URN 2799843 · Inspected 2026-07-30 · Published 2026-09-14 · Inspector: Monika Wood
Springboard Nursery Willerby Unique reference number (URN): 2799843 Address: The Trade Yard, Grange Park Lane, East Yorkshire, HU10 6GE Type: Childcare on non-domestic premises Registered with Ofsted: 09/08/2024 Registers: EYR Registered person: Springboard Nursery Limited Inspection report: 30 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 All children make sustained and consistent progress from their individual starting points across all areas of learning. Younger children become confident communicators, babbling, shrieking and smiling to share their needs. They explore early self-care by washing babies with bubbles and water, learning about bodies, care routines and cause and effect. This helps them build early independence and emotional security. Older children use expressive language in imaginative play, taking on roles such as firefighters and shopkeepers. They explain their ideas, negotiate roles and talk through their plans, showing strong communication and social confidence. Children dance with the parachute, sing together and move rhythmically, developing coordination and joy in movement. During yoga, they copy poses, breathe calmly and talk about how their bodies feel, strengthening physical and emotional regulation. Children compare sizes, quantities and shapes as they mould dough, organise their 'shop' or sort resources. This helps them develop early mathematical awareness and the key skills needed for the next stage of learning. Behaviour, attitudes and establishing routines Strong standard Children behave positively and engage calmly throughout the setting. Leaders have created a predictable and respectful environment where expectations are clear, helping all children feel safe, confident and ready to learn, including those with additional needs. Relationships are warm, and children show trust in the adults who care for them. Children cooperate well and enjoy being with others. Younger children explore early care routines, gently bathing dolls and sharing resources. Older children use expressive language in imaginative play, create stories together and solve small problems with friends. Group movement and music activities help children develop coordination, confidence and self-regulation. Children talk about their feelings using simple emotional language and respond well to calm guidance. They share resources, resolve small disagreements and recognise social cues. Children with special educational needs and/or disabilities benefit from visual prompts, sensory regulation and predictable routines, enabling them to meet expectations successfully. Staff promote regular attendance and punctuality by working closely with parents and following up any unexplained absences without delay. Families value the support and communication they receive. Across the setting, children are confident, settled and deeply engaged. Their behaviour reflects a culture of kindness, emotional security and positive attitudes to learning. Children's welfare and wellbeing Strong standard Leaders and staff prioritise children's welfare and wellbeing consistently. They work closely with families to support key stages of development, such as weaning, feeding and early self- care. This continuity helps children feel safe, settled and emotionally secure. Care practices are calm and respectful. Babies receive gentle support during early feeding, and older children practise simple self-care skills such as scooping food and pouring water. Children with special educational needs and/or disabilities, disadvantaged children and those known to social care experience thoughtful adjustments, including visual prompts, sensory regulation and predictable routines, enabling them to participate fully. Secure attachments are evident. Babies seek comfort from familiar adults, while older children confidently share ideas and approach staff when they need help. This supports emotional security and readiness to learn. Children develop an understanding of health, safety and physical development through everyday routines. Handwashing, toileting, yoga, outdoor movement and caring for the African snail help children learn how bodies work and how to keep themselves safe and healthy. Children recognise and express emotions using simple language and respond well to calm guidance. Sensory experiences, music and imaginative play help them regulate feelings and build resilience. Curriculum and teaching Strong standard Leaders create a calm and nurturing environment where children feel secure and ready to learn. Staff understand the curriculum well and use new planning mind maps to design focused, enriching and thoughtful activities that are having significant impact across rooms. Staff prioritise children's physical, personal, social and emotional development. Language is supported extremely well through modelling, extending ideas and consistent use of sign language. Mathematical language is woven into play, with staff introducing words such as 'more', 'less', 'full', 'empty', 'heavy' and 'light'. Everyday activities build key skills. When children use scissors, staff introduce clear language and signs for 'open', 'close', and 'cut', strengthening fine motor control and vocabulary. During water play, staff encourage children to mix coloured water, talk about what they notice and compare amounts. Staff listen carefully to children's ideas and prompt them to think about why changes occur. This supports early science, critical thinking and curiosity. Teaching is adapted for children with special educational needs and/or disabilities, disadvantaged children and those known to social care. Staff use visual cues, a calm tone, predictable routines and sensory alternatives so every child can participate. Assessment is used thoughtfully to tailor teaching to children's starting points and needs. Inclusion Strong standard Staff know children extremely well. They observe them closely during play to understand their individual needs and identify any gaps in learning. Activities are skilfully adapted so every child can join in. This nurturing and focused approach ensures all children have the same opportunities and experiences at the nursery and supports steady, meaningful progress. Staff thoughtfully modify the environment and routines so every child can engage fully. For example, children who previously had no speech now greet adults with simple words, showing clear progress. When children seek strong sensory input, staff gently redirect them and use calm, consistent language and familiar sensory tools to help them stay engaged. These warm and attentive strategies help children to communicate, settle and grow in confidence. Leaders work closely with families and other professionals. They attend meetings, share information and act quickly when behaviour changes. This helps children known to social care to feel safe, understood and supported. Staff use targeted interventions with parental permission and guide families thoughtfully when they are unsure. The sensory room and imagination space offer calm places for children to regulate and explore. These nurturing spaces help children to remain included in group learning and make steady progress. Leadership and governance Strong standard Leaders create a homely, secure nursery. Embedded partnership with parents supports children's development and strengthens continuity between home and nursery. Leaders have a sharp, accurate view of the setting and use it to drive purposeful improvement. They value professional development and ensure staff receive regular meetings, coaching and training to strengthen practice. Staff feel well supported and able to focus on children's needs. Leaders balance expectations carefully, helping maintain a stable team whose consistency strengthens children's experiences. Decisions are made with children's best interests in mind, particularly those with special educational needs and/or disabilities, disadvantaged children and those known to social care. Staff follow guidance from external professionals and adapt routines thoughtfully so all children can participate fully. Leaders shape a curriculum that extends beyond the nursery, choosing community experiences that add value, build confidence and support children's wider development. Leaders maintain oversight of daily practice, ensure safer working expectations are met and respond promptly to any concerns. Leadership is reflective, child centred and focused on maintaining high-quality provision for every child. What it's like to be a child at this setting Children experience a calm, welcoming and engaging day at this nursery. Staff greet them with predictable routines and warm interactions, helping children to feel cared for and safe. This emotional security helps children to settle quickly, explore confidently and take part in learning with enthusiasm. Children enjoy their learning. They investigate flour, paint and water, mix colours at the water wall and take part in imaginative play that reflects real life. They help care for the nursery's snail, including walking to the local shop to buy food for it. These experiences help children to develop curiosity, independence and responsibility. Children achieve well from their starting points. Babies practise early feeding and communication, including through signing, which helps them to build early language and social connection. Toddlers explore early mathematics through pouring, scooping and matching, helping them to understand quantity and pattern. Pre-school-age children strengthen expressive language through storytelling, role play and group discussions, helping them to communicate confidently and prepare for their next stage. Children with special educational needs and/or disabilities (SEND) are fully included. Staff adapt routines, use visual cues and work closely with specialist support so children can participate alongside their peers. These adaptations help children to regulate, engage and make progress in communication and interaction. Children forge positive social skills and feel they belong. Staff model kindness and respectful behaviour, and children respond by sharing, taking turns and supporting one another. Smooth transitions and mealtimes help children to understand expectations and feel secure. Parents describe their children as happy, settled and excited to attend, reinforcing the strong sense of community. Children thrive because they are encouraged to explore, express themselves and take part in learning that reflects their interests. This helps them to develop confidence, resilience and the skills they need for their next stage of development. Next steps Leaders should implement the agreed improvement priorities with precision and review their impact systematically, ensuring that each action demonstrably strengthens the areas identified in the evaluation and contributes to sustained high standards across the provision. Inspector: Monika Wood About this setting Unique reference number (URN): 2799843 Address: The Trade Yard Grange Park Lane East Yorkshire HU10 6GE 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 30 July 2026 Children numbers About this inspection The inspector spoke with leaders, staff and children and considered parental feedback collected 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. Age range of children at the time of inspection 0 to 4 Total number of places 123 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. 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. 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. 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