Banana Moon Day Nursery Stirchley

Banana Moon Day Nursery Stirchley
Unique reference number (URN): 2642007
Address: 77-79, Cartland Road, Birmingham, B30 2SD
Type: Childcare on non-domestic premises
Registered with Ofsted: 03/08/2021
Registers: EYR, CCR
Registered person: Baby Harvey Ltd
Inspection report: 12 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, typically make
progress from their starting points. However, variations in how the curriculum and daily
routines are implemented mean that babies and children do not consistently build on their
knowledge across all areas of learning.
Children show growing confidence and increasing knowledge through their play and
interactions. For example, in the outdoor area, a child demonstrated their understanding of
how to use taps and control the flow of water while playing in the mud kitchen.
Children are confident learners who independently access a wide range of resources and
activities and enjoy sharing their ideas with adults and their peers. They develop early
mathematical understanding through everyday routines and strengthen their physical skills
through active play, including balancing and large-movement activities. Children engage
with familiar stories and join in with repeated phrases, which supports them to remember
and use new language.
Overall, children are appropriately prepared for their next stage in learning, including their
move on to school.
Behaviour, attitudes and establishing routines Expected standard
Children behave well and demonstrate positive attitudes to learning. Staff create a calm and
purposeful atmosphere where children feel secure and supported. Warm and supportive
relationships and attachments are evident, supported by a well-established key-person
system. Parents report that their children are well supported and settled within the setting.
Staff are positive role models and support children to develop good social skills. They
encourage turn-taking, sharing and cooperation through their interactions and modelling. As
a result, children treat each other with kindness and respect. Praise is used effectively by
staff to reinforce positive behaviour. In the baby room, staff use facial expressions and warm
interactions to engage babies, who respond positively.
Children are supported to develop important learning behaviours, such as memory and
concentration, through activities like singing and group experiences that help them focus,
remember things and manage their attention. Staff know the children well and use
observations and assessment to make adaptations where needed to support behaviour and
engagement.
Attendance and punctuality are promoted, and parents recognise the importance of this.
Leaders need to further develop snack routines to reduce waiting times, as delays currently
impact children's engagement and behaviour.

Children's welfare and wellbeing Expected standard
Staff support children's welfare and wellbeing well throughout the setting. Clear policies and
procedures underpin the setting's approach to safeguarding children's welfare. Both parents
and staff report feeling well supported by leaders. The environment is safe, welcoming and
nurturing. Parents comment positively on the warm atmosphere, noting that leaders greet
every child and that staff are consistently welcoming and positive.
Good hygiene practices are promoted through daily routines and help children to develop
independence. Staff also promote healthy choices and independence at mealtimes. Clear
progression is evident across the age groups. For example, babies are supported to begin
serving themselves, toddlers practise using cutlery, and pre-school children confidently
serve themselves and clear away their plates. Sleeping routines are organised effectively
and are responsive to the different needs of the various age groups, helping children to feel
secure and well rested.
However, staff deployment during key routines is not always optimised, which means some
children are not consistently supported to remain engaged. More careful organisation of staff
during these times will help to maintain high-quality interactions and ensure that babies who
are waiting remain engaged and well supported. Leaders should consider how staff are
positioned to support babies' learning, care and emotional wellbeing, and to maintain
consistent engagement.
Curriculum and teaching Expected standard
The setting has a clear curriculum in place as part of the wider franchise approach. Staff
have received training to support its implementation and are becoming increasingly familiar
with how it supports children's learning and development. Leaders recognise the need to
continue supporting staff to further embed the curriculum so that it is consistently
understood and delivered across all rooms.
Assessment is used effectively to support children's progress. Staff know their key children
well and can confidently discuss their development. Next steps in learning are clearly
displayed in each room, helping staff to plan activities and experiences that build on
children's interests and developmental needs. Where necessary, staff make appropriate
adaptations to ensure activities and experiences meet the individual needs of all children
and support inclusive learning.
Communication and language are a clear priority. Staff have received a range of training to
further strengthen their practice. Overall, staff interactions typically support children's
developing language and confidence, although this is not yet consistent across all routines.
Children are also supported to recognise and understand their emotions.
There are many opportunities for physical development and exploration. Early literacy is
promoted well through book sharing, mark-making opportunities and activities where
children act out stories and take on characters. Mathematical learning is woven naturally
throughout daily routines. Equality and diversity are promoted effectively, including
recognition and celebration of the diverse backgrounds of both children and staff.

Inclusion Expected standard
Strategies and support are effectively in place to support children with special educational
needs and/or disabilities (SEND). Staff know the children well, including those beyond their
key groups, enabling them to identify individual needs and respond appropriately. They
confidently use an effective approach to plan support and make necessary adaptations to
ensure all children can access learning and care experiences.
Staff support children's communication and language development effectively. They model
vocabulary and use a range of strategies, including signs, symbols, body language and
facial expression, to help children understand and communicate. Cultural differences among
children and families are recognised and respected, helping children to feel valued and
included.
Leaders monitor the impact of support carefully and review strategies regularly to ensure
they are effective in reducing barriers to children's learning. All staff have received relevant
training, which supports their understanding of SEND and inclusive practice. They are able
to identify how additional funding can be used to further support children's development.
Staff seek advice when needed and make referrals to other professionals and agencies to
ensure children and their families receive appropriate support.
Leadership and governance Expected standard
Leadership and governance are effective. Staff and parents speak positively about the
recent improvements made to the leadership structure, and parents are also complimentary
about the staff team. Leaders, supported by the nominated individual and franchise staff,
have quickly developed a good understanding of the setting and work closely with staff to
support their practice.
Leaders have a clear vision for the setting and understand its strengths as well as the areas
that require further development. They are taking appropriate action to drive improvement
and continue to work together to embed consistent practice across the provision. Staff have
addressed areas identified at the previous inspection and subsequent visit, and leaders are
aware of where further work is needed.
Staff workload and wellbeing are considered, and leaders provide opportunities for staff to
share training they have attended and explore how this can be implemented in practice.
Clear induction procedures are in place, which staff confirm supports them well in their roles.
Leaders make effective use of supervisions and staff meetings to monitor practice and
support professional development.
Leaders work well with other professionals and have developed strong partnerships with
parents. Parents report feeling well supported, appreciate the recent changes and value the
daily feedback shared through the app, which helps them support their children's learning at
home.

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
What it's like to be a child at this setting
Children arrive at nursery happily and are warmly welcomed by friendly, familiar staff who
help them settle quickly into their day. Children have strong, trusting relationships with their
key person and confidently seek cuddles, comfort and reassurance when they need it. This
helps children to feel safe, secure and valued in this inclusive environment.
Staff work closely with parents and carers to understand children's starting points and
individual needs. This partnership helps staff to support children's next steps in learning
effectively. Staff are knowledgeable about the children in their care and make thoughtful
adaptations to ensure everyone can take part. As a result, all children feel welcome and
included and make progress from their starting points.
Children enjoy their time at nursery and engage in purposeful play. Older children
confidently explore the wide range of opportunities available in the outdoor area. They show
curiosity as they play in the muddy area and experiment with water in the mud kitchen. As
they explore, they begin to make predictions about what might happen next, developing their
early thinking and problem-solving skills, while also building their physical skills as they
climb, balance and move in different ways. Younger children delight in sharing stories and
singing nursery rhymes with caring staff, helping to develop their language and
communication skills.
Children are developing their independence well. They follow simple routines, such as
tidying away resources when asked, serving their own food at mealtimes, and putting on

Inspector:
Amanda Picken
About this setting
Unique reference number (URN): 2642007
Address:
77-79
Cartland Road
Birmingham
B30 2SD
Type: Childcare on non-domestic premises
their shoes and coats. These opportunities help children take responsibility and build the
skills they need for their growing independence.
Children benefit from a broad curriculum. Babies respond with excitement during interactive
singing sessions, toddlers proudly complete tasks independently, and pre-school children
play collaboratively and respectfully, sharing resources with their friends. Over time, children
build a wide range of skills that support their learning, wellbeing and readiness for school.
Next steps
Leaders should review the organisation of snack times to ensure children can access
snack promptly, remain engaged in their play and learning, and continue to maintain
positive behaviour.
Leaders should consider the deployment of staff during nappy changing time and settling
in to further enhance the high-quality interactions and ensure that babies are engaged
and supported.
About this inspection
The inspector spoke with leaders, staff, parents and children 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.

Registration date: 03/08/2021
Registered person: Baby Harvey Ltd
Register(s): EYR, CCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30
Local authority: Birmingham
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 12 March 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
93
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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