Peterpan Pre-School

Inspection of Peterpan Pre-School Hawley Pavilion, Hawley Road, DARTFORD DA2 7RB

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Children are warmly welcomed into this nurturing and engaging pre-school, where they quickly settle and feel at ease. They form trusting relationships with kind, attentive staff who support their emotional well-being and confidence. The environment is calm, purposeful and filled with opportunities for exploration, especially outdoors. Children take pride in tending to the vegetable patch, learning how to care for plants and observing them grow. They eagerly share their knowledge, such as knowing when tomatoes are ripe and when plants need watering.

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The provision is good

Staff extend children's curiosity through imaginative conversations and meaningful interactions. Children behave well and are kind to each other, often reminding friends to wear sun hats to play safely outside. They play cooperatively, listen attentively and enjoy a strong sense of belonging. The pre-school fosters a strong sense of community. For example, staff encourage children to help sell surplus crops, supporting them to develop an early understanding of enterprise and responsibility. Parents value the setting's positive ethos and the caring staff who know their children well.

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The provision is good

Children demonstrate that they enjoy their time at the pre-school, expressing that they have fun and enjoy playing with their friends. This reflects the positive, welcoming environment where children feel happy, secure and engaged.

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need to do better?

n Children arrive eager to engage in their day. They demonstrate strong senses of security and confidence, moving freely between activities and interacting positively with peers and staff. Staff know each child well and respond with warmth and sensitivity. This creates a calm and reassuring environment where children feel valued, heard and safe. The key-person system is embedded. n Children understand staff's clear behavioural expectations and show high levels of self-regulation. They demonstrate kindness towards one another, often offering gentle reminders, such as encouraging friends to wear sun hats on warm days. Staff enable this through reflective questions to promote children's understanding of self-care. n Staff are passionate about the outdoor provision, which is a standout feature of the setting. Children work collaboratively to maintain the vegetable patch, confidently discussing how plants grow and what they need to thrive. This gives

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need to do better?

children experience of nurturing their environment and builds their understanding of the world. n Children lead their learning and staff support them skilfully to extend learning. For example, when children discover a bean, staff prompt imaginative thinking

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need to do better?

11 July 2025 by asking what it might grow into, encouraging storytelling and creative exploration. n Staff plan a range of activities and experiences for children that they enjoy. However, sometimes, staff do not fully understand what they want children to learn from activities or how they can support children's next steps. This means that, at times, children are not fully supported to build on what they already know and can do. This does not promote a consistent learning experience for children across the pre-school. n Staff work closely with families and external professionals to identify and meet the individual needs of children with special educational needs and/or disabilities. They provide thoughtful, tailored support to ensure all children can access the curriculum and participate fully in the life of the setting. As a result, children with additional needs make steady progress and feel secure and

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need to do better?

included. n Parents say that they enjoy the welcoming atmosphere and the strong relationships staff build with their children. Parents appreciate the open communication, regular updates and the positive impact the setting has on their child's confidence, well-being and development. n The pre-school promotes healthy eating. For example, children have a selection of fruit and vegetables to choose from at snack time. Staff support children to develop their independence, such as by pouring their own drinks and selecting the fruit of their choice. They also promote healthy lunch boxes, for instance by sharing information with parents about what to put in them. n The pre-school has strong links with the local primary schools, which helps to ensure that children are well prepared for the next stage in their learning. The pre-school supports children well for their transition to school, such as by providing uniforms for the children to practise their self-care skills.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that that puts children's interests first.

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should:

n support staff to gain more knowledge of how to consistently provide activities for children that have a clear intention and build on their next steps for learning.

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Setting details

Unique reference number 127446 Local authority Kent Inspection number 10399426 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Sessional day care

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inspection

Total number of places 26 Number of children on roll 47 Name of registered person Ralph, Susan Jane

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reference number

Telephone number 07939 023 517 Date of previous inspection 2 December 2019

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Information about this early years setting

Peterpan Pre-School registered in 1996 and is situated in the village of Hawley, Kent. The pre-school is open Monday, Wednesday, Thursday and Friday from 8.30am until 3pm, and on Tuesday from 8.30am to 12.30pm, during term time only. The pre-school receives funding for the provision of free early education for children aged two, three and four years. There are six members of staff who have appropriate early years qualifications. Of these, one holds a Level 6, one a Level 5, one a Level 4 and three members of staff have a Level 3.

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Inspection activities

n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n The inspector spoke to parents and gathered information through parents' feedback to gain their views of the setting. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector and manager carried out joint observations of group activities. n The manager showed the inspector documentation to demonstrate the suitability of staff.

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Inspection activities

We carried out this inspection 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.

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Inspection activities

11 July 2025 regulates and inspects to 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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