Paint Pots Barton Stacey

Inspection of Paint Pots Barton Stacey Roberts Road, Barton Stacey, Winchester SO21 3RY

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

p.1

The provision is good

Children flourish socially and emotionally in this warm and welcoming pre-school. They arrive happy, confident and eager to greet familiar adults before engaging in a broad and interesting variety of activities. Strong relationships with their key person support children's emotional well-being, helping them to feel secure as they explore and learn. The staff successfully place children's interests and needs at the heart of the provision. For example, children thoroughly enjoy the range of activities outdoors that promote physical development.

p.2

The provision is good

All children, including those with special educational needs and/or disabilities (SEND), feel valued and supported. Staff work closely with families to ensure a calm and seamless start to the pre-school day. They create an environment where children feel supported and ready to engage in learning opportunities. Staff organise daily routines well, and these promote children's independence and social skills, encouraging them to make choices, explore their surroundings and develop confidence. This can be seen through children's behaviour and attitudes. For example, children are encouraged to take turns, listen and help each other.

p.2

The provision is good

The pre-school provides healthy snacks, fostering children's independence as they prepare and serve themselves. For example, children cut their fruit while staff engage them in exploring textures and tastes to support their communication and language development. These practices are carried out in a safe and hygienic manner. Children wash their hands and encourage their peers to do the same, further promoting their personal, social and emotional development as well as enhancing their physical development skills.

p.2

need to do better?

n Leaders promote a culture of reflection and continuous professional development. This fosters an environment of high standards of care and strong support for children's personal, social and emotional growth. Staff take part in peer observations and feedback sessions to improve the quality of teaching and learning. Leaders do not consistently ensure that staff deployment is effective in supporting the youngest children to concentrate and stay engaged in group activities. As a result, some children benefit more from these experiences than others. n Staff have created a broad and interesting curriculum that covers all areas of learning. However, they do not always precisely identify the learning intent for the activities planned within the curriculum. For example, the concentration levels of younger children are not fully considered in the organisation of large- group activities. As a result, there are times when some children do not remain

p.2

need to do better?

engaged and do not benefit as fully as possible during activities.

p.2

need to do better?

27 March 2025 n Staff provide effective support to children for communication and language skills through engaging interactions. For example, during 'bucket time' sessions, they introduce new words and ask thought-provoking questions to build vocabulary and critical thinking. Sensory activities help children express themselves with confidence. Group sessions, such as singing, support children's turn-taking and social development. Staff enthusiastically introduce children to a wide range of songs, giving them the choice of what they want to sing next. n Outdoor free-flow play promotes physical development through climbing and running games. Staff encourage turn-taking and social interaction. While staff demonstrate a strong focus on providing care and nurture, it is important to emphasise the need for maintaining a balance by actively integrating learning opportunities to consistently support children's progress and development.

p.2

need to do better?

n Staff are effective in identifying gaps in children's learning and development. Children with SEND receive tailored support to help them make good progress. Strong partnerships with external agencies enable timely interventions, leading to positive outcomes. Leaders have extensive expertise in SEND and work proactively with parents and professionals to meet children's individual needs. n Partnership with all parents is a strength of the pre-school; parents feel well supported through regular communication, such as updates via apps and emails. Strong home and pre-school partnerships provide consistency, helping children settle and progress. Staff prioritise positive relationships with families, tailoring support to individual needs and encouraging active involvement in children's learning journeys.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n support staff to more precisely identify the learning intent for planned activities, to more consistently reflect the ages and stages of development of all children taking part.

p.3

Setting details

Unique reference number 2712888 Local authority Hampshire Inspection number 10375946 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

p.4

inspection

Total number of places 40 Number of children on roll 36 Name of registered person Paint Pots Pre-School & Nursery Limited

p.4

reference number

Telephone number 01962 760039 Date of previous inspection Not applicable

p.4

Information about this early years setting

Paint Pots Barton Stacey registered in 2022. It operates from the grounds of Barton Stacey Church of England Primary School. The pre-school operates from 8.30am to 3pm, term time only. The pre-school provides government-funded places for children aged two, three and four years. There are five staff, of whom one holds a qualification at level 6 and three at level 3.

p.4

Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The manager and inspector completed a learning walk together of all areas of the pre-school and discussed the early years curriculum and what they want the children to learn. n Children told the inspector what they like to do when they are at pre-school. n Staff spoke to the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector and the manager carried out a joint observation of a communication and language activity. n Parents and carers shared their views of the pre-school with the inspector. n The manager provided the inspector with a sample of key documentation on request.

p.5

Inspection activities

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.

p.5

Inspection activities

27 March 2025 regulates and inspects to 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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.

p.5

Inspection activities

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 .

p.6

Inspection activities

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

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6