Catkins Nursery

A shared playroom, a quieter space for stories and sleep, and outdoor access children can choose for themselves give Catkins Nursery its character. This Horsham setting has capacity for 24 children aged two to five. Its scale matters, but the more useful detail is how the space works: children can move between activities, while a separate room provides somewhere for smaller-group work and rest.

At its January 2024 inspection, Ofsted rated Catkins Outstanding and found effective safeguarding, strong progress and personalised support for children with special educational needs and disabilities (SEND). That judgement sits alongside a later regulatory finding: on 12 June 2026, Ofsted found that a significant event had not been notified and recorded that the nursery had improved its understanding of keeping the regulator informed.

The practical offer centres on weekday opening from 8am until 6pm, across 50 weeks of the year. For families choosing care from age two onwards, the strongest points are the flexible use of indoor and outdoor space, a key person for each child, and detailed arrangements for discussing development with parents.

Rooms and Ages

The main playroom combines neutral decoration with wooden furniture and toys, space to choose activities, and a door leading directly to the outdoor play area. Children can move around the main playroom to choose activities.

The quiet room accommodates smaller-group stories, early reading and maths activities, treasure-basket exploration and younger children's sleep after lunch. It gives the setting a second pace: group activity can continue in the main space while another child rests or joins a more concentrated activity.

Outside, the play surface is soft, and children can choose outdoor play for much of the day. The outdoor area is also level. The combination makes outdoor time part of ordinary play rather than something confined to a single scheduled break.

Learning and Activities

Catkins follows the early years foundation stage, the framework for children's learning, development and care: here, that means learning through play, conversation, stories and practical experiences. Its curriculum information describes how the rooms, outdoor access and key-person arrangements organise that day.

In January 2024, older children used cooking to put number knowledge into practice. They requested ingredients using the kitchen doorbell, followed a recipe and weighed what they needed. The value was the connection between a real task and early mathematics: numbers had a purpose beyond an isolated counting exercise.

Books had a similarly active role in January 2024. Children chose stories from a library area, while adults explored different versions of familiar books with them. Staff also added vocabulary during play and allowed time for children to think before answering.

Makaton signing is used by staff, adding signs to the setting's communication methods. Pictures, visual timelines and cues showing what happens now and next also support daily routines. These are practical ways for children to understand an instruction or express a need while their spoken language is developing.

Relationships and Communication

Every child has a key person who gets to know both child and parent and acts as the family's first contact. Settling usually begins with three visits before attendance starts, with additional visits possible according to the child's needs. A home visit can also be arranged where required. The important point is the flexibility: preparation can include discussing care needs and putting adaptations in place before the child begins.

Communication has several layers. Daily conversations sit alongside weekly emails about the coming week's activities, and parents are offered a meeting at least once a term. A Learning Journal brings together photographs and observations, with room for parents to add developments from home.

Forms sent home approximately every six to eight weeks gather children's current interests. Staff then use the following week to collect observations and photographs. For parents, this is a clear opportunity to influence planning with information about what their child is enjoying outside nursery.

Inclusion and Wellbeing

The SENCO/INCO, the role coordinating inclusion and special educational needs, works with the key person on planning and assessment. An Individual Plan can identify specific targets and ways of presenting activities to the child; its next steps are evaluated after approximately eight weeks. Parents contribute their knowledge of the child's interests and strengths, so the process connects nursery planning with home life.

Outside support is sought with parental consent. Targetted Setting Support (TSS) and Speech & Language Setting Support (SALSS) can provide advice, strategies and meetings involving staff and parents. Catkins also has experience of working with physiotherapists, speech therapists, sensory support and occupational therapists.

First-aid training extends across the staff team, and the staffing structure includes child-protection officer roles. Personal care arrangements cover nappies, toilet training and individual care needs. Medicines are administered under the nursery's medicine policy, with specific training sought where needed.

In January 2024, children served themselves at meals, poured drinks and contributed ideas for the following week's menu. Eating therefore provided opportunities to practise independence and take part in decisions.

Moving on to school is planned around the individual child. With parental consent, information and developmental records can be shared with the receiving school, school staff are welcomed to Catkins, and nursery staff can accompany a child on a school visit where required. Resources such as photographs of the school, uniforms and book bags help make the next setting more familiar.

Sessions and Attendance

Catkins is at Three Acres, Horsham, RH12 1RS, beside The Needles Hub. Opening hours are 8am to 6pm on weekdays, for 50 weeks each year. The usual Christmas closure runs from the evening of 23 December until the first working day after New Year, with the precise arrangement depending on the calendar; there is also a one-week August closure.

Fees cover 50 weeks. Bank holidays are charged despite the nursery being closed, with an alternative day offered instead. That arrangement matters when comparing the annual cost and planning attendance around work commitments.

Getting There

The setting is on the south side of Horsham with access to the A24. Wheelchair access is through the rear of the building, because the front has two shallow steps; this is a useful point to explore during a visit if step-free access matters to your family.

Funding and Paid Extras

Catkins offers Early Years Funded Entitlement (EYFE), alongside paid childcare. Current prices come in the nursery's written quotation.

For eligible children, the nursery assesses how Early Years Pupil Premium (EYPP), additional funding to improve early education, should be used in consultation with parents. Disability Access Fund (DAF) can support adjustments and resources: the policy requires the child to receive Disability Living Allowance and EYFE, and parents must nominate Catkins to claim on their behalf. These support funds are separate from a family's attendance charges.

• Notification duties. The 12 June 2026 finding concerned failure to notify a significant event. Discuss what has changed in the nursery's notification procedures when considering the later position alongside the January 2024 grade.
• Shared space and rest. Children use a main playroom, while the quiet room accommodates both smaller-group activities and sleep. On a visit, explore how those uses fit together when your child needs a nap.
• Attendance and the annual bill. Opening spans 50 weeks, with Christmas and August closures and charged bank holidays exchanged for another day. Which booking pattern and funded-hours charge structure would apply to your family's proposed attendance?
• Access and individual support. Step-free entry is at the rear, and support planning involves the key person and SENCO/INCO. Families needing adaptations should use the settling visits to discuss the route into the building and their child's practical care arrangements.

Catkins suits families seeking care from age two who value a shared play space, frequent communication and a structured route for discussing additional needs. Its quieter room and freely chosen outdoor play give children different ways to spend the day. The detailed settling and transition arrangements are useful strengths for families approaching either nursery entry or school.

The June 2026 notification finding deserves a direct conversation alongside the January 2024 inspection judgement.