Banana Moon Day Nursery West Bromwich

Banana Moon Day Nursery West Bromwich
Unique reference number (URN): EY491036
Address: Stone Cross, Jervoise Lane, West Bromwich, West Midlands, B71 3AR
Type: Childcare on non-domestic premises
Registered with Ofsted: 01/12/2015
Registers: EYR, CCR, VCR
Registered person: Abz Childcare Ltd
Inspection report: 30 March 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
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.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
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.

Expected standard
Achievement Expected standard
All children, including those with special educational needs and/or disabilities or other
barriers to their learning, typically achieve well from their starting points. They make
progress in their communication and language skills and confidently interact socially with
familiar adults and their peers. Children build a firm foundation of mathematical knowledge
and enjoy exploring numbers and scientific concepts.
Children typically develop independence as they become fully involved in self-help tasks,
such as serving their own food and pouring their own drinks. Children pay attention to detail
and achieve pencil control as they explore using a range of mark-making tools. Overall,
children develop the skills and attitudes needed to feel well prepared for the next stage of
their education.
Behaviour, attitudes and establishing routines Expected standard
Leaders support staff to set realistic expectations for children across the provision. They
regularly discuss the most effective ways to support children to make positive behaviour
choices. For example, staff make adaptations at mealtimes and provide one-to-one support
to children who are still settling, helping them to feel secure. Staff foster nurturing
relationships with children to ensure that they feel safe and secure. Children form early
friendships and are well supported in cooperating. For example, staff praise turn-taking and
encourage children to help each other during tasks, such as tidying away.
Staff working with younger children support them to understand where it is safe to climb.
They help them down gently when they climb onto furniture. Leaders provide resources to
expand opportunities for physical development to meet children's need for adventurous play.
Leaders and staff work in partnership with parents and carers to support their understanding
of the positive impact of regular attendance and punctuality. For example, leaders
encourage parents to ensure that their children arrive on time for circle time so they can be
fully involved in group learning.
Curriculum and teaching Expected standard
Overall, leaders implement a well-sequenced curriculum that is typically well taught. Staff
receive training during induction that helps them identify starting points to plan across all
areas of learning. Staff make appropriate adjustments to their teaching methods to support
children with special educational needs and/or disabilities (SEND) to thrive. For example,
they adapt the drop-off arrangements to support children with SEND who find separation
from their parents and carers difficult.
Older children appropriately share their feelings. Staff support them effectively, responding
promptly when children tell them they are 'angry'. They skilfully help children to resolve any
difficulties. Consistent modelling of mathematical concepts by staff builds children's
knowledge through play. For example, children are keen to measure the height of their

Needs attention
towers as they use construction materials. They know which one is 'taller' and work together
to identify the 'shortest'.
Staff support children's communication and language development effectively. They narrate
children's play and build on their interests and motivations. For example, staff extend
children's vocabulary through a simple outdoor scientific experiment, building on their
enthusiasm for creating volcanoes with dough. Children benefit from outdoor play, which
helps them develop confidence in their physical abilities. Staff model mark making with chalk
on tree trunks, which delights the youngest children. They happily follow staff's lead in
making large circular movements, which helps to build strength in their large muscles.
Inclusion Expected standard
Leaders typically implement an effective procedure to identify and assess children's
individual needs. The special educational needs coordinators work in close partnership with
colleagues to ensure that they access training that enables them to meet the needs of
children with barriers to their learning. For example, staff in the baby room recently attended
training to extend their knowledge of communication and language development. This helps
them to support children's development in this area of learning.
Staff work with external professionals and services to ensure that they make appropriate
adjustments to the provision that will promote the development of children with special
educational needs and/or disabilities (SEND). For instance, they ensure effective use of light
and shade and provide large resources for children with a visual impairment. These
adjustments help children with SEND to become fully engaged in experiences on offer.
Generally, relationships with parents and carers are effective. The special educational needs
coordinators meet with parents and other professionals every 3 months to discuss children's
progress and agree on new targets. This ensures that parents are purposefully involved in
their children's learning.
Overall, leaders have effective oversight of additional funding that children receive. They
work with key persons to provide resources and experiences that narrow gaps in children's
learning and help them to reach their potential. For example, staff provide play equipment to
promote children's gross motor development and active play for children who do not have
access to outdoor play space at home.
Children's welfare and wellbeing Needs attention
Leaders have not ensured that procedures consistently promote children's welfare and
wellbeing. For instance, they have not informed parents and carers about damage to the
building that made part of the baby room unusable. However, leaders did take appropriate
steps to make the area safe, meaning children were not placed at immediate risk. In addition
to this, procedures to ensure children's dietary requirements are not always followed
correctly. However, leaders have reflected and taken action to address this.

Leaders have not ensured that staff members carry out consistent risk assessment to
ensure children's safety both indoors and outdoors. For example, staff do not identify thorny
plants that grow in spaces where children play. That said, leaders respond promptly to
eliminate this risk following professional discussion.
Leaders have not identified inconsistencies in the routines that staff members use when
supporting younger children's personal development. For example, staff working with babies
do not follow a consistent or effective handwashing routine to promote their early
understanding of hygiene.
An effective key-person system is in place that helps children develop a sense of connection
and emotional wellbeing. Children across the setting, including those with special
educational needs and/or disabilities, benefit from nurturing relationships with their familiar
adults. Staff support children to understand their feelings and consistently use the language
of emotions. This ensures that children feel understood across the setting.
Staff support children to develop their understanding of a healthy lifestyle. They create
opportunities at snack and mealtimes to encourage babies and children to try new foods and
extend their knowledge of healthy eating. Children benefit from outdoor experiences and
engage in numerous active play opportunities. These include bending and stretching,
crawling and digging as they look for worms after the rain.
Leadership and governance Needs attention
Leaders did not inform Ofsted of a significant event resulting in a change to the premises as
required, when exposure to poor weather caused damage to part of the ceiling in the baby
room. Leaders did not update parents and carers effectively about the action taken to
minimise risk and keep children safe while accessing this space. Additionally, leaders have
not ensured that staff carry out ongoing risk assessment in the outdoor play space.
Leaders have developed an action plan to drive and monitor improvement, although this is
not yet consistently effective. For instance, leaders have not ensured that staff implement
age-appropriate and consistent hygiene practices across the setting. There has been a
change of leadership since the previous inspection. New leaders demonstrate a positive
attitude to improvement. Staff report being clearer about their roles and responsibilities.
They receive regular supervision sessions. This has a positive impact on staff's professional
development. Staff receive purposeful feedback on their performance and, together with
leaders, identify specific development targets.
The special educational needs coordinators support colleagues to engage effectively with
parents of children with special educational needs and/or disabilities (SEND). This ensures
that they are fully involved in decisions affecting their children. Staff also work in partnership
with external agencies and make prompt referrals to ensure that children get the support
they need. This helps children with SEND to feel confident as they move to the next stage of
their learning journey.

Compulsory Childcare Register requirements
This setting has met the requirements of the compulsory part of the Childcare Register.
How we check if a provider meets the requirements of the Compulsory Childcare
Register
When we check if settings meet the Compulsory Childcare Register requirements, they can
have the following outcomes:
Met
Not met
Voluntary Childcare Register requirements
This setting has met the requirements of the voluntary part of Childcare Register.
How we check if a provider meets the requirements of the Voluntary Childcare
Register
When we check if settings meet the Voluntary Childcare Register requirements, they can
have the following outcomes:
Met
Not met
What it's like to be a child at this setting
Children's experiences in the setting are shaped by some weakness in how leaders and
staff manage the environment. For example, when poor weather caused damage to part of
the ceiling in the baby room, leaders did not inform Ofsted of this significant event as
required. While leaders screened off the affected area so that children could not access it,
which meant babies remained safe in their immediate surroundings, they did not ensure that
parents and carers understood the action taken to maintain children's welfare and wellbeing.

Outdoors, leaders and staff have not consistently assessed risks in the garden, where
thorny plants grow in areas children use for play. This means children may encounter
avoidable hazards during their time outside. Inside, younger children do not always benefit
from consistent care routines. For example, staff do not consistently implement appropriate
handwashing routines for babies. This limits opportunities for children to build early
foundations for positive hygiene practice.
Children and their families develop positive relationships with the caring staff team. Children
arrive happily and are eager to see their peers. They enthusiastically become involved in
learning. Older children make clear choices in their play and select resources to extend
games with their friends. For example, children enjoy working cooperatively to construct
tracks for their cars. Secure arrangements for induction ensure that meaningful information
is gathered from parents to plan effectively for children's individual learning. Leaders take
this opportunity to embed the importance of regular attendance so that children can make
progress and reach their potential. Staff use information gathered in addition to their own
observations to assess and record children's starting points. This helps to identify gaps, and
staff use this analysis to plan, taking into account children's interests and motivations.
Children with special educational needs and/or disabilities and those with other barriers to
their learning are well supported to engage fully in learning opportunities. For instance, staff
use dark table cloths and larger resources to ensure that the environment is visually
inclusive for all children. Children build their friendships with peers. They develop into
confident and curious learners. Staff support all children to develop the skills and attitudes
needed to feel well prepared for the next stage of their education. Overall, children
demonstrate increasing independence. Across the setting, they receive encouragement to
develop the skills needed for the future, such as serving their food and pouring drinks.
Next steps
To meet the requirements of the Early years foundation stage and Childcare Register the
provider must take the following actions by the assigned date:
Action Completion Date
improve risk assessment processes to ensure that
hazards to children's safety are swiftly identified and
prompt action taken
18/04/2026
provide training and support for staff and monitor
practice to ensure understanding and implementation of
effective hygiene routines across the setting
18/04/2026

Inspectors:
Lisa Gadsby
Lisa Robinson
About this setting
Unique reference number (URN): EY491036
Address:
Stone Cross
Jervoise Lane
West Bromwich
West Midlands
B71 3AR
Type: Childcare on non-domestic premises
Registration date: 01/12/2015
Registered person: Abz Childcare Ltd
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30
Local authority: Sandwell
About this inspection
The inspector spoke with leaders, staff, the special educational needs and/or disabilities
coordinator and parents and carers during the 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.
We carried out this inspection as a result of a risk assessment, following information we
received about the provider. The provider will be able to give parents further information
about this.
The inspection started on 30 March 2026. Inspectors telephoned on 29 May 2026 to gather
additional evidence in line with Ofsted inspections and visits: Deferring, pausing and
gathering additional evidence policy.

Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 30 March 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
52
Our grades explained
Exceptional
Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
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.
Needs attention
The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement
The setting needs to make urgent improvements to provide the expected standard of
education and/or care.

The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
services providing education and skills for children and learners of all ages, and inspects
and regulates services that care for children and young people.
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.
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.
This publication is available at https://reports.ofsted.gov.uk.
Interested in our work? You can subscribe to our monthly newsletter for more information
and updates: http://eepurl.com/iTrDn.
Piccadilly Gate
Store Street
Manchester
M1 2WD
T: 0300 123 1231
Textphone: 0161 618 8524
E: enquiries@ofsted.gov.uk
W: www.gov.uk/ofsted
© Crown copyright 2026
© Crown copyright