Peter Pan Pre-School

What is this page?

We are, a schools information website. This page is one of our school directory pages. This is not the website of Peter Pan Pre-School.

What is Locrating?

Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews, neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Peter Pan Pre-School.

To see all our data you need to click the blue button at the bottom of this page to view Peter Pan Pre-School on our interactive map.

About Peter Pan Pre-School

Name Peter Pan Pre-School
Ofsted Inspections
Address Tye Green Community Centre, Tilegate Road, Harlow, Essex, CM18 6LU
Phase Childcare on Non-Domestic Premises, Sessional day care
Gender Mixed
Local Authority Essex
Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Leaders have taken swift action to address the weakness identified at the last inspection. This has had a significant and positive impact on the overall quality of the provision.

Children arrive eager to enter pre-school ready to play. They show that they understand how to behave. Children sit sensibly and join in with the morning welcome session.

They enjoy finding their name and picture on the board as part of their daily registration. Children behave well throughout their morning. They listen when staff and other children speak to them.

They are kind and learn to share the toys with their friends. Staff sup...port children well with taking turns They make good use of sand timers which show children when their turn ends. Children appreciate the consistent and fair approach.

Children love to learn outside in the attractive garden. They check the strawberry plants to see if any fruit are ripe. Children know that the small green strawberries need more time in the sun before they can be picked for eating.

Children have good independence skills. They show that they are responsible and can manage small tasks, including clearing their cup and plate after eating their snack.

What does the early years setting do well and what does it need to do better?

Leaders with responsibility for checking that all requirements are met have a good understanding of the 'Statutory framework for the early years foundation stage'.

Clear policies and procedures are in place to guide staff in carrying out important safeguarding activities. Staff make sure to follow up any children who do not attend when expected. They check with families that all is well, offering support and guidance where it is needed.

The manager and staff understand what children need to learn and how they can help them to practise their skills. Children use scissors with increasing skill and confidence. For example, they make paper toothbrushes as part of their learning about looking after their teeth.

Staff support children to develop their thinking skills effectively. They offer children simple explanations and give clear instructions. When asking questions, staff give children time to think and to share what they know.

Children eagerly participate in group activities, listening to staff and joining in with action songs.Staff focus on helping children to learn and use new words. They make good use of singing and stories to help children remember familiar tales and rhymes.

Children frequently choose books to share with staff. Some staff help children to communicate by using sign language or with picture cards. However, these strategies are not consistently applied.

Staff know the children well. They plan experiences based on what they know from their observations of the children in pre-school and from those shared by parents and carers. Staff help children to gain skills that will help them prepare for the next stage in their education.

For example, children learn how to hold a pencil correctly so that they can easily make marks on paper. This helps them to develop the muscle control that they need for writing.Children are good at using what they know in their play.

They talk to staff about their experiences at the hairdressers and use brushes to style the hair of the dolls in their pretend hair salon. Children are delighted when staff let them brush their hair. Children are gentle with the brush and keep up a stream of chat, similar to a real salon.

Staff have a very good understanding of child development. They recognise when there are gaps in children's learning. They work closely with parents and other professionals to make sure that children get any additional help they need.

Staff plan for individual children precisely. This ensures they have every opportunity to gain knowledge and skills and helps them catch up with any learning they may have missed. However, occasionally some experiences do not have the necessary resources immediately available.

Parents describe staff as 'brilliant'. They say they have seen improvements in children's behaviour, speech and ability to get along with others since they started attending the pre-school.


The arrangements for safeguarding are effective.

Leaders and the staff team have secure safeguarding knowledge. All members of the staff team attend training and read the policies and procedures. The manager ensures staff keep important safeguarding knowledge up to date.

Staff understand their responsibilities to monitor and report any concerns about children's well-being to the local safeguarding partnership. They are aware of wider safeguarding issues, including the 'Prevent' duty.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: support staff to consistently use the variety of approaches available to them to support children's emerging communication skills review the organisation of activities to ensure they offer the appropriate level of challenge and have the necessary resources available for children.

  Compare to
nearby nurseries