Sandcastle Nursery & Preschool Ltd

Inspection of Sandcastle Nursery & Preschool Ltd 19 Stourcliffe Avenue, BOURNEMOUTH BH6 3PU

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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 benefit from a well-planned curriculum that captures their interests and builds their knowledge in a clear sequence. Staff introduce new concepts in ways that spark children's curiosity and extend their understanding of the world around them. They provide purposeful experiences that help children to recall what they know and connect this securely to new learning. As a result, children stay engaged, think deeply and make strong progress across all areas of development. Children demonstrate secure attachments with staff. This gives them the confidence to explore and take part in new experiences.

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The provision is good

Children make strong progress in their physical development. Staff plan the outdoor environment to offer varied opportunities for children to strengthen their gross motor skills. Younger children explore different spaces and levels, while older children practise climbing and develop confidence in their abilities. Staff stay close by to guide those children who feel less confident, encouraging them to succeed for themselves. Children take pride in their achievements, and staff celebrate these moments with genuine enthusiasm.

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need to do better?

n Staff are excellent communicators and strong role models for language. They use clear and purposeful communication with each other and with children. Through well-planned activities, staff introduce new vocabulary in engaging ways. They revisit familiar stories and songs to strengthen children's learning. Babies show great excitement during these times as they join in with actions and repeat key words. This approach builds children's confidence in spoken language from an early age. Older children choose where they would like to share a story with staff, who respect and act on these choices. As a result, children learn that their voices and opinions matter. n Staff feel well supported by leaders and managers. They speak with confidence about the professional guidance they receive, such as through formal supervision sessions and in day-to-day conversations. Leaders foster a reflective culture. Staff regularly review the quality of provision and seek ways to enhance

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need to do better?

children's experiences. For example, when older and younger groups of children come together, staff use the space effectively so that children learn from one another. Younger children observe and copy their older peers, while older children develop responsibility as they model routines and skills. n Staff act as excellent role models and demonstrate respectful relationships in all their interactions. They set clear expectations that help children understand how to behave. For example, during play, staff use polite language, encourage turn taking and gently remind children to listen to each other. As a result, children behave well, show consideration for others and demonstrate kindness in their

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need to do better?

9 September 2025 interactions. n Children make strong progress in their self-care skills. For example, they wash their own hands in preparation for mealtimes and develop independence as they feed themselves. Staff offer encouragement and step in sensitively when children need support. Children show resilience as they practise new skills, such as cutting food. n Staff build strong partnerships with families from the start. They gather detailed knowledge about each child's development, needs and routines. Staff provide clear information about children's individual progress and group learning. They act carefully on important details, such as children's allergies or dietary requirements. The settling-in process is flexible, ensuring that children feel secure. Staff provide consistent support that helps families to feel informed and confident in the care their children receive. n Staff provide a broad range of activities that capture children's interests while

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need to do better?

weaving in themes and topics that extend their knowledge. For example, older children explore clay to create hedgehogs, building on their previous experiences with play dough. This activity strengthens their hand muscles that support early writing skills. Staff skilfully introduce ambitious vocabulary, such as 'nocturnal' and 'hibernation'. They provide meaningful discussions to deepen children's understanding. However, some activities for older children do not extend children's learning or provide opportunities for critical thinking. This limits the progress children make at these times.

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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 support staff to take account of what they want children to learn during activities more precisely so that their interactions consistently extend children's knowledge and skills.

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Setting details

Unique reference number EY440853 Local authority Bournemouth, Christchurch & Poole Inspection number 10399727 Type of provision Childcare on non-domestic premises

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Registers

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

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inspection

Total number of places 48 Number of children on roll 107 Name of registered person Sandcastle Nursery & Preschool Limited

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reference number

Telephone number 01202 424632 Date of previous inspection 12 December 2019

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Information about this early years setting

Sandcastle Nursery & Preschool Ltd registered in 2012 and is located in Bournemouth. The setting is open each weekday, throughout the year, from 7.30am to 6pm. It provides government-funded childcare. There are 19 staff members employed to work with children. Of these, one member of staff has an early years qualification at level 5, 15 staff hold qualifications at level 3 and two staff hold qualifications at level 2.

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Inspection activities

n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n The inspector talked to staff and the children at appropriate times during the inspection and took account of their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the setting. n The inspector and the manager carried out joint observations of planned activities. n Parents shared their views of the setting with the inspector. n The inspector held a leadership and management meeting with leaders.

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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

9 September 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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