Children show 'a sense of belonging' at this Leeds nursery after ratings turnaround - Ofsted report

A Leeds nursery has been praised for giving children “a sense of belonging” after it completed an Ofsted rating turnaround.

Rose Garden Nursery, located on Dewsbury Road, Beeston, scored an ‘Expected standard’ rating in all six inspected categories during an Ofsted visit on February 25 this year.

Nurseries are rated either Exceptional, Strong standard, Expected standard, Needs attention and Urgent improvement in the categories of achievement, behaviour, children's welfare and wellbeing, curriculum and teaching, inclusion and leadership and governance.

The visit marked a ratings turnaround for the site, which was previously rated as Requires Improvement under the old grading system during a 2025 inspection.

The education watchdog said: “Children are eager to learn at this warm and welcoming setting, where they understand and follow the routines and expectations. They know how to keep themselves safe, such as finding a partner to hold hands with as they leave the garden area.

“All children, particularly those who are from disadvantaged backgrounds, show a sense of belonging in the setting. They show that they feel safe at the setting and seek comfort and support from caring staff who soothe them and help them to settle.”

Leaders and staff at Rose Garden Nursery “know children and families very well,” according to the report. They use their knowledge of children and their circumstances to create a welcoming setting and focus on providing extra support for disadvantaged children and those with special educational needs and/or disabilities.

The nursery's routines give children a sense of security at the setting. Children know and understand what comes next in their day, and they follow the routines and expectations well.

Staff are said to carefully adapt activities and routines of the day to meet children's needs and stage of learning. Children are generally learning the skills to play alongside others and follow the behaviour expectations of the setting.

Children are “generally making progress” across the seven areas of learning and quickly develop relationships with staff as they join the setting. They grow in confidence to explore the environment and try out the range of activities and experiences on offer.

Focusing on areas of potential further improvement, inspectors added: “Staff are skilled in developing children's communication and language. They use single words and signs to help children who are developing their language skills to communicate. Staff typically support children well in times of conflict.

“However, they do not consistently give children the opportunity to recognise, understand and manage their emotions in the moment to further support their personal, social and emotional skills.”

Since the last inspection, leaders have focused on developing the nursery’s key-person system, allowing children to develop a sense of belonging. Leaders continue to develop how they communicate with parents and support their children's learning at home.

Staff adapt the curriculum to support children with special educational needs and/or disabilities (SEND). They assess children's learning to identify and give children the most appropriate support. This includes making timely referrals to external agencies, where appropriate.

Leaders “recognise the challenges children and families face in the local area,” according to the report. They adapt their setting to ensure they can provide support to parents who need it.