2025 NURSERY GUIDE

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NURSERY TRANSITION GUIDE

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Welcome from the Head of the Pre-Prep School

Contents

Welcome to St. Julian’s School. The Primary Section encompasses both the Pre-Prep School and the Prep School. learning journey. It is where our students begin to develop learners. Environments and opportunities are provided to enable children to gain the fundamental skills and attitudes required to help them learn, focussing on not just what they need to learn but how they learn it.

Learning to shape a brighter future starts in Nursery. It is here where our students begin to learn to be compassionate by being encouraged to think about others. It is where they start working collaboratively and how to communicate their ideas.

It is where their curiosity is sparked though play and they develop the courage to have a go at something new. It is where the children start learning that everyone is different and that they have to learn to respect each other.

safe and happy in a stimulating learning environment. Our experienced staff work hard to establish positive relationships with the children and their children to feel secure. Routines are quickly established and the children are encouraged to be independent and explore the rich setting that St Julian’s offers. As well as the well resourced indoor spaces, the school grounds provide a variety of experiences for the children to investigate: mud area, water, short distance from the campus.

Mrs Sarah Kilbane Head of the Pre-Prep School skilbane@stjulians.com

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Contents

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The school day in Nursery

02 Our Guiding Statements

20 Wider Life Programme (WLP)

04 Nursery Team

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06 Positive Learning Environments (Behaviour)

22 Food in school

07 Organisation 08 Preparing your child to enter Nursery 12

Induction

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Preparing for the school day

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Uniform

Safeguarding

24 Health 26 Communication 29 Reporting Pupil Progress 30 Early Years Foundation Stage Curriculum

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Our Guiding Statements: Our Our Reason Reason to to Believe Believe

LEARNING TOGETHER TO

SHAPE A BRIGHTER FUTURE

OUR

Cs:

The Shaper Profile

Compassionate

Encouraging Encouraging students students to become to become curious, curious, creative, creative, lifelong lifelong learners. learners.

TOGETHER TOGETHER

Fostering Fostering a stimulating a stimulating environment environment which which celebrates celebrates the uniqueness the uniqueness of each of each student student and where and where everyone everyone feels feels they they belong. belong.

TOTOSHAPE SHAPE

Enabling Enabling students students to construct to construct meaning meaning for themselves for themselves and to and beto active be active in creating in creating a better a better society. society.

A BRIGHTER A BRIGHTER FUTURE FUTURE

Learning Learning is theisguiding the guiding light light that enables that enables students students to beto global be global citizens, citizens, driving driving change change towards towards a a moremore peaceful, peaceful, inclusive inclusive and sustainable and sustainable world. world.

Curious

Collaborative

The student is compassionate, empathetic and respectful: seeks to understand themselves, and others, be kind and have a positive impact on the world.

The student is a curious and creative thinker: thirsty to learn, interested in other perspectives, open to view the world in different ways and propose innovative solutions.

The student is a collaborator: able to work as part of a team to achieve a greater outcome and strive for a brighter future.

Kindness I am friendly, polite and considerate towards others.

Growth mindset I believe abilities and intelligence can be developed through effort, learning, and perseverance. I show commitment to growth and development.

Trust I nurture positive relationships by presuming positive intent and acting with integrity.

Respect I value the rights of others and our environment.

Empathy I think about how others are feeling and consider the impact my actions can have.

LEARNING LEARNING

The Student is a compassionate, curious, collaborative communicator who above all has the courage to be an active citizen to make a erence in the world.

Helping others I help others whenever I can, within and beyond our community.

Balance I care for myself by looking after my physical and mental wellbeing and balancing different aspects of my life.

Creative I use critical and creative thinking skills to analyse, generate innovative ideas and take responsible action on complex problems.

Inquisitive I ask questions, seek understanding and explore the unknown.

Open-minded I am open to new ideas, perspectives and experiences. I seek and evaluate a range of points of view and am willing to grow from the experience.

Sharing ideas I encourage others to contribute their perspectives, skills or knowledge.

Taking responsibility I complete tasks to the best of my ability and help to ensure others do the same.

Influencing I have a positive influence on the team by valuing the contributions of others, reflecting and evaluating to improve.

Listening I understand that other people with their differences can also be right.

Reflective I reflect on experiences and feedback to grow and develop.

Communicator

Courage

Citizenship

The student is a communicator: an active listener to other perspectives, with a unique voice who has the confidence to express and challenge ideas.

The student has courage: willing to take the lead, be independent, take risks and demonstrate resilience to overcome challenges and to be an agent of positive change.

The student is a global citizen: acts to make a positive difference in the lives of others and in the world around us.

Active Listening I pay attention to what others are saying and respond respectfully.

Resilience I show determination to overcome challenges and learn from my mistakes.

Unique voice I share my views and opinions with integrity and honesty.

Independence I use strategies to manage my learning and wellbeing.

Expressing ideas I express myself clearly, confidently and creatively, in more than one language and in a variety of ways.

Risk Taking I am willing to step out of my comfort zone to grow and develop.

Challenging ideas If I disagree, I do so in a respectful and constructive way.

Asking for help I seek support to overcome challenges when I need it.

Leadership I lead with a strong sense of fairness and justice and with respect for the dignity of others.

Valuing equity and diversity I appreciate my own culture and personal history, as well as values and traditions of others. I strive to understand the world around me. I demonstrate respect for the dignity and rights of people everywhere creating a sense of belonging.

Making a difference I have a commitment to service and action to make a positive difference in the lives of others and the local and global environment.

Responsibility I exercise initiative in making reasoned, ethical decisions based on strong values and morals.

Integrity I am an upstander. My actions reflect my beliefs and I take responsibility for their consequences.

Digital Citizenship I use technology in an appropriate and responsible way.

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Nursery Team

To help our youngest learners feel welcome and create a sense of belonging, each class has its own special animal mascot, chosen from creatures we might see around the school and its surroundings.

- Owls

Head of the Pre-Prep School

Pre-Prep Phase Leader

Mrs Sarah Kilbane skilbane@stjulians.com

Miss Elizabeth Peacock epeacock@stjulians.com

- Woodpeckers

NJH - Hedgehogs

Ms Geraldine McGilchrist Nursery Teacher

Mrs Ducha Gomes Nursery Teacher

Mr James Harper Nursery Teacher

Ms Inês Feio Teaching Assistant

Ms Joana Sales Teaching Assistant

Ms Catarina Bastos Teaching Assistant

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Positive Learning Environments (Behaviour)

Organisation

Positive behaviour is a fundamental condition

The Early Years Foundation Stage

teaching to take place. At have the right to work in an environment that is safe, respectful and enables all members of our community to thrive.

In line with our Reason to Believe, ‘Learning Together To Shape a Brighter Future’, we will work to develop attributes linked to the behaviours, linked to the 6Cs, are what we expect of all members of our community.

Positive behaviour will be reinforced through a combination of rewards, restorative practices and sanctions, in line with the 6Cs. For more information, please refer to the Behaviour Policy here.

The Pre-Prep program follows the Early Years Foundation Stage (EYFS) curriculum, designed for (Nursery and Reception) education. emphasises qualities that are nurtured through the Early Years Foundation Stage Curriculum (EYFS) that sets standards for the learning, development, and care of children from birth to 5 years old in England.

The focus in Pre-Prep is on play-based learning and building a consistent routine, and this approach aims to provide a well-rounded foundation for children’s holistic development The EYFS strongly supports playbased learning, where children learn through play, exploration, and hands-on experiences. This is an effective way for young children to develop social skills, problem-solving abilities, creativity, and physical coordination.

In the Nursery, there are three classes, accommodating a maximum of 15 children per class, each with a teacher and teaching assistant. Additionally, a care assistant is available to support classes when needed. During outdoor sessions, children are encouraged to freely interact and are welcome in other Nursery classrooms.

In Reception, there are also three classes, each with a maximum of 19 children, supported by a teacher and a teaching assistant.

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Preparing your child to enter Nursery Helping your child to prepare for Nursery in the English Early Years Foundation Stage (EYFS) curriculum is an important step in their educational journey. To aid you in this process here are some tips to ensure your child is ready for this experience.

Familiarise them with the school environment

Introduce a routine

You and your child will be invited to visit the school to meet the class teacher before

Establish a daily routine at home that mirrors the schedule they are likely to follow at Nursery. This can

school. Let them explore the classrooms, play areas, and other facilities. This will help them become familiar with the school environment and feel more comfortable on

waking up, meals, playtime, and an early bedtime.

A consistent routine helps children feel secure and helps them adapt to the structure of the school day.

Practice self-help skills

Please ensure your child is fully toilet trained. Teach your child basic self-help skills, such as using the toilet independently, washing their hands, and eating without assistance. These skills are essential in Nursery and will help your child feel more confident in school.

Encourage independence

Foster your child’s independence by allowing them to complete age-appropriate tasks on their own, such as dressing themselves, putting away toys, or helping with simple chores. Encouraging independence will help them adjust to the expectations of the Early Years curriculum.

Develop social skills

Help your child develop social skills by arranging playdates with other children of a similar age. Encourage sharing, taking turns, and basic manners. Engage in activities that promote cooperation and communication, such as group games or storytelling.

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Preparing your child to enter Nursery Promote language and communication

Read books, sing songs, and engage in conversations with your child to develop their language and communication skills. Encourage them to express their thoughts and feelings and introduce new vocabulary. This will help

with their teachers and peers at Nursery. This should be in your home language, as it is important to develop your child’s home language as well as learning English.

Developing the mother tongue is crucial in enhancing other skills such as critical thinking, skills to learn a second language and literacy skills.

motor skills

Engage your child in activities

skills, such as drawing, painting, cutting (with childsafe scissors), and playing with building blocks. These activities will help them develop the coordination and dexterity needed for writing and other tasks in the EYFS curriculum.

Support emotional readiness

Talk to your child about starting Nursery and address any concerns or fears they may have. Provide reassurance and let them know that Nursery is a place for learning and making new friends. Encourage positive emotions and help them understand and manage their feelings.

Build early literacy and numeracy skills

Introduce your child to early literacy and numeracy concepts through play-based activities. Read books together, count objects, and engage in simple maths games. This will help them develop a foundation for the literacy and numeracy skills covered in the EYFS curriculum.

Maintain a positive attitude

Your child can pick up on your emotions, so maintain a positive and enthusiastic attitude about their upcoming Nursery experience. Show excitement about the new friends they will make, the things they will learn, and the fun they will have. This positive outlook will help and eager to start Nursery.

Remember, every child is unique, and they will adapt to Nursery at their own pace.

Be patient, supportive, and involved in their learning journey. By following these tips, you can help prepare your child for a successful transition to Nursery at St. Julian’s School.

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Induction Drawing on our experience we have found the

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support the children to settle

Induction morning

Individual meeting with class teacher

of school

for you and your child, is through a step induction weeks of the school year.

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Whole school induction morning for all new students and families.

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An individual meeting with the week of term.

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A staggered starting day and time for your child in the second week of term.

At the start of the school year, you and your child will be invited to the ‘Induction Morning’, scheduled for 1 September.

This event offers an informal setting to meet the teachers, staff, and other new families. You’ll have the opportunity to purchase uniforms, and address any general questions you may have.

school, it is important for both you and your child to visit the class and meet the teacher individually, so that they know where they will be going and who they will be

be during the week beginning the 8 September, with a staggered arrival time. This approach allows each child time to settle in undivided attention before the next child arrives.

This meeting should take 45 minutes and will take place during the week 1 to 5 September. There will be no school for your child during that week. This meeting allows the teacher to gather all the necessary information about your child and their needs, as well as provide parents with a chance to ask any questions and clarify any uncertainties.

Some children require more time to settle than others and the staff collaborate closely with the parents to support the children in this process. Half days may be encouraged within the first week and beyond, to support your child's transition.

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Preparing for the school day The importance of sleep

Breakfast

Breakfast gives your child the energy they need to start A good night’s sleep will the day. If your child eats a help your child enormously; healthy breakfast, they can with their learning, health concentrate on playing, and overall wellbeing. It is recommended that a 3 - 5 year learning, remembering and solving problems, because old should get between 10 to 13 total hours of sleep per day. they aren’t distracted by feeling hungry.

Coming into School

Children should be encouraged to walk into school (accompanied by a caregiver if necessary), rather than being carried. This sets your children up to be independent throughout the day.

Toilet training

Your child must be toilet trained to be in school. We will help change a child if they have an ‘accident’ and soil themselves occasionally, and we will discuss any issues with you. However, a child may have to stay at home until they are able to go to the bathroom by themselves.

Children are taken to the bathroom several times a day, and are free to go when they feel the need to do so.

Toys from home

No toys from home should come into school as they can get spoiled, lost, broken and cause upset. Any toys that do come into school will be kept by the teacher until the end of the day. However, there are times when the teacher brought into school as part of the learning topic.

Afternoon naps

Some students may still need an afternoon nap during their transition to Nursery.

We will have a designated safe and supervised sleeping space for these children.

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Uniform The Primary Handbook has details of the required school uniform and suppliers.

Change of clothing

Please provide a bag with a change of underclothes, socks, T-shirt, shorts or leggings to be left in school.

These clothes do not have to be uniform and should be clearly named.

Clothes for Outdoor Learning

Hats

We will assist any child with toileting and changing when required.

Our students spend lots of time in our outdoor learning areas, including our Pre-Prep outdoor classrooms, the playground and in the woods. Forest School sessions begin for Reception students.

In order to enjoy this fully, children will need wet weather gear.

Shoes

House Events uniform

Please provide the following items, all clearly named:

Please ensure that all items of clothing and footwear are clearly named.

Extra points of note: If it is warm it is essential that children wear hats. These are left at school from Monday to Friday. On Friday children take their hats home to be washed.

Please make sure your child has shoes that can be fastened with velcro and not shoelaces.

Coats

In the winter please send your child to school with a warm coat.

PE days

Wear PE kits to school on PE days. No need to bring school clothes on these days.

No jewellery Water bottles

All children have a school water bottle which is kept and washed at school.

House T-shirts and PE kits can be worn for internal House events.

Rain boots A waterproof jacket Waterproof trousers These will remain in school, and will be sent home should your child grow out of them or when they need a wash.

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The school day in Nursery Absences

All Primary students should enter the school by the West which is for students only.

Children who arrive by bus or

Parents will be able to take their child to the classroom door or leave their child in the

supervised waiting areas.

supervised waiting area.

8.00 - 8.20

Children that arrive at the West Gate between these times will wait in a designated supervised waiting area.

8.20 - 8.30

Children enter class at 8.20. All children should be in school by 8.20 for registration. If a child arrives after 8.30, they will be registered as late.

8.20 - 10.10:

Continuous provision activities, adult directed activities, specialist lessons (E.g. PE, music, Portuguese, library), fruit and water.

10.10 - 10.40

Playtime.

10.40 - 11.50

Adult directed activities, continuous provision and specialist lessons. Indoor and outdoor learning through play.

11.50 - 12:20

Lunchtime in the Primary Dining Hall.

12.20 - 13.20

Rest/Nap or Outside Play.

13.25 - 15.00

Adult directed activities, continuous provision activities, specialist lessons, fruit and water.

Home time

Monday to Thursday: 15.00 Friday: 13.30 Children should be collected at the classroom door.

It is extremely important for Nursery children to be collected on time as waiting for collection can cause anxiety and have an impact on your child’s day.

primarysecretary@stjulians.com +351 458 5361

informed by email of any changes in your child’s usual travel arrangements to and from school, and if you are going to be late picking up your child.

End of the day at . pm on Mondays to Thursdays, however on Friday school ends at . pm to allow teachers to have professional learning time.

Children that are waiting for siblings will remain in the Nursery areas until the time 4.00pm.

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Wider Life Programme (WLP)

Safeguarding

The Wider Life Team organises a wide range of after school activities and a few of them are dedicated to our younger students.

Information about the activities and how to register will be sent to you before January, which is when activities begin for Nursery students.

Safeguarding is the action that is taken to promote the welfare of children and protect them from harm. The safeguarding policy is on the parent portal and website.

Children who are attending after school activities will be taken to the activity collection area. They will be expected will be there for support if needed and we ask that you please provide your child with a small nut free snack.

All primary children are supervised at all times when they are in school. Safety procedures are in place in all areas, and children are taught how to use resources and equipment safely. For Children learn best when they this reason, children need to be supervised in the are healthy, safe and secure, playground by school staff when their individual needs and we ask you not to use this are met, and when they have positive relationships with the equipment outside school adults caring for them. One of hours.

is to ensure the wellbeing, good health and safety of the children in our care.

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Food in school Children will have a fruit snack mid morning and mid afternoon, and start lunch at . am.

Snack

The school promotes healthy eating and will provide two fruit snacks a day. Fruit is eaten before going outside to play and just before home time.

Lunch

All the Nursery children eat lunch in the dining School lunch menus are provided on the parent portal. It is a self service system and although the they are encouraged to be independent.

Those that bring lunch from home are also helped to be independent if they can. Cutlery and plates are available. There are no facilities for heating up food from home.

If your child has dietary needs please inform us and the school nurse in writing.

Water

Your child is provided with a school water bottle each day.

Birthdays

We love to celebrate your child and will make them feel special on their birthday!

We invite parents to bring a special ‘Birthday Book’ on this day, which will stay in the classroom with your child and parents are welcome to join us to read to the class.

If you wish, you may also send in some nut-free cupcakes for your child to share with the class, but please plan this with the class teacher before sending anything.

Allergies

We are a nut free school due to allergies.

(Sesame seeds are included).

Please ensure any food you provide for your child does not contain nuts.

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Health Nurses

There are two school nurses on site. If a child feels unwell or is injured, the nurses are called immediately to attend to the child, and they will contact parents when necessary.

If your child is ill, he/she needs to be at home with you.

Please inform the Primary child is absent: primarysecretary@stjulians.com 21 458 5361 Any health queries should be directed to the school nurses at: surgery@stjulians.com.

If your child is on any medication it must be given to the school nurse who will administer it during the school day.

Nurse ext. no 280

Sickness

Please keep children who have been sick or have had diarrhoea at home for at least hours after the last bout.

With outbreaks of chickenpox, any other infectious disease or head lice please advise the School immediately.

If you would like advice concerning health matters please feel free to contact our ). school nurses. (ext.

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Communication Communication is key, so if you have any questions or concerns about your child, please book a meeting with the class point of call.

Appointments are best made by email as the teachers are not able to answer calls during the school day.

You will be provided with their email address at the beginning of term.

If there are any changes in family circumstances, travel, illness, anything at all that can affect your child’s emotional well being, please inform the teacher so that they can understand and support the child during the school day. For example the illness or the death of a pet can be very upsetting to a young child and affect their day.

We ask that you please call or (and copy in the class teacher) if your child will be absent or needs picking up earlier than the end of the school day, or have any other messages that you need relaying to the teacher during the school day. primarysecretary@stjulians.com +351 204 585 361 Please make sure that you advise the school of any changes of address or phone numbers as it is vital that we can contact you in the event of an emergency.

School newsletters and information

The Lighthouse Newsletter is published weekly on

notice board on upcoming events, in-depth articles, photo galleries, and links to upcoming school events. The newsletter is shared by email with all Parents registered in our database.

Socials and News are available on the school Website’s news, as well as on Instagram, LinkedIn, and Facebook, with the @StJuliansLisbon handle.

St. Julian’s The Keepers’ Pod Podcast on Spotify

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Communication

Reporting Pupil Progress

School related apps that you will need.

Although parents will be able to exchange some information with the teacher at the beginning of the day when they drop their child

Further details are in the Parent handbook.

Seesaw SJS Portal App Schoolsbuddy

Seesaw

We use a wonderful app called Seesaw to capture day to day learning for your child, through photos, videos, annotations and voice recordings. You can learn more about Seesaw for parents here.

New parents and family will be sent their child’s and family login information.

SJS Portal App

The new SJS Portal App is designed to empower our school community through streamlined communication and direct access to information. This centralised platform provides a single hub for all essential school-to-home communication.

Schoolsbuddy

This is an online platform where parents can register and access all the Wider Life clubs and activities. Details are in the Primary parent handbook

up, this is a busy time for teachers as they have to attend to the children.

If you have any concerns, doubts or queries that you wish to discuss with the teacher, they are always happy to meet with you.

Please email them to arrange a time, as teachers are unable to answer the phone during the school day if they are with the children.

The teachers will always keep you informed about your child and their learning, but there are more formal means to keep you informed of your child’s progress, these are: half term of the school year A settling in report mid term of the Autumn Term A written Interim report halfway through the school year A written Annual Student Progress Report at the end of the school year.

There are two Parent Consultation meetings, one in the Autumn and another in Spring term.

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Early Years Foundation Stage Curriculum All children develop Foundation Stage Curriculum (England), which sets the standards for the learning, development and care of children from birth to years olds.

We follow the Birth to Matters Guidance to develop the curriculum to ensure it meets the needs of our children in Nursery and Reception. It is adapted to suit our needs and is the children are encouraged to follow their interests.

development is not a linear process. It depends on each unique child having opportunities to interact in positive relationships and enabling environments that encourage their engagement and recognise their strengths.

All children have agency and curiosity to learn, and will interact with other people and the world around them in

A Unique Child

Positive Relationships

Enabling Environments

Learning and Development

Every child is a unique child, who is constantly learning and who can be resilient, capable, confident and self-assured.

Children learn to be strong and independent through positive relationships.

Children learn and develop well in enabling environments with teaching and support from adults, who respond to their individual interests and needs and help them to build their learning over time.

(Recognise the) importance of learning and development.

Children develop and learn at different rates.

EYFS Statutory Framework

knowing about the world is central to understanding who children are and how best to support their development.

EYFS Statutory Framework

EYFS Statutory Framework

EYFS Statutory Framework

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Early Years Foundation Stage Curriculum Areas of learning

The curriculum comprises in the table below. These are split into 3 ‘Prime Areas’ and The Prime areas are: Personal, Social and Emotional Development, Physical Development, Communication and Language, and the Mathematics, Understanding of the World, Expressive Art and Design.

In Nursery, the main focus is on the Prime areas, Personal, Social and Emotional Development, Physical Development and Communication and Language.

An overview of the curriculum will be added to the parent portal every half term with an outline of the learning.

Area of Learning and Development

Aspect

Prime Areas

Understanding Feelings

Physical Development

Moving and handling Health and Self-care Listening and Attention

Specific areas Reading Writing Mathematics

Mathematics

Understanding the World

People and Communities The World Technology

Expressive Arts and Design

Learning which focus on how your child is learning rather than what she/he is learning.

The Characteristics of into three areas:

Characteristics of Effective Learning

Engagement

Creating with Materials Being Imaginative and Expressive

Finding out and exploring Playing with what they know Being willing to 'have a go'

Active learning Motivation

Being involved and concentrating Keeping trying

Understanding Speaking

Literacy

Part of the The EYFS curriculum is known as the

Playing and exploring Making Relationships

Personal, Social and Emotional Development

Communication and Language

Characteristics of

Enjoying achieving what they set out to do Creating and thinking critically Thinking

Having their own ideas Making links Choosing ways to do things

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Early Years Foundation Stage Curriculum: Learning Through Play Learning through play is a key aspect of learning.

When children play, they are learning at the highest level. Play can extend certain areas of their learning – for example, developing language skills by promoting talk between children or introducing new vocabulary that they use and act out in their play. A playful

approach to learning builds on children’s interests and responds to their ideas for play and also allows scope for structured activities to teach Play can be unstructured, child-initiated or structured by the teachers through planned experiences.

Sensory play is a very important area of our curriculum and central to children’s development.

Prime Area | Personal Social and Emotional Development Personal, Social and Emotional Development is recognised as one of the building blocks of success in life. It supports children’s development by helping them develop positive attitudes to themselves and others, to form positive relationships and foster respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have abilities.

However, this does not happen in isolation and relies teachers, parents and carers

providing them with positive feedback and modelling appropriate behaviour.

In Nursery, we start by encouraging the children to do things for themselves, such as carrying and hanging up their own bags, putting on their own coats and shoes, and helping themselves to their own food. Parents can help by allowing their children to carry out these tasks by themselves.

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Early Years Foundation Stage Curriculum Prime Area | Communication and Language Communication and language lay a foundation for learning and development, guiding and supporting children’s thinking while underpinning their emerging literacy.

Providing a language-rich environment develops listening and attention, alongside speaking and understanding.

We do this by encouraging the children to talk, to express themselves, and to speak and listen in a range of situations.

We model the language

through talking and through reading of stories, songs and rhymes. We encourage the children to talk whilst they are playing, to talk about their play and to develop their vocabulary. The children can borrow books to take home to share with parents.

While the dominant language of instruction is English, we welcome learners with a wide range of languages and cater to each child’s needs. It is very important for children to continue to develop their mother tongue.

Talk Activity

The Nursery Talk Activity is our very special way of linking Nursery and home for your child.

An activity will be shared with parents each Friday via the Seesaw Learning Platform.

In the Talk Activity there will be some key vocabulary and information about how this will support the following week’s teaching. Photos can be shared directly to Seesaw which enables your child to show them to their friends if they wish. .

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Early Years Foundation Stage Curriculum Prime Area | Physical Development

Physical development includes learning to stay active and healthy and helps develop coordination, control and movement. It also involves learning the skills to use equipment and materials successfully and safely. Physical development encompasses the development of both large

Gross motor is developed through the three PE lessons a week and outdoor play. Fine motor skills are developed through mark making, cutting and glueing, cooking, drawing and painting.

It is important that the children are allowed to move freely indoors and outdoors and take risks in a safe, controlled space.

Beyond Prime Areas These areas are further developed in Reception.

Literacy Maths Understanding the World Expressive Arts

a context for building on early development and learning beyond the prime are dependent on the prime areas and cannot be encountered in isolation from communication and language, personal, social and emotional development, and physical development, since the child is always experiencing the world through emotions, communication and physical and sensory involvement.

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Early Years Foundation Stage Curriculum: Specialist lessons

Physical Education

The children have three PE lessons a week, using both the indoor gym and outdoor areas. On the appropriate day your child should arrive dressed in their gym kit.

Music

The children have one music session a week with a music specialist teacher.

Portuguese

Children have three Portuguese lessons a week with the

Library

Children attend Library sessions every week. The children may choose two library books which must go to and from school in the bag provided.

Please read and share these books with your child.

Learning support (LS) The Learning Support team supports children with a

to reach their potential.

Support either takes place within the classroom or, in some cases, in a designated area outside the classroom.

Your child’s teacher will advise you if your child needs any learning intervention.

More information about this process can be found in the Primary Parent Handbook

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