William Cowper Preschool

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About William Cowper Preschool


Name William Cowper Preschool
Inspections
Ofsted Inspections
Address William Cowper Preschool Nursery, William Cowper Close, Toftwood, Dereham, Norfolk, NR19 1LT
Phase Childcare on Non-Domestic Premises, Sessional day care
Gender Mixed
Local Authority Norfolk
Highlights from Latest Inspection

Summary of key findings for parents

This provision is good • The manager and staff are well qualified and have a wealth of experience. They are passionate about the support they give to all children and ensure children starting preschool receive the best possible opportunities to make good progress from their starting points.

• The pre-school environment is very welcoming and child centred. Staff put a lot of thought in to planning the environment to take account of children's age, abilities and their individual interests. They introduce seasonal resources, such as daffodils, that spark children's curiosity and support their learning about the world around them.

• Staff know the children extremely well. Th...ey use detailed observations and assessments effectively to help them plan activities around children's interests and individual learning needs. Children are busy throughout the day, highly motivated and eager to learn.

• Staff work hard to continually build on their strong relationships with parents and to engage them further in encouraging their children's learning at home. Feedback from parents shows how much they value the hard work staff do for their children. Parents are delighted with the progress that their children are making and the care and support that their children receive from staff.

• Children thrive and have great fun in this nurturing pre-school. They learn valuable life skills and gain independence through daily routines. Staff are caring and attentive to children's needs, which effectively supports their emotional well-being.

Children behave very well, show consideration for each other and build friendships. Staff establish clear expectations and routines for children, to which they respond to well. • The professional development of individual staff is not focused precisely what they can do in order to raise the quality of teaching to the highest level.


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