Banana Moon Nunhead 2

Banana Moon Nunhead 2

Unique reference number (URN): 2621836 Address: St. Thomas The Apostle Church, 81 Evelina Road, London, SE15 3HL Type: Childcare on non-domestic premises Registered with Ofsted: 18/12/2020 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 make excellent progress from their starting points due to staff's ability to address barriers which exist in children's lives. Children are sociable and confident learners, demonstrating the ability to use their communication and language skills in a range of contexts, including sharing their needs. Children confidently express their ideas, hold conversations with each other and enthusiastically talk about their home lives.

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Achievement Strong standard

Children with special educational needs and/or disabilities, those who are disadvantaged and those who face other barriers to their learning receive well-targeted support through plans specific to them, enabling them to make significant progress. This approach supports all children to achieve exceptionally well.

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Achievement Strong standard

Children develop the knowledge and skills they need for their next stage of learning, including school. They become self-assured learners who are able to solve problems, express their feelings and work collaboratively with others.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff have developed a warm, inclusive environment where children feel safe, valued and included. From the start of children's time at the setting, staff prioritise building long-lasting relationships with all families. They make informed decisions to modify routines so that every child is supported. For example, staff recognise that some children become upset when the environment becomes overwhelming. They ensure children have consistent access to the outdoor environment, therefore allowing children to learn in smaller groups. Staff provide additional support when needed, acting swiftly to provide reassurance. Changes are effectively implemented and reviewed throughout the day to support children's changing needs and behaviours. This helps children to feel secure and ready to learn.

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Behaviour, attitudes and establishing routines Strong standard

Staff are caring and calm in their approach to supporting children's behaviour. Children follow the expectations set by staff as they show kindness and respect towards their friends, demonstrating positive attitudes to learning. Children respond enthusiastically to being given responsibilities, eagerly joining in and helping with tasks, such as filling up the water jug at mealtimes. Staff allow children time and space to manage their feelings and are using books, such as 'The Colour Monster', as children begin to develop an understanding of their emotions.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff understand their role in promoting good attendance to make sure their impact on children's development and wellbeing is effective. Staff follow clear procedures to monitor attendance and understand the importance of notifying leaders when children unexpectedly do not attend the setting.

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Children's welfare and wellbeing Strong standard

Leaders and staff understand the importance of including the whole family within the setting and invest a significant amount of time in planning ways to strengthen their nursery community. For example, parents attend barbeques and events at the setting where they get to meet with their children's key person as well as meeting other parents. Staff maintain excellent communication through daily discussions and regular updates via online communication. Parents value these opportunities and report their appreciation for the ongoing commitment of staff to prioritising their children's welfare and wellbeing.

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Children's welfare and wellbeing Strong standard

Staff celebrate each child's individuality and ensure that children see themselves represented within the environment. For example, staff encourage children to talk about their home lives to begin to understand their similarities and differences, they celebrate cultural days and use the different languages staff speak to support children who speak English as an additional language to feel heard.

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Children's welfare and wellbeing Strong standard

Children develop increasing independence in managing their personal care routines. They wash their hands before eating, serve their own food based on their preferences and confidently manage everyday tasks. During mealtimes, staff sit with children, encouraging discussions about healthy food choices and remind children of how to stay safe when eating.

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Curriculum and teaching Strong standard

Leaders and staff have seamlessly implemented a highly inclusive curriculum that meets the needs of all children, including those with special educational needs and/or disabilities and those who face other barriers to their learning. They place a high focus on teaching children the key skills for future learning, with a clear emphasis on communication and language, mathematics and personal, social and emotional development. Leaders and staff plan experiences outside of the setting, such as trips to museums and the local dentist, to enhance children's understanding of the world around them.

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Curriculum and teaching Strong standard

Staff deliver high-quality teaching. They consistently adapt their teaching methods to meet children's individual stages of development. They skilfully narrate alongside younger children's play, repeating key words and phrases which children then begin to use themselves. Older children benefit from interactions about topics that interest them which extends their knowledge. Staff have a clear understanding of what children need to learn and are creative in their delivery which helps to capture children's interest. Staff enthusiastically read stories to ignite children's curiosity. Children listen intently to stories, developing a love of books.

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Curriculum and teaching Strong standard

Parents value the discussions and updates they receive to understand what their children are learning. Parents feel included in their children's educational journey and can extend their children's learning at home through the advice and guidance that staff share.

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Inclusion Strong standard

Leaders and staff celebrate the unique qualities of each child, meaning that all children feel a sense of belonging in the setting. They have a measurable impact on the lives of children with special educational needs and/or disabilities and those who face other barriers to their learning. Children's development is rigorously monitored to review their progress from their individual starting points. Staff regularly assess children's progress using targeted plans and staff highlight children's achievements as they progress over time. Through this approach, children make significant improvements with their communication skills as well as their personal, social and emotional development over a short period of time.

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Inclusion Strong standard

Leaders and staff work cohesively with other professionals to ensure staff deliver high- quality, research informed practice. For instance, leaders work closely with speech and language therapists to support children who face challenges to communicate with others. They take on advice from professionals and look at suggested activities to implement. Leaders and staff then develop well-thought-out plans which align with children's next steps. Leaders and staff work closely with parents throughout this process to make sure children benefit from a consistent approach in the setting and at home.

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Inclusion Strong standard

Leaders recognise the importance of effective support for disadvantaged children and purposefully apply funding to enhance children's learning and development. Leaders communicate clearly with staff and parents to make adaptations to the setting environment. This includes purchasing resources for children to use at the setting and at home.

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Leadership and governance Strong standard

Leaders place children and their families at the centre of their decisions, maintaining a clear vision for continuous improvement. The visible presence of leaders and those responsible for governance within the setting creates a positive culture where parents and staff alike feel supported and valued. Leaders know the strengths of their team well and provide regular guidance, encouragement and challenge to ensure practice continues to develop. For example, they ensure team meetings are used to address any gaps in staff's knowledge.

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Leadership and governance Strong standard

Those responsible for governance support leaders to drive improvement through a well- planned programme of staff training. For example, staff access face-to-face and online training on behaviour management, safeguarding and purposeful play. Leaders use feedback and observations to support staff in putting this knowledge into practice and implement improvements that benefit children. Following recent training, staff share that they feel their development is invested into and they are empowered to fulfil their roles.

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Leadership and governance Strong standard

Leaders consistently place focus on staff wellbeing and ensure staff have strategies to manage their own wellbeing. Staff speak positively about the support they receive from leaders and demonstrate high levels of passion for supporting children and their families. This results in children benefitting from a skilled, dedicated team of staff who continually strive for excellence. Leaders and staff work cohesively with parents and other professionals to secure the best possible outcomes for children. These collaborative relationships mean that children receive timely and dedicated support.

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

Children thrive at this setting. They arrive happily and build strong relationships with the staff and other children. They are well cared for by staff, who take the time to truly understand their needs. Children are well involved in nursery life, and routines are adapted to meet their learning and development needs. Children understand hygiene practices and how to keep themselves healthy through the skilful teaching of staff. They take responsibility for key tasks such as going to fill the water jug up for their friends at mealtimes, showing a sense of pride when they return. Mealtimes are a social time, where staff encourage children to discuss the food they are eating and the benefits this has on their health. Through these experiences, children build their social skills and confidence in interacting with others.

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

Children develop a love of reading. They bring their favourite books to staff who read them with expression and passion. Staff pause and discuss key features of the books which leads to interesting discussions. All children are invited to join in with group stories which allows them to understand different viewpoints and develop a very effective sense of belonging with those around them.

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

Children develop mathematical skills through explicit teaching from staff. They count cutlery as it is handed out at mealtimes, explore how much water containers can hold in the water tray and use their fingers to symbolise the amount of objects they have counted.

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

Children's understanding of the world around them is deepened by leaders' understanding of the experiences children need to get during their time at the setting. For example, children have visited the market to explore cultural foods, the Royal Air Force museum and have met professionals who care for them such as the dentist. Staff build on these experiences and share relevant books to ensure children successfully understand what they are being taught.

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Next steps

Leaders should ensure continued improvement in the setting's already successful work to remove barriers for children from disadvantaged backgrounds to realise a

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Address:

St. Thomas The Apostle Church 81 Evelina Road London SE15 3HL

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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. transformational impact on all children's inclusion and wellbeing.

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About this inspection

The inspector spoke with leaders, staff, designated safeguarding leads, children and parents and carers 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 30 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

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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