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
Inspection report: 30 July 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.

Strong standard
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.
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.
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.
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.
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.
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.

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.
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.
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.
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.
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.
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.

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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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

Inspector:
Brad Flavien
About this setting
Unique reference number (URN): 2621836
Address:
St. Thomas The Apostle Church
81 Evelina Road
London
SE15 3HL
Type: Childcare on non-domestic premises
Registration date: 18/12/2020
Registered person: Logicous Ltd
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30
Local authority: Southwark
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.
About this inspection
The inspector spoke with leaders, staff, designated safeguarding leads, children 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.

This data is from 30 July 2026
Children numbers
Age range of children at the time of inspection
2 to 4
Total number of places
59
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.
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