DUCKS PARENT HANDBOOK 2016/17
inspiration starts here
College Guiding Statements DEVELOPED BY OUR COMMUNITY TO GUIDE EVERYTHING WE DO
Motto:
Detur Pons Mundo – Building bridges to the world 通向世界的桥梁
Vision:
Dulwich College Suzhou aspires to be respected internationally as a community committed to developing individuals who seize and act ethically upon the breadth of opportunity the world presents.
Children come first when:
1. The College educates the whole child 2. The College provides a safe, secure and stimulating environment 3. The College recognises that we gain knowledge and understanding of the world by questioning and actively solving problems 4. The College emphasises the benefits and responsibilities of working collaboratively together 5. The College values awareness of the natural world and its resources 6. The College prepares children to live their lives honestly with a spirit of respect for themselves and others 7. The College understands that meaningful, life long learning involves taking risks 8. The College challenges each child to be the best that they can be and supports them in this
Definition of Learning:
Good learning is a meaningful experience where students enjoy making connections between new and existing knowledge, skills and understanding. Students are engaged, challenged and are able to reflect independently and collaboratively on their progress.
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DUCKS Guiding Statements We learn from everything we do We are safe and interested in what we learn and do We ask questions to understand our world We work and play together We care about our world We share and we care with our friends from many different countries We try new things We are all good at something and we try our best
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Learning Dispositions in DUCKS At DUCKS, we are committed to enabling children to become powerful and effective lifelong learners. Teachers and children use four animals to represent four, key learning dispositions or “learning muscles”. These are known as the ‘4Rs’ Resourcefulness, Resilience, Reflectiveness and Reciprocity. The children come to understand that these learning muscles can be strengthened, just like real muscles, to help them become even better learners. This will occur through steady and gradual introduction of vocabulary related to the 4Rs, which will then be used during ongoing learning to help children build awareness of themselves as learners.
Animal
Learning Disposition
Vocabulary
Resourcefulness
Imagining – “I can think of lots of ideas” Questioning – “I can ask questions and be curious”
Creative Unicorn
Resilience
Managing Distractions - “I know when I am feeling distracted and how to become focused”
Tough Trying Tortoise
Reflectiveness
Wise Owl
Planning – “I take time to think about what I am going to do” Revising - “I can see when it is good to make changes”
Reciprocity
Team Ant
Perseverance - “I will not give up, even if it is hard”
Interdependence – “I know when it is best for me to work with others or alone” Collaboration – “I am a good team player and show respect to others”
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Contents Introduction to DUCKS DUCKS staff Arrival and Collection of Children Safety and Security in DUCKS Illness Communication and Reporting to Parents Lunchtimes Uniform Special Events Early Years Early Learning 1 (Pre-Nursery) Early Learning 2 (Nursery) Early Learning 3 (Reception) Year 1 and Year 2 Specialist teaching in DUCKS Friends of Dulwich Suzhou (FoD) Clubs and Activities DUCKS & Junior School Behaviour Policy Homework in DUCKS Safeguarding School Song
05 06 12 13 14 15 16 17 17 17 19 21 23 26 32 34 35 36 37 37 38
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Introduction to DUCKS DUCKS (Dulwich College Kindergarten Suzhou) is a purpose built school set in its own grounds. It educates children aged from 2 to 7 years old. We refer to children in Early Learning 1, Early Learning 2 and Early Learning 3 as The Early Years. Key Stage 1 (KS1) comprises Year1 and Year 2 classes. The classrooms are large, light and airy. The school is very well resourced in order to meet the needs of the curriculum. Our curriculum is broadly based on the English Early Years Foundation Stage Curriculum and the English National Curriculum. However, we ensure that our curriculum does reflect the needs, culture and history of our school’s multinational community and, of course, our host country China.
DUCKS Staff Leadership Organogram in DUCKS
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Leadership Team
Head of DUCKS Melody Stuckey Tel, 0512 6295 7954 melody.stuckey@dulwich-suzhou.cn
Deputy Head of DUCKS Thomas Hughes Tel, 0512 6295 8104 thomas.hughes@dulwich-suzhou.cn
Assistant Head
Assistant Head (Foundation) Leah Smith leah.smith@dulwich-suzhou.cn
Assistant Head (Key Stage 1) Shirley Wan shirley.wan@dulwich-suzhou.cn
Curriculum Leaders
Head of DUCKS English Helen Bonner helen.bonner@dulwich-suzhou.cn
Head of DUCKS EAL Carolina Carpanzano carolina.carpanzano@dulwich-suzhou.cn
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Head of DUCKS Maths Lindsey Welch lindsey.welch@dulwich-suzhou.cn
DUCKS Teachers
EL1: Katie Bundy katie.bundy@dulwich-suzhou.cn
EL3 - Eagles: Valerie Tan valerie.tan@dulwich-suzou.cn
1D: Rebecca Pratt rebecca.pratt@dulwich-suzhou
EL2:Claire Behan claire.behan@dulwich-suzhou.cn
EL3 - Toucans: Leah Smith leah.smith@dulwich-suzhou.cn
1C: Lindsey Welch linsey.welch @dulwich-suzhou.cn
EL2: Rachel Sanders rachel.sanders@dulwich-suzhou.cn
EL3 - Hummingbirds: Elizabeth Hawker elizabeth.hawker@dulwich-suzhou.cn
1S: Emma Tidmarsh emma.tidmarsh@dulwich-suzhou.cn
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2D: Roseanne Wolland roseanne.wolland@dulwich-suzhou.cn
SEN: Marietjie Markotter marietjie.markotter@dulwich-suzhou.cn
Music teacher: Mary Giles mary.giles@dulwich-suzhou.cn
Mandarin teacher: Vivian Lu vivian.lu@dulwich-suzhou.cn suzhou.cn
2C: Megan Gallivan megan.gallivan@dulwich-suzhou.cn
EAL Training Teacher: Echo Cheng echo.cheng@dulwich-suzhou.cn
PE teacher: Joe Zhou joe.zhou@dulwich-suzhou.cn
Mandarin teacher: Sissi Wu sissi.wu@dulwich-suzhou.cn
2S: Thomas Lewis Thomas.lewis@dulwich-suzhou.cn
Music teacher: Yolanda Kong yolanda.kong@dulwich-suzhou.cn
Mandarin teacher: Lisa Hu lisa.hu@dulwich-suzhou.cn
Mandarin teacher: Grace Zhang grace.zhang@dulwich-cn
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Mandarin teacher: Hygeia Guo hygeia.guo@dulwich-suzhou.cn
DUCKS Teaching Assistants
EL1: Jennifer Zhang jennifer.zhang@dulwich-suzhou.cn
EL2: Lulu Ren lulu.ren@dulwich-suzhou.cn
Hummingbirds: Anna Yu anna.yu@dulwich-suzou.cn
EL2: Winnie Jiang winnie.jiang@duliwch-suzhou.cn
Toucans: Betty Jiang betty.jiang@dulwich-suzhou.cn
1C: Tracy Wang tracy.wang@dulwich-suzhou.cn
EL2: Vivian Chen vivian.chen@dulwich-suzhou.cn
Eagles: Elaine Xu elaine.xu@dulwich-suzhou.cn
1S: Lucia Lu lucia.lu@dulwich-suzhou.cn
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1D: Cici Chen xinyi.chen@dulwich-suzhou.cn
2C: Jojo Yu jojo.yu@dulwich-suzhou.cn
2S: Lynne Zhu lynne.zhu@dulwich-suzhou.cn
Head of DUCKS TA: Judy Li judy.li@dulwich-suzhou.cn
2D: Fiona Huang fiona.huang@dulwich-suzhou.cn
Floating: Jasmine Wang jasmine.wang@dulwich-suzhou.cn
Administrative Staff with Area of Responsibility
Viena Lu Personal Assistant to Head of DUCKS DUCKS Office viena.lu@dulwich-suzhou.cn
Susie Liu DUCKS Nurse Room D114 nurse-ducks@dulwich-suzhou.cn
Candy Wang DUCKS Receptionist Reception candy.wang@dulwich-suzhou.cn
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Arrival and Collection of Children
Children can arrive at DUCKS from 8:10am onwards. Children in Year 1 and Year 2 go straight to their classroom and remain there with the teacher. Children in Year 1 and Year 2 begin their school day at 8:10am with registration. Lessons begin at 8:20am. Children must be in school by 8:15am so as to ensure they do not miss registration and the beginning of the first lesson. The school day for Early Learning 1, Early Learning 2 and Early Learning 3 starts at 9:00am. However, children can arrive at 8:10am and will be supervised in our crèche until 9:00am.
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Timings of the School Day in DUCKS 8.00am
Registration for Year 1 and Year 2
8.30am
Year 1 and Year 2 learning begins
9.00am
Registration for Early Learning 1, 2 & 3
9.20am 10.00-20am 10.20-40am 11.15am – 12.40pm
Early Learning 1, 2 & 3 programmes begin
12.40pm
Afternoon learning continues
2.10pm – 2.30pm
Break Time
3.30pm
End of School Day
3.40pm
School Bus Depart
3.45pm – 4.40pm
KS1 Co-curricular Activities (CCAs - optional)
KS1 Snack Time and Playtimes Lunch and Playtimes
Collection of Children Your child should be collected at the designated time. If you are unable to collect your child yourself, please make sure that the staff are aware of alternative arrangements. Parents or carers must wear their security badge at all times, particularly if they are unknown to staff at DUCKS. Under no circumstances will a child be allowed to depart from the premises, unless he or she is with a person who is either known to the staff or able to provide proof that they are authorised to collect that child by wearing the security badge provided. When collecting children early, parents or carers will be asked to sign out the child at the DUCKS reception desk. This enables us to pass the latest information to the teachers and bus monitors.
DUCKS Traffic and Conduct of Drivers The road in front of the DUCKS entrance is very busy during drop off and pick up times. Our guards are stationed outside the gates to the school and outside DUCKS in order to assist with drop off / pick up. During the five minutes or so in which a DUCKS bus is collecting or dropping off children at the entrance to DUCKS NO other traffic will be allowed to pass. Please ensure that you and your driver adhere to this policy and drive slowly and safely on the school campus with due care and attention. We have a set of good conduct rules available for drivers, in English and Mandarin. These rules will be distributed to drivers, at the beginning of the school year. If you would like a copy please ask at Reception. Failure to comply with these rules will result in your car being excluded from the premises.
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Safety and Security in DUCKS Entry to the Campus Parents can request a security ID badge from admissions@dulwich-suzhou.cn which identifyies them as parents of an enrolled child at The College. These are to be shown to the security guards at the gate for entry to the campus. If you do not have this security ID badge you must sign in as a visitor at the guardhouse at the gates and will be asked to show some form of photo ID. You will then be issued with a temporary visitors’ badges. Guards have written information about these procedures in English, Chinese and Korean for parents and visitors if required.
Safety on Campus In putting children first in all that we do, Dulwich College Suzhou adheres to the Dulwich International Colleges Safeguarding Framework to be certain that every step is taken to ensure the health, safety and wellbeing of every child. This includes regular reviews of the physical safety of the buildings and the environment along with routine evacuation drills. All staff also undergo regular safeguarding training to ensure the physical, emotional and social well-being of every child is paramount.
Volunteers Where a parent or other volunteer helps on a one-off basis, he/she will only work under the direct supervision of a member of staff, and at no time have one to one contact with children. However, if a parent or other volunteer is to be in school regularly or over a longer period then they will receive a brief safeguarding induction and sign a Volunteer Safeguarding Statement.
Digital Safety Dulwich College Suzhou has a commitment to be a digitally safe community. E-safety is an integral part of the curriculum. The use of ICT equipment and systems are well monitored and appropriate actions are taken where issues are identified. We understand that parents like to take photos of or video record their children in the school play, or at sports day, or school presentations. This is a normal part of family life, and we will not discourage parents from celebrating their child’s successes. However, if there are Health and Safety issues associated with this, e.g. the use of a flash when taking photos could distract or dazzle the child, and cause them to have an accident, we will encourage parents to use film or settings on their camera that do not require flash. If a parent has indicated to the school that they would not like their child’s photograph or video to appear in the school’s materials, brochures, websites, advertisements or press releases, we will ensure that the parent’s wishes are fulfilled. The school cannot however be held accountable for any digital media recording taken by parents or members of the public at school functions.
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Illness The nurse is situated on the ground floor (Room D114) next to the Reception. If students become unwell whilst at school they will be taken to the nurse. Parents will receive a note or phone call from the nurse advising them of their child’s condition and first aid given at school. If the nurse feels it is necessary she will contact parents and ask for the students to be picked up as soon as possible. If she cannot contact parents, she will telephone one of the student’s emergency contacts and ask them to come and collect the student. It is, therefore, essential that your emergency contacts are aware of their responsibilities. The person coming to pick up the student must present their parent ID card to the nurse and sign on the early leave form before leaving with the student.
Emergency In the event of an emergency or life-threating situation, every effort will be made to contact the parents or a nominated emergency contact, who will be asked to meet the child in the designated hospital. The student will be transferred by ambulance to the nearest hospital, (Suzhou Children’s hospital or Kowloon hospital.) Parents may also be required to call the school nurse or the emergency room to give permission for treatment to commence.
Keeping a student at home Students should not be sent to school if they are unwell. If students are unwell in the morning and unable to come to school, please notify the DUCKS School Office before 8.30am. Staying at home will help to speed up the recovery process and also reduces the risk of infection for others in school. If your child has any of the following symptoms, please keep him/her at home: Fever: temperature of 38℃ (100.4 ℉) or higher. Only return to school if fever-free for 24 hours without taking medication. Vomiting: Your child may return to school if vomiting-free for 24 hours following the last episode of vomiting. Diarrhea: more than one watery stool in a 24 hour period, especially if the child acts or looks ill. Chronic cough and/or runny nose: continual coughing and greenish nose discharge. Conditions may be contagious and may require treatment from your health care provider. Undiagnosed rash: body rash, especially with fever or itching. Earache: If your child has earache with fever you should visit a doctor. If your child has earache with no fever then your child may attend school, but he/she may need medical treatment and follow-up. Eye infection: Acute conjunctivitis or thick mucus or puss draining from eye. Unusual appearance, behaviour: abnormally tired, pale, lack of appetite, difficult to wake, confused or irritable. This is sufficient reason to exclude a child from school.
Contagious disease It is requested that parents report to the class teacher or school nurse as soon as possible if their children are diagnosed with any contagious disease by a physician. The health statement by a physician will be required prior to re-admittance if necessary. Our school follows the Suzhou Centre for Disease Control and Prevention (CDC) recommended schedule to keep students who are diagnosed with contagious disease from the school campus.
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We adhere to the following exclusion periods for contagious disease:
Contagious Disease Chickenpox Conjunctivitis Hand, Foot & Mouth Disease Head Lice Influenza
Exclusion period Keep student from school until all lesions have crusted, usually 7 days after onset of rash For 24 hours after treatment has started and discharge has ceased For two weeks and when all blister are completely dry and healed Until student receives proper treatment and cleared by school nurse Until symptoms free or fever-free for 48hours without taking medication
Measles
For a minimum of 5 days after appearance of rash
Mumps
For 14 days after onset of parotid gland swelling or until the parotid gland is normal
Rubella
For 7 days after onset of rash
Scarlet Fever
For 7 days after onset of illness
Streptococcal sore throat
Until 24 hours after antibiotics are started
Head Lice If we have a case of head lice we will inform all parents at DUCKS and ask that they check their child’s hair to prevent further spreading. The nurse is happy to check student’s hair upon request.
Medicine at school School medication guards against students having medications in their possession, so it is requested that all medications and supplies must be given to the school nurse by parents personally. Parents must submit a written medicine authorization form to the school nurse office for notification and approval of any medication to be administered while on campus. The medicine authorization form can be found on the parent portal. The nurse will administer medicine in the nurse’s office in accordance with the instruction written by parents on the form.
Food Quality and Quality Assurance We ensure the highest quality health and safety practices around our food preparation. We have a varied and healthy menu. Parents are welcome to join our Nutrition Committee to input their ideas into our menu.
Counsellor Andrew Palmer is our School Counsellor. He is here to support our children and families.
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Communication Parents receive this welcome booklet at the beginning of the term, which outlines the routines of the class and information on staffing, lunches etc. This booklet also includes a curriculum overview, which explains what the children will be learning in each respective class. In September we hold open days for all parents to visit the classrooms and discuss routines. A weekly newsletter is emailed to all parents every Friday and can also be found on the parent portal. This includes information from all areas of the college. In addition, each year group sends home a weekly bulletin summarising the curriculum covered during the week plus any other notices. This is online and can be accessed through our Educa software. Log in details will be given to you during the first week. Home school diaries provide communication between parents and teachers. Teachers use the diary to communicate about children’s reading and any house keeping information. Staff check the homeschool diaries daily. Educa is an online learning platform available to all parents to access ongoing information about what your children are learning about on a weekly basis.
Reporting to Parents - Overview Term
Parents’ Evening for Early Learning 1, 2 & 3.
Parent Teacher Consultation Day-Whole School
End of Term Report for Year One and Two
Term 2
Parent Teacher Consultation Day-Whole School
Term 3
End of Year Report- Whole School
Term 1
Lunchtimes Children can choose a three-course lunch, which is served by Chartwells, or they may bring a packed lunch from home. Lunch takes place in the school dining room with staff and children eating together. Good table manners are encouraged and a member of the school leadership team is always on duty. If children have a hot school lunch they are able to choose between a Western or Asian style meal. In addition children may also enjoy the soup of the day, salad choices and dessert. We do not offer a heating service for home lunches. However, children are welcome to bring their own lunches from home. If you plan for your child to bring a home lunch it is wise to inform the classroom teacher in their diary book to ensure there is no confusion with Chartwells.
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In DUCKS there is a morning and afternoon snack time each day. If your child has a lunch provided by Chartwells, then Chartwells will also provide them with the morning and afternoon snack. However, if your child brings a lunch from home then it is necessary for them to bring their own snacks for the morning and the afternoon as Chartwells includes the snack in the cost of lunches for Early Learning 3 to Year 2 children. Children in Early Learning 1 & 2 are provided a snack by school. It is important that your child has a healthy snack each day. We do not allow sweets, chocolate or sugary items as snacks. It is our aim to promote positive and healthy eating habits and with this in mind we suggest the following items, which are suitable for snacks: Cheese, sliced fruit, raisins, crackers, sandwiches, yogurt. In addition, it is important that your child brings a water bottle to school each day which is clearly labelled with their name and class. We have a Nutrition Committee made up of parents and staff. This group meet monthly so we can continue to develop child friendly’s and nutrious options for our children. Please talk to Mrs Stuckey if you are interested in joining this group. NB* - DUCKS is a nut free environment. No nut products are served and any food allergies or special dietary requirements will be taken into account. It is the responsibility of parents to inform the class teacher of any allergies or special requirements their child may have.
Uniform All children at DUCKS, except Early Learning 1, wear the school uniform, most of which is available from the school uniform shop in the Junior School.
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House PE kit for Year 1 and Year 2
Special Events Each year, the children take part in a Christmas and Chinese New Year Celebration. From Early Learning 3 – Year 2 they also take part in a class assembly. Over the course of the year, they participate in many celebrations and activities including the following: Founder’s Day, Christmas, Book Week and Sports Days. Parents are warmly invited to all of these events.
Birthdays You are very welcome to bring a cake to school when it is your child’s birthday. A simple homemade cake is usually preferred by the children. Please check with your child’s class teacher to arrange the best possible time in the day for you to bring in the cake. Please also check with you child’s teacher that there are no children in the class with any food allergies (no party bags please.) * Please remember DUCKS is a nut-free environment.
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Early Years
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Early Years The emphasis in the Early Years is on active learning through play, allowing the children to develop and reach their potential by working at their own level and pace. Our aim is to create an atmosphere in which the children are encouraged to be self-motivated, curious and confident in themselves and their work and to take pride in their achievements. The Early Years is designed to provide a happy, purposeful introduction to school life. In DUCKS, Early Years refers to children in Early Learning 1, 2 & 3. An integrated early education is provided, preparing children for Year 1 of the English National Curriculum.
The Early Years Curriculum The curriculum in the Early Years is based on the English Early Years Foundation Stage Curriculum (EYFS), which provides a framework for the education of children from birth to 5 years old. There are 3 prime areas: Communication and Language, Physical Development and Personal, Social and Emotional Development, When the children are confident in these 3 prime areas they then move on to the specific areas: Literacy, Mathematics, Understanding the World and Expressive Arts and Design. Under these seven areas of learning staff provide activities that enable each child to achieve the goals and objectives appropriate to his or her individual stage of development. The children’s individual interests are observed and then developed further to extend their learning. Therefore there will be a number of different interests being developed at one time to meet the needs of individuals.
Assessment and Evaluation Each child has a portfolio which tracks their individual learning. The ‘Learning Story’ is commonly used to document the children’s learning within the seven areas of learning. Through photographic evidence and a narrative approach the learning story documents what the children have been learning, how their learning could be extended further and links to our curriculum document. The children will be given a progress check at the age of 2. Any child coming into Early Learning 2 or Early Learning 3 will receive a baseline assessment.
Early Learning 1 The focus for Early Learning 1 is on the prime areas of learning. In each area we use the following development statements to support children’s learning. Personal, Social and Emotional Development--Making Relationships 1. Interested in others’ play and starting to join in 2. Seeks out others to share experiences 3. Shows affection and concern for people who are special to them 4. May form a special friendship with another child
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Communication and Language--Listening and attention 1. Listens with interests to the noises adults make when they read stories 2. Recognises and responds to many familiar sounds, e.g. turning to a knock on the door, looking at or going to the doctor 3. Shows interest in play with sounds, songs and rhymes 4. Single channelled attention. Can shift to a different task if attention fully obtained – using child’s name helps focus Physical Development--Moving and Handling 1. Runs safely on whole foot 2. Squats with steadiness to rest or play with object on the ground, and rises to feet without using hands 3. Climbs confidently and is beginning to pull themselves up on nursery play climbing equipment 4. Can kick a large ball 5. Turns pages in a book, sometimes several at once 6. Shows control in holding and using jugs to pour, hammers, books and mark-making tools 7. Beginning to use the three fingers (tripod grip) to hold writing tools 8. Imitates drawing simple shapes such as circles and lines 9. Walks upstairs or downstairs holding onto a rail two feet to a step 10. May be beginning to show preference for dominant hand Children aged two by 1st September join Early Learning 1. The Early Learning 1 classroom has a class teacher, Mandarin Teaching Assistant and one classroom Ayi (helper).
Settling-in You will be invited to visit us with your child before your child’s first day. This will help you and your child become familiar with the setting and the staff. Some children settle very quickly, others may take a little longer and we are guided in our procedures entirely by the response of each child. Here are some suggestions to help your child to settle into the Early Learning 1 programme: Talk with your child about going to school, the exciting things he or she will be able to do, and that it will be lots of fun for him or her to meet other children. FIRST DAY – On the first day you are welcome to stay in the room with your child for a short while (approximately 10 -15 minutes) to have a play together and settle him or her. After this time, please say goodbye to your child and let him or her know you will be back soon. It is very important to leave once you have said goodbye so that your child begins to get used to the routine. Also, please don’t sneak out without saying goodbye – it is very hard for the children when they realise later that you have gone. TEARS and CRYING – All of the children react differently when you leave. Some children wave goodbye, others cry as you say goodbye and / or during the morning, and some cry when you come back to pick them up. If your child does cry, we will look after him or her. We have had lots of practice! The first two to three weeks are generally the hardest and after that time most children are used to the routine and know someone will be back to collect them soon. STAGGERED START – If your child starts at the beginning of the school year we have a staggered start. This involves small groups of children starting each day. This gives the teacher and the children an opportunity to get to know each other during their first week.
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What to bring on the first day At least one change of clothes to be kept at DUCKS.
A packet of nappies (if needed).
Plenty of pants / knickers if they are being toilet trained.
Mosquito Repellent – Parents should apply mosquito repellent before their child comes to school.
Sunscreen – To protect their skin, we would also suggest that you apply sunscreen to your child each day before coming to school.
A sunhat labelled with your child’s name and class.
An example of the daily timetable: (Children have the option of choosing a full day or half day.) 9.00-9.45am 9.30-10.30am 10.00-11.10am 11.15am 12.00pm 12.30pm 2.00pm 3.15pm 3.30pm
Registration/ Mat time / Continuous Provision Rolling Snack / Continuous provision Continuous provision (indoor outdoor flow) Lunchtime Home time (for half day children) Nap time / rest time / Continuous provision Rolling snack /Continuous provision Mat time Home time.
The children will also have two sessions of music per week with specialist teachers.
Rolling Snacks In Early Learning 1 we have a rolling snack. This means the snack food is available for the children from 9.30 – 10.30 and 2.00 – 3.00 every day. A few children at a time can sit and eat their snack when they feel ready. This prevents the children’s play from being interrupted. Children are offered a snack and drink both mid-morning and mid-afternoon. The snack will vary from day to day and may include biscuits, pieces of fruit, raisins, cheese and sandwiches. No nut products are served and any food allergies or special dietary requirements will be taken into account.
Clothing The children will be involved in messy activities most days and whilst we do try to make sure that the children use aprons, be aware that at times your children’s clothes may get dirty. It is vital that all your child’s clothes and belongings are named. DUCKS cannot be held responsible for the loss of any clothes that are not labelled. Please do not bring in any toys unless they are necessary comforter.
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Early Learning 2 DUCKS Parent Handbook Page | - 26 -
Early Learning 2 There are three small mixed ability classes in Early Learning 2. Each class is named after a bird. Our small class sizes enable us to give each child the individual attention he or she needs. Each class has a qualified and experienced teacher and a qualified and experienced Mandarin teacher, and an experienced classroom ayi. In Early Learning 2 the following development statements guide the children’s learning. Communication Language and Literacy focus To communicate about their activities and reflect on their actions. To listen with enjoyment to stories, songs, rhymes and poems. Children develop attentive listening skills and respond with comments and questions. To use language to imagine and recreate roles and experiences. To begin to link some sounds to letters. To know that print conveys meaning and recognise a few familiar words. To use some identifiable letters to communicate meaning. Mathematical Development To count reliably up to six everyday objects. To rote count accurately up to fifteen. To recognise numerals 1-10. To respond to the vocabulary involved in addition and subtraction in rhymes and games. To talk about, recognise and recreate shapes and simple patterns. Knowledge and Understanding of the World To investigate places, objects, materials and living things by using all the senses and identifies and talks about some features they like and dislike. Creative Development: To explore different media, respond to a variety of sensory experiences, and engage in representational play. To create simple representations of events, people and objects. To sing simple songs from memory. Personal and Social development: To dress and undress and manage own personal hygiene with adult support. To display high levels of involvement in self-chosen activities. To take turns and share with some adult support. To communicate freely about home and community. To express needs and feelings in appropriate ways. Physical Development To move with confidence, imagination and in safety, travel around, under, over and through balancing and climbing equipment, showing awareness of space, of self and others. To demonstrate fine motor control and coordination. Mandarin To learn Mandarin naturally through every day classroom activities and experiences. Each class has two fluent Mandarin speakers working with the children. This term the language focus will be on classroom routines and everyday items, through simple games, rhymes and play activities. The Learning Environments The classrooms are well equipped and they are organised into specific areas for learning. The children enjoy free movement between the indoor and outdoor environment and the Early Years playground is very much an extension of the classroom. Inside, the classroom displays reflect and celebrate the children’s work. They are bright and colourful and they are designed to encourage
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observation and discussion. They support the children’s learning as they give them an opportunity to reflect on topics already visited or current topics. Outdoor Learning Experiences DUCKS is very fortunate to be surrounded by playgrounds and for the Foundation Stage this is a big part of our learning environment. Children’s learning is extended and developed in the outdoors through our seven areas of learning. Please make sure your children have warm coats, hats and gloves in the winter months. In the summer please make sure they are provided with a sun hat. The children will have the opportunity to choose the outdoors on a daily basis. Spare clothes It is essential that you leave two complete sets of spare clothes for your child at school. They may get wet from water play, outdoor play etc. These clothes do not need to be a set of school uniform – any other clothes are fine. Please ensure that you also provide two sets of underwear and socks. Houses Each child in Early Learning 2 is allocated to a House. There are four Houses at DCSZ: Anand, Howard, Shackleton and Wing. Siblings automatically join the same House. Key Person Approach/Team Teaching Early Learning 2 operate using a team teaching approach to learning. This approach will be explained further during parent meetings at the beginning of the school year. After children have settled in, they will be assigned a key person. The key person will ensure all care-giving routines are carefully managed throughout the day. The expat lead teachers in the room will lead the learning and development for the children’s educational programme.
Early Learning 3 There are three mixed ability classes in Early Learning 3. Our small class sizes enable us to give each child the individual attention he or she needs. Each class has a qualified and experienced teacher and a qualified and experienced Mandarin teacher. Early Learning 3 at DUCKS is part of the Foundation Stage of Education and follows on from Early Learning 2 in providing an environment that enables children to reach their full potential whilst developing at their own pace. The three classes in this year group continue to promote positive attitudes and build upon what the children already know and understand. Our aim is to equip the children with the attitudes, skills and knowledge that will allow them to progress into the next stage of education as confident and self-motivated learners. Above all, learning continues to be fun and is tailored to the children’s needs and interests. In Early Learning 3 we continue using the EYFS curriculum with a focus on meeting the following early learning goals. 1. Listening and attention: Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events, and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity. 2. Understanding: Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.
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3. Speaking: Children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events. 4. Moving and handling: Children show good control and coordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing. 5. Health and self-care: Children know the importance for good health of physical exercise and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently. 6. Self-confidence and self-awareness: Children are confident to try new activities, and to say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don’t need help. 7. Managing feelings and behaviour: Children talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow rules. They adjust their behaviour to different situations, and take changes of routine in their stride. 8. Making relationships: Children play cooperatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children. 9. Reading: Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate an understanding when talking with others about what they have read. 10. Writing: Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible. 11. Numbers: Children count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing. 12. Shape, space and measures: Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them. 13. People and communities: Children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions. 14. The world: Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one to another. They make observations of animals and plants and explain why some things occur, and talk about changes. 15. Technology: Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes. 16. Exploring and using media and materials: Children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
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17. Being imaginative: Children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories. In Early Learning 3 the children are assessed alongside the Early Learning Goals within the revised Early Years Foundation Stage Framework. At the end of the year, your child’s report will inform you of the progress your child has made within the early learning goals. The Classrooms The Early Learning 3 classrooms are organised into specific areas for learning, including a comfortable book area, a construction area, a role-play area and a creative area. Wherever possible, resources are stored in a way that will give easy access to the children and equipment is clearly labelled. Classroom displays reflect the children’s current interests. They are bright and colourful and are designed to encourage reading, observation and discussion. They support the children’s learning as they give them an opportunity to reflect on topics already visited or current topics.
Outdoor Activities DUCKS is very fortunate to be surrounded by large playgrounds and, whenever possible, the outdoors is an important and essential part of the curriculum. On some of these occasions the children may be working in small groups with a particular teaching objective in mind, while at other times they will engage in more child initiated free play. Teachers will be engaged in extending children’s play in the outdoors at all times whilst ensuring they are safe and well supervised. The outdoors is set up be the teachers on a daily basis and the learning experiences will vary depending on the children’s emergent needs and interests.
Playground after School The playground is available to enjoy after school, however pleasure be aware to supervise your children carefully during this time.
Classroom Organisation Classroom routines are established early in the first term. The children have a variety of learning experiences to develop their knowledge and understanding in the seven areas of learning including whole class instruction, small group learning, and child initiated learning. The children’s current interests are observed and recorded and link into the teaching teams planning.
Reading Children are taught to read using the synthetic phonic approach. Parent workshops are held throughout the school year to introduce our approach to the teaching of reading and also to enable parents to help their children in this key area. Children will take home phonics readers and a range of other reading books from our reading programme to develop their reading comprehension and reading strategies.
Houses Each child in Early Learning 3 is allocated to a House and will be encouraged to take part in House competitions. There are four Houses at DCSZ: Anand, Howard, Shackleton and Wing. Siblings automatically join the same House.
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Year 1 and Year 2 The Curriculum The Year 1 and 2 curriculum is broad and balanced and is modelled on the National Curriculum for England. All curriculum areas, including the core subjects of English and Maths are taught through an active approach, as we recognise the importance of active and inquisitive learning at KS1. Learning at Key Stage 1 builds on the active, hands on learning that has taken place in the Foundation Stage. It allows children to engage in a variety of focused and independent learning experiences, including, construction, role-play, Art/Design and so on.
Integrated Curriculum (IC) In Year 1 and 2 children are taught, English, Maths, Mandarin, Music and Physical Education as discreet subjects. In addition there are several Integrated Curriculum topics throughout the year through which include Humanities, Information Communication Technology, and Art and Design. Science will be taught either as a discreet subject or during Integrated Curriculum time, depending on the topic each term. Valuable cross-curricular links will be made where possible to enhance children’s learning. Topics are linked to children’s interests and introduce children to inquiry based learning skills. Details of the current topics can be found on Educa.
Mathematics in Year 1 In Year 1 Mathematics we focus on the following key learning objectives: Number Skills: Counting, partitioning and calculating: To count, read, write and order numbers to 20
To count in 2s, 5s, 10s from and back to 0
To say the number that is 1 more or less that a given number to at least 10
To use vocabulary related to add and subtract
Securing number facts: To know all pairs of numbers with a total of 10
To add and subtract numbers to 20
To double and halve all numbers to 10
To solve simple word problems
To use mental strategies to solve simple problems
Shape, Space and Measures Skill: Shape: To describe familiar features of 2D and 3D shapes Space: To use everyday words to describe position, direction and movement Measures: To estimate and measure objects using non-standard units of measure
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Time: To order days of the week and months of the year
To read time to the hour and half past
English in Year 1 In Year 1 English we focus on the following key learning objectives: Speaking and Listening Skills: Speaking: To talk about matters of immediate interest
To begin to extend their ideas or accounts by providing some detail
To talk to a range of people
Listening and responding: To listen to stories and talk about what they enjoyed
To listen to and follow simple instructions
Group discussion and interaction: To speak audibly through role play and discussion Reading Skills: Phonetic strategies: To use phonic strategies to decode familiar and unfamiliar words Grammatical Awareness: To pause at full stops and is beginning to use expression Knowledge of text type: To identify the difference between fiction and non-fiction books Understanding and response: To find answers to simple questions
To retell a story and say what they liked and disliked about it
Writing Skills: Spelling: To spell some common words correctly
To use phonic knowledge to make recognisable attempts at spelling unknown words
Punctuation: To begin to show an awareness of how full stops are used in writing Sentence construction: To write in simple sentences Handwriting: To usually give letters a clear shape and orientation
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Mathematics in Year 2 In Year 2 Mathematics we focus on the following key learning objectives: Number Skills: Counting, partitioning and calculating: To count, read, write and order whole numbers to at least 50
To recognise odd and even numbers to at least 50
To understand what each digit represents in a 2-digit number
To count forwards and backwards in 2s, 5s and 10s
To describe and extend simple number sequences
Securing number facts: To identify doubles and halves using numbers up to 20
To begin to understand halves and quarters of numbers
To recall by heart all addition and subtraction facts to 20
To recall multiplication facts for 2, 5 and 10 and related division
To use knowledge of number facts and operations to estimate and check answers to calculations the children focus on the following learning objectives in mathematics.
Shape, Space and Measures Skills: Shapes: To recognise all 2D and 3D shapes and describe their properties Symmetry: To identify reflective symmetry in patterns and 2D shapes and draw lines of symmetry in shapes Fractions: To recognise and use whole, half and quarter turns, both clockwise and anticlockwise; know that a right angle represents a quarter turn Measures: To use standard units of measure Data Handling Skills: Graphs: To answer a question by collecting and recording data in lists and tables; represent the data as block graphs or pictograms to show results Tallies: To use lists, tables, tally charts and diagrams to count and sort objects; and communicate their findings to others
English in Year 2 In Year 2 English we focus on the following key learning objectives: Speaking and Listening Skill: Speaking: To tell real and imagined stories using familiar story language
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To explain ideas and processes using imaginative and adventurous vocabulary and nonverbal gestures
Listening and responding: To listen to others, ask relevant questions and follow instructions
To listen to talk by an adult; remember some specific points and identify what they have learned
Group discussion and interaction: To work effectively in a group and take turns to speak
To listen to each other’s views and preferences
Drama: To adopt roles in groups and present stories to an audience Reading Skills: Phonetic strategies: To decode unfamiliar words rapidly by blending phonemes Grammatical Awareness: To use a sense of meaning and story context to read new words Syntactic Cues: To use grammatical strategies to read new words and can self-correct
Comprehension: To comment on features such as plot, setting and character and how information is presented Expression: To make use of expression and intonation to enhance meaning Writing Skills: Spelling: To spell simple words accurately and can make phonetically plausible attempts at more complex words
To spell a wide range of high frequency words accurately
Punctuation: To use capital letters and full stops accurately and consistently for over 50% of their writing
To begin to use other forms of punctuation such as exclamation marks and speech marks
Sentence construction: To write grammatically accurate simple and compound sentences using some different connectives and openers Handwriting: To form all letters correctly and regulate the size
To begin to join letters in their everyday writing
The Classes There are three mixed ability classes in Year 1 and Year 2. Our small class sizes enable us to give each child the individual help he or she needs. Each class has a qualified and experienced teacher and a Mandarin speaking Teaching Assistant.
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The Classrooms Our Year 1 and Year 2 classrooms are well equipped and displays reflect and celebrate the children’s work. They are bright and colourful and are designed to encourage reading, observation and discussion.
The Playground DUCKS has a large playground area. During their morning, afternoon and lunch break, the children have access to climbing and balancing equipment, sports equipment and floor games. They are supervised at all times by members of staff.
Houses Each child in Year 1 and Year 2 are allocated to a House and will be encouraged to take part in House competitions. There are four Houses at DCSZ: Anand, Howard, Shackleton and Wing. Siblings automatically join the same House.
Assemblies There is one assembly each week. The DUCKS assembly is in the Senior School theatre at 2:40pm on Tuesday. These assemblies are planned around a range of themes to celebrate the current learning focus in DUCKS. To celebrate the learning that is happening each week, a child is chosen from each class to receive a golden balloon and star. Every Friday parents of the children who are receiving the Golden award the following week will be informed, so that they may attend the assembly if they wish. Bronze, Silver and Gold house point certificates are awarded for children who have received 50, 100 and 200 house points during the school year. One of our Guiding Statements will be featured each week and the children will be asked to focus on achieving that ‘target statement’ i.e. ‘We learn and play together’.
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Specialist Teaching DUCKS Parent Handbook Page | - 37 -
Specialist Teaching in DUCKS Mandarin In the Early Years The Early Years Dual Language Mandarin Programme is designed for children from Early Learning 13. Our children explore Mandarin everyday. For children in the Foundation Stage Mandarin is integrated into their daily activities. The aim of the Mandarin dual language programme is to give children an early advantage, a foundation they can build on for the rest of their lives, to get children interested in the Chinese language at an age when it can make a real difference. Children’s speaking will be given priority through various interesting and dramatic teaching activities such as hands-on activities, nursery songs and rhymes, stories and a large variety of games, which are in line with children’s cognitive development. Children are not only learning Mandarin, but are also being immersed in he richness of Chinese culture through our featured Chinese workshops and activities. Some traditional festivals like Chinese New Year, Mid-autumn Festival and Lantern Festival etc. are introduced to our children. Children in DUCKS take part in a Lunar New Year celebration to which parents are invited. Children are really proud of applying the knowledge they learnt from Mandarin lessons to the show. Year 1 and Year 2 In Year 1 and 2, Mandarin is taught by specialist Mandarin teachers. The children have 4 hours of Mandarin lesson per week. Our courses have the following aims:
To enhance children’s knowledge and understanding of Chinese culture. To provide the children with the opportunities to extend their learning of Mandarin and to help them progress from their current skill level to their potential level in four areas: Listening; speaking; reading (character recognition) and writing. The work covered in mandarin lessons will be linked to the termly topics covered by the class teacher during integrated curriculum time. Children are also encouraged to speak Mandarin throughout the day and also enhance a Dual Language approach. Our teaching assistants enhance the Mandarin Programme by speaking with children in Mandarin throughout the day.
English for English Language Learners (EELL) There are dedicated EAL teachers at The College who work with children to develop their understanding of English. Children receive EAL support to enable them to fully access the curriculum. Children requiring EAL support may be withdrawn from English and Mandarin lessons to work with the EAL teacher.
Physical Education (PE) The PE lessons at DUCKS are based on the English Curriculum for Early Years and Year One and Year Two. The timetable is divided into Games, Gymnastics, Dance and Athletics. For the Early Years children we have basic movement goals; develop a sense of direction, foot-eye coordination, handeye coordination, balance, body and space awareness and move with control. The aim for the children in Year One and Year Two is the improvement of physical fitness: strength, flexibility, endurance and agility as well as coordination, balance and rhythm. The children will handle a range of materials (for example bean bags, rings, hoops, soft balls etc.), they will play with each other and in a team, move and explore.
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Information Communication Technology (ICT) In each class from Early Learning 1 to Year 2, children have access to iPads and MacBooks. In addition there are interactive whiteboards, which are used to enhance teaching and learning across the curriculum. Children at DUCKS are introduced to ICT from Early Learning 2. The Early Years children are encouraged to use ipads to do many activities, such as playing games, listening to stories online, drawing pictures, using the keyboard, developing their mouse skills, taking photos. In Year One and Year Two the teaching of ICT skills is integrated into all curriculum areas. The children use MacBooks and ipads to develop skills such as typing, drawing, Internet searching and also to access educational games. The use of ICT also enhances the children’s learning in Maths, English and Integrated Curriculum or ‘topic' lessons.
Music Specialist Music lessons at DUCKS incorporate concepts and pedagogy from the English National Curriculum. All children at DUCKS attend music lessons with their class which are singing-based, use a range of percussion instruments and incorporate movement activities to encourage sensitivity to beat and rhythm. From Nursery age, children are taught foundational music reading and writing skills. All children at DUCKS are involved in at least 2 major performances each year, which showcase the practical performing arts skills that are taught each week.
Library We have a wonderful shared library with our Junior School. Children at DUCKS are introduced to the library from as early as Early Learning 1. Our main aim within the library is to give the children the chance to establish a love for books from a very early age. Each child has the opportunity to borrow up to three books at one time from Early Learning 3- Year 2. All children will visit the library once per week with their class. During this time the children will be given the opportunity to change their library books as well as gain information from a full library skills programme. Regular reading sessions are also held with mixed age classes sharing reading or the librarian reading to the children. We operate a system in Ducks where children may only borrow additional books when they have returned all previous ones. To encourage this “responsible borrowing”, children are rewarded with bookmarks, badges and very special golden library tickets that can be exchanged for additional library visits. If someone has forgotten their books, they are still encouraged to browse and we will reserve choices for the remainder of the week until books are returned. In addition parents are welcome to visit the library with their children to either exchange library books or simply enjoy the wonderful selection of books available within the library.
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Story Sacks Story Sacks are a great way to promote literacy and fun for the whole family through reading and doing related activities. What is a story sack? It is a cloth drawstring bag containing a storybook plus props and activities linked to the story. These props help adults and children to bring the stories to life, enabling you to act the story out, whilst games and other activities are an extension of the books contents.
As the story sacks are a bit heavy and awkward for little ones to carry, parents or carers may borrow a story. Please feel free to ask the librarian about reserving a sack or how to use them.
Friends of Dulwich Suzhou (FoD) Parent Representatives Each class is represented by a parent representative. Parent representatives are normally appointed on a first volunteer first appointed system. The role also can be job shared if appropriate. The primary function of the parent representative is to facilitate communication between class teachers and parents in relation to volunteers for the classroom or special events. The parent reps also facilitate the social interaction among families in the school community. Their role is not to have involvement in the day-to-day teaching of the class but to be the liaison between the school and its families. Parent Reps are not to be used to help other parents express concerns/grievances against the teacher or other members of staff Parent representatives form the backbone of our parents association or FoD The FoD Executive Committee, Suzhou plays an active role in the community at DCSZ. The object of the Friends is to sustain and support the College, in particular by: Enhancing and enriching the life of the pupils at the College through financial and other support Strengthening the links between the College and the local community; Assisting the College by providing voluntary help and advice; At DCSZ we value our parents. To that end our parents have their own lounge which is situated on the 2nd floor in our DUCKS building. Parents are welcome to use this lounge at any time from 8.10 to 5pm. Please note that the room is for parents only. It is not reserved for drivers or Ayi’s. Similarly children who are students at the College should not enter the room, even if they are with their parents until they have been collected from class at the end of the school day.
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The FoD will use the lounge as a base and a number of social functions and information meetings will take place there throughout the Year. The FoD will soon be in contact with you.
Co-curricular Activities (CCAs) A range of CCAs are offered to students at DUCKS. In order to ensure that all of our students have access to a broad range of activities that enrich our curriculum, CCAs planned by DUCKS teachers take place during school time on a Wednesday afternoon. Our ever-popular Piccolo Choir practise during lunchtimes, while Dulwich Football Club training sessions take place each Wednesday afternoon after school. A range of CCAs run by external providers also take place after the school day throughout the week you can register your child for these clubs via DCHQ. You will be able to select different clubs and activities for your children once a term and you will be sent details to fill in our online booking system to select the club of your choice.
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Behaviour for Learning DUCKS Parent Handbook Page | - 42 -
Ducks Behaviour for Learning Policy This policy is underpinned by our School Guiding Statements: 1. The College educates the whole child 2. The College provides a safe, secure and stimulating environment 3. The College recognises that we gain knowledge and understanding of the world by questioning and actively solving problems 4. The College emphasises the benefits and responsibilities of working collaboratively together 6. The College prepares children to live their lives honestly and with a spirit of respect for themselves and others 8. The College challenges each child to be the best they can be and supports them in this Policy Code G 3.1.1 Effective Date March 16 Approval Level CLT Review Date April 18 Responsible Department(s) Ducks Link to DCI Policy Area
3.1
Rationale Behaviour in DUCKS is founded on a culture of respect for ourselves, peers and all adults in our school community. We believe that all children deserve to feel safe, secure and stimulated by the learning experiences offered to them. We understand that young children are still learning how to manage their behaviour and emotions, and aim to equip them with the skills and language to find solutions to everyday conflicts and reflect on their own behaviour. Children will need support from a range of strategies that may include: Procedures Use of positive language to promote self esteem Use of tone of voice to indicate expectations Use of language which is appropriate to engage the pupil at their level of understanding Use of body language and posture to indicate an expectation to the child Use of encouragement to promote participation and engagement Support of learning behaviours by modelling and mediation Promotion of independence and social inclusion Use of praise and/or rewards to reinforce and reward positive behaviours Use of discussion to help students understand how their behaviour impacts on others Use of thinking time before an incident is discussed At the beginning of each school year, and regularly throughout the year, teachers and students will discuss expectations of behaviour, both in the classroom and around the school. Our expectations are supported by an emphasis on good manners and empathy for others. Positive learning behaviours are exemplified by our guiding statements and learning dispositions. In order to create a positive, safe environment children are asked to: Walk around our school Follow instructions at all times Show good manners by greeting each other and adults politely; saying please and thank you
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Take care of resources by tidying classrooms and treating them with respect Show care and empathy for their friends Show positive learning behaviours
We understand that each child is an individual and will be motivated by different rewards. Adults will reward positive behaviours using a range of strategies and systems. Class teachers will use an individual system that works for them to promote and reward positive behaviours. School-wide systems are:
House points - these are collected and a certificate is received after 50 (bronze), 100 (silver) and 200 (gold) points. Golden book - a child is identified as exemplifying positive behaviours linked to our guiding statements or learning dispositions and celebrated during a golden assembly. Discussion is held within class to communicate to other children what has been celebrated.
Sometimes conflict arises when children do not have the language or social skills to communicate their needs and wants to adults or their peers. We understand that being unable to communicate can be frustrating for children and may lead to negative behaviours. When dealing with incidents such as: Rough play in KS1 Name-calling or teasing Exclusion from social circles (for example by peers using a language one child does not understand) Adults should: Show active listening and a variety of communication strategies to give all the children involved a voice Not make assumptions immediately about what has happened but mediate a discussion Encourage children to see the impact their actions have had on others Give ‘thinking time’ where needed to allow a child time to reflect on their actions Ensure that where thinking time has been given, a follow up conversation is held to extend and support children’s understanding of what went wrong and restorative actions they could take Support children in making restorative actions Record incidents in the relevant incident log book Inform the class teacher so they can communicate with parents if it is felt necessary. This may be done by a diary comment, phone call, email or face-to-face conversation as appropriate. In some cases behaviour of a more serious or ongoing nature will be reported to the Head of School or Deputy Head of School and they will investigate and communicate with parents. Incidents requiring reporting are: Deliberate harming Swearing Language of a demeaning nature Protracted and regularly occurring incidents
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Where concerns about a child are held, additional support may be sought from AEN departments or the school counsellor with permission of the child’s parents. After a serious incident the Head of School may ask a child to spend a period of time (typically half a day or a day) reflecting at home with their parents.
Homework Policy Rationale: Homework is designed to reinforce and consolidate classroom skills as well as develop pupils as independent learners with a sense of self-discipline. It is also an invaluable opportunity for parents, teachers and pupils to cooperate and be involved with each other regarding educational issues along with the content and presentation quality of the homework which should be of the highest possible standard. Policy Statement: In DUCKS homework will be informal but will require parental support and encouragement. Homework in DUCKS Homework in DUCKS is generally informal: Activities might include Finding items at home that relate to work being done at school Discussing items with parents Practising simple skills Children will regularly take home set reading material to share with parents Phonics games and activities Website links on the Educa
Safeguarding It is very important that our children are kept safe at all times. We have extensive safeguarding practices and policies in place to ensure our children are safe. Our security includes cameras inside and outside all classrooms. Please ensure you read our safeguarding framework which is available on the school website.
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