Nursery - Transition Handbook by St Julian's Lisbon

NURSERY TRANSITION GUIDE

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. Within the Pre-Prep School, Nursery serves as the first year, followed by Reception, and is the first step in the St Julian’s Learning journey. It is where our students begin to develop the ability to become independent and proficient life long 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.

Mrs Elizabeth Wood Head of the Pre-Prep School

We believe that children must first feel safe and happy in a stimulating learning environment. Our experienced staff work hard to establish positive relationships with the children and their families, which is the first step for 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, sand, forest, fields and the beach is a short distance from the campus.

Our Guiding Statements:

Our Reason to Believe LEARNING

Encouraging students to become curious, creative, lifelong learners.

TOGETHER

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

TO SHAPE

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

A BRIGHTER FUTURE

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

The Shaper Proﬁle

Collaborative Compassionate

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

Kindness I am friendly, polite and considerate towards others.

Respect I value the rights of others and our environment.

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

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

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

Curious

and development.

Creative use critical and creative thinking skills to analyse, generate innovative ideas and ta ke 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.

Reﬂective I reﬂect on experiences and feedback to grow and develop

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

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

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

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

Influencing 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.

Courage Citizenship Communicator

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

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

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

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

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

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

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

Independence use strategies to manage my learning and wellbeing.

Risk Taking am willing to step out of my comfor t zone to grow and develop

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.

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

Valuing equity and diversity appreciate my own culture and personal history, as well as values and traditions of others. 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 have a commitment to service and action to make a positive difference in the lives of others and the local and global environment.

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

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

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

Nursery Team

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

Head of the Pre-Prep School

Mrs Elizabeth Wood ewood@stjulians.com

Foundation Phase Leader

Mrs Sarah Kilbane skilbane@stjulians.com

Ms Geraldine McGilchrist Nursery Teacher

Mrs Ducha Gomes Nursery Teacher

Ms Margaret McCall Nursery Teacher

Ms Catarina Bastos Teaching Assistant

Ms Joana Sales Teaching Assistant

Ms Inês Feio Teaching Assistant

Positive Learning Environments (Behaviour): Organisation:

Positive behaviour is a fundamental condition for effective learning and teaching to take place. At St. Julian’s, students and staff 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 Shaper Profile. These positive 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 Early Years Foundation Stage

The Pre-Prep program follows the Early Years Foundation Stage (EYFS) curriculum, designed for children aged three to five (Nursery and Reception) and is the first stage of their education.

The St Julian’s Shaper Profile 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 18 children, accompanied by a teacher and a teaching assistant.

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 at St. Julian’s School, here are some tips to ensure your child is ready for this experience.

Familiarise them with the school environment:

You and your child will be invited to visit the school to meet the class teacher before your child’s first day in 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 their first day.

Introduce a routine:

Establish a daily routine at home that mirrors the schedule they are likely to follow at Nursery. This can include specific times for waking up, meals, playtime, and 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 make your child more independent in school.

Encourage independence:

Foster your child’s independence by allowing them to do age-appropriate tasks on their own, such as dressing themselves, putting away toys, or helping with simple chores. Encouraging independence will give them confidence and 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.

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 them communicate effectively with their teachers and peers at Nursery. This can 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.

Encourage fine motor skills:

Engage your child in activities that develop their fine motor 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 them feel more confident and eager to start Nursery.

Remember, every child is unique, and they may 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.

Induction:

Drawing from our experience, we have found the most effective way to support the children to settle quickly and efficiently whilst offering personalised support for you and your child, is through a 3 step induction process over the first 2 weeks of the school year.

Whole school induction morning for all new students and families.

An individual meeting with the class teacher during the first week of term.

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

Induction morning

At the start of the school year, you and your child will be invited to the ‘Induction Morning’, scheduled for the 2nd September. This event offers an informal setting to meet the teachers, staff, and other new families. You’ll have the opportunity to learn about the Wider Life Program, purchase uniforms, and address any general questions you may have.

Individual meeting with class teacher

Before your child’s first day of 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 seeing on their first day.

This meeting should take about one hour and will take place during the week 2nd to 6th 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.

Child’s first day of school

Your child’s first day of school will be during the week beginning the 9th September, with a staggered arrival time. This approach allows each child time to settle in and benefit from the teacher’s undivided attention before the next child arrives.

Some children require more time to settle than others and the staff collaborates closely with the parents to support the children in this process.

Preparing for the school day:

The importance of sleep

A good night’s sleep will help your child enormously; with their learning, health and overall wellbeing. It is recommended that a 3 - 5 year old should get between 10 to 13 total hours of sleep per day.

Breakfast

Breakfast gives your child the energy they need to start the day. If your child eats a healthy breakfast, they can concentrate on playing, learning, remembering and solving problems, because 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 will ask for a specific toy to be brought into school as part of the learning topic.

Afternoon naps

Although we don’t schedule naps for children in the afternoon, some may feel quite tired at times, so we provide mats for those who wish to rest.

Uniform:

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

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

Extra points of note:

Hats:

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.

Shoes:

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.

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.

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

House Events uniform

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

Clothes for Outdoor Learning

Our students spend lots of time in our outdoor learning areas, including our Pre-Prep outdoor classrooms, the playground and in the woods for Forest School sessions. In order to enjoy this fully, children will need wet weather gear.

Please provide the following items, all clearly named:

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.

The school day in Nursery:

All Primary students should enter the school by the West Gate or at the Drop Off Zone, which is for students only. Children who arrive by bus or are left at the Drop Off Zone will be escorted by staff to the supervised waiting areas.

Parents will be able to take their child to the classroom door or leave their child in the care of staff in the designated 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 Playtime.

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.

Absences

Please inform the office: primarysecretary@stjulians.com +351 458 5361

End of the day

School finishes for Nursery at 3.00pm on Mondays to Thursdays, however on Friday school ends at 13.30 to allow teachers to have professional learning time.

Please keep the office 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.

Children not attending a Wider LIfe activity must go home at these times.

Children that are waiting for siblings will remain in the Nursery areas until the time their siblings finish school at 16.00.

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 at the beginning of term.

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

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 learn best when they are healthy, safe and secure, when their individual needs are met, and when they have positive relationships with the adults caring for them. One of the primary roles of the staff is to ensure the wellbeing, good health and safety of the children in our care.

All primary children are supervised at all times when they are in school. Safety procedures are in place in all areas, and children taught how to use resources and equipment safely. For this reason any child on any playground equipment has to be supervised by school staff.

Food in school:

Children will have a fruit snack mid morning and mid afternoon, and start lunch at 11.50am.

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 room with Nursery staff. School lunch menus are provided on the parent portal. It is a self service system and although the staff assist the children, they are encouraged to be independent.

Those that bring lunch from home are also helped by staff and encouraged 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 has been provided with a school water bottle which is cleaned and refilled each day.

Birthdays

We love to celebrate your child and will make them feel special on their birthday! If you wish, you may send in some 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.

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 Section Office, when your child is absent:

primarysecretary@stjulians.com 21 458 5361

surgery@stjulians.com.

If your child is on any medication it

Sickness

Please keep children who have been sick or have had diarrhoea at home for at least 24 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. 280).

Communication:

Communication with the Parents/Guardians for us is key, so if you have any questions or concerns about your child, please book a meeting with the class teacher. They are the first 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.

School newsletters and information

We ask that you please call or email the school’s primary office (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.

The Lighthouse Newsletter is published weekly on Thursdays. It offers a 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 section, as well as on Instagram, Twitter, LinkedIn, and Facebook, with the @StJuliansLisbon handle.

St Julian’s The Keepers’ Pod Podcast on Spotify

Communication: Reporting Pupil Progress:

School related apps that you will need. Further details are in the Parent handbook.

Seesaw

Parent Portal

Schoolsbuddy

Classlist

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.

Parent Portal

The Parent portal is accessed via the school website. It provides information about the student’s academic life, including school reports, timetables, teaching groups and attendance records.

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

Classlist

This is an app for parent to use to help you connect to other parents and support each other

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

Individual meeting in the first 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.

Early Years Foundation Stage Curriculum:

The St Julian’s Shaper Profile is reflected in the Early Years Foundation Stage Curriculum (England), which sets the standards for the learning, development and care of children from birth to 5 years olds.

We follow the Birth to 5 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 designed to be flexible so that the children are encouraged to follow their interests.

All children develop in different ways and development is not a linear or automatic 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 different ways. Understanding these different ways of knowing about the world is central to understanding who children are and how best to support their development.

A Unique Child

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

EYFS Statutory Framework

Children learn to be strong and independent through positive relationships.

EYFS Statutory Framework

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.

EYFS Statutory Framework

(Recognise the) importance of learning and development. Children develop and learn at different rates.

EYFS Statutory Framework

Early Years Foundation Stage Curriculum:

Areas of learning

The curriculum comprises 7 different areas, as outlined in the table below. These are split into 3 ‘Prime Areas’ and 4 ‘Specific Areas’.

The Prime areas are: Personal, Social and Emotional Development, Physical Development, Communication and Language, and the Specific areas are Literacy, 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.

Characteristics of Effective Learning

Part of the The EYFS curriculum is known as the Characteristics of Effective Learning which focus on how your child is learning rather than what she/he is learning.

The Characteristics of Effective Learning are divided into three areas:

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 specific skills and knowledge.

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 to interact effectively and 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 confidence in their own abilities.

However, this does not happen in isolation and relies on influential adults such as teachers, parents and carers

providing them with positive feedback and modelling appropriate behaviour.

“One of the key skills for life that we want to empower our children with in the early years is independence, both in relation to their actions and their thinking. To become independent, children have to be confident in their own abilities otherwise they will remain over-reliant on the support of other adults or their more confident peers. Their confidence grows through opportunities to try new things in a safe and supportive environment with lots of positive reinforcement for their success and strategies to support any failures they may have along the way. Young children are on the whole, very resourceful and very resilient, and when left to their own devices or given opportunities to be independent, they can often surprise us.”

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.

Alistair Bryce Clegg, Author & educator

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. .

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) and fine motor skills.

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, painting.

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

Beyond Prime Areas | Specific Areas

These areas are further developed in Reception.

Literacy

Maths

Understanding the World Expressive Arts

These specific areas provide a context for building on early development and learning beyond the prime areas. The specific areas 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.

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 two Portuguese lessons a week with the Portuguese teaching staff.

Library

Children attend Library sessions every week. The children may choose two library books which must go to and from school in the small drawstring bag provided. Please read and share these books with your child.

Learning support (LS)

The Learning Support team supports children with a variety of learning differences 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