Kattz Kidz

Kattz Kidz 51 Station Road, Letchworth Garden City, SG6 3BQ

p.1

Inspection date

Previous inspection date 14 March 2017 Not applicable

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 Children learn about appropriate ways in which to behave because staff are consistent in implementing their expectations. Children's emotional needs are supported well. For example, staff are quick to respond to children with a cuddle and comfort when they are upset.  The manager and her staff team regularly evaluate their setting to promote continuous improvement. They reflect on planned and spontaneous activities to ensure that they can continually provide opportunities to support children to make good progress.  Staff promote children's mathematical development during planned and spontaneous activities and experiences. For example, they encourage children to count and sort a range of pretend play food as they enjoy role play activities.  Staff promote children's good communication and language development. They provide a range of activities that children engage in and introduce new words through

p.1

This provision is good

modelling language and interacting effectively.  The manager is effective in providing good opportunities for staff to develop their professional development. Regular supervision and appraisal meetings enable staff to identify and discuss their own strengths and areas for improvements. Ongoing training and the monitoring of staff practice are promoted well. Staff demonstrate a good understanding of how to support children's learning.

p.1

It is not yet outstanding because:

 Staff do not provide opportunities for children to explore technology to support their understanding of how things work.  Staff are not always alert to amending some routine activities in response to children's changing preferences, such as at sleep times.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

 improve opportunities for children to explore technology and learn about how things work  help staff to recognise and respond appropriately to children's changing preferences.

p.2

Inspection activities

 The inspector held a meeting with the nursery manager. She looked at relevant documentation, including the nursery's policies and procedures and saw evidence of the suitability of staff working in the nursery.  The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning.  The inspector completed a joint observation with the nursery manager. She spoke with staff and children at appropriate times throughout the inspection.  The inspector spoke to a number of parents during the inspection and took account of their views.

p.2

Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. Staff demonstrate a good understanding of the signs and symptoms of abuse. All staff complete regular safeguarding training. They are aware of the setting's safeguarding policy. Staff know the correct procedure to follow if they have a concern about children's welfare. The manager implements effective recruitment and induction procedures to ensure that staff are suitable to work with children. Staff have strong partnerships with parents. They have a comprehensive discussion at the beginning and the end of each day to ensure that children's individual needs are promoted. Parents speak highly of the staff team and they are fully encouraged to support and extend their children's learning at home. Parents access the online system staff use to record children's development and share their children's own moments and achievements from home, with their child's key person. This promotes consistency in

p.3

Effectiveness of the leadership and management is good

children's care and learning. Although this is a new setting, the manager has been proactive in contacting schools and other providers in the local area. This helps to build partnerships and to share information that supports children's care and well-being.

p.3

Quality of teaching, learning and assessment is good

Staff consistently observe children. They make regular and precise assessments of children's learning and use this information to effectively plan suitably challenging activities. Pre-school children engage well as they spontaneously mix paint colours together. Staff use probing questions to encourage their thinking further as children guess what colour the water will change to, with every new colour added. Younger children are very much supported in their play. For example, staff encourage and guide children as they confidently climb on the wooden resources. Children smile as staff cheer happily as they move independently down the slide. Children's speech and language development are good. Staff encourage children's learning as they explore a range of different materials, such as sand, water and straw. They read stories and support children to learn about festivals from cultures other than their own.

p.3

Personal development, behaviour and welfare are good

Children's personal, social and emotional development are promoted well. Staff are consistent in their approach to celebrating children's achievements and praise them openly. Children are kind to each other. They share the resources with their friends and take turns. Children learn about healthy lifestyles. Staff follow good routines with handwashing and they ensure that children eat a healthy, well-balanced diet. The key- person system is effective. Parents contribute to initial assessments of children's starting points on entry and they are kept well informed about their children's progress.

p.3

Outcomes for children are good

All children, including those who have special educational needs and/or disabilities and those who speak English as an additional language, are making effective progress in their learning given their starting points and capabilities. All children are acquiring the key skills they need for future learning. Children thoroughly enjoy outdoor activities. They like to paint water on the wooden equipment and this helps them to develop their writing skills.

p.3

Setting details

Unique reference number EY497727 Local authority Hertfordshire Inspection number 1086769 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register Age range of children 0 - 5 Total number of places 47 Number of children on roll 50 Name of registered person Kattz Ltd

p.4

reference number

Date of previous inspection Not applicable Telephone number 07834559336

p.4

reference number

Kattz Kidz was registered in 2016. The setting employs 15 members of childcare staff. Of these, 12 hold appropriate early years qualifications at level 2 and above. The setting opens from Monday to Friday, 51 weeks of the year, from 7.30am until 6.30pm. The setting provides funded early education for three- and four-year-old children. The setting supports children who have special educational needs and/or disabilities and children who speak English as an additional language.

p.4

reference number

This inspection was carried out by Ofsted 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.

p.4

reference number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection.

p.4

reference number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, 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 .

p.5

reference number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

reference number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

p.5