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
Inspection report: 3 July 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
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.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
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.

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

Inspector:
Monika Wood
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.
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.
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.
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.
About this inspection
The inspector spoke with the children, staff and parents during the 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
Address:
The Bloc 38 Springfield Way
Anlaby
East Yorkshire
HU10 6RJ
Type: Childcare on non-domestic premises
Registration date: 09/08/2024
Registered person: Springboard Nursery Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: East Riding of Yorkshire
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 3 July 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
98
Our grades explained
Exceptional
Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of
them.
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.
Needs attention
The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement
The setting needs to make urgent improvements to provide the expected standard of
education and/or care.
The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
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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