Banana Moon Day Nursery Harlow – Ofsted Inspection
Banana Moon Day Nursery Harlow
Inspection date 26 October 2018
This inspection: Good 2
Effectiveness of leadership and management Good 2
Quality of teaching, learning and assessment Good 2
Personal development, behaviour and welfare Outstanding 1
Outcomes for children Good 2
Summary of key findings for parents
The provision is good
• Children are very happy, confident and extremely well behaved. They show that they have excellent self-esteem and that they feel emotionally secure. Staff create many meaningful opportunities for children to share aspects of the traditions and celebrations that are important to them and their families.
• Staff work extremely closely with parents and offer them valuable guidance and support to help them to access support and specialist interventions for their children. Staff attend ongoing training to help ensure they can continue to meet children’s needs in the event of an emergency, accident or injury.
• Staff place a strong focus on supporting children who speak English as an additional language to develop good communication skills. They encourage parents to share words in different languages and often use these, along with sign language, to help to strengthen children’s understanding of instructions.
• Effective supervision of staff helps the management to foster their development needs and expertise. Staff are motivated to undertake further training and regularly evaluate their performance. This helps to drive improvement and enhance the quality of teaching.
It is not yet outstanding because:
• Occasionally, staff ask questions in quick succession or provide answers to questions before giving children time to fully consider and express their own thoughts and responses.
What the setting needs to do to improve further
To further improve the quality of the early years provision the provider should:
• Extend the good teaching skills further to help children to think about and formulate their responses to questions that staff ask.
• The inspector observed the quality of teaching during activities indoors and outdoors and assessed the impact this has on children’s learning.
• The inspector spoke to staff and children at appropriate times throughout the inspection.
• The inspector completed a joint observation with the nursery manager.
• The inspector held a meeting with the nursery manager and a quality improvement advisor. She looked at relevant documentation and evidence of the suitability of staff working in the setting.
• The inspector spoke to parents during the inspection and took account of their views.
Effectiveness of leadership and management is good
The management monitors closely the progress of different groups of children and uses this information to inform ambitious plans for improvement. This helps children to continue to benefit from rich and varied experiences. Safeguarding is effective. Risk assessments are continuously reviewed and consider the individual development and medical needs of children. The management and staff deploy themselves flexibly to help ensure children benefit from good levels of direct support and attention always. They are fully aware of their roles and responsibilities in protecting children. The signs of abuse and neglect are well understood by the staff and they know what to do should they have any concerns about a child’s welfare. They are vigilant and professional in their work with vulnerable children, families and the other agencies involved with them.
Quality of teaching, learning and assessment is good
Staff make effective use of assessment to help to develop a secure understanding of each child’s individual learning needs. They regularly introduce new games and activities according to children’s interests, which helps to stimulate and enhance their learning. For example, when children show an interest in climbing, staff create eye-catching, hanging displays and sturdy surfaces for them to step up on. Staff provide plenty of opportunities to encourage babies to explore and discover new textures. Babies enjoy touching pieces of pumpkin covered in shaving foam. Children are encouraged to use books to find out more about the world around them. They share a book about Diwali and make strong connections with their own experiences of learning about the religious festival.
Personal development, behaviour and welfare are outstanding
Staff caring for babies offer superb levels of comfort and reassurance. This helps to develop younger children’s confidence and emotional well-being, particularly when they are settling in. Children show an excellent regard for the needs of others. For example, toddlers recognise when others feel anxious about going down the slide and very kindly offer to show them how to do it safely. Staff seize every opportunity to praise and instil this highly positive behaviour. Staff foster children’s eagerness to take on important responsibilities. For example, they encourage them to make decisions about the nursery as part of their role on the children’s council. Children proudly put on a special vest and carry a clipboard to record their risk assessment of the garden. This helps them to think very carefully about hazards and how they can keep themselves and others safe.
Outcomes for children are good
All children make at least good progress, including those who are in receipt of additional funding. When the time comes, they are well equipped with the skills they need to move successfully on to school. Given their starting points, children who have special educational needs and/or disabilities demonstrate remarkable progress in their social development. They begin to initiate contact with others and play alongside them following a similar theme. Babies join in readily with actions and repeated words in songs which helps to support their early speaking skills.