New Beginnings at Park Spring

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
Inspection report: 14 September 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
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.
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.

Expected standard
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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
practise and consolidate the knowledge they have.
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.
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.
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.
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.
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
home and the setting.
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.
Compulsory Childcare Register requirements
This setting has met the requirements of the compulsory part of the Childcare Register.
How we check if a provider meets the requirements of the Compulsory Childcare
Register
When we check if settings meet the Compulsory Childcare Register requirements, they can
have the following outcomes:
Met
Not met

Voluntary Childcare Register requirements
This setting has met the requirements of the voluntary part of Childcare Register.
How we check if a provider meets the requirements of the Voluntary Childcare
Register
When we check if settings meet the Voluntary Childcare Register requirements, they can
have the following outcomes:
Met
Not met
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.
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
move, including promoting their strength, stamina and balance.
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

Inspector:
Leah Selfridge
About this setting
Unique reference number (URN): EY485760
Address:
Park Spring Primary School
Wellstone Avenue
LEEDS
LS13 4EH
Type: Childcare on non-domestic premises
Registration date: 28/04/2015
Registered person: Lilyrose Ventures Ltd
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.
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.
About this inspection
The inspectors spoke with staff, leaders, parents, children and the nursery special
educational needs coordinator 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.

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 14 September 2026
Children numbers
Age range of children at the time of inspection
0 to 5
Total number of places
40
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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