New Beginnings at Park SpringOfsted report card, 14 Sept 2026

New Beginnings at Park Spring

Unique reference number (URN): EY485760 Address: Park Spring Primary School, Wellstone Avenue, LEEDS, LS13 4EH Type: Childcare on non-domestic premises Registered with Ofsted: 28/04/2015 Registers: EYR, CCR, VCR Registered person: Lilyrose Ventures Ltd

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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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Achievement Expected standard

All children demonstrate the progression in skills and knowledge they achieve throughout their time at the nursery. For example, babies and young children explore the ways in which they can move, pulling themselves up on furniture and reaching for toys to explore, whilst older children learn to move in a variety of ways, propelling themselves on sit-and-ride toys, climbing and skilfully changing direction as they run in a game of superheroes.

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Achievement Expected standard

Children learn to communicate effectively and make their needs known. They progress from pre-verbal communication to speaking in sentences to share their ideas and experiences. Children are independent, attending to their own personal care needs, such as handwashing and nose wiping. As babies, with developing physical skills, they learn to feed themselves, developing their grip to select foods and bring them to their mouths. As children practise pouring and scooping motions in their play, they develop skills to be able to serve their meals and feed themselves with cutlery. By the time children are pre-school aged, they are mostly independent in these skills.

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Behaviour, attitudes and establishing routines Expected standard

Leaders establish effective routines that help children feel secure, settled and ready to learn. Key persons work closely with parents to develop a strong understanding of children's individual needs and experiences. For example, they gather information to enable them to support children's behaviour and emotions, such as whether they need additional comfort following a disturbed night's sleep. Staff use this knowledge to respond sensitively to children's needs and support their engagement. Staff have regard to safer sleep guidance and have procedures in place to monitor children during this time.

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Behaviour, attitudes and establishing routines Expected standard

Typically, routines promote children's engagement and independence, however, some routines do not always promote children's sustained involvement in activities. For example, children are sometimes distracted during song time when they are called to wash their hands, or become frustrated when others knock down their models while waiting for afternoon activities to be set up. As a result, there are occasional incidents of unwanted behaviour and missed opportunities to maximise children's learning and engagement.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have high expectations for all children and establish clear policies and procedures that promote respect, tolerance and positive behaviour. Staff generally support children's behaviour through positive interactions and consistent reinforcement of expected behaviours. Typically, they adapt their approaches appropriately to meet children's ages and stages of development. For example, staff encourage younger children to use 'kind hands', while helping older children to understand the consequences of their actions, such as throwing stones. This supports children to recognise and manage their emotions, develop an understanding of expected behaviour and treat others with respect.

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Behaviour, attitudes and establishing routines Expected standard

Leaders actively promote children's attendance and work closely with families from the outset to build positive relationships and ensure they receive appropriate support. They monitor attendance effectively and follow up on absences to promote children's safety, wellbeing and welfare.

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Children's welfare and wellbeing Expected standard

Leaders have a clear understanding of the community they serve and are responsive to local issues that may affect children's health and wellbeing, such as oral health. They work proactively with families and partner agencies to promote children's welfare, supporting initiatives such as toothbrushing programmes, and providing resources to help parents continue good practices at home.

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Children's welfare and wellbeing Expected standard

Leaders plan opportunities that broaden children's experiences and promote healthy lifestyles. Children learn about the diverse cultures within their community and develop an understanding of healthy eating. For example, they celebrate a range of festivals and learn about foods and where they come from, nurturing food plants until they are ready for harvest and preparing them to eat. Children also cook with vegetables grown in the nursery garden. These experiences support children's physical wellbeing, encourage positive attitudes towards trying new foods and help them to develop healthy habits for the future. Mealtimes are a social occasion, and staff are alert to the risks associated with foods, such as choking and allergens. They give children reminders to remain seated whilst eating and monitor the food that children eat.

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Children's welfare and wellbeing Expected standard

Children are typically well supported during settling-in periods. Babies and children form attachments with familiar staff and are comforted by their caring interactions with them. Children who have special educational needs and/or disabilities or who face barriers to their learning are fully included in all aspects of the nursery. Generally, staff prioritise all children having a voice and are in tune to their individual needs and how children express themselves. For example, staff use objects of reference to encourage children to make choices. This promotes not only children's developing communication but their emotional wellbeing.

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Curriculum and teaching Expected standard

Leaders design a curriculum that promotes children's independence, confidence and positive attitudes towards learning, supporting them to develop a secure sense of self and their own unique identities. Staff foster children's personal, social and emotional development, enabling them to make choices, develop independence and build positive relationships with others. For example, babies independently access instruments stored at their level, learning about cause and effect through exploration, while older children learn to collaborate, take turns and share during group play.

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Curriculum and teaching Expected standard

Staff know children well and have a clear understanding of their current stage of development and what they need to learn next. They use this knowledge to plan experiences that support children's progress across the curriculum. Through purposeful interactions and intentional teaching, staff help children to acquire new knowledge, skills and vocabulary. For example, as children explore water play, staff encourage them to practise large movements and build their strength, reaching up to pour and bending down to scoop the water. They introduce new vocabulary, like 'splash' and 'scoop', to expand on the language that children use. However, opportunities to deepen children's learning are not always fully maximised. For example, when children recite numbers as they line up to come inside, staff do not always use this spontaneous learning moment to further develop children's mathematical knowledge and thinking. As a result, children do not consistently

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Curriculum and teaching Expected standard

practise and consolidate the knowledge they have.

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Curriculum and teaching Expected standard

Staff develop warm, positive and nurturing relationships with children, helping them to feel safe, valued and emotionally secure. They use their knowledge of children's interests and individual needs to provide engaging experiences that support learning and social development. For example, staff encourage children to engage with preferred resources and sensitively support them to play alongside and with their peers. This helps children to develop cooperative play skills, form positive relationships and build confidence in social situations.

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Inclusion Expected standard

Leaders create an inclusive environment in which they welcome children and their families wholeheartedly. They understand the community that they serve. When children begin at the nursery, leaders work with families to build a picture of the child, including their experiences and learning and development needs. From this, staff generally plan activities and experiences that build on what children already know and can do. For example, as many children have limited opportunities for outdoor play at home, the nursery provides extensive access to outdoor experiences that promote children's physical development, exploration and wellbeing.

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Inclusion Expected standard

Leaders maintain a clear oversight of all children's development, with a particular focus on the progress of children with special educational needs and/or disabilities and those who face barriers to learning. They draw on advice and support from other professionals to help shape individual support plans and set appropriate targets, ensuring children receive the support they need to make progress in their learning. This is typically implemented well by staff. For example, staff give particular regard to children's non-verbal communication and body language, responding to these cues encouragingly to promote interaction. This helps many children to make progress and contributes to identified gaps in learning being narrowed over time.

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Leadership and governance Expected standard

Leaders generally have an accurate view of the setting's strengths and areas of development. They have identified areas that they want to develop further, such as implementing the curriculum more consistently and developing the outdoor play spaces. They reflect on local need, to understand the priorities of the community and their cohort of children. For example, prioritising children's access to outdoor play and providing them with a nutritious diet.

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Leadership and governance Expected standard

Leaders establish effective partnerships with parents, carers and external professionals to support children's learning, development and wellbeing. They work collaboratively with other agencies to secure targeted and specialist support for children and families where needed, helping to ensure that children receive timely and appropriate interventions. Leaders maintain open and effective communication with parents, ensuring that relevant information about children's development is shared and used to support positive outcomes. They also provide opportunities for parents to develop their knowledge and understanding through workshops and guidance on specific areas of need. For example, leaders facilitate sessions on approaches, such as intensive interactions, to support communication development and strategies to help establish routines at home. This strengthens partnership working and promotes a consistent approach to supporting children's development across

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Leadership and governance Expected standard

Staff receive support, coaching and training that equips them to fulfil their role. Leaders use observation to identify professional development opportunities and role modelling to support staff to strengthen their practice in the classrooms. Staff report that leaders support them well and take positive steps to manage workload effectively. They feel their contributions are valued and appreciate the encouragement and support they receive to undertake further training and gain additional qualifications.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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

Children are happy, generally well settled and demonstrate that they feel emotionally secure within the nursery. Staff respond sensitively to children's individual needs and support them to form positive relationships with their key person. For example, new babies develop secure attachments, providing an emotional base from which they can confidently explore their environment. Children who have established secure relationships with their key person engage in learning with confidence, showing increasing levels of independence and curiosity.

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

Children demonstrate positive attitudes towards learning and are eager to take part in the activities and experiences available to them. They enjoy exploring themes that help them to learn about themselves, the changing seasons and the community around them. For example, children learn about celebrations from different cultures and take part in experiences, such as pumpkin picking to learn about harvest. They benefit from a broad range of opportunities that build on their existing knowledge and experiences. Through activities such as outdoor play, growing food and sensory exploration, children develop new skills and knowledge. For example, children strengthen their physical skills as they roll, knead and manipulate dough, and they develop their mathematical understanding as they use tweezers to move objects and count them to match a numeral. Children take part in physical education days each week that supports them to develop skills in the way they

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

move, including promoting their strength, stamina and balance.

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

Children develop their communication and language skills through stories, songs and meaningful interactions with staff. They learn new vocabulary during play and everyday experiences. For example, children learn mathematical language, such as 'full' and 'empty', as they fill and empty containers in the sand pit. Children are supported to communicate in a

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Address:

Park Spring Primary School Wellstone Avenue LEEDS LS13 4EH

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Lilyrose Ventures Ltd

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Address:

Register(s): EYR, CCR, VCR variety of ways, such as through narration and intensive interaction. This helps them to express their needs, share their ideas and engage successfully with others.

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Next steps

Leaders should support staff to recognise opportunities to deepen children's learning so that the curriculum is implemented more consistently. Leaders should support staff to organise routines so that children's engagement is more consistently prioritised.

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About this inspection

The inspectors spoke with staff, leaders, parents, children and the nursery special educational needs coordinator 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. 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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