Springboard Nursery Willerby

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.

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.

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.

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.