URN 2863619 · Inspected 2026-09-14 · Published 2026-10-26 · Inspector: Seema Parmar
Banana Moon Day Nursery Hounslow Unique reference number (URN): 2863619 Address: The Lawn, 100 Lampton Road, Hounslow, TW3 4EB Type: Childcare on non-domestic premises Registered with Ofsted: 09/10/2025 Registers: EYR Registered person: Say Nurseries Limited Inspection report: 14 September 2026 Exceptional Strong standard Expected standard Needs attention Urgent improvement Urgent improvement Safeguarding standards not met Leaders have not ensured that there is an open and positive culture around safeguarding that adequately protects children from harm. They do not use risk assessments effectively to identify weaknesses in building security or take prompt action to reduce intruder risks. For example, leaders do not manage access to the nursery effectively. They do not identify or reduce risks linked to the nursery's security systems. Weak security arrangements allow unauthorised people to enter the premises. Furthermore, people who no longer require access to the premises retain entry permissions through the biometric system. Staff do not verify the identity of all visitors before they enter the nursery. As a result, children and staff remain exposed to avoidable intruder risks. 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. Achievement Urgent improvement Children do not achieve as well as they could. Weak teaching and support limit the progress children make from their starting points. They do not develop the age-appropriate knowledge and skills they need across all areas of learning. Children do not receive support that meets their individual learning and developmental needs. Children with speech and language delays, emerging special educational needs and/or disabilities, and those who speak English as an additional language do not receive effective support. Consequently, children do not make the best possible progress in their learning and development. Children do not sustain their engagement in learning. They do not develop the communication, language and thinking skills they need for future learning. Although children gain some knowledge through incidental learning experiences and daily routines, children are not prepared well enough for the next stages of their learning and development. Behaviour, attitudes and establishing routines Urgent improvement Leaders do not ensure that staff understand how to support children's behaviour effectively. They do not identify or address weaknesses in behaviour practice promptly. Staff do not respond effectively when children lose focus or disengage from learning. Children move between activities without purpose and lose interest quickly. Staff do not help children sustain their engagement or develop positive attitudes to learning. Staff do not reinforce behavioural expectations effectively. Children do not receive clear guidance to help them understand expectations, learn right from wrong or develop positive relationships with others. Staff do not adapt their approach to support children with emerging special educational needs and/or disabilities. Some children communicate their needs through their behaviour. Staff do not recognise or respond to these cues effectively. Children benefit from procedures that help staff check on their welfare when they do not attend as expected. Children access a range of activities and play alongside their peers. Staff occasionally encourage children to share and take turns during play. Children are familiar with daily routines and anticipate key parts of the day, such as snack and mealtimes. However, weaknesses in staff interactions limit children's participation and learning. Children's welfare and wellbeing Urgent improvement Leaders do not implement the key-person system effectively. As a result, children do not receive consistent care and support from adults who know them well. Staff do not understand the importance of secure attachments sufficiently well. They do not use daily routines effectively to support children's emotional wellbeing. For example, staff do not always help babies build relationships with familiar adults during settling-in visits. Staff do not use care routines consistently to promote children's communication, emotional security or sense of belonging. Staff do not recognise and respond to children's emotional and developmental needs effectively. Some children seek support from adults through their actions and behaviour. Staff do not always understand or respond to these cues appropriately. They do not adapt care and support effectively for children with emerging special educational needs and/or disabilities. Consequently, some children do not receive the comfort, reassurance or support they need. Children's care needs are met appropriately. Staff follow suitable hygiene practices, supervise children while eating and implement safe sleep arrangements appropriately. Children receive healthy meals, fresh drinking water and daily opportunities to play outdoors in the fresh air. Children begin to develop some independence during mealtimes and daily routines. However, weaknesses in care practices, key-person arrangements and building security compromise children's welfare and wellbeing. Curriculum and teaching Urgent improvement Leaders do not ensure that children benefit from an ambitious curriculum. They do not monitor the quality of teaching or deploy staff effectively to support children's learning and development effectively. As a result, weaknesses in teaching remain. Staff do not demonstrate a secure understanding of what children know and can do. They cannot explain the intended learning for activities or how learning builds on children's existing knowledge and skills. Staff do not have a secure understanding of age-appropriate developmental expectations. They do not place sufficient focus on communication and language. Staff do not use interactions effectively to develop children's vocabulary, language or thinking. Children with speech and language delays and emerging special educational needs and/or disabilities do not receive the support they need. Staff do not understand how to support children who speak English as an additional language well enough. Consequently, some children do not access learning fully. Staff do not teach mathematical concepts explicitly. Opportunities to develop children's mathematical understanding are missed. However, children gain some knowledge through incidental learning experiences and daily routines. Staff do not implement the curriculum effectively. Consequently, children do not develop the knowledge and skills they need for the next stages of their learning and development. Inclusion Urgent improvement Leaders do not identify, assess or meet children's needs effectively. They do not have a secure understanding of the needs of children with emerging special educational needs and/or disabilities (SEND). Leaders do not act promptly when concerns about children's development arise. As a result, children do not receive the help they need at the earliest opportunity. Staff do not understand children's individual needs well enough. They cannot explain how they support children with speech and language delays or emerging SEND. Children who need additional support do not receive targeted help to access learning opportunities. Barriers to learning and wellbeing remain in place. Leaders do not seek timely support from external professionals when concerns arise. They do not demonstrate how they review or adapt support strategies to meet children's changing needs. Consequently, children do not receive effective support to help them make the best possible progress. Children with additional needs do not access an ambitious learning experience. Staff do not adapt their interactions or teaching or the environment effectively. Children spend time disengaged from learning and miss opportunities to develop the knowledge and skills they need for future learning. These weaknesses mean that children with emerging SEND do not receive the support they need to achieve well from their individual starting points. Leadership and governance Urgent improvement Leaders do not provide effective oversight of the provision. In addition, recent changes in leadership have not been managed effectively. As a result, leaders do not have a secure understanding of the quality of the provision or children's experiences. Leaders do not ensure that those with leadership responsibilities understand the provision well enough to fulfil their duties effectively. They do not hold important information about children or demonstrate sufficient oversight of practice. Consequently, weaknesses remain unidentified. Leaders do not monitor safeguarding, teaching and care practices effectively. They do not identify weaknesses in staff practice promptly or take effective action to improve the quality of education and care. Leaders do not ensure that staff receive effective induction, supervision, coaching and professional development. Staff do not receive the guidance they need to understand their roles and responsibilities or implement the curriculum effectively. Leaders do not give sufficient consideration to staff wellbeing when making deployment decisions. As a result, some staff face additional pressures that affect their ability to carry out their roles effectively. Leaders do not maintain effective oversight of children who require additional support. They do not use information provided by parents to identify, assess and support children's needs effectively. Consequently, children do not always receive support that reflects their individual needs and circumstances. Weaknesses in leadership, oversight and accountability limit leaders' capacity to secure the improvements children need. Leaders follow safer recruitment procedures appropriately. They complete the required suitability and vetting checks before staff work with children. Leaders understand the action to take when attendance causes concern and have procedures in place to follow up children's absences. What it's like to be a child at this setting Children are not protected from avoidable intruder risks because leaders do not manage access to the nursery effectively. Weak security arrangements mean that people can enter the premises without appropriate checks. Children do not benefit from a safe and secure environment. Children do not receive the support they need to learn and develop well. Staff do not understand children's individual needs sufficiently well. Children with emerging special educational needs and/or disabilities and those who speak English as an additional language do not receive timely support to reduce barriers to their learning and development. As a result, children do not make the progress they are capable of. Children do not benefit from teaching that builds on what they already know and can do. Staff do not use information about children's development effectively when planning learning experiences. Children move between activities and lose interest quickly. Staff do not help children sustain their engagement in learning. Consequently, children are not prepared well enough for the next stages in their learning and development. Children do not receive effective support to understand behavioural expectations. Staff do not help children develop positive attitudes to learning or learn right from wrong. Some children struggle to engage in learning, and adults do not respond effectively to their individual needs. Children do not benefit from effective key-person relationships. Staff do not know children well enough to provide personalised care and support. Children miss opportunities to develop secure attachments and a strong sense of belonging. Children explore the activities available to them and play alongside their peers. They approach familiar adults for comfort and reassurance. However, weaknesses in teaching, care and support mean that children do not experience the quality of education and care they deserve. Next steps The provider is not meeting the requirements of the Early years foundation stage and Ofsted intends to take enforcement action. We will issue a Welfare Requirements Notice requiring the provider to have taken the following actions by the assigned date: Action Completion Date ensure risk assessments are robust, regularly reviewed and effectively implemented to identify, monitor and manage security risks, including unauthorised access through the biometric entry system 09/10/2026 ensure all entry points are effectively monitored and controlled so that unauthorised persons cannot access the premises and all visitors' identities are checked before entry is permitted 09/10/2026 ensure there is a named deputy who is capable, qualified and able to take charge in the manager's absence 09/10/2026 ensure staff are deployed effectively to supervise children and meet their individual needs to keep them safe 09/10/2026 ensure staff understand and consistently implement appropriate strategies to support and manage children's behaviour, taking account of their individual needs 09/10/2026 ensure the key-person system is implemented effectively so that children's individual care, learning and emotional needs are met 09/10/2026 ensure all staff receive effective induction, training and professional development to understand their roles and 09/10/2026 Inspector: Action Completion Date responsibilities and provide high-quality learning, development and care for children implement effective supervision arrangements to provide staff with coaching, support and training, and promote their suitability, wellbeing and effectiveness in meeting children's needs 09/10/2026 ensure effective arrangements are in place to identify, assess and support children with emerging special educational needs and/or disabilities and seek timely support from relevant external agencies 09/10/2026 To meet the requirements of the Early years foundation stage the provider must take the following actions by the assigned date: Action Completion Date ensure staff promote the programme for communication and language effectively and adapt their teaching to meet the differing needs of all children, including those who speak English as an additional language 09/10/2026 ensure staff implement a broad and ambitious curriculum that meets the learning and developmental needs of all children 09/10/2026 About this inspection 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. 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. The inspector spoke with the nominated individual, leaders, practitioners and parents during the inspection. Seema Parmar About this setting Unique reference number (URN): 2863619 Address: The Lawn 100 Lampton Road Hounslow TW3 4EB Type: Childcare on non-domestic premises Registration date: 09/10/2025 Registered person: Say Nurseries Limited Register(s): EYR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30 Local authority: Hounslow Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 14 September 2026 Children numbers Age range of children at the time of inspection 1 to 3 Total number of places 71 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. 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