Banana Moon Day Nursery

Banana Moon Day Nursery

Unique reference number (URN): EY452671 Address: Oakslade, Station Road, Hatton, WARWICK, CV35 7LH Type: Childcare on non-domestic premises Registered with Ofsted: 22/01/2013 Registers: EYR, CCR Registered person: Saw the Gap Consultancy Limited

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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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Children's welfare and wellbeing Strong standard

Staff consistently support the health and wellbeing of children. Key-person systems are highly effective in meeting the needs of children. Young babies have their personal care needs meet with dignity and respect. Children smile and wave at staff as they arrive. Children thoroughly enjoy the vast outdoor areas. There are lots of opportunities for children to develop their physical strength, balance and coordination. They can explore and use their imaginations outside. Regular fresh air and being in nature supports children's emotional wellbeing.

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Children's welfare and wellbeing Strong standard

There is a sharp focus on teaching children about their own health and taking risks. This includes regular opportunities for risky play and learning how to keep themselves safe. Older children clearly understand appropriate boundaries when talking about their own bodies. All children enjoy healthy food, drinks and snacks. Drinking water and regular hydration is a priority. Leaders ensure that policies, procedures and practices are reviewed and effectively amended. Allergy management is now secure. Additional checks are in place to ensure no children receive food they are allergic or intolerant to. Leaders take swift action to embed routines about headcounts, ensuring children are safe as they move around the nursery. Sun safety, handwashing and personal hygiene routines are consistently embedded into practice. This helps children to be safe.

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Inclusion Strong standard

Support for children with special educational need and/or disabilities or other barriers to their learning is highly effective. Staff consistently reduce barriers to children's learning. They swiftly identify children's needs. Leaders and staff rigorously monitor their progress. Leaders ensure there are no delays in making referrals to other agencies. They work closely with external professionals to ensure children get the early and ongoing support they might need. Staff share regular developmental reports with parents and carers. They ensure strategies are shared between home and nursery. Leaders adapt staffing levels and numbers of children so that staff can meet children's needs effectively.

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Inclusion Strong standard

Staff adapt the environment and routines to meet the needs of the children consistently. For example, staff complete assessments on the rooms children are due to move to. They use funding to buy resources and soft furnishings to support this transition and make children feel comfortable. This approach ensures that children with barriers to their learning feel like they belong and are included. Key persons know their children extremely well and their specific targets. They share this vital information among the wider staff team. This ensures there is a consistent approach. This has a sustained impact on children's outcomes.

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Achievement Expected standard

Children demonstrate secure knowledge across all areas of learning. They make steady progress from their various starting points. However, they do not yet benefit from more consistent and high-quality teaching to support them to achieve at the highest level. Young babies meet their physical milestones. They quickly learn to stand and explore their surroundings. Older children leave the nursery talking confidently. All children are keen to learn and show a positive attitude to understand more. They can listen and concentrate.

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Achievement Expected standard

Children demonstrate an understanding of their own personal care needs. They can correctly name their anatomical body parts, and this helps to keep them safe as they grow. Typically, children behave well and follow rules and expectations. They form friendships and show kindness to others. Children understand mathematical concepts, for example shape, size and capacity. They enjoy counting in sequence and adding one more. Children are suitably prepared for their next stage in education.

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Behaviour, attitudes and establishing routines Expected standard

Staff typically have high expectations for children's behaviour. They address any incidents of poor behaviour quickly and sensitively. Children generally behave well. Staff praise and encourage manners. Children relish the support from staff when they achieve something new. This builds children's resilience and self-esteem.

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Behaviour, attitudes and establishing routines Expected standard

Staff adapt the routines to meet children's needs. Children learn the expectations of the nursery. They willingly help to tidy up and look after their belongings. Children learn to play games together and work alongside others. They build relationships with their peers and key persons. Staff support children to take turns and resolve minor conflicts with their friends. Staff gently implement rules and boundaries. They are positive role models. As a result, children demonstrate an eagerness to learn and can follow instructions and the routines of the day. They show respect towards others and are prepared well for their next stage in education.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote regular attendance and the importance of children accessing early education. This ethos is shared with parents and carers. This helps to establish positive habits ready for school.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the quality of teaching and the curriculum. They can identify areas that require further development. Leaders have a clear plan to monitor staff practice more closely to ensure consistently high-quality practice is seen across the team. They recognise that further training opportunities will support staff with techniques and strategies to enhance their teaching style and practice. Children learn in a sequential way and are well prepared for school. Staff build on children's prior knowledge. They weave mathematics into everyday practice and also teach this area explicitly. Staff introduce mathematical concepts throughout children's play. There is a sharp focus on supporting children's communication and language. Staff use songs, stories and popular nursery rhymes to encourage children to learn new words and sounds. They speak and sing slowly and clearly so that all children can listen and join in.

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Curriculum and teaching Expected standard

Typically, staff ask well-timed questions to encourage children to think and problem-solve. Children demonstrate a love for books. Attentive staff follow children's interests. Staff cleverly introduce important topics through reading to children. For example, staff share stories with older children about keeping their body parts private and how to manage their personal health. Typically, staff support children to understand their similarities and differences. However, they do not plan further opportunities for children to learn about the wider community and its diversity.

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Leadership and governance Expected standard

Leaders have an accurate understanding of the setting's strengths and priorities for improvement. They take appropriate action when there are any incidents and they regularly share information with Ofsted as the regulator. Leaders provide staff with appropriate support and training. Staff wellbeing is a priority, and staff say they feel well supported. There is a feeling of mutual respect, and staff work well as a team. Staff morale is high. This leads to a happy and motivated staff team where team members clearly enjoy coming to work. They are all working in the best interests of children.

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Leadership and governance Expected standard

Leaders reflect on previous experiences and use that as a positive to make improvements. They take swift action to address any concerns. Leaders thoroughly investigate and make changes to practice so that they minimise the impact on children. They have an appropriate action plan, but further precision is required to target the areas for development. There are still improvements to be made across the nursery to raise the standards further so that children receive a consistently high-quality education.

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Leadership and governance Expected standard

Parents and carers are overwhelmingly positive. They say communication is a key strength between home and nursery. Parents feel valued and attribute their children's development to that of the nursery.

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Compulsory Childcare Register requirements

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

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Register

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

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

Children clearly feel happy, safe and secure at this inviting nursery. There is a calm and positive environment where all children can thrive. Children and families are welcomed each day by attentive staff. There is a real sense of community where all children can feel they belong.

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

There are vast areas and opportunities for children to access learning outdoors. This nurtures children's love for nature and exploration. Children enjoy playing with friends and working collaboratively. There are lots of opportunities for children to practise and repeat new skills. Children enjoy regular forest school activities. Staff encourage children to take age-appropriate risks, such as climbing trees and cooking on an open fire. This is preparing children with vital skills, such as understanding their own limits and boundaries. They also learn to listen and follow important rules that keep them safe.

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

Attentive staff form close relationships with children. They know children well. Staff offer opportunities for children to follow their own ideas and use their imaginations. Children with barriers to their learning receive the highly focused support they might need. For example, children with special educational needs and/or disabilities consistently receive accurate and rigorous assessment of their needs. This means that any gaps in their development are swiftly identified. Leaders and staff use funding and professional experts to adapt the environment to help reduce any barriers they may face.

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

There is an ambitious curriculum that builds on children's prior knowledge. Children take part in activities that spark their curiosity. They demonstrate a positive attitude towards their learning. Children behave well, play nicely in small groups and chat with their friends. These important social skills support them to be confident communicators. Children proudly share their achievements and look forward to telling their families about how they enjoy their time in nursery.

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Next steps

Leaders should provide training and support to staff to help them implement highly effective teaching and interactions so that children excel in their learning and development. Leaders should use further opportunities to expand on children's knowledge and understanding of the wider diverse community.

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Address:

Oakslade, Station Road Hatton WARWICK CV35 7LH

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Saw the Gap Consultancy Limited

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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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About this inspection

The inspectors spoke with leaders, staff and the special educational needs coordinator during the inspection.

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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. This data is from 9 July 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

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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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