Springboard Nursery Anlaby

Springboard Nursery Anlaby

Unique reference number (URN): 2799842 Address: The Bloc 38 Springfield Way, Anlaby, East Yorkshire, HU10 6RJ Type: Childcare on non-domestic premises Registered with Ofsted: 09/08/2024 Registers: EYR Registered person: Springboard Nursery Limited

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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.

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How we evaluate safeguarding

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

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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.

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Achievement Strong standard

Children achieve excellent outcomes demonstrating secure, fully embedded knowledge and skills across all areas of learning. They use new vocabulary confidently, apply mathematical ideas in play and show highly effective control and coordination in their movements. This helps children to express themselves clearly, solve problems and engage in learning with curiosity and motivation.

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Achievement Strong standard

Children with special educational needs and disabilities also achieve excellent progress. They demonstrate growing independence as they practise new skills and participate fully. For example, children use visual prompts to follow routines, and others recognise familiar words in stories using early phonics knowledge. This helps children to apply learning accurately and build confidence. Children are well prepared for their next stage of education. They demonstrate resilience, curiosity and independence, securing highly productive foundations for future learning. Non-verbal children are captivated by singing and actions; they smile, make eye contact and join in through shared enjoyment, demonstrating deep engagement and connection.

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Behaviour, attitudes and establishing routines Strong standard

All children flourish in a calm, harmonious and positive environment where behaviour expectations are robust, consistent and fully understood. Children respond confidently and demonstrate exemplary behaviour throughout the day. They show respect for others, care for their environment and move through routines with ease. Children demonstrate a genuine desire to focus on their learning, which helps them to engage confidently and sustain attention.

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Behaviour, attitudes and establishing routines Strong standard

All children form warm, trusting relationships with their key person. They settle quickly, follow familiar routines and demonstrate increasing independence as they navigate the day. Children anticipate what comes next, regulate their emotions and show resilience when challenges arise. They build friendships, play cooperatively and show kindness towards one another, often comforting friends or inviting others into their play. Children who face barriers to learning or wellbeing are identified swiftly. They demonstrate growing confidence as they use simple strategies to manage emotions and resolve conflicts, such as taking turns in circle singing time. Children are praised when they solve problems independently, which helps them to build self belief and secure positive attitudes to learning. All children benefit from this nurturing, respectful culture and demonstrate the confidence and emotional security needed for future learning.

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Children's welfare and wellbeing Strong standard

All children benefit from a calm, welcoming and enriching environment that promotes independence, choice and exploration. Children experience warm, responsive relationships with their key person, helping them feel valued, confident and emotionally secure. They recognise and express their feelings, and demonstrate increasing ability to regulate their emotions, which supports resilience and a strong sense of belonging.

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Children's welfare and wellbeing Strong standard

All children engage positively in everyday routines that offer additional learning opportunities. They show enthusiasm and confidence as they help prepare their breakfast and snack, pour their own water, scoop their own meals and eat using spoons and forks. These experiences help children to build independence, coordination and self-belief. Children who face barriers to learning or wellbeing are identified swiftly. They demonstrate growing confidence as they use simple strategies to manage emotions and resolve conflicts. Children are praised when they solve problems independently, which helps them to build self-belief and secure positive attitudes to learning. Children benefit from this nurturing, respectful culture and demonstrate the confidence and emotional security needed for future learning.

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Curriculum and teaching Strong standard

Leaders present a consistent, well-sequenced curriculum that clearly sets out what children should know and be able to do across all areas of learning. The team demonstrate an inspiring commitment to inclusion and ensure the curriculum is delivered in a way that enables all children to participate fully. Staff provide purposeful teaching and interactions that build on children's individual interests and enables all children to make secure progress. They model language clearly and motivate children in meaningful conversations, supporting them to express ideas and ask questions.

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Curriculum and teaching Strong standard

Teaching is woven throughout the day, including routines, mealtimes and care experiences. Practitioners recognise that every interaction is an opportunity to extend learning. They skilfully engage children in meaningful conversations, which supports children to be confident communicators and to ask questions. They respond to children's interests, build on what children already know, address misconceptions promptly and adapt teaching to meet developmental needs. Assessment is used effectively to identify gaps and inform next steps. Staff ensure mathematical learning is woven through daily activities. For example, staff support children's mathematical skills extremely well as they make 'silly soup' and confidently count oranges, and they model positional language such as higher, faster, under and over during play.

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Inclusion Strong standard

Children experience an inclusive, nurturing environment where they feel safe, valued and understood. They form secure relationships with staff who demonstrate excellent knowledge of child development and respond sensitively to their emotions, interests and emerging needs. Staff present clear expectations and use calm, purposeful interactions that enable children to settle quickly, feel confident and access the right support at the right time.

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Inclusion Strong standard

Children benefit from well-chosen resources and visual prompts that enable children to follow routines, communicate their needs and succeed from their starting points. Leaders state a clear commitment to inclusion and ensure every child, including those with special educational needs, emerging needs, disadvantaged backgrounds, children who speak English as an additional language, and those known or previously known to children's social care, receives well matched support. Leaders' use of early years pupil premium funding is purposeful and targeted. For example, they have invested in sensory resources supporting sequenced curriculum for children. These resources enable children to regulate their emotions, stay engaged in learning and build secure foundations for future progress. Children are supported by confident, knowledgeable staff. Ongoing training, parental and external professionals partnership

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Inclusion Strong standard

maintains continuity, enabling children to feel secure, included and able to thrive.

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Leadership and governance Strong standard

Leaders are highly dedicated to securing the best possible outcomes for all children. Leaders value the contribution staff make and consider wellbeing and workload thoughtfully. Routine evaluations identify areas for development accurately and ensure timely action that sustains high standards across the nursery. Ongoing renovations and leadership developments strengthen organisational oversight and ensure the nursery continues to run smoothly and with consistently high expectations. For example, leaders are creating 3 new sensory rooms and a new Toddler Lodge, giving babies and toddlers their own dedicated spaces. These improvements will benefit all children, especially those with special educational needs and/or disabilities, by providing calming, enriching environments that help them regulate emotions and engage more confidently in learning.

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Leadership and governance Strong standard

Leaders place children at the heart of every decision to ensure actions have a positive impact on their development and progress. Leaders also ensure additional funding, including early years pupil premium, is used effectively to enrich experiences, remove barriers and strengthen children's progress. Professional development and supervision are embedded. Targeted training improves staff's knowledge, confidence and practice. Leaders work closely with parents and external professionals to support children's development and transitions. A culture of professionalism, reflection and continuous improvement is firmly established across the setting.

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

Children experience a warm, calm and predictable environment that presents security, belonging and readiness to learn from the moment they arrive. They feel valued, listened to and understood. Children build positive relationships with their key persons, and staff demonstrate deep knowledge of each child's needs, development and emotions. Staff have clear expectations and respond sensitively, enabling children to settle quickly, grow in confidence and move through the day with increasing independence. Children know adults will support and celebrate them, strengthening their trust and emotional security. Children

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About this setting

engage purposefully in their learning. They explore with curiosity and awe, collaborate with peers and take pride in their achievements. Staff use high quality, purposeful interactions rooted in children's interests to extend thinking, language and play. This active approach enables children to build on what they already know, apply learning in different contexts and develop resilience, self-regulation and positive attitudes to learning. Children are encouraged to persevere, take appropriate risks and express their ideas confidently.

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About this setting

Children show excellent behaviour and positive attitudes. They play cooperatively, follow routines modelled by staff and show respect for each other and their environment. Excellent support from staff ensures that all children, including those with special educational needs and disabilities and those who may face barriers to learning, are fully included in every experience. Staff make thoughtful adaptations that maintain high expectations and ensure every child participates confidently.

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About this setting

Children also connect with the wider community through visits from firefighters, dentists and vets, and through regular trips to local shops, libraries and green spaces. These experiences broaden their understanding of the world and strengthen their confidence as they encounter new people, places and ideas. Children are happy, busy, curious and thriving. They build the confidence, independence and resilience needed for their next steps into school.

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Next steps

Leaders should continue to improve the setting's successful work to swiftly remove barriers for children who need extra help, to create a transformational impact on all children's achievement and wellbeing.

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About this inspection

The inspector spoke with the children, staff and parents during the inspection.

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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. Unique reference number (URN): 2799842

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Address:

The Bloc 38 Springfield Way Anlaby East Yorkshire HU10 6RJ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Springboard Nursery Limited

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Address:

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

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Address:

Local authority: East Riding of Yorkshire

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Facts and figures used on inspection

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

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Exceptional

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

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Strong standard

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

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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.

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Needs attention

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

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Urgent improvement

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

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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.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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