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What is it like to attend this early years setting?
The provision is good
Children demonstrate their positive attitudes to learning through good levels of curiosity, concentration, and enjoyment. They listen and respond confidently to staff and each other. Children take pride in their achievements and are developing their resilience, for example, they have adapted well to the new arrival procedures.
Children now say goodbye to their parents, in the garden area, where they are greeted by their key person. Children of different abilities play alongside each other in harmony. Balancing scales provide an opportunity for children to extend their exploration of weights and measures.
They learn tha...t by placing ice in a tray of the scales, these tip, raising the other tray higher. With the support of staff, children learn that by adding enough water into the raised tray, they can make the scales balance. This fascinates younger children who watch in wonder.
Older children take reasonable risks as they use the climbing wall to reach their raised slide and playhouse. Thrilled with their achievements, they sing spontaneously about being 'king of the castle'. Behaviour is good, children show care and consideration for each other.
For example, while playing with toy dinosaurs, children ensure that everyone can reach the one they want.
What does the early years setting do well and what does it need to do better?
A new manager has recently been appointed. There is now a strong and committed leadership team in place.
Together, they have evaluated practice and identify clear ideas about where the nursery is now and how they are going to continue building good quality, inclusive care, and education.Following the last inspection, the previous leadership team and staff worked closely with local authority development officers. This helped them to improve staff teaching and planning along with implementing positive behaviour management processes.
An established key-person system helps children and babies to form secure attachments with staff. These warm and friendly relationships promote their well-being and independence. Children appear happy and settled in the nursery.
Leaders and staff meet to plan and discuss learning intentions. Staff know the children and families well. They use shared information to plan learning opportunities that complement and build on what the children know and can do at home.
This helps children to enjoy success as they begin using the skills and knowledge they have, as they play.Currently, not all staff challenge and extend children's learning as far as possible. The leadership team agree that this is an area for further development, to ensure that all children are more suitably challenged in their ongoing learning.
Staff share familiar stories, rhymes and songs that are appropriate to the children's age and stage of development. To help bring these opportunities to life, staff provide puppets and props and dress up, much to the delight of the children.Older children demonstrate their increasing vocabulary as they use describing words to explain what they feel while playing with water and ice, such as 'cold', slippy', and 'freezing'.
Very young children enjoy splashing and dipping their hands into the cool water, their wide smiles and babbling are met by the enthusiastic nods and appropriate single word responses from staff.Support for children with special educational needs and/or disabilities (SEND) is very good. The nursery's SEND coordinator works closely and very competently with parents and other specialists.
This helps to ensure that gaps in learning are identified, narrowed and the support children need is in place when they move to school.Children listen attentively and respond with understanding. For example, while making soup in their mud kitchen, they confidently name the different fruits and vegetables they pick and add to their mixture.
The children use what they are growing, including green tomatoes, courgettes, and runner beans. This produce is also used by the nursery chef, to help children make links about where the foods they eat come from. Everyone takes pride in this aspect of nursery life.
The arrangements for safeguarding are effective.All staff and leaders complete mandatory safeguarding and paediatric first-aid training. This helps them to protect children's welfare and enables them to provide appropriate care in the event of an accident.
The leadership team completes advanced child protection training. This ensures they know how to coordinate incidents or concerns swiftly and effectively with other agencies. All staff and leaders know how to make a referral about children in their care, or how to whistle blow should they have a concern about a colleague.
Staff and leaders are aware of wider child protection concerns, such as those linked to sharing views of radicalisation. Staff recruitment is robust with all necessary checks made and ongoing staff supervision meetings ensure that continued suitability is discussed.
What does the setting need to do to improve?
To further improve the quality of the early years provision, the provider should: develop further a shared understanding of curriculum aims, so every member of staff's interaction supports children to securely use what they know, remember and can do to develop new skills and knowledge.
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