Burlington Nursery and Pre School

Burlington Nursery and Pre School

Unique reference number (URN): 2855097 Address: Burlington Infants School, Marton Road, Bridlington, East Yorkshire, YO16 7AQ Type: Childcare on non-domestic premises Registered with Ofsted: 31/07/2025 Registers: EYR Registered person: Gable House Nursery School 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 receive a unique curriculum offer that allows them to develop positive learning behaviours. Children show a love of reading by taking books to adults to read and explore. For example, in the outside area, children explore books on ants and use this to explore the 'bug hotel'. Children are highly inquisitive, engaged and confident to take part in their learning. They consistently progress throughout their learning. They build skills for their future success.

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Achievement Strong standard

Disadvantaged children, and those with special educational needs and/or disabilities, achieve very well from their starting points. Their needs, interests and skills are clearly understood. Children receive small and precise next steps. For example, they develop their emotional awareness, shared emotional regulation and attention skills. As a result, children can develop their confidence and skills across all areas of the curriculum. Children are very well prepared to move between different stages of their learning, whether this be through daily transitions, room transitions, or beyond. For example, children do staggered settling-in periods in to new rooms. They also have a tour and walk around their new school. In doing so, all children become emotionally secure to transition in to different environments.

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Behaviour, attitudes and establishing routines Strong standard

Leaders have curated a welcoming, warm and harmonious environment. They have high expectations for all, which are embedded throughout. Staff use all interactions to model kindness, care and respect. For example, staff consistently show genuine connections with each child. They always acknowledge a child's interests, such as tractors. As a result, children feel secure, settled and happy in the nursery. Staff naturally use praise to reinforce positive behaviour. This constant approach embeds positive expectations throughout the setting. Also, children are praised when they are engaging with learning. Due to this, children continually develop their understanding of positive behaviours.

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Behaviour, attitudes and establishing routines Strong standard

Leaders monitor attendance closely. They offer bespoke sessions to support disadvantaged children. This enables children to access consistent learning and make positive progress across all areas.

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Behaviour, attitudes and establishing routines Strong standard

Leaders have highly effective routines throughout the setting. For instance, children kindly correct each other when putting their wellingtons and water suits away. Also, children understand the routines when moving between the allotment and setting. Consequently, children are continuously developing their positive routines that support their overall attitude towards learning.

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Behaviour, attitudes and establishing routines Strong standard

A strength within the setting is the dedication to emotional development, while holding high behaviour expectations. Staff effectively model behaviour and positive learning attitudes. Additionally, they have created emotional-regulation areas and use explicit teaching on emotions. Some children are beginning to self-regulate within these areas with increased independence. This enables them to become emotionally aware learners and manage their own emotions.

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Children's welfare and wellbeing Strong standard

Leaders take a highly impressive and proactive approach to prioritising children's welfare and wellbeing. They ensure that children are the focus point for all decisions made within the setting. Leaders have a curriculum that has physical and emotional health embedded throughout. Also, they work with professionals to ensure they develop whole-setting approaches to inclusion. As a result, all children receive the care and support they need to thrive.

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Children's welfare and wellbeing Strong standard

Staff promote physical health throughout the setting. They ensure that children can take their learning outside as much as possible. For instance, children use large movements to act out stories in the woodland area. Additionally, children have access to balance beams and bikes. These highly intentional activities support children to develop their physical skills and awareness. Staff ensure that the emotional health of the children is continuously developing. This is through a welcoming space but also through their provision. They recognise that children need to be emotionally secure to engage with learning. For example, children are taught about emotions and how to use self-regulation strategies. This equips children with a secure foundation and long-lasting skills to support their emotional wellbeing.

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Children's welfare and wellbeing Strong standard

Overall, the setting provides well-structured activities and routines. These support children to develop solid foundations in self-care and healthy habits. For instance, children wash their hands before meals and get themselves dressed in outdoor clothing. Also, they experience growing and looking after vegetables in the allotment. Consequently, staff motivate children to make their own healthy choices and develop their self-care.

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Curriculum and teaching Strong standard

Leaders have developed a unique and efficient provision. They have created a highly inclusive approach to learning. Their core curriculum is rooted in mathematics and social and emotional learning. Additionally, leaders have created bespoke learning opportunities for targeted children. As a result, all children can access the core curriculum. Their inclusive offer has a significantly positive impact. It allows all children to develop at their stage of development but still access learning with their peers.

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Curriculum and teaching Strong standard

Leaders ensure that children successfully experience learning across different environments. Understanding the world is woven into all parts of their curriculum and environment. Staff guarantee children have access to ample opportunities outside. For example, outdoor activities promote fine-motor skills, a love of reading and early counting. Through this extremely purposeful design, children develop skills and knowledge. This is appropriate for their age or stage of development. Staff have a profound understanding of each child and their level of development. The development of children is rigorously tracked across the nursery. Staff are super aware of what the children know, any concerns, and the next steps for every child. As a result, staff create measurable and attainable next steps for every child. Children, and their parents and carers, can see their achievements and progress. Highly intentional interactions are used consistently by staff. Staff ensure that every

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Curriculum and teaching Strong standard

interaction is a learning opportunity for the children. For example, babies practise key words and phrases. Also, older children explore capacity language within the allotment area. Staff continuously extend learning by linking parts of the curriculum into activities. Due to this, children have interactions that constantly develop their communication skills alongside other areas of learning.

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Inclusion Strong standard

Leaders have a passion for inclusion and promote this across the whole setting. They have extensive knowledge of special educational needs and/or disabilities and other disadvantaged groups. Leaders have developed staff knowledge to ensure highly effective early identification. Staff respond quickly, ensuring that barriers to learning and/or wellbeing are reduced. For example, children with emotional needs are supported through attuned, guided emotional regulation strategies. Children then develop their own self-soothing strategies. As a result, children become emotionally aware. They begin to create positive attitudes towards learning.

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Inclusion Strong standard

Leaders have developed highly effective tracking systems. These systems are embedded and used by all staff members. They have developed systems to track communication and emotional needs. Leaders train staff to set measurable goals and objectives. For example, staff reflect on outcomes to ensure that they are appropriate. Staff scale the targets back or adapt the provision to ensure that every child can succeed. Due to this, staff continuously reflect and refine their inclusive offer. This is consistently explored with parents to ensure they are aware of their child's overall development.

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Inclusion Strong standard

Leaders work tirelessly with professionals to deepen their provision and practice. For example, they take part in whole-setting training and have obtained a nationally recognised inclusive-practice award. Additionally, they have robust rapport with representatives within their local authority. This enables them to continually develop inclusive practice within the provision. Children benefit from inclusive support, provision and strategies that can be used across the whole setting. Leaders systematically review the funding streams available. Funds are used to provide emotional-regulation areas, visuals, increased staff ratios and staff training. As a result, all children receive highly effective provision that is tailored to their needs.

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Leadership and governance Strong standard

Leaders are highly reflective and have vast knowledge of their areas of strength and development. They work with staff to continuously evaluate practice and provision. This constant reviewing ensures that the curriculum on offer and provision are fit for purpose. Leaders foster an environment centred on ongoing professional development. Through peer observations, supervisions and an open-door policy, staff feel continually supported. For example, staff have asked for Autism, sign language and communication training to support their practice. Due to this, leaders have curated an environment in which staff are involved in the development of practice. Staff consistently have a positive contribution to the setting.

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Leadership and governance Strong standard

Staff feel genuinely respected, supported and valued by leadership. They comment on the high levels of support they receive personally and professionally. During regular supervisions, their emotional wellbeing and workload are prioritised. As a result, staff are empowered, enthusiastic and driven to provide high-quality care and practice.

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Leadership and governance Strong standard

Leaders show great commitment in strengthening their relationships with parents and carers, and local partners. There is a clear focus on building highly effective relationships with professionals and parents. For example, they have opened their sign language training to parents and local nurseries. Additionally, they have worked with local dentists to support families in accessing care. These thoughtful actions have created a harmonious approach between the home, setting and wider agencies. As a result, all decisions are firmly focused on promoting children's development and wellbeing.

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Leadership and governance Strong standard

Leaders show a deep commitment to strengthening relationships with parents and professionals. There is a clear focus on building highly effective partnerships across the board. Leaders work closely with parents to liaise with professionals, such as speech and language therapists. This ensures that support is mirrored both in the setting and at home. They also support parents with other inclusion matters outside the setting. Through meaningful efforts, a seamless bridge is built between families, the nursery and external agencies. In the end, every choice made is entirely centred on advancing each child's development and wellbeing.

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Leadership and governance Strong standard

Leaders proactively work with professionals to enhance care for children. They engage directly with virtual schools to ensure their practice stays up to date regarding disadvantaged children. Furthermore, the setting's dedication to inclusion has been recognised by the local authority. Leaders have proudly been nominated for an inclusion award. Ultimately, leaders reach out to continuously develop the support and care for children within their setting.

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

Compassionate and nurturing staff members welcome children into the setting. Every child's individuality is embraced and they are provided with genuine care. Children benefit from a highly effective parent partnership. Staff work effortlessly with parents and carers. This enables them to understand each child and their level of development. Consequently, children are given bespoke transition packages and tailored session times, and develop trusting relationships with staff. Children are supported to be their authentic selves, to achieve, belong and thrive.

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

Children show consistently high levels of engagement in the setting. This can be seen when they are exploring the natural world around them. They have unique experiences in the

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Inspector:

forest school and allotment provision. These experiences deepen their communication and mathematical skills. For example, children are able to re-enact stories, dig for numbers, and engage in meaningful conversations with adults about habitats. With adult support, they practice turn taking, listening to others and sharing ideas. Children build secure and trusting bonds with peers and adults. These positive connections give them a deep sense of safety. Children flourish and explore their surroundings with confidence.

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Inspector:

Children gain a variety of enriching experiences. This ranges from visits to see trains, the beach, parks and pet shops. Staff use these experiences to deepen learning opportunities. For example, children make their own trains or their own vets. Children can develop their sense of awe and wonder. These real-life experiences enable children to develop a sense of belonging in the world around. Children have access to a range of enhancing outdoor activities and experiences. Staff ensure that children experience the full breadth of the curriculum. Children are encouraged through careful questioning and adult guidance. For example, children explore books on insects and then deepen this further by looking at habitats. They practise fine-motor skills by using trowels and taking cuttings of plants. These experiences give children sensory opportunities. It also allows them to deepen their learning with real-life experiences. With adult support, children are engaged and curious. They have

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Inspector:

plenty of opportunities to practise their skills and knowledge.

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Inspector:

Disadvantaged children gain high levels of bespoke support within the setting. Children experience provision and support at their age and/or stage of development. For example, staff use shared emotional regulation and self-regulation strategies. Additionally, sign language, intensive interactions and high-interest activities are used. As a result, disadvantaged children can engage with a curriculum that is at their stage of development. They achieve small bespoke steps that set them up for success.

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Next steps

Leaders should continue to ensure that support strategies promote children's confidence, independence and participation so that they are able to engage fully in learning and daily experiences.

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About this inspection

The inspector spoke with leaders, practitioners, parents and children 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. Jordan Fox

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Address:

Burlington Infants School Marton Road Bridlington East Yorkshire YO16 7AQ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Gable House Nursery School Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30

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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. 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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