Sticky Fingers Pre-School

Inspection of Sticky Fingers Pre- School c/o Redbridge Primary School, Studland Road, Millbrook, Southampton SO16 9BB

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Children are enthusiastic and ready to engage. Staff provide a meaningful learning environment and opportunities, which support and encourage children to be curious and proactive in their learning. For example, children are keen to compare sizes in the construction area. They also take pleasure in finding pictures of local places, which sparks their communication and language skills as they share their home experiences. Children take part in focused teaching sessions that allow them to practise a range of skills. For instance, using play knives and forks with dough helps children to build independent skills that support them during mealtimes.

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The provision is good

Children's voices are heard and respected, and they enjoy contributing their ideas. They take part in group decision-making, such as voting for the book or song of the day. Children work together to count the votes. They show a good level of understanding and acceptance when their choice is not selected. Staff show a strong awareness of each child's home background and provide thoughtful support. For example, children who may not have steps at home are given regular opportunities to practise climbing steps, ensuring a well-rounded developmental experience.

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The provision is good

Staff maintain consistent expectations, which fosters a sense of safety and security for the children. This helps support children to confidently follow the daily routine. They participate joyfully in familiar songs linked to transitions, such as welcoming, handwashing and goodbye songs.

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need to do better?

n Senior leaders are committed to continuous improvement and are actively engaged in evaluating the effectiveness of the pre-school. Together, they reflect on both successes and areas for growth. A recent priority has been supporting families to understand how regular attendance positively impacts children's learning and development. n The curriculum is thoughtfully planned by leaders. However, some staff are unclear about the rationale behind the skills and knowledge they teach and how this aligns with the pre-school's overall learning intentions. Children's next steps are sometimes too broad, so staff are not able to focus precisely on building children's learning. n Staff provide opportunities for children to learn how to keep themselves safe through memorable and age-appropriate songs. For instance, older children confidently talk about how to stay safe online and engage with enthusiasm as they learn about body safety.

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need to do better?

n Staff have access to a range of professional development opportunities, which positively influence the quality of experiences provided to children. For instance,

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need to do better?

7 May 2025 following training on children's well-being, staff created a calming area with resources that children actively use to help regulate their emotions. n Children's communication skills are nurtured through a range of support strategies. Visual aids help children, including those with special educational needs and/or disabilities, to understand the routine and know what comes next. Staff are skilled communicators, using both clear verbal communication and sign language to support all children in expressing their needs and wants. n Children form strong, trusting relationships with their key person, and their emotional well-being is well supported. Staff focus on equipping children with essential life skills that prepare them for the next stage of learning. For instance, older children are guided and encouraged to independently dress themselves, clean up after snack time and take care of their belongings. Behaviour is

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need to do better?

consistently positive, supported by staff who offer clear, consistent expectations. For example, children understand the pre-school rules and often help others to follow them. n Staff have established strong, positive relationships with parents, which contributes to the continuity of support between home and pre-school. For example, children take part in cooking activities and recipes are shared with families to try at home. This helps support healthy eating. However, communication about children's current developmental milestones is not always consistent, limiting opportunities for shared understanding and learning support. n Leaders and staff collaborate closely with other professionals to support smooth transitions, particularly as children prepare for school. As part of this process, children are given opportunities to explore school play areas, helping them become familiar with the setting and easing their move into a new environment.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

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

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should:

n strengthen staff's understanding of the curriculum and how to identify and support precise next steps for children's learning n strengthen existing parent partnerships so that parents are kept consistently up to date about children's learning and development.

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Setting details

Unique reference number EY427440 Local authority Southampton Inspection number 10380407 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

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inspection

Total number of places 32 Number of children on roll 36

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Name of registered person

Green Lane Playgroup (Southampton) Committee

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reference number

Telephone number 02380 764717 Date of previous inspection 7 June 2019

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Information about this early years setting

Sticky Fingers Pre-School registered in 2011. It operates from a purpose-built building within Redbridge Primary School in Southampton, Hampshire. The pre- school employs 13 members of staff. Of these, one holds an early years teacher qualification and eleven staff have qualifications at level 3 or above. The pre-school receives funding for the provision of free early years education for children aged two, three and four years. It opens Monday to Friday during school term times. Sessions are from 8.55am to 11.55am and from 12.10pm to 3.10pm.

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Inspection activities

n The inspector and manager carried out a learning walk across all areas of the pre-school to understand how the early years provision and the curriculum are organised. n One joint observation was carried out by the inspector and manager to observe the quality of teaching. n The inspector held discussions with children, staff and parents at appropriate times throughout the inspection. n The inspector looked at a sample of documentation. This included staff suitability checks and risk assessments. n A leadership meeting was held with the inspector, manager, nominated individual and area manager.

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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.

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Inspection activities

7 May 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.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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