Eden Park Nursery

Eden Park Nursery
Unique reference number (URN): 2808869
Address: Oakhurst Mount, Leeds, LS11 7EX
Type: Childcare on non-domestic premises
Registered with Ofsted: 20/11/2024
Registers: EYR
Registered person: TXL Training Ltd.
Inspection report: 2 July 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement

Urgent improvement
Safeguarding standards not met
Leaders have not ensured that there is an open and positive culture around safeguarding
that adequately protects children from harm. Leaders and practitioners are unclear about the
correct statutory agencies to refer safeguarding concerns to. For example, they lack
understanding of the procedures to make referrals to the local authority designated officer
for allegations against staff and the multi-agency safeguarding team for concerns about
children's safety. Leaders do not have the required training for safeguarding children. For
example, they lack understanding of safer recruitment practice and referral procedures.
Leaders do not ensure that staff have a robust understanding of safeguarding policies and
procedures and demonstrate this in practice. This means safeguarding practice is poor and
children are unsafe. Children's attendance is not monitored by leaders and practitioners and
leaders are not alert to the potential for any safeguarding risks to children when there are
absences from the nursery. These weaknesses do not ensure that children are adequately
protected from harm.
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.
Achievement Urgent improvement
Children do not progress in their learning and are not supported to develop their knowledge
and skills. Leaders do not plan the curriculum effectively to promote children's development
in all areas of their learning. Leaders have very poor understanding of when children are
developing at rates that need urgent support. Inclusive practice is poor and children who
face barriers to their learning are not supported to make progress, as there is no access to a
high-quality education.
Children do not have opportunities to focus their attention, as activities are short or not
suitable for their age and stage. This means children do not learn how to give attention to a
task. Children do not have a range of vocabulary and do not learn communication skills well.
Leaders and practitioners do not promote children's sense of achievement in play. For
example, children do not know when they have done well. Activities are not explained and
the purpose is not clear, so children are not aware of what they need to do to succeed.
Leaders and practitioners do not offer praise or feedback for a child's learning and
development.
Leaders have low expectations of what children can and should achieve. Practitioners lack
the ability to adapt teaching for children's age and stage. When outdoors, the bikes are not

age- and stage-appropriate, leading to frustration when the children are unable to use them.
This means children do not progress in their physical skills. Children are eager to try new
experiences, such as mark making and are excited to talk about the marks they make.
Behaviour, attitudes and establishing routines Urgent improvement
Leaders and practitioners do not respond to behaviour, such as children disrupting activities,
and this hinders children's learning. Practitioners do not respond when children pull
resources off a board during an activity about feeling objects. Practitioners do not explain
the activity so children are able to understand how to explore the resources. Children walk
away from the activity, as they lose interest. Children's needs, such as special educational
needs and/or disabilities are not identified. This means children disengage with learning and
do not develop motivation and a positive attitude to learning.
Children are persistently disrespectful to others and practitioners do not support children to
understand why some behaviours are unacceptable. Children do not receive clear
expectations of behaviour, and do not learn how to respect others. Leaders and practitioners
do not engage parents in discussions about behaviour and have not made relationships with
other agencies to support this. Leaders do not respond to concerns regarding children's
attendance. They wait for parents to contact or they try calling them but this is not followed
up if there is no answer. This means children could be unsafe or at risk and the nursery
does not respond to keep them safe.
Leaders do not share information effectively with other nurseries that children transfer from,
to understand and support their routines. The nursery has welcomed school teachers to
attend the nursery, but they do not share detailed information to support transition. Key-
person arrangements are not consistent and children do not develop secure relationships.
Children's routines, such as sleep times are not linked to individual needs as practitioners do
not know the children well enough. There are long periods of waiting for children and this
results in disruptive behaviour, as children are unsure of what is happening next. For
example, children bang on the doors to go outside. Children enjoy dancing to 'wake up,
shake up' and they are excited to go outside when they are provided the opportunity.
Children's welfare and wellbeing Urgent improvement
Leaders have not ensured that the key-person system is effective. Parents have not been
informed of their child's key person. Leaders do not share information effectively with
parents. This leads to leaders failing to know when children need additional support.
Leaders do not share information with parents regarding their children's progress. They do
not support parents to continue children's learning at home.
Risk assessments are not undertaken to ensure spaces like outdoors are safe for children to
play. The outdoor play area has seeds on the floor that have fallen from a cherry tree and
children pick these up and put them in their mouths. Children's outdoor and indoor play is
not appropriate with enough challenge to develop their learning.
Leaders and practitioners do not work in partnerships with previous nurseries that children
attend, in order to support their transition. Children are not prepared for their transition to
school and leaders do not share detailed information with schools regarding children's

development. Leaders and practitioners do not explore the effect of physical activity on their
bodies. Water is not accessible for children to independently help themselves to, when they
are warm. Children enjoy physical activity during the day and dance to songs. Children
generally enjoy snack and meal times with their peers.
Curriculum and teaching Urgent improvement
Leaders implementation of the curriculum and children's routines are ineffective to promote
development in children's learning. The curriculum is not ambitious, staff and leaders lack a
depth of knowledge. The nursery's curriculum does not consider being inclusive to all
children and how to challenge children to achieve more. For example, children colour in
circles on worksheets but when children know the shape of a circle, teaching is not
extended further.
Leaders and practitioners do not know children and what they can do. They do not
sequence children's learning to support their progress over time. Leaders and practitioners'
teaching does not break down the learning into small steps. When children explore textures,
the same simple questions are asked to all children regardless of age or ability. Leaders and
practitioners do not expand on topics to ensure that children learn more, when they are
ready. There is no breadth of teaching, and activities are too simple for older children.
Practitioners do not ensure a wide range of language and vocabulary is heard by children at
the setting. Children are not prepared for school, as leaders and staff do not plan and
implement a curriculum that supports their progress from their starting points. Children show
excitement for going outdoors and dancing. They enjoy being physically active and
demonstrate that they know the dance routines well, moving their bodies in a range of ways.
Inclusion Urgent improvement
Leaders and practitioners do not have robust procedures in place to identify children's needs
and ensure that adequate support is in place. When children start the nursery, leaders do
not respond in a timely manner to ensure procedures are in place for their development.
Children with special educational needs and/or disabilities (SEND) do not engage with
activities. They move around the space while activities are taking place. Children with SEND
are not included in the planned activities, which are not adapted for their needs. Children lay
on the floor or hide behind high chairs. Children's behaviour disrupts activities and other
children are unable to be involved with the learning and look around aimlessly instead.
Leaders have not identified a named person to take the lead on the work of SEND. Leaders
do not receive additional support and work with professionals to ensure they break down
barriers to learning for children with SEND. Leaders do not engage with a variety of
specialised people to share information about children's needs, in order to provide the
specialist support for children with SEND.
Leaders and practitioners do not accurately identify the learning and development needs of
children. This means that children with areas of learning that need improving, do not receive
the targeted development from practitioners. Parents are not aware of targets and are not
included in the decision-making about support for their children. Children with SEND enjoy

moving their bodies to the music they can hear, during songs. While outdoors, they explore
the environment and notice weather changes, such as when the wind blows.
Leadership and governance Urgent improvement
The provider fails to have effective oversight of the leadership of the setting. Leaders and
practitioners do not receive supervision, coaching, mentoring and training to ensure that
they have the knowledge to provide a quality education for all children. Leaders do not
understand the requirements and training that staff need in order to be in their roles. This
means the organisation of the nursery is not clear and is ineffective in achieving successful
outcomes for children.
Leaders do not support staff to develop their knowledge and understanding of children's
development, in order to improve outcomes for children. Leaders do not make decisions in
the best interests of children who face barriers to learning. Leaders do not have a clear
understanding of their strengths and areas for development and have failed to identify and
address significant breaches to the statutory requirements.
Leaders do not ensure that staff who lead safeguarding understand and implement their
roles and responsibilities to protect children's welfare. Leaders are not knowledgeable
enough about their statutory duties such as ensuring there is a named special educational
needs and/or disabilities coordinator, monitoring attendance, safer recruitment and
safeguarding procedures. Leaders do not ensure that staff complete effective risk
assessments to remove or minimise risks to children's safety.
Leaders do not ensure that practitioners work well in partnership with parents and share
information about their child's learning and support them to extend children's learning at
home. This means children do not make progress in their learning. Leaders ensure staff feel
valued and supported with their wellbeing.
What it's like to be a child at this setting
There are significant weaknesses in the leadership and governance of the nursery that
impact on children's welfare and learning and development. Children do not consistently
arrive happy at nursery and when some children arrive there are no resources available for
them to begin their play. During group activities, children with special educational needs
and/or disabilities (SEND) are not included and activities are not adapted to meet all
children's individual needs. Younger children are not shown how to interact purposefully with

resources. This results in older children's learning experiences being interrupted by younger
children. Children are not shown how to understand others' feelings and when behaviour
changes, staff do not have a consistent approach to prevent the behaviour continuing. This
means children do not learn the skills to develop positive relationships and lack an
understanding of expected boundaries.
Children spend lots of time waiting for the next activity or routine to continue. This means
they are not able to develop in their skills and abilities to follow routines. Children do not
receive the level of teaching and learning to thrive in their development. Children with SEND
do not have the support and processes in place to make progress in their education.
Leaders and practitioners do not identify children's barriers to learning early. This means
children do not progress from their starting points. Children do not achieve learning across
all areas of the early years foundation stage.
Leaders and practitioners do not have the knowledge and understanding to make
safeguarding referrals. For example, they are not aware of their responsibility to refer the
matter to the local authority designated officer when allegations are made against staff.
Leaders and practitioners do not have the procedures in place for whistleblowing, to ensure
that referrals are made in a timely manner. Leaders and practitioners do not persistently
follow up when children are absent without notice and do not have efficient attendance
procedures in place.
Some children are comfortable and come into nursery happily to staff who are kind and
patient. Children wave at visitors with a smile. They enjoy cuddles with kind staff. Children
enjoy spending time with peers and will hug each other when they arrive.
Next steps
The provider is not meeting the requirements of the Early years foundation stage and Ofsted
intends to take enforcement action.
We will issue a Welfare Requirements Notice requiring the provider to have taken the
following actions by the assigned date:
Action Completion Date
ensure those responsible for leading on safeguarding
fully understand the setting's policies and procedures
for safeguarding, so they can provide support and
advice for staff about protecting children, with particular
regard for managing allegations
16/07/2026
ensure leaders and staff are aware of and understand
the setting's whistleblowing procedures
16/07/2026
demonstrate sufficient understanding of the requirement
to follow up any child absences in a timely manner and
16/07/2026

Action Completion Date
ensure the setting's attendance policy includes
procedures to follow if a child absent without notification
ensure effective arrangements are in place to support
children with special educational needs and/or
disabilities (SEND), and to identify a member of staff to
act as a SEND coordinator
16/07/2026
make sure the key-person system is effective to ensure
children's care is tailored to their meet their individual
needs
16/07/2026
ensure all staff are consistent in their approach to
behaviour management so that children are clear about
what is expected of them and learn how to manage
their own behaviour
16/07/2026
take all reasonable steps to ensure children are not
exposed to risks and that risk assessments inform staff
practice
16/07/2026
ensure that the required information is shared with
parents and carers, including about activities for
children, key persons, and support for children with
SEND
16/07/2026
ensure staff delivering the curriculum have the
appropriate knowledge and skills to offer quality
learning experiences to children
16/07/2026
provide all staff with effective supervision to help
promote the learning needs and interests of all children
16/07/2026
To meet the requirements of the Early years foundation stage the provider must take the
following actions by the assigned date:
Action Completion Date
ensure there is an ambitious curriculum that is
consistently implemented through high-quality teaching
across all areas of learning
12/08/2026
ensure assessment of children's learning and
development is accurate and identifies where children
need additional support for their ongoing progress
12/08/2026

Inspector:
Laurafay Muranka
About this setting
Unique reference number (URN): 2808869
Address:
Oakhurst Mount
Leeds
LS11 7EX
Type: Childcare on non-domestic premises
Registration date: 20/11/2024
Registered person: TXL Training Ltd.
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Leeds
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 2 July 2026
About this inspection
The inspector spoke with leaders, practitioners, staff responsible for safeguarding, and
apprentices 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.
A quality assurance visit by an additional inspector was carried out at this inspection.

Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
50
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.
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