Sticky Fingers Pre-school Spring Road

Flower-petal potions, a chick-hatching project and children voting for their morning song give Sticky Fingers Pre-school Spring Road a recognisable character. In June 2026, these activities brought sensory exploration, caring for living things and early counting into children's play.

At its 11 June 2026 inspection, Ofsted awarded Expected standard in achievement, behaviour and routines, welfare and wellbeing, curriculum and teaching, inclusion, and leadership and governance, with safeguarding standards met. Teaching consistency and the organisation of activities remained priorities for improvement.

The Southampton setting has capacity for 72 children in total. Children attending in June 2026 were aged two to four; that age band describes the inspection-time group.

In June 2026, the early years foundation stage provided the framework for children's learning, development and care: practical play supported language, movement, early mathematics and independence. Children mixed play dough and explored the scent and texture of flower petals, giving them concrete materials to investigate.

Communication received close attention. Sound-matching games encouraged listening, while prediction activities exercised recall. Voting for a morning song involved counting counters and comparing totals, making mathematics part of a shared decision rather than a separate exercise.

Outdoor play included throwing, rolling and kicking balls, alongside chasing games that required children to change direction. The chick-hatching project introduced another kind of responsibility: adults demonstrated careful handling, and children took turns holding the chicks.

The curriculum still needed more consistent delivery. In June 2026, some practitioners were developing their understanding of its intentions, so children did not consistently receive its full intended depth. Group activities also needed better adaptation to keep children involved.

At the June 2026 inspection, Ofsted found that children made progress from their individual starting points and that support for special educational needs and/or disabilities generally worked well, although adaptations to group experiences were inconsistent. That qualification matters for families whose children need additional help to participate.

In June 2026, practitioners used signs, visual prompts and aided language boards, with external professionals contributing recommendations. Additional funding supported individual adult help and resources. School transition work included passing on information about children's strengths and needs, giving receiving staff a clearer starting point.

Self-care had practical expression. Toothbrushing activities used a mirror and model teeth; at snack time, children handled fruit with tongs, poured drinks and helped wash up. Adults also supported children through disagreements by helping them express their feelings.

Families could borrow books and receive ideas for activities at home. Staff development included sign language training, peer observation and supervision, providing concrete ways to work on the uneven teaching identified in June 2026.

The address is Scout Association, 261 Spring Road, Southampton, SO19 2NZ. In June 2026, opening hours were 8.30am to 3pm, Monday to Friday. This was a daytime opening window, rather than a description of individual booking patterns.

• Consistent teaching. In June 2026, curriculum delivery varied between practitioners. Look for how staff now translate learning intentions into activities across the day.
• Participation in group activities. Some children became distracted when experiences were insufficiently adapted. Families seeking additional support should discuss how their child would participate in language sessions and changes of activity.
• Attendance arrangements. The June 2026 opening window ended at 3pm. Which booking pattern would fit your family's working day?

Sticky Fingers Pre-school Spring Road merits consideration from families who value practical learning, communication activities and opportunities to develop everyday independence. Its June 2026 experience combined sensory play with counting, outdoor movement and caring for chicks. The decision also needs to weigh the two clear development priorities: consistent teaching and routines that keep children engaged.