Leaders create a 'welcoming environment' at this north Leeds nursery - Ofsted report
Leaders at a nursery in north Leeds have been praised for creating a “welcoming environment” by visiting Ofsted inspectors.
Chapeltown Community Nursery, located on Reginald Street, Chapeltown, received an ‘Expected standard’ in five of the six categories during an Ofsted visit in December 2025.
Under the new system, one-word grades have been replaced with a colour-coded “traffic light” report card, split into six categories: achievement, behaviour, curriculum and teaching, inclusion, children's welfare and well-being, and leadership and governance.
The provider received a ‘Strong standard’ rating in the Inclusion category.
Visiting inspectors said: “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.”
Children make progress from their starting points across the curriculum, “particularly in communication and language,” the report said. They join in confidently with songs, routines and shared activities, using familiar words, actions and phrases.
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.
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, the report said.
Inspectors added: “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.
“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.”
Children feel “safe, welcomed and cared for” at this inclusive setting, according to the report. They arrive happily and settle quickly, supported by familiar adults who offer reassurance and comfort when needed.
Staff know children and families well and respond sensitively to emotional needs, particularly for children experiencing family changes, medical needs or other challenges.