Peter Pan Preschool provides a wide range of opportunities and activities for young children. We have trained and experienced staff and each member is allocated a small group of children to specifically attend to their needs and development. We like to include families as much as possible in our friendly setting, for example, on outings, trips and special occasions such as festive events. Keeping up to date with new regulations and ideas for improvement are important to us and we review our procedures and policies on a regular basis. Our aim is for the children to be safe, happy, stimulated and in a secure environment - they are at the heart of all we do.
Who to contact
Where to go
- DA2 7RB
The setting is in a semi rural location on the Hawley Road in a village pavilion. It has a reception area and cloakrooms plus a kitchen, store room and main hall. The children have access to a patio play area protected from the elements and use of a large playing field. They also have their own small garden at the front of the building.
When is it on?
- When is childcare available
- Term Time Only
- Carescheme Age Range:
- 2 year(s), 3 month(s) to 4 year(s), month(s)
- Opening Times
Opening Times Day Opening Time Closing Time Monday 09:00 12.30 Tuesday 09:00 12:30 Wednesday 09:00 12.30 Thursday 09:00 12:30 Friday 09:00 12:30 Monday 12:30 (for aged 3 +) 3:00 Friday 12:30 (for aged 3 +) 3:00 Wednesday 12.30 (for age 3+ ) 3.00
- Table of costs
Table of costs Amount Cost Type 6.00 for 2year olds. 5.00 for 3and overs Per hour
- ECD Type
- Offers pickups
- Cost details
- Contact provider for details
- 3-4 Year Old Funding?
- 2 Year Old Funding?
- Total vacancies
- Vacancies Details
- We do have a waiting list system - please contact the manager for details.
- Places Range
Places Range Start Age End Age Places 0 5 26 5 8 26
- Immediate vacancies?
- Contact Provider for Vacancy Details?
- Vacancy Information Last updated Date
- Music, Literacy and Numeracy, Computers / It, Messy Play Area, Cookery, Drama, Outdoor Adventure Play Area, Toys/dolls, Dressing Up, Dance, Discussions / Talks, Outdoor Activities, Themed Sessions, Environmental Area, Trike, Play House, Puppets, Water Play, Quiet Room, Games / Puzzles, Play Room, Visits and Outings, Garden, Walks, Arts And Crafts, Scooter, Healthy Living, Reading, Refreshments, Books, Bike, Car Parking, Soft Play Area, Songs, Slide, Climbing Frame, Library Visits, Stories, Sports
We offer up to 15 hours of funding (free entitlement) for over 3s
Fees apply for two year olds unless eligable for "free for two" (FF2)
See local offer
- Wheelchair Access
- Ofsted URN
- Link to latest ofsted inspection report
- Inspection history
Inspection History Inspection Date Inspection type Inspection Outcome 20/09/2007 Integrated Good 11/05/2011 Inspection (Early Years Register) Good 25/09/2015 Inspection (Early Years Register) Outstanding 02/12/2019 Inspection (Early Years Register) Good
We can support children with special educational needs and disabilities. Please read details below.
Special Needs Support
How does the setting identify children with additional needs or SEND?
- At the setting, we concentrate on a child’s unique profile, including starting points
discussed with you, as the parents/carers.
- We discuss your family - your child’s particular strengths and where they may need extra
- Regular progress checks continue, in the form of ongoing observations from a key
person. The whole team are involved – the parents being part of the team with
discussion, reflection and next steps for your child. The resulting information highlights any delay or support needed.
How will I be informed / consulted about the ways in which my child is being supported?
- The nominated key person’s involvement continues throughout the time your child
attends our preschool.
- There is much daily “informal” contact between staff and parents, and time can be
arranged for any issues requiring discussion.
- There are set meetings every term for the key person and parents/carers to liaise. This
means working together to complete any extra planning or support needed. Parents are
involved in every step – this includes any referrals to outside agencies (for example, speech therapy)
How will the setting adapt the Early Years Foundation Stage curriculum for my child's needs?
- The “Early Years Foundation Stage” is an educational framework we use as a guide to
plan for your unique child. This involves observation, reflection and next steps in three
prime areas: Communication and Language; Personal, Social and Emotional
Development and Physical Development. Four other specific areas are: Literacy;
Mathematics; Understanding the World and Expressive Arts and Design. Every child
develops at different times and all staff understands about the uniqueness of each and
What teaching strategies does the setting use for children with additional needs or learning difficulties?
- As a setting, we use best practice guidance and have a designated SEND member of
staff who attends courses.
- All the children are discussed at regular staff meetings in addition to the key person’s
observation and support.
- Quiet and “rest” areas are created in the setting and small group activities are part of our
- Resources reflect diversity and we can claim extra funding if additional resources are needed.
What additional support does the setting provide for children with additional needs or SEND?
- We have a graduated approach, which means earlier decisions and actions are revisited,
refined and revised, leading to a growing understanding of your child’s needs and of what
supports your child in making good progress and securing good outcomes.
- Our designated SEND member of staff attends regular meeting at the Local Inclusion
Forum Team. She can liaise with other professionals, discuss and gain an understanding
of requirements arising at the setting.
- Specific issues or medical needs are dealt with individually with personal planning.
How will the setting monitor my child's progress and how will I be involved in this?
- As mentioned previously, monitoring is a daily process for all children involving all staff and particularly their key person. The observations will highlight strengths and those areas of learning requiring special attention – all discussed with parents. A plan is put into place to strive to achieve the “goals” discussed.
How do you ensure children with additional needs or SEND can be included in the same activities as other children, including trips?
- Inclusion is part of our policy and every child enjoys our activities and projects. We would
strive to be inclusive of those with particular needs by adaptation and an individual
- Regular trips and outings are enjoyed throughout the year. They are “tried and tested”
venues used for many years but the manager always visits beforehand to do a risk
assessment to ensure accessibility and suitability. We have a comprehensive risk
assessment plan on the day and formal “trip” letters for parents prior to the outing.
How accessible is the building for children with mobility difficulties / wheelchair users?
- The setting is a village hall all on one level and there is access via a ramp.
- We have changing facilities and planning is in place to build a disabled toilet.
- Stringent daily planning and risk assessment takes place.
How will you support my child's transition to a new setting or school?
- We believe that preparation for transition to school or a new setting begins at a very
young age. However, we have special afternoon sessions for the over-threes. This
enables them some quiet time to develop those areas of learning fundamental to school
life. We familiarise them with routines, procedures and objects associated with school
and they have a wide choice of toys and equipment suitable for their age group.
- Each child has a “My Unique Story” progress book that is completed during their time
- We have close links with local schools and all teachers are invited to visit the children at
the setting prior to them starting school. The SEND officer or key person would have a
meeting with teachers and parents.
How does the setting assess the overall effectiveness of its SEN provision and how can parents / carers take part in this evaluation?
- We complete our own self evaluation biannually to ensure we are up to date with
changes and policies – plus other priorities for improvement.
- Sources of important information are available from: KELSI, a resource for school
professionals in Kent run by Kent County Council; visits from an Early Years
Improvement Advisor; regular staff meetings; key person system; close links with parentsand asking for your feedback on a variety of subjects (individual discussion regarding your child and an overall opinion on things we provide).
Who should I contact if I am considering registering for a place at the setting?
- Admission arrangement can begin with meeting potential parents and children, having an informal chat and showing them around the premises. There is a contact page and information on our website www.peterpanhawley.com . There is a waiting list available should we already be filled to full capacity.
- Once enrolment is complete, “settling-in” visits and discussions with the key person and SEND officer are arranged.
What arrangements does the setting have for feedback from parents / carers, including compliments and complaints?
- We have policies such as “Parents as Partners” and Inclusion – we strongly believe in working together with parents and your opinions are important to us. This is reflected in our “open door” approach for informal chats and also the formal paperwork we have in place for feedback, compliments and complaints.
- On a one-one basis, the key person is responsible for discussing specific issues and
gaining feedback from you about your child.