URN 200507 · Inspected 2026-08-10 · Published 2026-09-22 · Inspector: Rebecca Johnson Grace Kleanthous
Bright Horizons Kenilworth Day Nursery andPreschool Unique reference number (URN): 200507 Address: Beehive Hill, Kenilworth, Warwickshire, CV8 1BW Type: Childcare on non-domestic premises Registered with Ofsted: 01/07/1998 Registers: EYR, CCR, VCR Registered person: Bright Horizons Family Solutions Limited Inspection report: 10 August 2026 Exceptional Strong standard Expected standard Needs attention Urgent improvement Expected standard 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. Achievement Expected standard All children make typical progress from their individual starting points. They learn mathematical concepts and use these as they play. For example, they talk about how tall the tower is that they have built and count how many children are sitting in the aeroplane. Children generally play nicely alongside their friends and involve them in their games. However, occasionally their behaviour impacts on others' enjoyment. Children negotiate together and solve problems, such as how to fit the wheels onto their party bus. Younger children develop their social skills as they play collaboratively together during a game of hide and seek. They show great enjoyment as they find the places where their friends are hiding. Children are beginning to learn the skills that they will need for the next stage of their learning. Older children are able to wait patiently during a game until it is their turn to find the hidden objects. For the majority of the time, children's independence is promoted well. Children are able to recognise their own sun hats and older children independently access the toilet and wash their hands at appropriate times during the day. Behaviour, attitudes and establishing routines Expected standard Leaders and staff act as good role models and have clear expectations for children's behaviour. They introduce strategies when children struggle to regulate their behaviour, monitor these and implement them consistently in their practice. For the majority of the time, children behave well. They play together as they share and take turns with their friends. However, there are occasions when some children's behaviour impacts on the enjoyment of others. Children are confident and eager to learn. They engage in activities for extended periods of time. They share ideas with each other and with staff and implement these into their play. For example, they negotiate with each other as they decide to change the party bus they are creating into an aeroplane to take them on holiday. Younger children are excited as they notice a butterfly. Staff extend children's knowledge of the wider world as they take them into the growing area to hunt for more butterflies. Children understand the routines of the day. They eagerly help to tidy away the toys they have been playing with and remind their friends where the toys are stored. Leaders recognise the importance of regular attendance and there are systems in place to monitor and check any absences. Children's welfare and wellbeing Expected standard The welfare and wellbeing of all children, including those who may face barriers to their learning, are supported. Children forge close relationships with staff and actively seek them out for reassurance or to join in their play. Children who are settling in are provided with positive and comforting interactions. Procedures are in place to support children when they are transitioning through the nursery and on to school. Children's safety is given high priority during sleep and mealtimes. Staff sit with children as they sleep and carry out checks to ensure their safety. On the whole, mealtimes are social occasions where staff sit with children and talk to them about their day. Most children develop independence. Older children independently collect a knife, fork and bowl, and serve themselves pasta. However, occasionally staff carry out tasks for children which they are capable of doing themselves. Allergies and dietary requirements are successfully managed through a colour-coded plate system and food is checked before being served. Children are beginning to learn how to keep themselves safe and healthy. They know that they must wear their hats when they are outside in the sun. They learn about healthy eating and know what foods are good for them and where they come from. They grow their own fruit and vegetables in the allotment area and often take these home to eat with their families. Curriculum and teaching Expected standard All children benefit from a curriculum that is tailored to their individual needs and interests. Leaders and staff understand what they want children to learn from activities, to enable them to build on prior knowledge and be ready for the next stage of their learning. However, the interactions children receive are sometimes variable as temporary staff are not always familiar with how children engage and this occasionally impacts on how they extend their learning. Children thoroughly enjoy the time they spend outdoors. Younger children develop their physical skills as they climb small slopes and steps, and explore different textures. Older children ride bikes with dexterity as they skilfully weave around objects. They develop their imaginations as they thread tape around a pole to make a spider's web or around their shoes to turn them into 'moon boots'. Children are proud of their achievements and eagerly show staff what they have created. Children's communication and language are generally promoted throughout the nursery. Staff ask children open-ended questions and give them time to think of their responses. Staff engage children in back-and-forth conversation and are genuinely interested in what children have to say. Children enjoy listening to stories. Younger children and babies happily sit with staff as they turn the pages to look at the pictures. Older children use books as a reference to help them design and create an aeroplane. Inclusion Expected standard Children, including those with special educational needs and/or disabilities and those who may face barriers to their learning, make typical progress from their individual starting points. Staff monitor and assess children's development to enable them to recognise when there are any gaps in children's learning. They use this information to plan activities that are tailored to each child's individual needs and developmental stage. Funding is used appropriately to buy a range of equipment that will support children's learning even further. Leaders and staff work closely with parents and outside agencies, such as speech and language therapists, to ensure that children receive the support they need. Individual learning and support plans are put in place and adapted to help each child reach their full potential. Plans are reviewed and discussed with parents to ensure that strategies to support each individual child are consistently implemented within the nursery and at home. However, on occasions children's behaviour impacts on others. Leadership and governance Expected standard Although the leadership team is still in its infancy, they have a clear vision for the future. They recognise the strengths of the setting and know the areas that they wish to develop. For example, they identify that temporary staff do not always know how best to engage children. This means occasionally their interactions do not fully support children's ongoing learning. The leadership team act swiftly to ensure that any concerns are dealt with appropriately to promote children's ongoing safety at all times. Leaders have a well-rounded overview of the curriculum and what they want children to learn at each stage of their development. They carefully monitor the activities that staff provide to ensure they meet children's next steps for learning. Leaders are aware of the local demographic area and of the individual circumstances of each family. They work closely with outside professionals to enable children and their families to receive any additional support they may need. Staff say that they feel well supported by the leadership team. Leaders recognise and work to support their individual strengths. They monitor staff's practice and provide ongoing professional development opportunities to further enhance staff's knowledge and skills. Parents comment positively about the quality of the care and interactions their children receive. 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 warmly welcomed as they arrive, by staff who know them well. They demonstrate that they feel safe and secure in their surroundings as they eagerly rush to take part in the activities that are available to them. Children who are a little unsure receive caring and sensitive interactions from staff to help them settle. Overall, children forge positive relationships with others. They generally play happily alongside their friends and involve them in their games. Inspectors: Rebecca Johnson Grace Kleanthous Children develop their imagination. Older children pretend to go on holiday on an aeroplane they have made. They extend their own learning as they make passports and boarding passes so they can fly to Spain. Younger children create a train from wooden building blocks and sit behind each other as they take a trip to the zoo. They talk about the animals they can see and the noises they make. Children receive lots of praise and encouragement, which promotes their feelings of belonging and self-worth. Children enjoy the time they spend outdoors in the fresh air. They develop their physical skills as they learn to move in a variety of ways as they climb, balance and ride wheeled toys around obstacles. Younger children explore the natural world as they hunt for ladybirds and butterflies. Staff extend this learning as they introduce mathematical concepts, such as counting and sizes. Children with special educational needs and/or disabilities and those who face barriers to their learning, receive positive support to enable them to take part in activities. Children develop their communication and language skills. Even the youngest children are able to successfully make their needs known. Children thoroughly enjoy looking at books and reading stories. They join in singing and action rhymes with vigour and enthusiasm, which further enhances their communication. Children's attendance is rigorously monitored. Leaders recognise the importance of regular attendance to form good habits for the future and to ensure every child gets the very best from their nursery experience. Next steps Leaders should support temporary staff to interact in a more positive way to engage children fully and enhance their learning experiences. Leaders should continue to monitor children's behaviour to minimise the impact that it occasionally has on others. Leaders should support staff to understand how to fully promote children's independence. About this inspection The inspectors spoke with leaders, practitioners and children 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. About this setting Unique reference number (URN): 200507 Address: Beehive Hill Kenilworth Warwickshire CV8 1BW Type: Childcare on non-domestic premises Registration date: 01/07/1998 Registered person: Bright Horizons Family Solutions Limited Register(s): EYR, CCR, VCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00 Local authority: Warwickshire Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 10 August 2026 Children numbers Age range of children at the time of inspection 0 to 4 Total number of places 72 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. 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