URN 507762 · Inspected 2026-05-26 · Published 2026-07-03 · Inspector: Anne Dyoss
Kaleidoscope Nursery Unique reference number (URN): 507762 Address: Windmill Road, Longford, Warwickshire, CV6 7BP Type: Childcare on non-domestic premises Registered with Ofsted: 01/11/1995 Registers: EYR, CCR, VCR Registered person: Kaleidoscope Nursery Limited Inspection report: 26 May 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 Children develop a range of age-appropriate skills across the areas of learning. Babies show increasing awareness of other children and confidently seek interaction with familiar adults during play and daily routines. Toddlers join in with familiar songs and action rhymes and continue these independently during play experiences. Some quieter children are developing increasing confidence in their communication and social interactions and are beginning to use more words and phrases during play. Pre-school children develop early literacy and mathematical knowledge through daily routines and play experiences. Some children recognise familiar letters, including those in their names, and talk about words that begin with the same sounds. Children with special educational needs and/or disabilities and those who face barriers to their learning access the curriculum and daily routines alongside their peers. Some children with communication and language delays are developing increasing confidence in their interactions and engagement with adults and other children. Children's progress is slightly variable at times because planning and teaching are not always sharply focused on children's precise next steps in learning and development. Behaviour, attitudes and establishing routines Expected standard Leaders establish routines and expectations that help children feel secure and understand what is expected of them throughout the day. Staff support children to follow familiar routines, including handwashing, tidying away resources, moving between activities and joining group times. Staff use calm interactions and reminders to help children begin to understand expectations for behaviour and develop positive relationships with others. Attendance is monitored appropriately and leaders work with families to help promote regular attendance and continuity in children's learning, particularly for children preparing to move on to school. Staff encourage children to engage in play and learning experiences that interest them and support them to develop positive relationships with others. Staff help babies to feel secure and encourage them to interact with familiar adults and show awareness of other children during play. Staff support older children to develop friendships, organise imaginative games together and play cooperatively alongside their peers. Staff introduce calming times and familiar routines to help children transition between different parts of the day and support their emotional regulation. Staff adapt routines and provide additional reassurance and support where needed to help children with special educational needs and or disabilities to settle and participate. Expectations for behaviour and support strategies are not always implemented consistently by all staff during busy periods. As a result, some children do not consistently receive timely support to help them regulate their emotions and behaviour positively. Children's welfare and wellbeing Expected standard Leaders place importance on supporting children's welfare and wellbeing and establish routines that help children feel safe, secure and cared for throughout the day. Staff typically know children's individual care, dietary and medical needs well and work closely with families and health professionals to help ensure children receive appropriate care and support. Leaders ensure that staff receive specialised training when required. Staff monitor children with medical needs carefully and follow agreed procedures to support children's health, safety and wellbeing during daily routines and play experiences. Staff generally support children's emotional wellbeing through warm interactions, reassurance and familiar routines. Babies and younger children seek comfort from familiar adults and staff help children settle and transition between different parts of the day. Staff typically support children's personal care needs and encourage children to begin developing independence within daily routines, such as handwashing, eating and accessing resources. Staff sometimes provide more support than children need during some care routines. For example, staff spoon feed babies who can do this for themselves. As a result, some children do not consistently have opportunities to further develop their independence and self-help skills. Staff do not consistently promote clear messages about healthy eating for children who bring packed lunches from home. As a result, some children do not receive the same support to help develop their understanding of healthy lifestyles and healthy food choices. Curriculum and teaching Expected standard Leaders keep the curriculum under ongoing review to help ensure it reflects the needs, interests and stages of development of the children attending the setting. For example, leaders recently identified the need to strengthen children's early mathematical awareness. They introduced enhancements to resources, activities and staff practice to provide children with more opportunities to develop mathematical language and understanding through play and daily routines. When babies and toddlers spend time together, staff adapt the learning environment so younger children can safely and independently access suitable resources and play experiences alongside older children. Staff typically support children's communication and language development through conversations, songs, rhymes, stories and action songs throughout the day. They provide all children, including those with special educational needs and/or disabilities with generally clear language models, visuals and repetition. This practice helps to support children's understanding and participation in routines and play experiences. Staff generally recognise some learning opportunities in the moment to support children's understanding of the world, such as encouraging children to notice how materials become heavy when soaked with water and light again when dry. While staff make effective use of observation and assessment, planning and teaching are not always sharply focused on children's precise next steps in learning. As a result, some children do not consistently receive learning experiences and support that help deepen and build on what they already know and can do. Inclusion Expected standard Leaders generally take proactive steps to reduce barriers to children's learning and wellbeing. Children with special educational needs and/or disabilities and those with medical needs are generally supported well to access early education alongside their peers. Leaders work closely with health professionals and other agencies to help ensure children receive support from an early stage. Staff receive training and guidance to help them understand children's individual needs and support children within daily routines and play experiences. Leaders use additional funding purposefully to provide resources and promote continuity for children and families, including during school holidays. Children with medical needs benefit from carefully planned routines and monitoring to help support their safety, wellbeing and inclusion. Leaders ensure staff understand children's care plans, dietary needs and health procedures so children can participate safely in play and learning experiences alongside other children. Children with English as an additional language benefit from support that values and promotes their home languages. Leaders seek support from local authority language services to help assess children in their home language and support their communication and understanding. While staff generally implement children's support plans and agreed strategies appropriately, communication between key persons is not always precise enough to ensure strategies are consistently embedded across all parts of the day. Leadership and governance Expected standard Leaders typically demonstrate commitment to improving children's experiences and identify areas they want to strengthen. These include a focus on children's early mathematical awareness, outdoor provision and communication and language. They have a generally accurate understanding of many of the setting's strengths and areas requiring further development and are reflective about the quality of provision provided for children. Monitoring and oversight are not always precise enough to ensure teaching, interactions and agreed support strategies are implemented consistently across all parts of the day. As a result, some children do not consistently receive the highest quality support intended through leaders' plans and expectations. Leaders generally support staff wellbeing appropriately and create a supportive team culture. Staff speak positively about the support and guidance they receive from leaders, including coaching, training opportunities and wellbeing support. The setting benefits from a longstanding staff team with low staff turnover, helping to provide children with continuity, familiar relationships and consistent care. Leaders also support less experienced staff by pairing them with experienced colleagues to support their confidence. Leaders place importance on professional learning and have recently focused on developing staff's understanding of the curriculum to help strengthen children's learning experiences across the setting. Parents receive regular updates about children's experiences and leaders work with families to help support children's individual needs. 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 generally happy and settled within this welcoming setting. They confidently access a range of experiences indoors and outdoors that support their enjoyment, curiosity and developing independence. Children benefit from learning environments that complement each other well, enabling them to move between active physical play, imaginative experiences and quieter learning opportunities throughout the day. Younger children enjoy sensory play, water play and musical activities, while older children develop their imaginations through role play and creative experiences both indoors and outdoors. During periods of hot weather, children continue to access suitable play and learning experiences as routines are adapted to help keep them safe and comfortable. Children benefit from a balance of opportunities to lead their own play and learning alongside adult-directed group times and daily routines. Children enjoy opportunities to develop their physical skills through daily outdoor play and active experiences. They develop increasing coordination and confidence as they balance, climb, play ball games and move in different ways. Children are generally supported to follow familiar routines well, including tidying away resources, washing hands and moving between activities. They learn to play alongside each other, take turns and begin to understand expectations for behaviour during group times and play experiences. They are generally well prepared for the next stage of their learning. Children attending the setting speak over 21 different languages. Children's diversity is celebrated and they benefit from an environment where language development and communication are valued. Children access books, songs, visuals and play experiences that help them feel included and supported within the setting. Children with special educational needs and/or disabilities are supported to take part in daily routines and experiences alongside their peers. They are closely supervised and monitored to help support their safety, wellbeing and care needs throughout the day. Next steps Leaders should support staff to consistently adapt teaching, routines and interactions to further encourage children's independence, positive behaviours and progress in their learning. Leaders should strengthen the planning and implementation of children's individual planning so that staff consistently adapt teaching, routines and interactions to help all children make the best possible progress. Leaders should support staff to provide clearer and more consistent messages about healthy lifestyles and healthy food choices, including for older children attending holiday provision. About this inspection The inspectors spoke with leaders, practitioners, the special educational needs coordinator, children and parents 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. Inspector: Anne Dyoss About this setting Unique reference number (URN): 507762 Address: Windmill Road Longford Warwickshire CV6 7BP Type: Childcare on non-domestic premises Registration date: 01/11/1995 Registered person: Kaleidoscope Nursery Limited Register(s): EYR, CCR, VCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 17:45 Local authority: Coventry Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 26 May 2026 Children numbers Age range of children at the time of inspection 0 to 10 Total number of places 52 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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk. This publication is available at https://reports.ofsted.gov.uk. Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn. Piccadilly Gate Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted © Crown copyright 2026 © Crown copyright