URN 402935 · Inspected 2026-07-27 · Published 2026-08-20 · Inspector: Rebecca Hurst
Kenley Kindergarten Unique reference number (URN): 402935 Address: Kenley Kindergarten, 20 New Barn Lane, WHYTELEAFE, Surrey, CR3 0EX Type: Childcare on non-domestic premises Registered with Ofsted: 31/08/2001 Registers: EYR, CCR, VCR Registered person: Southern Childcare Facilities Limited Inspection report: 27 July 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 are making progress and developing the key skills they require to transition to the next stage of their learning and development and their subsequent move on to school. Older children learn how to make boats and then problem-solve which ones float and which ones sink. They also eagerly describe the sound waves they are drawing. They explain in great detail how the short lines are quiet and the long lines are loud and the wavy lines are angry sounds. This further enhances children's language and knowledge and understanding of the world around them. Younger children thoroughly enjoy learning about people who help them. Babies learn how to fill up water dispensers and aim it at windows to 'put out' shaving foam flames. They start to develop their hand-eye coordination, ready for early literacy skills. Toddlers develop further independence skills through learning how to put on their own shoes. They start to learn their left and right feet, and they learn to pull the tabs on their shoes as they fasten them. Behaviour, attitudes and establishing routines Expected standard Staff and leaders have high expectations for children's behaviour across the nursery. There is a positive culture of respect between staff and children, with everyone working well together. Children are all taught the importance of using kind hands. Children of all ages display positive attitudes towards each other and they all behave well. Staff and children have developed warm and nurturing bonds which further supports children's behaviour and wellbeing. Younger children seek out the familiar faces of their key workers when they feel unsure. They receive cuddles of reassurance and are soon ready to explore activities. New leaders have just implemented new policies on promoting the importance of attendance, working in partnership with families to review non-attendance. Staff have well- established routines in place and all children, including those with early worries with their language development and those who speak English as an additional language, are fully aware of what happens next. Older children take turns to collect their meals and help each other. Younger children are fully aware of when it is nap time and happily settle down to rest. This supports children's personal development and wellbeing. Children's welfare and wellbeing Expected standard Leaders and staff provide a warm and welcoming learning environment where children are safe and feel valued. Children have personalised settling-in sessions, either when they start or when they are due to move to other rooms. This allows children to settle quickly, ready to start their learning. Staff follow routines of children well, working with parents to support meal routines, bottles and sleep times. Staff follow safe sleep arrangements, ensuring children are kept safe as they sleep. Children recall what they have been taught about their own health and wellbeing. For example, toddlers are fully aware of the importance of handwashing prior to having meals. If they drop food on the floor, they pick it up and tell staff they cannot eat it and leave it to be thrown into the bin once they have finished. Staff work with parents to ensure meals meet children's dietary requirements. However, although older children have topics to help them learn about their oral health, this is not fully embedded into everyday practices and across the age groups. Curriculum and teaching Expected standard The new senior leaders are working with staff to further improve the quality of planning and the curriculum. They have a clear action plan in place to help staff further improve outcomes for children. Staff have a clear understanding of what they want children to be learning and why. Babies are given plenty of space to move around safely and they practise their newfound physical skills. Activities are well planned to support next steps of learning, incorporating different topics. Staff are skilled across the nursery of adapting their questions and language to meet the development needs and understanding of the children. Children with early worries with regards to their language development are supported as staff adapt activities to help them progress with their learning. This further supports narrowing of gaps with children's achievements. Staff across the nursery provide a language-rich learning environment, helping to support children's communication and language development. During story time, older children take great joy in discussing the fish and animals they can see in the books. Staff stop reading to ask further questions to support children's critical thinking and language development. Inclusion Expected standard Staff work in partnership with parents and carers when children first start in their care. They gather some information around languages spoken and any identified special educational needs and/or disabilities. However, at times, the information gathered does not allow staff to be fully aware of any other potential barriers from home that may impact children's development. Staff are not fully aware of all the potential barriers children may be facing with their learning and/or development. Staff work together to support identification of early worries and reviewing next steps of learning. This helps them to review what help children need to narrow gaps in learning. Staff review the impact of funding for children. They review to see how children are progressing towards their targets and if they require further support. New leaders are currently in the process of carrying out their own reviews and assessments to further review the impact of the use of the funding in meeting children's individual needs. Leadership and governance Expected standard There have been recent changes to the senior leadership team which is bringing about positive changes to all aspects of the setting. New leaders are swiftly identifying areas to improve. However, there has not yet been enough time for changes to have been embedded into practice. Leaders review staff wellbeing and workloads to ensure a positive work-life balance in the nursery. Leaders are identifying staff training needs to further support practice in the setting. Recent evaluation has highlighted for staff to carry out more child-led activities, especially during creative work, to provide further challenge to develop children's imaginations and creativity. All staff look out for each other and step in if they require help or support. This shows in the calm atmosphere throughout the nursery. Leaders help to support partnership working in the nursery. They provide detailed feedback and support to parents and carers at times of settling in, transitions between base rooms and the subsequent move on to school. Leaders have recently changed processes on reporting safeguarding concerns and pre-existing accidents. This enables staff to further protect the safety and wellbeing of children. Leaders carry out peer-on-peer observations and provide staff with constructive feedback to allow them to make positive outcomes. This allows staff to review the quality of activities and outcomes for children to narrow any gaps with children's learning and development. 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 settled well into the nursery and they arrive eager to start their day. All children across the nursery are engaged in activities that meet their individual needs. Children thrive in a well-thought-out learning environment. Children are well prepared for their next steps of learning. They gain valuable independence skills, aiding their future learning. Children readily help staff get ready for mealtimes. Older children make informed choices of what they wish to have with their meals, such as cheese topping. They expertly take their meals back to their place settings. Mealtimes are highly social times with staff and children discussing a broad range of topics. Children thrive in a safe learning environment where they feel valued and supported. Children receive continued praise and positive reinforcement throughout the day, building on their confidence. Staff provide a language-rich learning environment where children are encouraged to share what they have been doing at home and talk about their friends. Toddlers learn about their own safety and risk taking. For example, when using the ride-on scooters down the hill, staff remind children to use their stopping feet when they get to the bottom. Children are seen to visually scan the area and manoeuvre themselves around obstacles, stopping at the bottom. All children are highly confident learners. They readily share their experiences and what is happening next. Staff take into account children's individual starting points and learning styles when planning a well-thought-out curriculum to aid children's learning. Babies show their confidence around new situations in attempting new activities. Toddlers and pre-school children voice their views and opinions during play to express their feelings, helping to support their personal and social development. Inspector: Rebecca Hurst About this setting Unique reference number (URN): 402935 Address: Kenley Kindergarten 20 New Barn Lane WHYTELEAFE Surrey CR3 0EX Type: Childcare on non-domestic premises Registration date: 31/08/2001 Registered person: Southern Childcare Facilities Limited Register(s): EYR, CCR, VCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00 Local authority: Croydon Next steps Leaders should ensure continued improvement to further support children who have barriers to their learning to create a sustained and meaningful impact. Leaders should ensure staff promote oral health learning to help all ages of children to learn and understand about their own health and wellbeing. About this inspection The inspector spoke with leaders, staff and children and considered the views of parents and carers 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. Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 27 July 2026 Children numbers Age range of children at the time of inspection 0 to 4 Total number of places 45 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. 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