Chapeltown Community Nursery

Chapeltown Community Nursery

Unique reference number (URN): 319349 Address: Reginald Street, Chapeltown, Leeds, West Yorkshire, LS7 3HL Type: Childcare on non-domestic premises Registered with Ofsted: 01/01/1973 Registers: EYR Registered person: Chapeltown Community Nursery

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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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Inclusion Strong standard

Leaders and practitioners identify children's individual needs quickly through daily observations, discussions with parents and regular progress checks. This helps them understand children's starting points and emerging needs so they can tailor support effectively.

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Inclusion Strong standard

Leaders take decisive action to reduce barriers to learning and wellbeing. Practitioners adapt teaching by breaking instructions into small steps, using repetition and visual supports and giving children additional time to process information. These reasonable adjustments help children with special educational needs and/or disabilities (SEND), disadvantaged children and those facing other challenges to take part fully in learning and routines alongside their peers.

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Inclusion Strong standard

A highly effective key-person system supports continuity of care and emotional security. Each child has a familiar adult who knows their routines, interests and emotional needs well. Children, including those with SEND, confidently seek reassurance and support from their key person during transitions and when regulating emotions, helping them feel safe and ready to learn.

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Inclusion Strong standard

Leaders monitor children's progress closely and review support regularly to check that adaptations are improving children's engagement, communication and independence. They work sensitively with parents, and, where appropriate, seek advice from external professionals and agencies to shape children's support, opportunities and experiences. Staff receive training and guidance on introducing support early, adapting it over time and reviewing its impact. This ensures consistent practice across the setting.

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Inclusion Strong standard

Early years pupil premium funding is used flexibly for specialist resources, staff training and targeted adult support. This improves disadvantaged children's access to learning opportunities and helps them make rapid progress. Leaders also work closely with families and external agencies to support children known (or previously known) to children's social care, ensuring tailored support and continuity of care.

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Achievement Expected standard

Children make progress from their starting points across the curriculum, particularly in communication and language. They join in confidently with songs, routines and shared activities, using familiar words, actions and phrases. Staff build children's confidence and vocabulary through repetition, modelling language and everyday conversation.

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Achievement Expected standard

All children, including disadvantaged children and children with special educational needs and/or disabilities, make progress from their individual starting points. Staff adapt teaching and daily practice so these children can take part in the same activities as their peers. Support is matched to individual needs, helping children to engage, communicate and participate alongside others. Children are increasingly confident learners who use their developing communication, social and physical skills to prepare for their next stage, including school.

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Achievement Expected standard

Children are becoming independent and are learning new skills. Staff support for them is not currently consistent to strengthen their opportunities to practise the skills. Children are learning to concentrate and focus on their learning. However, distractions and background noise sometimes have an impact on their ability to concentrate fully.

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Behaviour, attitudes and establishing routines Expected standard

Leaders create a welcoming environment with clear expectations for behaviour. Staff use consistent language, visual cues and predictable structures so children understand what is expected. This helps children feel secure and ready to learn. Relationships between practitioners and children are warm and respectful. Children confidently approach familiar adults for reassurance and guidance, and they respond well to calm support. Noise levels can sometimes have an impact on children's ability to concentrate fully on their learning.

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Behaviour, attitudes and establishing routines Expected standard

Staff help children learn how to play and learn alongside others. Children share resources, take turns and cooperate during play. For example, in the water area, children work together to move water using watering cans and guttering. They adapt their ideas, solve problems collaboratively and stay motivated when things do not work first time. Staff model respectful language and guide children to listen to one another and respond kindly. Staff tailor their support to children's age, stage and individual needs. Children with special educational needs and/or disabilities and those who need additional emotional support are helped to take part confidently alongside their peers.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote the importance of punctuality and regular attendance. Attendance is monitored closely and absences are followed up with families. Staff work with parents to establish consistent routines so children arrive on time and ready to learn. These clear expectations help children settle quickly, engage in learning and prepare for their next stage in learning.

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Children's welfare and wellbeing Expected standard

Staff meet children's individual needs well. They know the children and their families and adapt care to suit health needs, emotions and home routines. For example, some children receive extra reassurance on arrival, while others are supported to settle quickly and join in with play. This helps children feel safe and included. Children form strong relationships with familiar adults. They go to staff for comfort, help and conversation. Staff respond calmly and kindly. Children show they feel secure and understood.

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Children's welfare and wellbeing Expected standard

Children learn about health and safety through daily routines, although at times they are not consistently supported to practise their independence skills. They wash their hands and explain why this is important. At mealtimes, children sit together, serve their food and talk with adults and friends. Staff model polite conversation and talk about healthy and less healthy foods. Outdoor play supports physical development as children run, climb and balance in the garden.

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Children's welfare and wellbeing Expected standard

Children with special educational needs and/or disabilities receive adapted support. Staff break instructions into small steps, use pictures and gestures and give extra time for children to respond. This helps these children take part in routines and play alongside their peers. Staff support children to recognise and manage their emotions. They name feelings, offer comfort and show children calming strategies. Children are encouraged to share worries and talk about their day.

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Curriculum and teaching Expected standard

Leaders plan a broad and balanced curriculum that reflects children's starting points and the context of their unique community. Leaders are clear about what they want children to know and be able to do before they move on to their next stage of learning, including school. They ensure that the curriculum covers all areas of learning and development and builds knowledge and skills progressively from children's starting points.

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Curriculum and teaching Expected standard

Leaders prioritise children's language development. Children sing familiar songs together and join in with repeated phrases and actions. Adults model language, use commentary and encourage children to join in, adapting support to the children's age and stage of development. Staff support children with special educational needs and/or disabilities (SEND) by breaking instructions into small steps, using repetition and visual cues, and giving children time to process information. This helps children, including those with SEND, to develop the skills they need to take part in activities alongside their peers fully.

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Curriculum and teaching Expected standard

Leaders prioritise children's independence within the curriculum. They want children to consistently practise self-care skills such as accessing drinks, washing their hands and putting on their boots before they go outside. However, staff do not support children to manage these tasks for themselves consistently. At times, adults step in too quickly, which reduces opportunities for children to practise, consolidate and master their independence skills. This means children do not always build their independence and refine their new skills as securely as they could.

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Curriculum and teaching Expected standard

Leaders plan learning to support children's listening and attention through songs, routines and adult-led activities. However, during activities where developing listening and attention is the intended learning, the environment does not consistently support children to be able to focus and listen. For example, staff do not manage background noise or reduce distractions in the immediate nursery environment. As a result, some children find it harder to tune in, listen and focus their attention. This means children do not fully engage or benefit from the intended learning.

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Leadership and governance Expected standard

Leaders have an appropriate understanding of the setting's strengths and areas for improvement and are taking action to enhance children's experiences. For example, they identified that children needed more opportunities for physical activity and wellbeing, and they prioritised increasing time outdoors. Leaders developed the outdoor curriculum so children spend more time being active, exploring and learning in fresh air, which supports physical development and emotional wellbeing.

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Leadership and governance Expected standard

Leaders and those responsible for governance make decisions in the best interests of all children, particularly those who are disadvantaged or have special educational needs and/or disabilities. They actively promote regular attendance and work with families to encourage consistent routines so children can benefit from their learning and care. Leaders monitor attendance and follow up absences with parents to support families and reduce any barriers to participation.

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Leadership and governance Expected standard

Leaders consider staff wellbeing and workload in their decision-making. They provide regular supervision and check-ins and ensure that responsibilities are manageable so staff feel supported and able to focus on children's care and learning.

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Leadership and governance Expected standard

Leaders provide regular in-house training for staff to raise the quality of learning and strengthen staff knowledge and confidence in teaching and supporting children, which has a positive impact on children's progress and experiences. There are still some areas where practice is not yet embedded to consistently support children's concentration and independence.

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

Children feel safe, welcomed and cared for at this inclusive setting. They arrive happily and settle quickly, supported by familiar adults who offer reassurance and comfort when needed. Children, including children with special educational needs and/or disabilities (SEND), separate confidently from their parents and seek support from staff, which shows they feel secure and trust the adults around them. Staff know children and families well and respond sensitively to emotional needs, particularly for children experiencing family changes, medical needs or other challenges. Children achieve well from their starting points. They engage with a wide range of activities and experiences across the day and show positive attitudes to learning. Outdoors, children run, climb and balance confidently in the large garden. They develop coordination, spatial awareness and strength as they practise and repeat physical skills. Staff encourage

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

perseverance and support children to manage risk safely, helping them to build confidence and resilience.

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

Children learn alongside their peers and develop positive social skills. They take turns, share resources and cooperate during play, such as when working together in the sand and water areas. Staff model respectful behaviour and support children to listen to one another during play and mealtimes. Children with SEND are supported to join in gradually through adapted teaching, clear routines and adult guidance, ensuring that they feel included and able to participate fully.

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

Children thrive in a setting where their individuality is valued. Staff support children to recognise and express their feelings, using language and strategies matched to their age and stage. Attendance and punctuality are promoted with families, and children benefit from consistent routines that help them feel secure and ready to learn.

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

Parents feel welcomed and involved in nursery life. They value regular communication and guidance to extend learning at home. This strong partnership helps children build the confidence, independence and skills they need for their next stage of learning, including school.

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Next steps

Leaders should ensure that the curriculum provides consistent opportunities for children to practise, refine and master their independence skills over time. Leaders should improve the organisation of the nursery environment so that distractions in the environment are minimised and children are consistently supported to develop their listening and attention skills.

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About this inspection

The inspector spoke with leaders, practitioners, the special educational needs coordinator, parents and grandparents 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.

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Address:

Reginald Street Chapeltown Leeds West Yorkshire LS7 3HL

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Chapeltown Community Nursery

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Address:

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

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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.

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Urgent improvement

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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