Paint Pots Pre-School and Nursery, Swaythling

Two connected houses, a conservatory at the front of each and a sheltered garden give Paint Pots Swaythling a clear physical character. Babies and toddlers occupy one house; preschool children use the other. That separation gives the youngest children their own space while keeping outdoor play part of the wider nursery experience.

At its March 2024 inspection, Ofsted judged the nursery Good overall. The practical learning examples give that judgement substance: fruit preparation, sensory play and conversations about materials featured in children's activities. There were also two clear teaching priorities: allowing longer for answers and helping children stay involved in group activities.

The nursery has capacity for 68 children, accepting babies from 3 months and children up to 60 months. Its address is 244 Burgess Road, Swaythling, Southampton, SO16 3AU.

Rooms and Ages

The division between the houses matters more than a list of room labels. Preschool has its own house, while babies and toddlers share the other dedicated part of the building. Each house has a front conservatory, adding another indoor space for play and learning.

A secluded garden brings the age groups into a shared outdoor setting. Its covered area supports time outside in wet weather, so garden play need not depend on a dry day. After-school children have a separate portakabin base in the garden, keeping that provision physically distinct from the younger children's indoor spaces.

Learning and Activities

The early years foundation stage is the framework for children's learning, development and care here. In parent language, that means everyday play and routines are learning opportunities, with activities planned around what children are ready to learn next.

In March 2024, babies and toddlers explored sand and painted spaghetti, while low furniture gave babies something to pull themselves up against. Adults introduced words connected to the experience, linking language to something children could touch and investigate. Older children explored modelling dough and discussed its texture. These were concrete opportunities to connect words, movement and materials.

Fruit cutting brought healthy eating into a practical activity, with children handling knives carefully. Elsewhere, dinosaur play involved paint-covered bubble wrap. The day was built around doing and talking, rather than simply listening to an adult.

The limits were equally specific. In March 2024, some children lost interest during larger-group activities, and adults sometimes moved on before children had enough thinking time to answer questions. Both points matter to families whose children need time to process language or find it harder to participate in a group.

Relationships and Communication

In March 2024, babies turned to their key person for comfort and reassurance. That familiar adult relationship was a practical part of settling, rather than an activity separate from the nursery day. Younger children were also encouraged to feed themselves and explore different foods, giving independence a place in ordinary care routines.

Home and nursery learning were connected through an online journal carrying activity ideas for families. Children could borrow storybooks to share at home. These March 2024 arrangements gave parents something concrete to do together with their child, extending familiar experiences beyond the nursery session.

Children's social learning was visible in small interactions. In March 2024, adults helped resolve disagreements, set expectations for behaviour and recognised children's efforts; children shared chalk with friends during a drawing activity. Sharing and cooperation were practised through play.

Inclusion and Wellbeing

At the March 2024 inspection, Ofsted found safeguarding effective and reported good progress for children with SEND and those learning English as an additional language, supported by adapted activities and work with external agencies and local schools.

Simple signing helped children understand instructions in March 2024. Additional funding also paid for extra attendance, allowing individual work and targeted interventions. For a parent considering support needs, these examples show the mechanisms used at that time: adapting communication, involving other professionals and making space for individual help.

Sessions and Attendance

Opening hours are 8am to 6pm, Monday to Friday. The nursery operates across the year, closing for bank holidays and a week at Christmas. This makes its calendar relevant to families needing weekday care beyond school terms.

The Burgess Road setting has its own contact form and an Express interest route. Its telephone number is 023 8055 2935. These provide direct ways to begin an enquiry about this branch.

Funding and Paid Extras

In March 2024, the nursery received early education funding for children aged two, three and four. That is a dated participation fact, rather than a promise about a particular child's entitlement or attendance arrangement.

• Thinking time and group participation. The March 2024 improvement priorities concerned the pause after adults' questions and children's involvement in group activities. At a visit, ask how staff now support a child who needs longer to answer or disengages during group time.
• The two-house layout. Babies and toddlers use a different house from preschool children, with a shared garden outside. Ask how a move between these spaces is introduced and how the key person supports that change.
• Your attendance and funding arrangement. Opening hours run from 8am to 6pm on weekdays, with bank-holiday and Christmas closures. Ask which booking pattern fits your week and request a written quotation separating private hours, funded hours, meals and non-food consumables.

Paint Pots Swaythling suits families who value separate indoor spaces for younger and preschool children, access to a covered garden and care across the working week beyond school terms. Its March 2024 learning examples were practical and tactile, while the care arrangements included familiar adults and communication aids. The teaching priorities deserve attention when judging the fit for your child, especially if group participation or time to respond is important.