Springboard Nursery Hull

Springboard Nursery Hull

Unique reference number (URN): 2799840 Address: The Worx, Blundells Corner, Beverley Road, Hull, East Yorkshire, HU3 1XS Type: Childcare on non-domestic premises Registered with Ofsted: 09/08/2024 Registers: EYR Registered person: Springboard Nursery Limited

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.1

Inclusion Strong standard

Leaders have created a culture where inclusion is central to the nursery. They understand the needs of their community and use this knowledge to identify barriers to learning and wellbeing at the earliest opportunity. Assessment is used purposefully to understand children's individual needs and to inform the support they receive. Leaders ensure that adaptations to teaching, routines and the environment are carefully considered and reviewed regularly so that children can access the curriculum alongside their peers.

p.2

Inclusion Strong standard

Leaders have established clear systems to support children who require additional help. Staff benefit from ongoing guidance and training, enabling them to respond confidently to children's changing needs. Leaders work closely with parents and a wide range of professionals to plan, implement and review support. They monitor children's progress carefully, evaluating the impact of strategies and making changes where needed. Additional funding is used thoughtfully to remove barriers to learning and extend children's opportunities.

p.2

Inclusion Strong standard

Leaders respond well to the needs of their community. Children who speak English as an additional language are supported through the use of children's home language, visual prompts and targeted communication opportunities. Staff build trusting relationships with families to ensure children receive consistent support at home and at nursery. As a result, children, including those with special educational needs and/or disabilities, those facing disadvantage or experiencing other barriers to learning, participate fully in nursery life and are well prepared for their next steps in learning.

p.2

Achievement Expected standard

Children make progress from their starting points. They develop confidence in communication as they interact with staff and peers. They talk confidently about what they have learned at nursery and about their experiences at home. Children in each age group develop their physical skills. Even the youngest children confidently climb, balance and navigate steps between the indoor and outdoor areas.

p.2

Achievement Expected standard

Children learn to count during play and respond to questions about quantity, such as whether something is full or empty. Children develop an interest in books through stories, songs and linked activities. Continuing to strengthen the consistency of staff interactions will help children achieve even more highly across all areas of learning.

p.2

Achievement Expected standard

Children who face barriers to learning, including those with special educational needs and/or disabilities and those who speak English as an additional language, receive support that enables them to access the curriculum and make progress from their individual starting points. As children move through the nursery, they develop the knowledge and skills expected for their age and are prepared for the next stage of learning, including school.

p.2

Behaviour, attitudes and establishing routines Expected standard

Leaders have established clear expectations for children's behaviour and daily routines. Children are polite and welcoming and generally behave well. They confidently follow the routines of the setting, use good manners, share resources with their peers and take turns during play. During group times, children listen attentively, eagerly join in with songs and stories and respond positively to staff. At mealtimes, children serve themselves independently and enjoy talking with their friends in a calm and sociable environment. Staff build warm, positive relationships with children and use simple language, visual prompts and gestures to help children understand expectations and participate alongside their peers.

p.3

Behaviour, attitudes and establishing routines Expected standard

Children show positive attitudes to learning and engage enthusiastically in activities that interest them. Leaders have procedures in place to promote regular attendance and work with families where needed to support children's attendance. Staff consider children's individual needs when supporting behaviour and routines, adapting their approaches where appropriate.

p.3

Behaviour, attitudes and establishing routines Expected standard

Staff practice typically supports children to develop positive behaviours and attitudes. Further strengthening the consistency of staff interactions will help children develop an even clearer understanding of what is expected of them and continue to develop positive behaviours.

p.3

Children's welfare and wellbeing Expected standard

Leaders have established effective arrangements to promote children's welfare and wellbeing. Staff build warm, nurturing relationships with children, helping them to feel safe, secure and emotionally settled. They adapt care routines to reflect children's individual needs and family preferences. Flexible settling-in arrangements, effective communication with parents and a well-established key-person system help babies and children develop secure attachments. Staff follow babies' sleeping and feeding routines carefully and implement effective safe sleep procedures.

p.3

Children's welfare and wellbeing Expected standard

Children are supported to develop healthy lifestyles. They brush their teeth daily, enjoy nutritious meals and snacks and are encouraged to develop healthy eating habits. Parents value the care and support their children receive and feel well informed about their children's experiences and development.

p.3

Children's welfare and wellbeing Expected standard

Staff promote children's emotional wellbeing through positive relationships and responsive care. Children confidently seek reassurance from familiar adults and develop a strong sense of belonging. Staff do not consistently encourage children to develop their independence in managing their own personal hygiene or help them understand the importance of healthy hygiene practices. As a result, children do not develop these self-care skills as well as they could.

p.3

Curriculum and teaching Expected standard

Leaders have designed an ambitious curriculum that clearly identifies the knowledge and skills they want children to develop as they move through the nursery. Regular assessment and curriculum checkpoints help staff understand what children know and can do and inform the next steps in their learning. Leaders regularly review the quality of the curriculum and have accurately identified teaching and interactions as a priority for further development.

p.4

Curriculum and teaching Expected standard

Staff use their knowledge of children's interests, starting points and individual needs to provide learning experiences that support progress across the areas of learning. Communication and language are prioritised throughout the day. Staff use sign language, visual prompts, songs and conversations to help children develop their vocabulary and confidence in communicating. Children develop their mathematical understanding as they count, compare quantities and use mathematical language during play and daily routines. Teaching is adapted appropriately so that children, including those who require additional support, can access the curriculum successfully.

p.4

Curriculum and teaching Expected standard

Teaching typically supports children to build on their knowledge and skills over time. However, the quality of interactions is not yet consistent throughout the setting. At times, opportunities to extend children's thinking, develop their language further and promote greater independence are not fully maximised. As a result, children do not consistently benefit from the highest quality teaching across the nursery.

p.4

Leadership and governance Expected standard

Leaders have a clear understanding of the needs of the children, families and wider community they serve. They carefully develop the curriculum and wider provision to reflect those needs, ensuring all children, including those who speak English as an additional language and children with special educational needs and/or disabilities, receive the support they need to access learning successfully. Leaders regularly evaluate the quality of the provision, identify priorities for improvement and make considered decisions in the best interests of children.

p.4

Leadership and governance Expected standard

Staff feel valued and well supported. Leaders promote staff wellbeing through regular supervision, wellbeing sessions and opportunities for teams to spend time together and build positive working relationships. Staff access a range of professional development opportunities, including training, coaching and opportunities to share practice across the nursery. This helps staff continue to develop their knowledge and skills and supports consistency of practice.

p.4

Leadership and governance Expected standard

Leaders build positive partnerships with parents, schools and other professionals to support children's learning and wellbeing. They make effective use of community partnerships and experiences to broaden children's learning and understanding of the world. Leaders reflect on practice and identify priorities that continue to strengthen the quality of education and care. Further strengthening the consistency of staff interactions will help ensure all children consistently benefit from high-quality teaching and support.

p.4

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

Children arrive happily at this welcoming nursery, where they are greeted warmly by staff and quickly settle into familiar routines. They develop warm relationships with staff, who know them well and respond sensitively to their individual needs. Children from a wide range of backgrounds, including those who speak English as an additional language and those with special educational needs and/or disabilities, are welcomed and valued. Staff adapt support so that children learn, play and participate alongside their friends. Care and learning are thoughtfully planned around children's abilities and the diverse community the nursery serves, helping children to feel safe, secure and ready to learn.

p.5

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

Children confidently choose from a wide range of engaging experiences indoors and outdoors that encourage them to explore, investigate and learn through play. They develop their physical skills as they climb, balance and explore the outdoor environment. Children build early mathematical understanding as they compare sizes, recognise patterns and use mathematical language during play. They develop confidence in communicating as they join in with stories, songs and conversations throughout the day. Children become increasingly independent as they serve their own meals and make choices throughout the day. They are polite, welcoming and kind towards one another, sharing resources, taking turns and using good manners.

p.5

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

Children enjoy experiences that help them understand the world around them. They visit local museums, libraries and art galleries, care for the nursery's axolotls and learn how living things grow and change. They also learn about different cultures and celebrations, helping them develop respect for themselves and others. These experiences broaden children's knowledge of their local community and the wider world. Parents and carers value the care and education their children receive and appreciate the positive relationships they have with staff. Children leave the nursery with the knowledge, skills and confidence they need for their next stage of learning.

p.5

Next steps

Leaders should continue to develop staff practice to embed a solid foundation for children's independence and self-care. Leaders should continue to support staff development to embed highly effective teaching and interactions.

p.5

Address:

The Worx Blundells Corner, Beverley Road Hull East Yorkshire HU3 1XS

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registered person: Springboard Nursery Limited

p.6

Address:

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

p.6

Address:

Local authority: Kingston Upon Hull City Council

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.6

About this inspection

The inspector spoke with leaders, staff, parents, the special educational needs coordinators and children during the inspection.

p.6

About this inspection

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.

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.7

Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.7

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8