Merry-Go-Round

Merry-Go-Round St James Church Hall, Church Street, Weybridge, Surrey, KT13 8DE

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Inspection date

Previous inspection date 22 April 2016 19 April 2012

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3

Effectiveness of the leadership and management Requires improvement Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Requires improvement Outcomes for children Requires improvement

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This provision requires improvement. It is not yet good because:

 The managers do not monitor children's progress or the observation and planning process effectively. Staff are not always clear about what individual children need to learn next. Not all activities consistently challenge children as well as they could, which limits the progress children make.  Staff do not always manage children's behaviour consistently. They sometimes miss minor conflicts about sharing toys, for example, and do not consistently support children's behaviour during larger, organised group activities, to help children learn how to behave.  Staff do not use mealtimes effectively to help children learn about healthy eating and to engage positively with others.  The managers do not use self-evaluation effectively to identify areas for development and improve outcomes for children.

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It has the following strengths

 Children are happy and settle well. Staff form positive relationships with parents and they work well together to support children's emotional well-being.  Staff provide a wide range of experiences for children that encourage them to play as soon as they arrive, and to engage in some of their favourite activities.  Children enjoy being physically active indoors and outdoors. They have opportunities to run, and learn to balance and control their bodies.

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What the setting needs to do to improve further

To meet the requirements of the Early Years Foundation Stage and the Childcare Register the provider must:

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Due Date

 improve the monitoring, observation, planning and assessment of children's development so that all children engage in challenging activities that consistently support them in what they need to learn next 30/05/2016

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Due Date

 improve staff's skills so they manage children's behaviour consistently and help them to behave appropriately. 30/05/2016

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Due Date

To further improve the quality of the early years provision the provider should:

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Due Date

 provide children with more support to make healthy choices at mealtimes and to engage positively with others to develop their social and communication skills  develop self-evaluation to more accurately identify and address areas for development to improve outcomes for children.

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Inspection activities

 The inspector toured parts of the setting used by children.  The inspector held a meeting with one of the managers.  The inspector conducted a joint observation with one of the managers.  The inspector took into account of parents' views and spoke to staff at appropriate times during the inspection.  The inspector sampled a range of documents, including children's records and the safeguarding procedure.

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Effectiveness of the leadership and management requires improvement

Safeguarding is effective. The managers follow clear procedures to ensure staff suitability, which they monitor yearly. The managers and staff understand their responsibility to report any concerns they have about children and are clear about the procedures to follow. Regular support meetings help to identify staff training needs. This has led to increased physical activities to engage boys in their learning. However, the managers do not monitor children's progress closely, or ensure that observation and planning supports children's learning effectively. The managers have made some improvements since the last inspection, which has led to improved partnerships with parents and how they share information with them.

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Quality of teaching, learning and assessment requires improvement

Staff provide a varied range of activities that cover all areas of learning adequately. Children enjoy drawing and playing with construction activities. Overall, staff engage well with children. For example, they help children to complete puzzles and match shapes, to develop children's mathematical understanding. However, staff are not aware of all children's individual learning and do not consistently extend and challenge them further. Staff support children's investigative skills well by helping to create pathways for cars, where children enjoy observing how the cars roll through tunnels. Staff complete some observations and assessments of children's learning that inform the weekly plans. However, the manager does not monitor this regularly, and the planning does not always accurately include what individual children need to learn next, to focus staff input more precisely. For example, staff miss opportunities to develop some children's pencil control

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Quality of teaching, learning and assessment requires improvement

and to extend others in their early writing skills. This hinders the rate of progress that children make.

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Personal development, behaviour and welfare require improvement

Staff do not always consistently teach children to resolve minor squabbles and disagreements so that children learn what is expected and how to adapt their behaviour accordingly. Children develop some sense of security through routines activities. However, staff do not organise mealtimes effectively so that children can make consistently healthy food choices and learn to socialise and engage with others positively during this time. Children enjoy regular opportunities to play outside.

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Outcomes for children require improvement

Overall, children engage well. They gain some skills that prepare them for future learning and school. For example, they learn to solve problems through activities such as puzzles and sorting shapes. However, children do not always receive sufficient challenge in their learning to increase their skills, or have clear expectations about how to behave.

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Setting details

Unique reference number EY220882 Local authority Surrey Inspection number 842577 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 4 Total number of places 40 Number of children on roll 57 Name of provider Merry Go Round Limited Date of previous inspection 19 April 2012 Telephone number 07990 743537

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Setting details

Merry-Go-Round nursery registered in 2002. It is located in Weybridge, Surrey. The nursery is open each weekday from 9.15am to 12.30pm during term time only. There are nine members of staff, four of whom hold a level 3 early years qualification. The other staff are unqualified. The nursery receives funding to provide free early education for children aged two, three and four years.

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Setting details

This inspection was carried out by Ofsted 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.

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Setting details

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection.

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Setting details

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Setting details

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Setting details

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