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Peterpan Pre-School

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

Contact Name
Susan Ralph
Contact Position
07939 023 517

Where to go

Hawley Pavilion
Hawley Road

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
DayOpening TimeClosing 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

Other Details

Table of costs
Table of costs
AmountCost 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 AgeEnd AgePlaces
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 Information

Ofsted URN
Link to latest ofsted inspection report 
Inspection history
Inspection History
Inspection DateInspection typeInspection Outcome
11/05/2011Inspection (Early Years Register)Good
25/09/2015Inspection (Early Years Register)Outstanding
02/12/2019Inspection (Early Years Register)Good

Service status


Local Offer


We can support children with special educational needs and disabilities. Please read details below. 

Special Needs Support

  • 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.
  • 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)
  • 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
    every one.
  • 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.
  • 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.


  • 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.


  • 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.
  • 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.
  • 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
    with us.
  • 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.


  • 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).


  • 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 . 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.
  • 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.


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