfully provided to promote children's physical development, independence and comfort, this ensures all children can participate fully in daily experiences.

p.4

Leadership and governance Expected standard

Leaders demonstrate a commitment to the setting and show genuine passion for providing positive experiences for children and families. They know the setting well and accurately identify its strengths alongside areas for further development. Clear induction procedures help new staff understand expectations and settle into their roles effectively. Leaders work tirelessly to support staff and maintain the quality of the provision, particularly during periods of staff change. Leaders have taken effective action to ensure that staffing ratios continue to be met, helping to maintain children's safety and continuity of care. Although leaders are addressing recent staff changes, some inconsistencies in practice remain across the staff team and continue to be an area for further improvement.

p.4

Leadership and governance Expected standard

Staff benefit from regular and effective supervision sessions that encourage reflection of individual development. Staff respond positively to feedback and show a willingness to improve their practice. Leaders actively promote continuous professional development and ensure staff have access to relevant training opportunities. Effective partnerships with parents contribute positively to the setting. Parents speak highly of the staff team, value the support their children receive and feel well informed about their child's care and learning.

p.4

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

Children thrive in this safe, nurturing and welcoming environment where they feel secure, valued and confident in their surroundings. From the outset, children form strong and trusting attachments with their key workers, helping them to settle quickly and develop a strong sense of belonging. Parents and families are warmly welcomed into the setting and positive relationships between staff and families support children's emotional wellbeing and continuity of care.

p.5

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

Children are familiar with the daily routines and confidently explore the inviting environment and accessible resources. They independently select activities that interest them and show curiosity and enthusiasm in their play. Throughout the day, children delight in joining in with songs and rhymes and frequently encourage practitioners to sing alongside them, creating joyful shared experiences that support communication and language development.

p.5

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

A strong love of reading is evident across the setting. Children regularly choose books independently and enjoy sharing stories with staff, demonstrating pleasure and engagement during these interactions. Opportunities for mark making are thoughtfully provided both indoors and outdoors, encouraging children to express themselves creatively and develop early writing skills through meaningful play experiences.

p.5

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

Children benefit greatly from the stimulating outdoor environment where they enthusiastically run, climb, balance and slide, developing their physical skills and confidence. They particularly enjoy exploring the mud kitchen and water-play areas, which encourage imagination, cooperation and investigation. Babies show high levels of curiosity and delight as they explore paint through sensory experiences, fully engaging in their learning. Older children confidently investigate the environment and enjoy experimenting with water play and a variety of tools and equipment in the play dough area.

p.5

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

Parents speak highly of the setting, praising how happy their children are and valuing the supportive staff team who keep them well informed about their children's experiences and development.

p.5

Next steps

Leaders should continue to develop targeted support and coaching for staff to ensure consistently high-quality interactions with children and a shared approach to supporting behaviour and engagement.

p.5

Address:

Banana Moon Day Nursery Walsall 78-80 Ida Road Walsall WS2 9SS

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registered person: Little Robbins Limited

p.6

Address:

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

p.6

Address:

Local authority: Walsall Leaders should further enhance lunchtime routines to ensure consistent organisation across all groups of children, to reduce waiting times and promote engagement and independence. Leaders should improve the daily risk assessments further by ensuring they are updated in the moment throughout the day, accurately reflecting emerging risks and supporting consistent safety for children at all times.

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.

p.6

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.7

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.

p.7

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