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Coat of Many Colours Nursery

Coat of Many Colours Nursery is a day nursery in Uxbridge for children aged 0 to 4, with 80 registered places. Ofsted report card, 12 March 2026: Strong standard in 4 areas, Expected standard in 2 areas; safeguarding standards met.

4 New Windsor Street, Uxbridge, UB8 2TU

Key facts

Type
Day nursery (Full day care) (Ofsted childcare register, as at 30 June 2026)
Ages
0 to 4 (Ofsted childcare register, as at 30 June 2026)
Registered places
80 (Ofsted childcare register, as at 30 June 2026)
Registered
15 March 2007 (Ofsted childcare register, as at 30 June 2026)

Opening hours

Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

Source: Ofsted report, inspection on 12 March 2026

Who runs it

Coat of Many Colours Nursery is run by The Kingsborough Centre (Ofsted register).

Latest inspection

  • Inclusion: Strong standard
  • Curriculum and teaching: Expected standard
  • Achievement: Expected standard
  • Behaviour, attitudes and establishing routines: Strong standard
  • Children's welfare and wellbeing: Strong standard
  • Leadership and governance: Strong standard
  • Safeguarding standards met

Source: Ofsted, inspection on 12 March 2026. Contains public sector information licensed under the Open Government Licence v3.0.

What it's like to be a child at this setting

Children thrive at this friendly, welcoming and inclusive setting. Leaders and staff have extremely high expectations of all children. Children arrive happy and are eager to start their day. They are incredibly well settled, keen to see staff and share news from home. Children build secure attachments with staff who provide lots of reassurance and praise to support children's self-esteem and confidence. Children confidently explore the warm, inviting environment and confidently make choices in their play. For example, babies delight in exploring water and bubbles as they empty and fill different sized containers, and watch in awe as they make big splashes.

Children's behaviour is excellent. They know what is expected of them and anticipate what is happening throughout the day and demonstrate they feel valued and part of the group. Leaders and staff work incredibly closely with parents and involve families in the nursery life, through regular updates and stay and play sessions. Leaders understand the importance of attendance and work flexibility with parents to help children attend regularly.

Staff provide a range of exciting activities to support children's learning. For instance, older children learn about planting and different vegetables as they explore a range of seeds, pretending to plant them. Staff encourage children to talk about what they are doing and what they can see, developing their language skills further. Children are very confident and enjoy being outdoors. The learn to play games collaboratively, taking turns with balls and listening to instructions. Children learn physical skills through activities such as football, yoga and digging in the sand pit with different tools. Overall the curriculum is taught effectively and staff make thoughtful adaptations and adjustments to ensure that all children, including those with special educational needs and/or disabilities and those with barriers to their learning, benefit from a wide range of learning opportunities.

What Ofsted found in each area

Inclusion: Strong standard

Leaders are passionate about making a difference the lives of all children, including those with special education needs and/or disabilities (SEND), those who are known (or previously known) to social care and those who may face other barriers to learning. Leaders and staff quickly identify when children may need additional support through rigorous monitoring and assessments. They work closely with parents and carers to address any gaps in children's learning and quickly take steps to ensure all children make rapid progress from their starting points. Leaders work closely with their local authority and other professionals to ensure all children have access to appropriate support and agencies.

Children with SEND are incredibly well supported, and staff put a variety of plans in place to support their needs and go above and beyond what is expected of them to ensure all children get the support they need. Staff meticulously plan activities tailored to children's individual needs, removing the barriers they face and as a result children make progress from their starting points. Staff use a variety of visual aids and objects of reference to aid communication in the setting. As a result, all children are able to express their needs and wants effectively. Leaders make effective use of early years pupil premium funding. For instance, they have purchased a variety of sensory equipment to support individual children's needs.

Curriculum and teaching: Expected standard

Overall, teaching is effective. Staff have an appropriate understanding of the curriculum and how children learn. They plan a wide range of activities to support children's learning, and all children make appropriate progress. For example, young children delight in exploring paint and glue developing their small motor skills. Older children confidently draw pictures of their families, describing how they look and celebrating the similarities and differences between themselves and their friends. Staff know children well and skilfully adapt activities to meet their individual needs, including for those children that face barriers to their learning. However at times, they do not always make the most of every learning opportunity. Leaders have already identified this and are taking steps to consistently embed high quality interactions for all staff. Staff regularly assess children's development and take swift action when they identify any gaps in children's learning.

There is a sharp focus on promoting children's personal, social and emotional skills and their communication and language development across all age groups in the nursery. From a young age, children are encouraged to talk about how they feel, and staff use visual aids well to support this. Literacy is also celebrated as staff help children refer to books to support their learning even further in all areas. Staff teach mathematics well, and recent training has had a positive impact on this. Staff are confident and have reflected on different ways that mathematics can be taught. As a result, children enjoy mathematics-based activities such as counting with small blocks. Children also confidently use mathematical language in everyday activities, such as counting how many objects they have and comparing sizes and shapes.

Achievement: Expected standard

Children develop the skills and knowledge they need, and are well prepared for the next stage in their learning. Children learn to listen and have the confidence to express their views. They hold conversations with adults and make their needs and wants known. Children are very independent. For example, younger children make choices in their play and learn to feed themselves well. Older children enjoy helping to tidy up and serve themselves at mealtimes.

Children with special educational needs and/or disabilities, and those known (or previously known) to children's social care, make rapid and sustained progress towards individual milestones and in their development. For example, they learn to engage with others and develop effective listening and attention skills needed for when they move on to school. Children make secure progress from their starting points.

Behaviour, attitudes and establishing routines: Strong standard

Leaders have created a very respectful and supportive culture where children arrive each day with positive attitudes and are ready to learn. Staff consistently manage children's behaviour very effectively and have a variety of different techniques to support them with their different needs, ages and stages of development in mind. Children learn to understand and manage their feelings and regulating their behaviours and responses. From a young age, children are encouraged to share how they feel and express themselves. Staff use visual aids and colours to enable all children, including those with special educational needs and/or disabilities, and those known to social care, to share how they feel.

Staff are incredibly positive role models and provide lots of praise and encouragement to build children's self-esteem and confidence. As a result, children have positive attitudes towards learning, are keen to try new things and persevere at challenging activities. Staff have embedded very effective routines and children know what is expected of them throughout the day. For example, children know when the bell rings, it is time to tidy up and come inside. Children quickly do this and are ready for the next part of the day. Staff effectively support children in building relationships and encourage all children to play together, for example, through games and challenges. Leaders work collaboratively with parents to help them understand the importance of attendance. This has had a positive effect, and children have good levels of attendance.

Children's welfare and wellbeing: Strong standard

Children are very well-cared for and demonstrate that they feel safe. Staff know each child and their family incredibly well and respond quickly and thoughtfully to their needs. Leaders have created an inclusive environment where every child's welfare matters. Staff notice when a child needs reassurance, and through a cuddle or some calm time are quick to adapt to what they need. Children with special educational needs and/or disabilities receive sensitive, consistent care that ensures they feel fully included. Staff consistently follow robust procedures to promote children's safety and welfare. They involve children in managing their own safety. For example, children help to clean up any spills at lunch time as they understand the floor could be slippery.

Staff follow effective procedures at mealtimes to ensure children's dietary requirements are met. The nursery provides healthy and nutritious meals and children confidently help set up the table and then serve themselves, developing their independence skills very well. Staff talk with children about their food and how it affects their body, promoting children's understanding of healthy eating. Children also take part in a variety of activities such as football and yoga, promoting physical activity and children's understanding of why this is important. Leaders tailor routines carefully for children who require additional support. Visual and sensory supports, and predictable routines help every child feel secure, confident and ready to take part.

Leadership and governance: Strong standard

The experienced and passionate leadership team is committed to providing high-quality care and education. Leaders know families well and have an in-depth understanding of what parents and carers want their children to achieve at nursery. This insight guides leaders' decisions and keeps the focus firmly on what children need, to thrive. Leaders and staff act swiftly when barriers to learning emerge, and make thoughtful changes that improve daily experiences. This is particularly relevant for children with special educational needs and/or disabilities (SEND) and those who face disadvantage.

Staff's wellbeing and workload are prioritised. Leaders ensure staff are always supported well. Strategies such as providing extra staff when needed or giving staff time to relax, reduces the pressure on their roles. Leaders effectively support staff through regular meetings, coaching and training. All training is based around developing each member of staff's practice. For example, recent training around mathematics has improved staff's confidence and skills in supporting children's development in this area. Leaders have already identified are in the process in providing more training for staff around the curriculum and the importance of high quality interactions to support children's learning and outcomes even further. Leadership to support children with SEND is highly effective. There are clear systems, careful monitoring and solid partnership working with external agencies.

What the setting must and should do next

The provider should:

  • Leaders should continue to support staff to embed high-quality interactions that fully extend children's learning.

Ofsted's words, from the report on the inspection on 12 March 2026. Read the full report on the Ofsted website. Contains public sector information licensed under the Open Government Licence v3.0.

Inspection history

  • 12 March 2026: Full inspection, report card: Strong standard in 4, Expected standard in 2
  • 6 December 2022: Full inspection, Good (report)
  • 13 November 2018: Full inspection, Good (report)
  • 4 July 2017: Full inspection, Good (report)
  • 21 July 2016: Inspection (report)
  • 27 January 2016: Inspection (report)
  • 25 June 2014: Inspection (report)
  • 17 October 2013: Inspection (report)
  • 26 March 2013: Inspection (report)
  • 19 January 2012: Inspection (report)
  • 26 July 2007: Inspection (report)

Ofsted report cards (England, from November 2025)

Since 10 November 2025 Ofsted has graded nurseries and pre-schools on a report card. There is no single overall grade. Instead, each of six areas gets one of five grades: Exceptional, Strong standard, Expected standard, Needs attention, Urgent improvement.

The six areas are inclusion; curriculum and teaching; achievement; behaviour, attitudes and establishing routines; children's welfare and wellbeing; leadership and governance. Safeguarding is judged on its own, as met or not met.

Expected standard means the setting does what Ofsted expects of every setting. Strong standard and Exceptional are above that; Needs attention and Urgent improvement mean Ofsted found things the setting has to put right.

Source: Ofsted reports

Funded childcare hours in England

All 3 and 4 year olds in England can get 15 hours of free childcare a week, for 38 weeks of the year.

Working parents of children aged 9 months to 4 years old can get 30 hours of free childcare a week for 38 weeks of the year (Free Childcare for Working Parents), if they meet the earnings rules. You confirm your details every 3 months.

Some 2 year olds can get 15 hours a week when the family gets certain kinds of extra support.

The hours are used at a registered provider that offers them, so ask each nursery how it offers the funded hours.

Source: GOV.UK: Free Childcare for Working Parents, check if you're eligible · GOV.UK: Free childcare and education for 2 to 4 year olds (checked 31 October 2026)

Other nurseries nearby

  • Montessori Nursery in Uxbridge - Day nursery, Uxbridge UB8 2UQ, ages 0 to 2, 40 places, under 0.1 miles
    Ofsted, 10 July 2025: Good overall; safeguarding is effective
  • Lawn Road Montessori - Day nursery, Church Buildings UB8 2TJ, 44 places, under 0.1 miles
  • Early Years Day Nursery Uxbridge - Day nursery, Uxbridge UB8 1JR, ages 0 to 4, 87 places, 0.3 miles
    Ofsted, 23 January 2025: Good overall; safeguarding is effective
  • The Old Station Nursery - Day nursery, Uxbridge UB8 2UR, ages 0 to 4, 67 places, 0.4 miles
    Ofsted, 31 August 2022: Good overall; safeguarding is effective
  • Uxbridge Nursery and Pre-School - Day nursery, Uxbridge UB8 1NN, 58 places, 0.4 miles

Schools nearby

Coat of Many Colours Nursery on the Ofsted website