Sign up free
Skip to main content

Springboard Nursery Hull

Springboard Nursery Hull is a day nursery in Hull for children aged 0 to 7, with 96 registered places. Ofsted report card, 30 June 2026: Strong standard in 1 area, Expected standard in 5 areas; safeguarding standards met.

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

Key facts

Type
Day nursery (Full day care) (Ofsted childcare register, as at 30 June 2026)
Ages
0 to 7 (Ofsted childcare register, as at 30 June 2026)
Registered places
96 (Ofsted childcare register, as at 30 June 2026)
Registered
9 August 2024 (Ofsted childcare register, as at 30 June 2026)

Opening hours

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

Source: Ofsted report, inspection on 30 June 2026

Who runs it

Springboard Nursery Hull is run by Springboard Nursery Limited (Ofsted register).

Latest inspection

  • Inclusion: Strong standard
  • Curriculum and teaching: Expected standard
  • Achievement: Expected standard
  • Behaviour, attitudes and establishing routines: Expected standard
  • Children's welfare and wellbeing: Expected standard
  • Leadership and governance: Expected standard
  • Safeguarding standards met

Source: Ofsted, inspection on 30 June 2026. Contains public sector information licensed under the Open Government Licence v3.0.

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.

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.

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.

What Ofsted found in each area

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

What the setting must and should do next

The provider should:

  • 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.

Ofsted's words, from the report on the inspection on 30 June 2026. Read the full report on the Ofsted website. Contains public sector information licensed under the Open Government Licence v3.0.

Ofsted report cards (England, from November 2025)

Since 10 November 2025 Ofsted has graded nurseries and pre-schools on a report card. There is no single overall grade. Instead, each of six areas gets one of five grades: Exceptional, Strong standard, Expected standard, Needs attention, Urgent improvement.

The six areas are inclusion; curriculum and teaching; achievement; behaviour, attitudes and establishing routines; children's welfare and wellbeing; leadership and governance. Safeguarding is judged on its own, as met or not met.

Expected standard means the setting does what Ofsted expects of every setting. Strong standard and Exceptional are above that; Needs attention and Urgent improvement mean Ofsted found things the setting has to put right.

Source: Ofsted reports

Funded childcare hours in England

All 3 and 4 year olds in England can get 15 hours of free childcare a week, for 38 weeks of the year.

Working parents of children aged 9 months to 4 years old can get 30 hours of free childcare a week for 38 weeks of the year (Free Childcare for Working Parents), if they meet the earnings rules. You confirm your details every 3 months.

Some 2 year olds can get 15 hours a week when the family gets certain kinds of extra support.

The hours are used at a registered provider that offers them, so ask each nursery how it offers the funded hours.

Source: GOV.UK: Free Childcare for Working Parents, check if you're eligible · GOV.UK: Free childcare and education for 2 to 4 year olds (checked 31 October 2026)

Other nurseries nearby

  • Panda Nursery at Marvell House - Day nursery, Hull HU3 1PP, ages 0 to 4, 56 places, 0.4 miles
    Ofsted, 21 February 2023: Good overall; safeguarding is effective
  • Leisure and Family Support Service - Day nursery, Hull HU1 2RD, 0.5 miles
  • Ideal Centre For Tuition - Day nursery, Hull HU5 2UT, 0.6 miles
  • Queens Gardens Childcare Centre - Day nursery, Hull HU1 3DG, ages 0 to 4, 54 places, 0.7 miles
    Ofsted, 3 October 2024: Good overall; safeguarding is effective
  • Kids Takeover Hymers - Pre-school, Hull HU3 1LW, 0.7 miles

Schools nearby

Springboard Nursery Hull on the Ofsted website