Nursery Handbook

The Adventure of childhood

Staff

At Hatherop Castle we recognise that each child is an individual with unique qualities which need to be recognised and nurtured. In order for the children to be stimulated and to be able to reach their full potential, all children are allocated a member of staff who will be their key person for their time in the EYFS. This enables staff to develop positive relationships with parents and really get to know the children in their care in order to provide activities that will interest them and promote their knowledge and learning within the Early Years Foundation Stage.

Aims

• To provide a safe, happy environment where children are valued as individuals.

• To give children the opportunity to learn through experience

• To offer a curriculum which takes into account the similarities and differences within any group of under-fives.

• To offer a curriculum which provides continuity with what went before and progression with what will follow.

• To promote the spiritual, moral and cultural development of the children. Learning about religious festivals, practices and celebrations, which the children are likely to encounter directly in their lives and fall quite naturally within the experiences of some members of the group.

• To ensure that no children are being denied opportunities on account of their race, sex, social background or special needs.

The Nursery is open for 50 weeks a year, Monday to Friday (Closed from Christmas Eve to New Year’s Day, all Inset days and all Bank Holidays).

Parent & Toddler Group

The pre-nursery group takes place in the Kindergarten classroom on Friday mornings during term times from 9am to 10.30am and is free of charge. Children and their parents or carers can attend this session, which is led by Mrs. Lucy Riley The Head of Nursery. There is no age restriction and children from 6 months benefit from the experience, however most children attend for at least 1 term before starting Nursery.

The aim of the group is to provide a stimulating, social experience for young children who are not yet attending the Nursery, allowing them to become accustomed to the Nursery environment and key staff whilst still in the care of their parents or carers. We hope that when the children transfer into Nursery at the appropriate age they and their parents are therefore already familiar with the environment and staff and as a consequence the experience will be a positive one for all concerned.

Activities provided for the children include painting, messy play, puzzles, threading, sorting, home corner play, play dough, outdoor play, sand, water and musical activities. For the younger child there are treasure baskets to explore and sensory experiences such as soft toys or shakers. A snack is provided during the session and this is an opportunity for children to sit together at the table and enjoy the social experience. Parents attending the Pre-Nursery group find it an ideal opportunity to get to know one another and the routine of the Nursery prior to their child starting school.

Tea and coffee are also available for the adults.

Kindergarten

Children can start the Kindergarten from 2 years old and although many will have attended the pre-nursery group there is no compulsion to do so.

Learning Environment

The Kindergarten classroom is a purpose built, airy, spacious and light building with free flow access to the garden and to the cloakroom area. Parents need to feel that their children are safe and welcome and enjoy their time in Nursery. In order to do this, we regularly review the environment carrying out risk assessments, addressing any issues that we feel are necessary and listening to parents’ comments and wishes. The parents’ notice board provides information on such things as topics and themes as well as social events. The classroom is planned in a way that children can have access to as much as they can thus developing their independence and self-confidence within a structured and organized environment. Areas within the room include

• A messy area

• A home corner

• A dressing up box

• A music box

• A book corner and quiet area

• A train and construction area

• A maths area

• A drawing and writing area

• A cutting and glueing area

• A water or sand tray

There are distinct areas with a table for each key group which children use at group times and for snack time.

The garden is enclosed within a high wall and has an area of tarmac for riding tricycles and a grassy area with trees, shrubs and a vegetable plot where the children are encouraged to grow a variety of plants. There is a Wendy house, a pirate ship, a climbing frame and swings. Under the covered area we have guinea pigs and children are encouraged to look after them by bringing vegetables from home and helping with the cleaning routine. In addition to the garden we regu-

Transition

Children move up to Transition in the September following their 3rd birthday. They remain in this class until the following September when they move up to Reception which is situated in the Stable Yard with the Pre-Prep classes.

Staff working in Transition are well qualified and experienced and work together as a team delivering high quality experiential learning to this age group. As in the Kindergarten, staff work closely with families in order to provide the best possible education and care for each child, building up a relationship and attending to each child’s individual needs. All staff keep up to date with the latest developments in early years’ education, attending courses and building on their knowledge of this stage of child development and education

THE EYFS CURRICULUM; PRINCIPLES, THEMES AND AREAS OF LEARNING

In the Nursery all children will be provided for according to The Statutory Framework for the Early Years Foundation Stage published by the Dept. for Education and Skills.

There are 4 principles which underpin and guide the work done in the early years and they are as follows;

1. A Unique Child recognises that every child is a competent learner from birth who can be resilient, capable, confident and self-assured. It includes issues of development, inclusion, safety, health and well-being.

2. Positive Relationships describes how children learn to be strong and independent from a base of loving and secure relationships with parents and teachers. It focuses on mutual respect, partnership with parents, supporting learning and the role of the teacher.

3. Enabling Environments explains how the environment plays a key role in supporting and extending children’s learning and development and includes observation, assessment and planning; supporting every child; the learning environment and smooth transitions between home, school and onto the next stage.

4. Learning and Developing recognises that children develop and learn at different rates and in different ways and that all areas of learning and developing are equally important and inter-connected. It focuses on play and exploration, active learning, creativity and the 6 areas of learning and development which lead the children to the early learning goals at the end of the Reception year.

AN OUTLINE OF THE AREAS OF LEARNING FOR

THE EARLY YEARS FOUNDATION STAGE AND

SCHEMES OF WORK (CURRICULUM)

There are 7 areas of learning and development all of which are important and inter connected. They consist of 3 Prime areas and 4 Specific areas. In Kindergarten the focus will be mainly on the 3 prime areas with a shift to an equal focus in all areas as the children gain in confidence and ability and move through Transition and into Reception. Children work towards achieving the Early Learning Goals at the end of the Reception year.

The Prime Areas

Personal, Social and Emotional development

These goals focus on children learning how to work, play, co-operate with others and function in a group beyond the family. They cover important aspects of personal, social, moral and spiritual development including the development of personal values and an understanding of self and of others.

Children learn to be confident, show appropriate self-respect and are able to establish effective relationships with other children and with adults. They work as part of a group or independently, are able to concentrate and persevere in their learning and to seek help where needed. They are eager to explore new learning and show the ability to initiate ideas and to solve simple practical problems. They demonstrate independence in selecting an activity or resources and in dressing and personal hygiene.

The children are also encouraged to develop an emerging understanding of the British Values of tolerance, mutual respect, equality, law and democracy to their own level of development and understanding. They learn to be sensitive to the needs and feelings of others and show respect for people of other cultures and beliefs. They take turns and share fairly. They express their feelings and behave in appropriate ways, developing an understanding of what is right, what is wrong and why. They treat living things, property and their environment with care and concern. They respond to relevant cultural and religious events and show a range of feelings, such as wonder, joy or sorrow, in response to their experiences of the world.

Communication and Language

Many of the activities in this area build upon the skills that children have already developed at home. We aim to extend and use language skills primarily through listening and speaking and providing opportunities across the curriculum to develop and enrich the communication and language skills of every child. In the very young child or a child with speech difficulties this may take the form of non-verbal communication including facial expression, eye contact and body language. Language skills are developed and promoted as children interact with one another, developing relationships, a sense of trust and a knowledge that their efforts to communicate are valued. Free access to books including picture books, stories and non-fiction along with regular group story times enable children to develop a love of books. The system of Makaton signing is used to compliment and enrich childrens’ communication skills.

Physical Development

This area of learning focuses on developing skills of co-ordination, control, manipulation and movement. Children learn these skills through being active and interactive in all that they do. In acquiring new skills, such as riding a bicycle or learning to hop, children become more confident and grow in self-esteem. Provision is made for regular and frequent physical activity both indoors and out. This includes sessions in the gym and free play during break times. A range of small objects including ‘small world toys’, beads for threading, construction kits etc. provide opportunities to develop fine motor skills.

The Specific Areas

Literacy

Children are helped to develop a knowledge of phonics and to link sounds and letters through the ‘Jolly Phonics’ scheme. An environment rich in print helps to promote an awareness of the written word. Opportunities to experiment and develop writing skills are promoted within the context of role-play and as part of teacher-initiated activities. Free access to books and listening to poems and stories promote a love of literature.

Mathematics

Mathematics is fostered through children becoming competent and confident in learning and using key skills. These include counting, sorting, matching, recognising and making patterns, recognising relationships and working with numbers, shapes, space and measures. Children develop an understanding of these skills through songs, stories, games, imaginative play, practical activities such as cooking and construction, investigating and exploring sand and water.

Understanding the World

In this area of learning children are developing the crucial knowledge, skills and understanding that help them to make sense of the world. This forms the foundation for later work in Science, Design and Technology, History, Geography and Computing. The environment at Hatherop Castle School provides the opportunity for a wide range of activities both indoors and outdoors. These activities based on first-hand experience stimulate children’s curiosity and encourage exploration, problem solving, prediction, decision making and discussion.

Expressive arts and design

The children will be encouraged to respond, express, explore, experiment and communicate their ideas using a wide range of materials and resources. Teachers will provide experiences, artifacts and ideas that stimulate the curiosity of the children thus encouraging experimentation with ideas, sound and movement, as well as materials. Time is always given for the children to reach their own level and conclusions and to develop their own ideas, resulting in pride in their individual achievements.

SEND arrangements are in place to support children

Special Educational Needs or disabilities.

with

“Her Maths and Literacy has really developed in Transition. She now feels totally prepared for Reception in the Stableyard.”

Other

In addition to these areas of learning, the children in Transition have French with Mme. Thomas. This is taught through a range of play based and practical activities including rhymes and songs, all of which encourage listening and speaking and this is continued in the Reception class.

Ballet is available as an extra for all children in Nursery and Pre-Prep and is delivered by Cirencester Dance Academy here at school on Mondays in term time. Should you wish your child to join the class please ask Mrs. Riley. Reports for these subject areas are included in the end of year reports.

Forest Learning takes place weekly on site in a dedicated area in the woods. During these sessions the children are able to explore and investigate the natural environment and all that it has to offer. This may be collecting different leaves to compare their shape or colour; building a shelter from natural materials for a soft toy; painting with mud or making a collection of natural items. Whatever the children choose to do they are learning to be resourceful, to think for themselves, to find out what they can do and much more.

The Learning Environment

Transition is housed within the walled area of the Nursery and comprises of 3 separate rooms, a cloakroom and an outdoor play area. As in Kindergarten the children are all allocated a Key person and a classroom which becomes their base for their time in Transition. Within each classroom there are areas for small world play, looking at books, developmental writing, jigsaws, construction, painting and collage, a theme related interest table, a maths table and many resources which support the children’s learning.

As the children develop and grow the balance between child initiated and teacher-initiated activities gradually slides towards the latter so that the children are constantly progressing and being challenged within a stimulating learning environment. A topic based, experiential learning programme is delivered and through constant observation and knowledge of each child in their care the staff are able to allow for individual interests to develop.

The children follow a similar timetable to Kindergarten with the addition of French with Madame Thomas.

Clothing

Children in Nursery wear uniform consisting of the HCS navy polo shirt and red HCS sweatshirt. They may wear what they like on the bottom half. There is the option of the HCS navy joggers or navy shorts should you wish to also purchase these. They are available to purchase via Wreal Sports. www.wrealsports.co.uk Wreal also sell the art apron we require all children to have.

All children should have a named bag, which is kept at school on the child’s peg, and contain their belongings.

Parents are requested to provide their child with the following items all of which should be clearly named.

• A pair of wellington boots

• Wet weather waterproof trousers

• An art overall (available online at the school uniform shop)

• A complete change of clothing

• A water bottle

It is a good idea to put your child in shoes that he or she can put on or take off independently; please ensure that these are named. A waterproof coat is needed in cold weather as we try to spend some time outside every day.

If your child stays all day please provide a blanket (clearly named) in a draw-string bag which is used after lunch at rest time. In addition to this please provide a small toothbrush as all children staying for a full day session are encouraged to brush their teeth after lunch.

If your child is still in nappies please ensure you bring a supply of their nappies and wet wipes. Please check your child’s bag each day to ensure they have enough nappies and wipes in School. A member of staff will remind you if you are running low.

“The care and attention they showed him from the moment he stepped in to Little Owls was just wonderful. Nothing was too much and they all have such a good understanding on how to get the best out of each individual child.”

The School Day

Children should arrive between 8.30am and 9am. Please make sure that the person dropping off your child signs them in. By doing this they will also be giving permission for your child to be given any appropriate first aid or medication should it be required on that day (this is now a daily statutory requirement). As soon as the children are settled in their classroom the register is taken around 9am and the daily activities begin. At collection time all parents are asked to wait in the front playground for the children to be brought out to them. They then say goodbye to the member of staff before being collected. Please be aware that we do not allow children to be collected by anyone other than their parents or carers without prior written permission. If you are delayed or there is a last-minute change to the normal arrangements, please telephone the office so that we have the verbal authority to send them home with another adult. Please note that once the children have said goodbye to a member of staff and have been collected by you or your designated representative, they are no longer the responsibility of the school. Children who are transported to or from school by school minibus become the responsibility of the bus driver once they have been handed over.

Action to be taken if a child is missing during the school day or whilst in after school care.

In the unlikely event of a child going missing or being unaccounted for, all staff in the immediate area will be informed and information will be sought as to when he or she was last seen. All remaining children in the area will be supervised whilst one member of staff goes to look for the missing child. If the child is not found the school office will be notified and a thorough search of the grounds will be undertaken. If the child is still missing his or her parents will be contacted and the police will be notified. If a child has been removed from the school by a parent known to have limited access or any restricted access, staff will inform Cirencester Social Services, Child Protection team and designated Child Protection Office on the staff.

Action to be taken if a child is not collected from school at the end of normal school hours

Should a child not be collected at the end of normal school hours when there has been no contact from parents because they are delayed, the school will make a phone call to parents or their designated representative to find out the reason why and to make arrangements to keep the child safe whilst they are waiting to be collected. The child will be reassured and will join the boarding house children and staff and join the normal routine for supper and activities. If we are unsuccessful in contacting parents, their designated representative, or another family member on our records then the Child Protection Officer will contact Social Services and the Police.

Transition to Reception

During the Summer Term an event is organised for parents of children who are going into Reception in the following term. We recognise that the transition into full time school is a very important milestone in a child’s life and therefore take every opportunity to ensure that both the children and parents are well prepared. At this time you will have the opportunity to meet all the staff who will be teaching your children and see the classrooms and other facilities. In addition the Headmaster and key members of staff will give you a very informative insight into life as a member of Reception and the Pre-Prep.

All children in Transition are introduced to the Pre-Prep staff during the school year; The Reception teacher comes to the Nursery on a regular basis for an informal visit and chat to the children as they engage in their regular activities. During the year the children will also visit the Reception class on a regular basis and join in an activity with the Reception staff and children or another member of staff from the Stable Yard.

Administering medecines and first aid

Parents must give written consent before staff can give prescribed medication to any child whilst at school. The medication must be handed to a member of staff in the Nursery in its original container and the form completed. When the medication has been administered this must be recorded in the medication book stating the name of the child, the date and time, the name and strength of the medication, the dose given and this must be signed by the member of staff and the parent or carer at the end of the day.

Non-prescribed medicines such as Calpol may be given to a child if the parent has given permission on the medication form and on the daily signing in form. However, permission from the parent must also be sought by telephone if at all possible and the telephone conversation recorded in the medication book for the parent to acknowledge and sign on collecting the child. If your child should become unwell during the day at school we will contact you to come and collect. If your child is infectious or in contact with an infectious disease parents must notify the school so that we can alert the rest of the parent body. We will advise that the child remain away from school for the time recommended by the Health Protection Agency.

All Nursery staff are qualified in first aid and have a Paediatric first aid qualification (PFA). Any minor injuries are dealt with by a qualified member of staff and recorded in the accident book which you will be asked to sign on collection. Parents will be notified of a major injury as soon as possible and the appropriate action will be taken. A member of staff with (PFA) is on the premises at all times.

Staff are at all times a positive role model for the children. They value and praise positive behaviour and provide a firm structure and boundaries of behaviour within which the children feel secure. Should a pupil’s behaviour not meet our expectations according to their stage of development, the following stages apply:

• The pupil will be gently reminded of the appropriate behaviour.

• If the inappropriate behaviour persists over a period of time, parents will be contacted and an informal meeting will take place to discuss expectations of behaviour at home and at school. A strategy for dealing with inappropriate behaviour will be agreed upon. E.g. the child may be removed from the situation to sit beside an adult for a short period of time. At all times the adult will explain to the child why the behaviour is unacceptable, acknowledge their feelings and work with the child to find a constructive solution to the conflict.

Activities & Routines

Although most of what the children do at this stage is child initiated, we base activities around a theme for each ½ term or for a few weeks at a time. Themes might include colour, Christmas, weather, shape, stories such as Goldilocks and the 3 Bears and environments such as under the sea. Music and movement, songs and percussion instruments as well as action songs and ring games are all part of the Nursery week.

After lunch all children staying for a full day are encouraged to rest for a while on their blanket. Children who fall asleep remain asleep as long as required and are regularly checked by nursery staff.

After school club until 5.30pm, is available to all children at a small charge, this is paid in arrears on your end of term invoice.

All Nursery children are encouraged to take part in the EYFS Nativity play at the end of the Michaelmas Term and the Nursery sports day at the end of the Trinity term.

Snacks and meals

In accordance with statutory requirements fresh water is always available to all children. Snacks are healthy and balanced and consist of an oatcake and vegetable sticks or fruit and milk or water. Lunch is cooked on the premises and is usually a hot dish with vegetables and a pudding. The children eat this in the main school dining room with the Pre-Prep. Nursery staff eat their lunch with the children encouraging good manners and healthy eating habits. Food allergies are catered for with advanced notice on the child’s medical form.

If your child’s allergies change please do ensure you email the School Office (office@hatheropcasttle.co.uk) for an up to date Intolerance and Allergy Form.

Your Child’s Development

Relationships with parents and communication between all who work within the EYFS are very important aspects of all that we do at Hatherop Castle and these form part of every child’s development and record of progress. Children are all encouraged to talk about their experiences and emotions and parents are encouraged to talk to the staff about any concerns or issues that may affect their children. This may be on an informal basis at the start or end of the session or by appointment for any lengthy discussion.

Staff regularly make observations of the children at play or engaged in an activity and these are recorded in the children’s on line Learning Journey on ‘Tapestry’ along with any quotes or comments that they might make. The Learning Journey follows the child from entry to the EYFS through to Reception and into Prep 1. Parents receive a written report at the end of the Trinity terms.

Between the age of 24 and 36 months we will perform a progress check, known as the 2-year-old check, on your child. This is a short-written report on your child’s development in the prime areas of learning and development. We will discuss the report with you at parents evening and you will then have an opportunity to talk about any areas of concern and how you can support your child at home.

Parents’ evenings are held each term and these are valuable times for parents and staff to talk about the children’s development and progress.

Attendance and sessions

Children may attend the Nursery from one session a week to full time. Morning sessions are from 8.30am – 12.30pm including lunch and afternoon sessions finish at 3.30pm. It is recommended that children attend for at least 5 sessions a week in Transition in order to prepare them for full time school in Reception.

It is imperative that you ring or email the school if your child is going to be absent. 01285 750206