Early Years Foundation Stage Parentsâ€™ Handbook 2015 - 2016
Contents 4 Introduction and Staff List 5 School Contact Details and Governors GENERAL INFORMATION 6 Absence After School Club 7 Arrival Beginning of the school year (The first day in September) Breakfast Club Cars and Parking 8 Collection of children Collection by an authorised adult Data Protection Dogs 9 Fire and Evacuation Contingency Practices Hair Insurance Lost Property Missing Child Procedure 10 Mobile Phones Mufti Days Play Policies 11 Registration School Publicity Security Sports Centre Staff Staffing ratios 12 Uniform Visiting the school COMMUNICATION 13 Calendar Card Change of Address Communication Complaints 14 Communication Prompt Computers and Email 15 Confidentiality Connections (Parents’ Association) Emergency Contacts Newsletter Parents’ Meetings Reports 2
CURRICULUM 17 EYFS Curriculum 18 Assessments Co-Curricular Activities 19 Differentiation Homework The School Day Special Days, Visits to Museums, Galleries and other places of interest WELFARE 22 Behaviour 24 Bullying Chapel and Assemblies 25 Charity Child Protection 22 Equal Opportunities Food 26 Medical 28 Personal Hygiene Rewards and Sanctions 29 Safeguarding Safety School Council St. Margaretâ€™s School Rules APPENDIX 1 31 Uniform List APPENDIX 2 35 Useful Information for Parents of New Children APPENDIX 3 37 Reception Class curriculum information (EYFS) APPENDIX 4 44 Frequently Asked Questions
Introduction Welcome to St. Margaret’s Preparatory School, and in particular our EYFS (Early Years Foundation Stage). This booklet is intended for parents of children in our Reception class. This is a very important year for your daughter, being the first year of her formal schooling and for forming the foundations of her future education and indeed, her life. We believe that every child deserves the best possible education and therefore we ensure that she has the teaching and support to enable her to fulfil her potential. St. Margaret’s is a secure, safe and happy school and in our Reception classroom (and all of the other classes in school too) we ensure that all children learn and develop well and are kept healthy and safe. Through our robust and broad curriculum we teach a range of knowledge and skills that provide the right foundation for good future progress through school and life. This handbook has been produced to give parents the information that will enable you to work in partnership with the School to provide the best possible education for your daughter. The information is in alphabetical order for ease of use. Additional guides and booklets connected with your daughter’s education will be sent to you at the appropriate time. The information in this handbook is correct at the time of issue, and parents will be kept informed of any changes that occur. However while details may alter from time to time, policies and procedures are unlikely to change significantly, and so it is hoped that this handbook will be a valuable source of information throughout your daughter’s time at St. Margaret’s Preparatory School.
The EYFS Staff Head of St. Margaret’s Preparatory School Reception Teacher Teaching Assistant After School Club Supervisor Nurse Designated Senior Person for Child Protection for the whole school and the EYFS setting Deputy Designated Senior Person for Child Protection for the whole school and EYFS
Mrs C Aisthorpe Miss D King Mrs J Tabor Mrs S Dainton Sister Eales Miss J Chatkiewicz (Pastoral Deputy)
Mrs C Aisthorpe
School Contact details: Merry Hill Road, Bushey, Hertfordshire, WD23 1DT Preparatory School Office
020 8416 4501
Main School Office
020 8416 4400
020 8416 4416
020 8416 4499
0208 4164 4569
020 8416 4600
(until Dec 2015)
020 8421 9488 email@example.com www.djuniforms.co.uk 45 High Street, Bushey, Herts. WD23 1DT
020 8954 3850 From Summer 2015 48-50 Church Rd, Stanmore HA7 4AH www.uniform4kids.com
Email Preparatory School Office
Email Main School Office
Headmistress: Mrs RKR Hardy
Governing Body: Miss Margaret Rudland (Chairman) Mr David Clout Mr Brian Coulshed Rev. Will Gibbs Mr Jamie Hill Mrs Rachel Hodgson Ms Judith Fenn Mrs Ann Mathias Mrs Susan Shepherd Ms Natasha Singarayer Mr Philip Walton
General Information Absence All pupils are expected to begin and end term on the stated dates. The School publishes term dates well in advance, and family holidays should be arranged to coincide with the school holidays. Pupils should not be absent from school for non-medical reasons (family celebrations, attending major sporting events etc.) unless prior permission has been granted by the St Margaret’s Head of Preparatory School. Parents are asked, given the importance of taught lessons, to consider whether it is really necessary for their daughter to be absent from school. Routine medical treatment (e.g. an appointment at the dentist) should, wherever possible, be arranged outside school time; if such an appointment is essential during school hours the permission of St Margaret’s Head of Preparatory School must be sought. If a girl is taken ill and cannot attend school, parents should contact the Preparatory School Office on the morning of the first day of absence. On returning to school she should bring a note to her Class Teacher to explain the absence.
After School Club Timings 3.30 – 3.55pm
4.00 – 5.00pm
5.00 - 6.00pm
For…? Lower Prep only Any Prep child Any Prep child
Venue Lower Prep Hall (At 3.55pm the children walk to Upper Prep small Dining Room.) Upper Prep Small Dining Room for a snack and a drink, then in the After School Club Room Upper Prep Hall or playground
*Please book through the school website (PARENTS>After School Club Booking) The After School Club is open to all children in the Preparatory School (4.00-6.00pm) and is supervised at all times. We provide a stimulating and healthy environment for children at the end of the school day, where the emotional and physical wellbeing of pupils are given the highest priority. If weather and sunlight permit, children play outside where they have access to all the external equipment, or inside if the weather is unsuitable. Child initiated activities are encouraged as the supervisors constantly engage with and supervise the children. When the children are inside there are opportunities provided for arts and craft activities and child 6
initiated play and/or games. During the session pupils may be heard to read and/or do homework.
Arrival Children are welcome into school from 7.30am into the Breakfast Club which takes place in the Upper Prep Dining Room until 8.00am. A member of St. Margaret’s staff supervises this club. Children are welcome into school from 8.00am where they will be met at the front door of the Lower Prep house by a member of staff. Please do not bring your child before 8.00am as there is no supervision before this time. Registration is at 8.30am. Late Arrival:
Please note that registration takes place at 8.30am to ensure a prompt start to assembly at 8.45am. If your daughter is late, please would you take her to her classroom.
Beginning of the school year (The first day only in September) Morning:
Please take your daughter to the Reception classroom at 8.30am.
End of Day: Please collect from the Reception classroom at 3.30pm.
Breakfast Club Time 7.30 8.00am
Upper Prep Dining Room
Supervised by Breakfast Club staff
*Please book through the school website – General Information – Useful Information – Breakfast Club booking – log in with your parent portal username and password. You will immediately receive a receipt once you have paid. The Breakfast Club is open to all children in the Preparatory School. At 7:30am children are met in Upper Prep Dining Room by the Breakfast Club Supervisor. The following options are offered to the pupils: Milk, water, hot chocolate, fruit juice, yoghurt, cereal, croissants with butter and/or jam, toast, bread and fruit. A box containing board games, books, paper and colouring pencils is available for children who finish their breakfast early. At 7:55am the supervisor escorts the younger children across to Lower Prep where they are then supervised by Lower Prep staff.
Cars and Parking Space is limited on the school site and parents visiting the school are asked to park in the Sports Centre car park. Parents are asked to park considerately, especially when dropping off or collecting pupils. Congestion caused by inconsiderate parking can compromise pupil safety. 7
Collection of Children The Lower Prep finishes at 3.30pm unless specified on the school calendar. Please collect from the Reception classroom, or after 3.35pm in the Lower Prep Hall.
Collection Arrangements By An Authorised Adult At the beginning of each academic year you will be asked to complete and return to the Prep Office a Collection Arrangements Form, indicating who you give permission to to collect your child from school. If the details on this form change, please let us know, as we will only release your daughter to an adult who you have told us has permission. We do understand that arrangements may change at short notice (e.g. if your daughter is having a play date with a friend). In this case please would you either: ● Telephone or email the Prep School Office (between 8.00am and 1.30pm) or the Main School office (from 1.30pm) ● Write who is collecting your child on the Collection Chart in the Lower Prep front hallway ● Write a note to your daughter’s Class Teacher For regular arrangements, the Class Teacher needs to have this information in writing only once. If we are not told of a change in arrangements we will refer to the Collection Arrangements Form and if necessary a phone call will be made to you, the child’s parent, if we are at all unsure of the person collecting your child. If a child is not collected by 4pm If a child is not collected by 3.55pm (and a prior arrangement to go to a Co-Curricular activity or the After School Club has not been made) the following procedure will be implemented: 1. If a child is not collected by 3.55pm she will be taken to the Upper Prep to join the After School Club and the cost will be added to the school bill. 2. At 6:00pm the child’s parents will be telephoned and an arrangement made. 3. If the parent will be at the school after 6:15pm the pupil will be taken to the Senior School Dining Room to be supervised by a member of the Boarding Staff. 4. We will telephone parents to inform them of the transfer (leaving a message if necessary). 5. We will inform the Head of the Preparatory School. 6. We will alert police if the child is still not picked by 6.30pm and we cannot contact the parents. 7. We will ascertain why the parents did not pick up the pupil on time.
Data Protection The school has a formal Data Protection Policy which is consistent with the Data Protection Act 1998.
Dogs For hygiene and safety reasons dogs are not allowed on the Preparatory School grounds.
Fire and Evacuation Contingency Practices All children and staff participate in evacuation practices at least once a term. If you are at school and the fire alarm sounds you should make your way to the field in Lower Prep or the grass area by the pond in Upper Prep.
Hair Girls who have hair longer than shoulder length must have it tied back neatly in a ponytail or plait with a discrete, plain white, black or navy blue hair tie, hairband, clip and/or navy blue scrunchie.
Insurance Please note that the school does not provide insurance for girls’ personal items, including cash. However, included within the tuition fees is insurance against accidents with additional dental protection.
Key person Your daughter’s EYFS class teacher is her Key Person, who will ensure that her learning and care is tailored to meet her individual needs.
Lost Property Girls are responsible for their own possessions. All items of uniform and school equipment must be named so that if misplaced they can be returned. Named items will be returned to their owner. At the end of each academic year unclaimed items will be disposed of.
Missing Child Procedure Whilst we take every care in ensuring that all children are safe and secure at all times, as a statutory requirement of the EYFS regulations, we need to explain our procedures in the extremely unlikely events of a child going missing in school and whilst on a visit out of school. The following procedure will be implemented. In school - Staff will: 1. search all classrooms, playground, toilets and all areas of the building 2. ascertain if and how the child may have left the building 3. inform senior school administration immediately 4. continue to search in the surrounding areas of the Preparatory School 5. inform parents of the missing pupil 6. alert the police. When the missing pupil is found, staff will ascertain why and how the pupil left the site and ensure that she is well and not injured or ill in anyway. The parents/guardian will be informed immediately. The school will investigate to improve and review security to ensure that no other pupil can leave the premises again in the same way. On visits out of school – Staff will: 1. search all areas of the visit venue 2. ascertain if and how the child may have left the area 3. inform the administration at the visit venue immediately 4. inform school administration immediately 5. continue to search in the surrounding areas of the visit venue 6. inform parents of the missing pupil 7. alert the police. When the missing pupil is found, staff will ascertain why and how the pupil left the site and ensure she is well and not injured or ill in anyway. The parents/guardian will be informed immediately. The school will investigate to improve and review visit security to ensure that no other pupil can leave the designated adult again in the same way. 9
Mobile Phones As part of the Safeguarding and Welfare Requirements we do not allow personal devices such as mobile phones and cameras whilst in the vicinity of the children, except in the case of an emergency. Photographs taken of the children are part of planned activities and will be taken with School cameras only.
Mufti Days Mufti Days are non-uniform days, usually held on the last day of a half term or term. These are days that are usually themed, e.g. wear House colour. Girls are encouraged to bring in a small donation for a particular charity. Please see the calendar for dates of mufti days.
Play Play is essential for children’s development, building their confidence as they learn to explore, to think about problems and relate to others. Child initiated play and taking part in play which is guided by adults is essential too and our staff ensure there is a good balance between the formal and the play activities. As your daughter grows older through the Reception year and as her development allows, activities led by staff increase in order to prepare her for more formal learning in Year 1. How can you help? ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●
Read and discuss stories with your child / make up stories together Ask her questions: How…?, Why…? Actively involve her in discussions Talk with her to help her to understand her feelings Encourage her to follow your instructions Encourage her to dress herself Give her opportunities to be physical, use her body and develop spatial awareness Give her opportunities to play in sand or water Play with Lego, K-nex, play dough etc. Encourage her to draw Encourage her to take responsibility for her personal hygiene Encourage her to try new things Encourage her to be independent, but also to ask for help if she needs it Encourage good behaviour and teach her that actions have consequences Develop / maintain a routine Enable her to play cooperatively with other children, taking turns, sharing, showing sensitivity to others’ needs and feelings and form positive relationships with adults and other children.
Policies Policies can be viewed on the school website. The following policies and procedures are available, as hard copies, from the school on request: ● ● ● ● ● ● ●
Admissions Anti-bullying Bursaries and Scholarships Child Protection Behaviour Management (including discipline and exclusions, rewards and sanctions). Curriculum (including provision for those pupils for whom English is an additional language). Health & Safety 10
Health and safety on school visits The Complaints Procedure
Registration All pupils are registered at 8.30am and at the beginning of the afternoon. Any pupil arriving in school after morning registration is counted as late. Lower Prep children should go straight to class and those in Upper Prep should sign in at the Preparatory School Office on arrival. If your daughter is unable to attend school please call telephone or email the Prep School office on the morning of each day’s absence as we will call you if we have not heard anything. For all absences a note should be given explaining the nature of the absence and that the child is well enough to return to school.
School Coaches Children in Years 3 - 13 are eligible to go on the school coach.
School Publicity Photographs of your daughter(s) will be used in school publicity: in the Prospectus, the School Calendar, the School Newsletter, the local press, the School Website, video recordings etc., unless you have indicated in writing that this is not to happen.
Second Hand Uniform Second hand uniform is available and available to buy in the Prep School Office. If you have any unwanted, good quality school uniform, we would gratefully receive these in the Prep School office.
Security All visitors to the school should report to the School Office in Senior School or the Preparatory School Office. Authorised visitors will be given a security pass. Members of staff will challenge any person not wearing a pass. If a girl sees anybody who is not wearing a pass and they do not recognise them as a member of staff they should report this to the nearest member of staff. All external doors are accessible only by inputting the correct code into the keypad. The Upper Preparatory School gate is closed from 9:00 am – 4.00 pm for security.
Sports Centre The Sports Centre is in use throughout the school day for lessons and Co-curricular Activities. All parents of current pupils of the school are entitled to become members of the Sports Centre. Please contact the Sports Centre Manager for further information on 020 8416 4600.
Staff All of our staff are suitably qualified and experienced to fulfil the requirements for their roles and have been through the appropriate checks in order to work at St. Margaret’s. Staff attend regular training courses to ensure that they deliver the highest standard of care and education.
Staffing Ratios Staffing arrangements must meet the needs of all children and ensure their safety. We have high adult to child ratios, thus ensuring that your child is safe, secure and experiences a high quality education. Our adult to child ratio meets and usually exceeds the legislation set out in the EYFS Statutory Framework.
Uniform Please refer to Appendix 1 11
Smart school uniform is an important part of the ethos of the school. Pupils are expected to wear the uniform correctly and it is also expected that uniform items will be routinely replaced when they become worn or shabby, or when they have been outgrown. It is also very important that girls set high standards when they are off the school campus. Girls are expected to wear normal school dress, when travelling to and from school.
Visiting the School Parents who need to speak to a member of staff should telephone or email the Preparatory School Office first to make an appointment. When visiting the school to meet with a member of staff parents should sign in at the Preparatory School Office or if visiting the Lower Prep, ring the front door bell.
Communication Calendar Card All planned school dates are published in the Term Diary which you will receive at the beginning of each new term. Please refer to this when planning your diaries. Updates to this will be published in our Friday Newsletter.
Change of Address Parents are asked to inform the School Office immediately, in writing, of any change of address, telephone number(s) or e-mail address(es) so that the school’s records can be kept up to date. It is of the utmost importance that the school has daytime and evening numbers (including, if relevant, mobile numbers) fax and email details in case of emergency.
Communication We pride ourselves on the level of two way communication we have with parents through having an open door policy and believing that communication is key to your daughter’s success. Please let us know of anything happening in your daughter’s life that may affect her education and we will work with you. The School believes that it is vitally important to keep parents fully informed of both their daughter’s progress and what is going on in the school at large. At the beginning of September the Class Teacher will hold a forum for all parents of EYFS children to explain about the year in the Reception class. If a Class Teacher is concerned about a girl’s behaviour or progress he/she will contact the parents, similarly parents should contact their daughter’s Class Teacher if they have any concerns. The Headmistress’s End of Term letter informs parents of achievements, changes and coming events. More information is given in our Preparatory School weekly newsletters and a weekly e-bulletin of school events is emailed to all parents.
Complaints If at any time parents have cause for concern or occasion for complaint, they should raise the matter with the school as soon as possible. All concerns or complaints will be taken seriously and treated with respect, and the school will respond promptly. Parents should feel free to telephone, or to write, with details of the issue that concerns them. In the first instance it may be best to address a concern to the member of staff most closely involved with the matter at issue (e.g. the Class Teacher, the Head of the Preparatory School or the Headmistress). A copy of the Complaints Procedure is on the website, or a hard copy is available on request. If you believe the School is not meeting the EYFS requirements you can raise concerns by writing to ISI, CAP House, 9-12 Long Lane, London EC1A 9HA, or to firstname.lastname@example.org. You can also contact the Department for Education online or on 0370 000 2288.
Communication Prompt (Preparatory School)
Please make an appointment to see the Headmistress
Please make an appointment to see the Head of the Preparatory School
FOR A MORE SERIOUS CONCERN
Liaise with Sister Eales
For a medical issue…
Please see your child’s Class Teacher
If you would like to discuss your child’s academic progress or pastoral needs…
For a food issue…
For any financial queries, please liaise with the Bursary.
Computers and Email Reception girls are given supervised access to the school network and the internet. St Margaret’s has an Acceptable Use Policy and our students and their parents are required to sign the policy. The full document is issued with the agreement form for our students to keep. We take the view that ICT has the potential to enrich pupils’ learning in new and exciting ways. However, with the provision and use of ICT go responsibilities for ensuring that its use is appropriate and user confidentiality is maintained. Abuse of our ICT infrastructure and or the internet will be dealt with in line with the school’s Behaviour Management Policy. 14
Nearly all School communication to parents is by email; therefore it is vitally important that you inform the School Office of any changes to email addresses. Please also inform the School Office if you do not have email at home and require a hard copy.
Confidentiality Information about pupils, regardless of age, is confidential. On occasions it may be necessary for a member of staff to pass on confidential information to parents, or other members of staff, if it is considered to be in a girl’s best interests or necessary for the protection of other members of the school community. Wherever possible any information is passed on with the girl’s consent... See also the section on Data Protection.
Connections (Parents’ association) Connections is the St Margaret’s parents’ association. All parents are automatically members and are encouraged to give their active support to events designed to enable them to socialise together as well as to raise funds for school projects and charities. Events can include BBQs, Pamper Evenings, Christmas Market and May Fayre. A committee is elected annually at the A.G.M. Any parent who wishes to become involved can contact the committee through the School Office or by emailing email@example.com.
Emergency Contacts If we are unable to contact parents directly when we consider there is a need to do so, then persons named as emergency contacts on the Pupil Information Form will be contacted. It is essential therefore that these contacts are reasonably local to school, and are prepared to act in “loco parentis”. It is important that emergency numbers are correct and that the school is advised immediately of any changes.
Newsletter This is available each Friday on the school website and includes more detailed information including weekly news items and achievements, plus reminders and notes about upcoming events.
Parents’ Meetings There are three Parents’ Evenings during each academic year (October, March and an optional EYFS meeting in June) to which parents and/or guardians are invited to discuss your daughter’s welfare and progress.
Reports Full written reports are available through your parent portal access at the end of the Autumn and Summer terms.
Website The school’s website can be found on www.stmargaretsbushey.co.uk. Lots of useful information can be found here including the latest news, school events, school policies and other school documentation. In the case of unusual circumstances, for example heavy snowfalls, up to date information is posted on the website. There is a Parents’ Area containing more in-house information which can be accessed by using the parents’ portal in the top right hand corner of the website: 15
Username: Parent Password: smb4u If you have a problem accessing the Parentsâ€™ Area or getting into your parent portal, please contact the IT department.
Please also refer to Appendix 3
EYFS Curriculum If you wish to access more information about the EYFS in general, please see http://www.education.gov.uk (Some of the information below is taken from the Dept. of Education Statutory Frames for EYFS.) The EYFS seeks to provide: • quality and consistency in all early years settings, so that every child makes good progress and no child gets left behind; • a secure foundation through learning and development opportunities which are planned around the needs and interests of each individual child and are assessed and reviewed regularly; • partnership working between practitioners and with parents and/or carers; • equality of opportunity and anti-discriminatory practice, ensuring that every child is included and supported. Working in partnership with parents/carers we aim to promote the learning and development of all children in our care. Our curriculum reflects the broad range of skills, knowledge and attitudes children need as foundations for good future progress. We guide the development of children’s capabilities with a view to ensuring that children in our care complete the EYFS (at the end of the academic year in which they turn 5 years old) ready to benefit fully from the opportunities ahead of them. There are seven areas of learning and development that shape our curriculum. The staff ensure that the curriculum is well planned, challenging and enjoyable, taking into account the needs of each individual child. Each area of learning and development is implemented through planned formal education balanced with child initiated, purposeful play. Each is important and interconnected. Three areas are particularly crucial for igniting children’s curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive. These three areas, the prime areas, are: ● communication and language; ● physical development; ● personal, social and emotional development. We also support children in four specific areas, through which the three prime areas are strengthened and applied. The specific areas are: • literacy;
• understanding the world;
• expressive arts and design.
Communication and language development involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations. 17
Physical development involves providing opportunities for young children to be active and interactive; and to develop their co-ordination, control, and movement. Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food. Personal, social and emotional development involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop 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. Literacy development involves encouraging children to link sounds and letters and to begin to read and write. Children must be given access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest. Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measures. Understanding the world involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment. Expressive arts and design involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, dance and role-play and design and technology.
Assessment Assessment plays an important part in helping us to recognise your daughter’s progress, understand her needs and to plan activities to challenge her and support her. Ongoing assessments take place every day within the classroom mostly through the teacher/teaching assistant observing the children to understand their level of achievement, interests and learning styles and then shaping the learning experiences to bring out the best in each child, thus promoting children’s successful learning and development. Within the first few weeks of your daughter’s schooling with us we will assess your daughter to see what she is capable of. All children will be assessed in English. We will keep you up to date with your child’s progress and development. Throughout the year we will complete a profile that evidences your daughter’s progress throughout her first year in school. This will be a well-rounded picture of your daughter’s knowledge, understanding and abilities and her readiness for Year 1. At the end of your child’s Reception year you be given a copy of this profile, as will her Year 1 teacher and your daughter’s teacher will discuss this with you and also with her Year 1 teacher.
Co-Curricular Activities Girls in the Reception Class have the opportunity to participate in some out of class activities e.g. Ballet, Zumba and Chess. These are chargeable and require a term’s notice if you wish for your daughter to stop participating in the club.
Differentiation Differentiation is the process by which teachers plan for the differences in pupils needs to ensure all children have the best possible chance of learning. Our teachers are experts at this and aim to provide a range of methods – practical support, human support and through individual or small group tasks. More Able and Talented It is important that every pupil is encouraged and supported to achieve their potential with particular attention paid to achievement. We cater for all abilities and differentiate the work according to individual needs, stretching the children, taking them out of their comfort zone, whilst enabling them to learn within a nurturing environment. We aim to provide the highest standard of education enabling each girl to achieve to the very best of her potential through promoting high standards and academic achievement. We ensure that every girl has every opportunity to thrive and flourish, through fostering individuality, developing confidence and encouraging a desire to learn in a warm, supportive and nurturing environment. Throughout their time in the Preparatory School children are taught mostly by their Class Teacher. Subject specialist teachers teach: Reception to Year 6: Music, PE We regularly monitor, evaluate and use a range of diagnostic assessments to enable every girl to achieve her potential. Therefore great care is taken to ensure that all children are able to develop their strengths and overcome their weaknesses, through differentiated lessons. Our Teaching Assistants work with individuals or small groups to support or enrich the learning. A range of in school workshops and out of school visits enhance and consolidate the curriculum.
Homework In the Reception Class we like parents to be involved in their child’s learning, following advice from our Reception teacher. These are guidelines and will change according to what is being taught in class and as the year progresses. Reading and keywords each day – approx. 5 minutes Weekly spellings
each day – approx. 5 minutes Spellings are tested weekly
The Learning Journey Throughout your daughter’s year in Reception much of her work is collated and made into a book called the Learning Journey. This enables you to see the progress that she is making and provides a discussion point during meetings between yourself and the Class Teacher. At the end of the academic year the Learning Journey is passed on to your daughter’s next teacher so that plans may be drawn up to ensure continuity of learning.
Special Days, Visits, Talks and Workshops In the EYFS Throughout their time at St. Margaret’s girls are regularly given the opportunity to visit places of interest, theatres, galleries and museums in London and elsewhere – visits are chosen to link with particular areas of study. Separate consent forms are sent to parents for each individual trip. Details of approximate departure and return times will be circulated in advance. The cost of any trips incurred during a term will be added to the school bill for the following term. The School strives to keep the costs of all school trips to a minimum. Please note that the following table is a guide and may be subject to change. 19
Pantomime Visit - December Harvest Festival - Chapel Service (in school)
Rec – Year 2 Rec – Year 6
Internet Safety Talks (in school) Help for Heroes Talks (in school) Mufti Days (in school) Environmental Day (in school) Autumn Book Fair (in school) Bonfire Party (in school) St. Margaret’s Day and Grandparents’ Tea Christmas Productions Christmas Chapel Service (in school)
Science Workshop (in school)
Rec + Year 1
Author Workshop (in school)
Rec – Year 2
Sponsored Spelling Week (in school)
Rec – Year 6
Mufti Days (in school) Skipping Workshops
Mothers’ Day Assembly (in school)
Rec – Year 6
Lower Prep Outing
Rec – Year 2
Teddy Bears’ Picnic
Rec – Year 2
Summer Book Fair (in school)
Rec – Year 6
Sports Day (in school) Celebration of Achievements (in school) Summer Picnic (in school) Ballet Presentation
Rec – Year 6
Talk by the National Animal Welfare Trust
Rec – Year 6
Timetable A timetable detailing the range and type of curriculum activities is provided at the beginning of the academic year and each term a curriculum plan is sent to each parent explaining what will be taught. EYFS 08:30
END OF DAY
Welfare Your daughter’s welfare is vital and she will learn best when she is healthy, safe and secure, when her individual needs are met and when she has positive relationships with the adults caring for her. At St. Margaret’s we provide a high quality learning environment, which is welcoming, safe and stimulating and where children are able to enjoy learning and grow in confidence. If you wish to see any of our policies, please ask.
Behaviour Please refer to our policy on Behaviour Management Our EYFS Coordinator is responsible for behaviour and takes all appropriate actions to ensure that good, positive behaviour is promoted. If necessary parents/carers will be informed of an incident on the day, or as soon as reasonably practicable. On a daily basis there is so much that is good and we want to promote and celebrate this. Parents are the first educators of our children and in partnership with parents the emphasis must always be on promoting good behaviour. It is important that pupils and parents are fully aware of the St Margaret’s Preparatory School high expectations for pupil conduct and support us, through working collaboratively, as we all want the best for our children. Parental cooperation also forms part of the contract between the school and parents of pupils at the school. High standards of behaviour and work are expected at all times. Courtesy, good manners and consideration for others, together with self-discipline and a proper respect for authority and safety, are encouraged at all times and are important for our school to be a true, caring community.
TREAT OTHERS AS WE WOULD WISH TO BE TREATED At St Margaret’s we are proud of the very good behaviour by most of our children most of the time and firmly believe that children want to behave. Through making class rules at the beginning of each academic year, following school rules and having reminders in discussions, lessons and assemblies all children are frequently reminded of our high expectations. What is good behaviour? ·
Treating others as I would wish to be treated
Knowing the difference between right and wrong
Being kind and caring
Being respectful and polite
Conducting myself with maturity
Working to the best of my ability
Leading by example 22
Recognising there are limits and rules
Acting responsibly in a variety of situations
Accepting responsibility for my actions
Treating property and the environment with care and respect
How do we encourage good behaviour? Inherent through all aspects of school life we consistently, continuously and positively: ·
promote a trusting and caring environment where good examples are set and where fairness and respect play important parts
promote a calm, industrious and caring environment that encourages good behaviour to emerge naturally rather than demands it to be imposed
present role models that illustrate trust, respect, openness, consistency and fairness
enable open communication and dialogue for all
recognise that each day is new and brings its own fresh start
praising and reward
providing opportunities to be ‘caught being good’
promote self-control, taking responsibility and being accountable for our actions
teach pupils that actions and choices have consequences
allow pupils to develop positive attitudes and abilities
Parents’ Role ·
We support the parents’ role as prime educators of their child and we work together to support them in their role.
School and parents should work together to set consistent standards which are in keeping with our School Aims
Please chat with your daughter’s Class Teacher if you are concerned about something your child tells you about school. A small concern is best dealt with quickly before it becomes a big problem.
Any concern should be dealt with by the School as we have the big picture and consistently support all pupils with appropriate strategies.
Encourage parents to positively discuss daily events with their daughter and keep discussions between the School, your daughter and you.
What is unacceptable behaviour? ·
Using bad language
Using racist language or behaviour
Putting others at risk
Putting this all into practice…How do we deal with unacceptable behaviour? Promoting good, respectful behaviour is inherent in all aspects of school life. Understandably there will be slight variations in staff acceptance and tolerance of pupils’ behaviour in class depending on the nature of the class and content of the lesson or location. However it is essential that good behaviour allows constructive teaching and learning, therefore all staff have a duty to ensure that behaviour which adversely affects teaching and learning or other aspect of school life will not tolerated. Through regular discussions at meetings, all staff will endeavour to ensure that sanctions are applied consistently and fairly, thus ensuring positive attitudes and behaviour. No sanctions will be humiliating or degrading. Sanctions will be applied when rewards have failed, or where it is necessary in the circumstances to show appropriate disapproval. For EYFS children, the EYFS coordinator will deal with misdemeanours.
Bullying The School does not tolerate any form of bullying. There is a strict anti-bullying policy. Throughout their time at the school girls are taught to respect one another and to develop a constructive and cooperative approach to the needs of others in the community. Understanding and adhering to the Anti-Bullying Policy is an important part of this development. (A copy of the Anti-Bullying Policy is on the website and a hard copy is available to parents on request.)
Chapel and Assemblies The School is a Christian foundation, and chapel services and assemblies are an important and regular part of school life. All girls are expected to attend weekday assemblies and special services such as the Harvest Thanksgiving Service, St Margaret’s Day and the Carol Service.
Chapel services and assemblies are designed to accommodate the values shared by all faiths within a framework of tolerance and respect for all beliefs. The views and practices of all major religions are recognised and girls of all faiths are encouraged to contribute to services.
Charity It is our aim to foster an awareness of the wider world and to encourage all our girls to take positive action to help those less fortunate than themselves. The school raises money throughout the year for various charities using a variety of means which might include nonuniform days, cake sales etc. The charities we have supported in recent years include the Watford New Hope Trust, Jeans 4 Genes, Help for Heroes, Michael Green Foundation, Great Ormond Street Hospital and the Animal Welfare Trust.
Child Protection The School has a formal Child Protection and Safeguarding Policy which is consistent with the guidelines issued by the DfES and the Boarding Schools Association. A copy can be found on the website.
Clean and comfortable On rare occasions, “little accidents” and unforeseen incidents can occur, which require staff to ensure that a child is clean and comfortable afterwards. This potentially involves undressing and physical intervention, beyond that of normal daily communication between staff and pupils. In order that we can deal with these occasions sensitively and quickly, we require you to give your consent for staff to change underwear and clothes, along with helping a child to wash if such action is considered necessary in their professional judgement. Within the Joining Pack there is a form to complete and return to school when your child begins in Lower Prep only.
Equal Opportunities The school is committed to securing equality of opportunity through the creation of an environment in which all pupils are respected as individuals. This commitment is shared by all pupils, staff and governors.
Food St. Margaret’s is a healthy school and meals, snacks and drinks are healthy, balanced and nutritious. Our lunches are freshly prepared and cooked in the Preparatory School kitchen. If your child has any dietary requirements or allergies please ensure these are detailed on the Medical Form that you complete at the beginning of each academic year. If there are any changes throughout the year, please inform us. All staff who work in the EYFS have been trained in Food Hygiene. Fresh drinking water is available and accessible at all times. The cost of snacks and lunch is included in the school fees. *Breakfast Club (chargeable):
A continental breakfast is provided.
Morning and afternoon snacks:
Snack and a drink
A hot dish, salad and a pudding (including fruit) are provided each day. There is also an option suitable for vegetarians. Dietary requirements are catered for. A 25
menu is published each week in the Prep School Newsletter (available on the school’s website). *After School Club (chargeable):
An afternoon tea of sandwiches, cake, fruit and a drink are provided.
*Please see notes on the Breakfast Club and After School Club Birthday cake may be brought into school for your daughter’s class to enjoy. Please ensure that there are no traces of nuts. Cake Sales – As a way of raising money for House charities we hold regular cake sales. We therefore ask parents to donate nut free cakes which are then sold in school. Please see the calendar for more information.
Nut allergies No establishment can ever be totally nut free. However, we strive to ensure that pupils avoid contact with any nuts at school. If cakes or treats are brought into school for birthdays or as a donation for a cake sale we ask that care be given to avoid bringing any form of nut within the product. Items should always be given to a member of staff. If you do not wish for your child to have consumable treats in school, the Head of St. Margaret’s Preparatory School should be informed.
House System Girls are assigned to a House on arrival and will remain members of that House until they leave.
Medical At St. Margaret’s we promote a healthy lifestyle through our teaching, curriculum and the food we offer. Please refer to the Preparatory School Parent Handbook for details of illnesses and medication. If you wish to discuss medical issues relating to your daughter, please do so with her Class Teacher and/or the School Nurse. All of our EYFS staff hold a recent Paediatric First Aid certificate qualifying them to deal with any accidents. First Aid boxes are accessible at all times. Records of accidents are kept and if your daughter has an accident or injury, appropriate first aid treatment will be given. For more serious cases, the School Nurse will be called. Parents will be told of accidents. We have a fully qualified full time registered nurse on site and most staff have an up to date First Aid certificate with a few staff having a Paediatric First Aid certificate. The School Medical Centre is open during term-time. Parents are asked to complete a medical questionnaire on entry to the school, including vaccination information. A Medical Update form will also be sent out annually, please ensure you complete this and return it to school as soon as possible in order for the school nurse to be kept up to date with any changes to your daughter’s health. Please keep us informed of any updates when necessary. Medication New parents: Please complete the medical form in the joining pack. Please speak with the school nurse if you wish to discuss the form. Administering medication: The school nurse must be informed when any girl is taking prescribed medication. If you wish for your daughter to be administered pain relief in school please would you complete the form (in either Lower or Upper Prep) or you may either write a letter, email (firstname.lastname@example.org) stating your daughter’s: 26
● ● ● ●
name, the reason for the medication name of the medication to be given the time the medication should be given.
Medication will be given by the school nurse, or delegated to a member of staff by her. If your child needs to take antibiotics during the school day it must be bought in to school in the original container with the Pharmacist label attached to the container and the child’s name clearly visible. The school nurse will administer the medication, or will give permission for a member of staff to give the prescribed dose. Medication or first aid treatment given to any child will be recorded immediately in the first aid folder in either Upper or Lower Prep and if it is necessary you will either receive a treatment form via your daughter on the day, or if more severe, a phone call from a member of staff or the school nurse. If your child is unwell and unable to attend school, please inform the Prep Office by telephone, email or in person on each day of absence, before 9:30am. Failure to do this will result in a telephone call from the office staff to ascertain the reason for absence. On her return to school, a letter should be sent to explain the nature of the absence and to confirm that your child is fit to return to school. If your child is unwell in school and is unable to cope with normal activities, we will make sure that she is comfortable and will make every effort to contact you to arrange for her to be taken home. Condition / Illness / Disease Chickenpox Cold sores
Diarrhoea and vomiting Eczema Glandular fever Hand, foot and mouth disease
Notes + Exclusion Period Please only return to school 5-7 days after the first scab has appeared and all blisters have scabbed over. Return to school once soreness and discharge have disappeared. An extremely contagious condition requiring immediate treatment. Keep at home until it clears up. Return 48 hours after commencing appropriate antibiotic treatment. Do not send to school. She should be kept away from school until a minimum of 48 hours has passed after last bout of sickness or diarrhoea. No exclusion necessary unless infected. No exclusion necessary if well. No exclusion necessary if well. If we see head lice in school we will ask the parent to collect their daughter to treat her as we do not want the lice to spread to others. Once treated, no need to exclude or separate. This is a problem affecting children in the younger age group. We recommend that you regularly check for head lice. If your child 27
Impetigo Influenza Measles Mumps Psoriasis Ringworm of the feet Ringworm of the scalp Roseola Rubella (German Measles) Scabies Scarlet fever
Temperature Threadworm Tonsillitis Verrucae (warts) Whooping cough
does have an infestation please inform the school in order that we may inform other parents that there has been an incidence so they can check their childâ€™s hair Exclusion until fully healed. No exclusion necessary when well enough to manage a full day in school. Please remain at home for 5 days after the onset of rash. Please remain at home for 5 days after the onset of swelling. No exclusion necessary if not infected. No exclusion necessary. Exclusion until treated. No exclusion necessary. Please remain at home for 5 days from the onset of rash. Exclusion until treated. Return to school only after 24 hours from commencing appropriate antibiotic treatment Please do not send your daughter to school if she has a temperature as this increases the risk of infecting others. Exclusion until treated. Return to school once temperature has settled for 24 hours. No exclusion necessary but lesions need to be covered. Please remain at home for 5 days from start of antibiotics.
Personal Hygiene It is important that when your child starts school that she is toilet trained and able to look after her personal hygiene.
Rewards and Sanctions Expectations with regard to good behaviour are reinforced at all times, in and outside of the classroom and children are expected to show politeness and respect to their peers, staff, parents and visitors. Prefects and the older girls model and encourage considerate, respectful behaviour and actively promote adherence to the code of conduct and the school rules. Children are continually encouraged and praised at St. Margaretâ€™s School. Teachers are aware that nothing succeeds like success and work is differentiated to ensure that the whole curriculum is accessible to all children and that there are constant opportunities for success. Star of the Week certificates are presented in the weekly Celebration Assembly. In the Reception Class we appoint a Special Person for the Day and this child is able to take Sparkle (the Reception Class cuddly toy unicorn) home and write in her diary. 28
Sanctions Pupils and parents will be notified that appropriate action will be taken against those who are in breach of the acceptable use guidelines following the school’s behaviour policy. Sanctions might include: ● ● ●
A verbal reprimand A reminder of expected behaviour 1 or 2 minutes deducted from Golden Time or break time
Sad Notes may be given for the following: ● Persistent unkindness, rudeness or intentionally hurting another child ● After repeated reminders have been given ● Rudeness/insolence/disobedience at any time This list is not exhaustive. Safeguarding All of the staff at St. Margaret’s have undertaken appropriate training and professional development to ensure they can continually improve the quality learning and development experiences they offer for children. If you are at all concerned about a child’s welfare please would you contact either the Class Teacher, the Head of the Preparatory School or the school’s Designated Child Protection Officer. Safety The safety of the pupils is of high priority, and because they are so young, we need to be particularly vigilant. Pupils are supervised at all times. We therefore: ●
● ● ●
Only allow a child to go home with someone other than their parent(s) if we have received advance permission that she may be collected by another adult. If we are unaware of the adult who is collecting we will call the parents to verify that permission is given. It is the parent’s responsibility to let us know if and when arrangements change. - In the Joining Pack is a Collection Form, this is completed by the parent on joining and again at the beginning of each academic year, or if arrangements change. - There is a Collection Chart for parents to fill in in the Lower Prep entrance hall. - Permission may be also given by letter, email or a telephone call to the school. At the end of the day all pupils are dismissed by their Class Teacher or other member of staff. We never allow a pupil to leave the premises unsupervised. There are always sufficient staff on duty at break times. All visitors are asked to identify themselves and to state their business before we give them access to the premises. Visitors sign in, wear a security badge and are escorted throughout their visit. They sign out on leaving. All pupils are registered at the beginning of the morning and afternoon sessions. External doors have security keypads for staff use only. 29
We ensure that our premises, including outdoor space, are fit for purpose and secure. All equipment, furniture and toys are safe for children to use, clean and hygienic.
School Council The School Council is a group of pupils who are each elected by their class to represent the views of all pupils and to improve their school. Being involved can develop important life skills, such as speaking and listening skills, teamwork, problem-solving, moral reasoning skills, self-esteem and self-confidence. The Preparatory School Council meets once each term with a teacher present, chaired and organised by our Head and Deputy Head Girls to discuss improvements that the children may want in school and try to sort out any problems. These may include school lunches, behaviour or ideas to improve the school.
Do be kind and helpful
Do not hurt other people
Always be considerate
Do not be selfish
Look after property
Do not waste or damage belongings
Listen and show respect
Do not interrupt or be rude
Do work hard
Do not waste your’s or other people’s time
Do be honest
Do not cover up the truth
Appendix 1 St. Margaret’s Preparatory School Uniform list To be bought from D J Uniforms (until December 2015) or Pullens (from September 2015) School Outfitters DJ Uniforms
Tel: 020 8421 9488
45 High St
Fax: 080 8421 9487
WD23 1BD Pullens Pullens
020 8954 3850 48-50 Church Rd, Stanmore HA7 4AH
PLEASE ENSURE THAT EVERY ITEM OF CLOTHING, FOOTWEAR AND ACCESSORY IS NAMED CLEARLY Autumn and Spring Terms ITEM
Navy with stripe
Reception to Year 3
Years 3 – 6
Navy with inside fleece
Navy, with school crest
Summer Term _
To be bought from School Uniform Suppliers
The summer uniform may be worn in the first half of the Autumn Term, weather dependent. ITEM
Summer dress White/turquoise
Cardigan Summer hat
Navy with stripe White, floppy
Physical Education Clothing
To be bought from School Uniform Suppliers
White, with school crest and surname printed on the back
Navy, round neck
Years 5 – 6
PE bag (drawstring) Navy
Years 1 – 6
Years 1 – 6
St. Margaret’s Preparatory School Uniform list May be bought from any shop Autumn and Spring Terms PLEASE ENSURE THAT EVERY ITEM OF CLOTHING, FOOTWEAR AND ACCESSORY IS NAMED CLEARLY ITEM
Navy, knee length
all Reception – Year 2
Extra pair of pants (for accidents)
Shoes Black - leather uppers with buckles all with Velcro fastening, bar (not ‘Kickers’ style), or lace up. Please ensure your daughter can put on and take off her shoes independently. Wellingtons
Reception – Year 2
Hair ties/bands/clips Black or Navy Blue (discrete and plain)
Summer Term _
May be bought from any shop
The summer uniform may be worn in the first half of the Autumn Term, weather dependent. ITEM
Extra pair of pants
Reception – Year 2
Shoes Black - leather uppers with buckles all or Velcro fastening bar (not ‘Kickers’ style), or lace up (only if your daughter can independently tie her own laces) with flat heel and rounded toes Hair ties/bands/clips Black or Navy Blue (discrete and plain)
Physical Education Clothing ITEM
Years 1 - 6
Years 1 – 6
Years 1 - 6 33
Predominantly White with
non-marking soles – Velcro (or lace up if child can tie independently) Sports socks
(different pair to those worn during the day) Boot bag
Years 5 – 6
Years 5 - 6
General Appearance It is expected that all girls will maintain a smart appearance with shoes polished. Hair should be kept neat and tidy. It must be tied or clipped back so that none falls over the eyes, eyebrows or face; this is particularly important for all sporting activities and practical lessons. Use of hair gel is not permitted. Hair should not be dyed, bleached or tinted. Hair below the shoulder should be tied back.
Jewellery Ideally we would prefer that no jewellery is worn at all to school, but we do understand that some is worn for religious reasons. Our Uniform Policy states, “Small religious symbols may be worn on a chain around the neck, but must be removed for PE lessons.” Therefore on PE, Games, Swimming and Dance days please would you ensure that all jewellery is taken off and left at home as staff do not have the time to take off every child’s jewellery. If your child needs to wear a small religious symbol or ear rings and can remove them independently, we will do our best to ensure that it is safe but we cannot be responsible for any loss. Ear rings: A single plain stud (no colour) may be worn in each ear. If your daughter is going to have her ears pierced, please could we politely ask you to have this done on the first day of the summer holiday so that when your daughter returns to school in September, they are ready to be removed for PE lessons. If she has newly pierced ears and is unable to remove them, on a PE day please would you tape them up. The taping up of ear rings in swimming is not an option as there is a risk that the tape will come off in the water and may present a choking hazard for other swimmers. In the event that any jewellery cannot be removed your daughter will not be permitted to take part in the lesson.
Appendix 2 USEFUL INFORMATION FOR PARENTS OF NEW CHILDREN The following information is intended to help to make life much easier for you, your child and the School staff. ●
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Pupils may attend the Breakfast Club from 7.30am. This is a supervised early morning facility in the Upper Prep Dining Room where your daughter may have a healthy breakfast. Parents may drop off between 8.00 – 8.30am. Registration is at 8.30am. Try not to worry if your child is upset at the beginning of school – we are used to dealing with this and most children settle very quickly usually the moment you have left the room! Experience has shown that it is less distressing for your child if you leave quickly and decisively. Please name ALL items of clothing – P.E., indoor, outdoor, shoes, socks etc. Please use name tapes for items of clothing and appropriate methods for all other belongings. Particularly for young children, please sew long loops on coats and overalls to enable children to hang them up and please sew elastic onto gloves so that it may be threaded through the coat sleeves leaving the gloves to dangle outside of each hand hole – therefore gloves will not be lost. Before starting school encourage your child to get dressed independently in preparation for PE lessons, including putting on their PE shoes. Please only buy footwear that your child can do up independently. Try to encourage your child to use a knife and fork correctly and to observe good table manners. We encourage children to try different foods and it would be helpful if you could support us with this at home. Particularly for the younger children, whilst we fully accept that there will always be the occasional accident, children should be able to manage their own toilet hygiene and be toilet trained. Please provide a spare set of your child’s underwear. Please put something distinctive but small on your child’s bags so she can identify it easily – one key ring or a picture. This may not be removed during the school day. If you have any school problems related to your child, our staff are always happy to discuss these. Problems are normally best dealt with promptly. Please contact your Class Teacher direct to make an appointment at a time, which is mutually convenient through the Prep School office, or by writing a note to the Class Teacher. Please send in any records from previous schools. Please inform us if your child is to be called by a different name or a shortened version to that stated on the Registration Form at the time of registration. A Calendar Card is given out at the beginning of each term to each family – please read the weekly Prep Newsletter (published on the website each Friday) for any upcoming events or end of term changes to collection times
HOW YOU CAN SUPPORT YOUR CHILD ● ●
Be positive, encourage and praise. Hear your child read regularly. 35
● ● ● ● ● ● ● ● ● ● ● ●
Read a bedtime story to your child whenever possible. Verbal games in the car – I spy, Granny goes to market (for memory), maths questions, spellings – fun activities etc. Play board games. Encourage children’s imaginative play. Please check your child’s school bag on a daily basis. Encourage good manners especially at the table. Allow time and space for your child to do their homework independently. If your child is tired at the end of a day at school do not worry about making them read - let them have an early night and relax! Regular visits to the library. Praise, praise, praise! Encourage, encourage, encourage! Enjoy your children and have fun!
Children need to be able to: Express their needs appropriately
Use the toilet independently
Wash and dry hands
Blow their nose
Sit up at a table
Use a knife, fork and spoon correctly
Dress and undress themselves
Listen to a story or a piece of music
Share a book
Share and take turns
Tidy up things they have used
Say goodbye with a smile when left by parent/carer
Pronounce commonly used English words correctly You could also practise these activities at home to improve your child’s coordination: Colouring in accurately
Using glue and paint carefully
Kicking a ball
Catching and throwing a ball
Tying shoe laces
Drawing straight and curvy lines
Playing board and matching games
Playing ‘I Spy’ Playing ‘spot the difference, snap and dot to dot games 36
Appendix 3 Reception Class (Early Years Foundation Stage) We provide a strong academic foundation to prepare children for Year 1, ensuring that the curriculum is appropriate to the needs and aspirations of our pupils. For this reason, we do not adhere to the EYFS frame work which is statutory for the maintained sector. The EYFS curriculum is organised to incorporate the following: ●
● ● ●
We strongly uphold the belief that children develop at different rates, requiring a highly differentiated curriculum in the early years. The Key worker (who we choose to acknowledge as ‘The Class Teacher’) will plan appropriate activities for each child, ensuring that learning is exciting and relevant. Structured, adult led, Maths and Language programmes provide our primary focus in the mornings. The Class Teacher and the Teaching Assistant will work with small groups. Through differentiated planning and attention to detail, children are taught the basic fundamental skills which lead to proficiency and self-confidence in all areas of the curriculum. The classroom is managed to include an ever changing range of stimulating activities and resources for children to explore independently throughout the day when they are not working directly with the Class Teacher. This enables social skills, independence, creativity and critical thinking to be developed. We are also ambitious for children to incorporate what they have been taught by adults into child initiated learning. Whenever possible, there will be opportunities to learn in the outdoor environment. Deliberate practice of key skills such as phonics, reading, handwriting and number bonds are fostered every day for small periods of time. A written copy of curriculum objectives is given to parents each term, as well as a list of suggested websites to support learning at home.
Personal and Social Development We aim to provide a nurturing environment, through small classes and highly committed staff who know the needs of each child thoroughly. Close collaboration with parents and carers through our ‘Open Door’ policy ensures communication on a very regular basis. Staff are visible and available at the start and end of each day to ensure that children receive appropriate pastoral support and that both the Class Teacher and parents are aware of critical incidents affecting their child’s wellbeing. The Reading Record Book is used to record the books your child reads and is also a means of communication between school and home. Staff are expected to immerse themselves in the needs of the children throughout the school day. If needed, they will provide support for individuals at playtime. Staff have lunch with the pupils in order to monitor what they eat and ensure that a healthy lifestyle is promoted. Within our PSHCE programme we encourage critical thinking to stimulate the raising of questions and exploration of answers and opinions. 37
Traditional values, such as politeness and taking a pride in oneâ€™s achievements and appearance are promoted through our rules, Be Your Best Self, Respecting other People, Be Safe and the weekly award ceremony.
Literacy Term 1
Working at a differentiated pace, the children will: link sounds and letters for every letter of the alphabet and progress through sounds identified in the language curriculum.
Working at a differentiated pace, the children will: read a range of familiar and common words and simple sentences independently.
Working at a differentiated pace, the children will: recognise sounds and diagraphs then blend them to read and spell words.
recognise common diagraphs.
create rhyming strings of words, plan and write sentences for different purposes and spell all key words.
hear and say sounds in words in the order they occur. read texts compatible with their phonic knowledge and skills. use a pencil and hold it effectively to form recognisable letters, particularly those found in their own names. show an understanding of the elements in stories such as the main character and sequence of events.
read simple words by sounding out and blending the phonemes all through the word from left to right use a pencil and hold it effectively to write correctly formed letters, applying these to an increasing amount of words. use phonic knowledge to write simple regular words and make plausible attempts at more complex words. write labels and captions. they will begin to form simple sentences with increasing use of punctuation.
continue to learn the correct formation of lower and upper case letters. use handwriting skills and knowledge of sounds to write their own sentences, using an increasing amount of words independently. write news, and read back what has been written to check for mistakes. know that sentences begin with a capital letter and end in a full stop. continue at an individual rate with the reading scheme, increasing ability to explain and answer questions about the story. re-enact or retell stories that have been read. develop story writing skills, using story starters, e.g. 38
once upon a time and story language e.g. first, next, then, in the end. relate stories to own experiences. develop comprehension skills. show how information can be found in non-fiction texts to answer the questions why, who, where and how.
Communication and Language Term 1
Working at a differentiated pace, the children will: listen with enjoyment to stories, songs, rhymes and poems and create their own.
Working at a differentiated pace, the children will: speak clearly and audibly with confidence and control and show awareness of the listener.
Working at a differentiated pace, the children will: express opinions and talk about their experiences, listen to others and join in with discussions.
interact with others taking turns in the conversation enjoy listening to and using spoken and written language sustain attentive listening, responding to what they have heard through relevant comments, questions or actions.
use language to imagine and recreate roles and experiences. speak clearly and audibly with confidence and control and show awareness of the listener.
Mathematics Term 1
Working at a differentiated pace, the children will: say and use number names in order, in familiar contexts.
Working at a differentiated pace, the children will: say and use number names in order to 30.
Working at a differentiated pace, the children will: recognise, order and write numbers 1-50 and extend to 100.
count reliably 20 everyday objects.
recognise numbers 1-30.
use developing mathematical ideas to solve practical problems. recognise 1-20, extend to 30 if able. name 2d shapes e.g. circle square, rectangle and triangle. use ‘bigger’ ‘smaller’, ‘larger’ to describe shape and size of solid and flat shapes. begin to relate addition to combining two and three groups of objects and subtraction to ‘taking away’.
use language such as more or less to compare two numbers. begin to relate addition to combining two and three groups of objects and subtraction to ‘taking away’. use language e.g. cube, cuboid, sphere, pyramid, cone, cylinder to describe the shape and size of solids and flat shapes. use familiar objects and common shapes to create patterns and build models.
use developing mathematical ideas and methods to solve practical problems and investigations. find the missing numbers in a pattern. select two groups of objects to make a given total. add and subtract using their fingers, a number line and counting on and back in their head. in practical activities and discussion begin to use the vocabulary involved in adding and subtracting. explore symmetry and pattern.
Understanding of the World Term 1
Working at a differentiated pace, the children will: learn about the festivals of Harvest and Diwali.
Working at a differentiated pace, the children will: have opportunities to investigate senses both adult and child initiated.
Working at a differentiated pace, the children will: have opportunities to record findings e.g. drawing, writing.
learn to use ICT around the classroom e.g. programming Beebots, independently using a tape recorder and cd player and use the
model investigative behaviour. be encouraged to raise questions and suggest
learn about different animals and their habitats. learn about different mini beasts and their lifecycles. 40
learn to type their name using a keyboard, navigate between programmes independently and to use a mouse with good skill and control.
use comparative language.
develop classification/ recording skills.
create simple maps of area in 3D.
identify characteristics of living things.
look at different cultures in terms of dress and customs e.g. Chinese New Year).
develop scientific vocabulary through practical investigations.
learn about other cultures and how they are different to their own.
learn about seasonal changes (spring/summer).
learn about our bodies, how they work and what kinds of food are good and bad.
give commands to a programmable toy. use ‘Microsoft Word’ to write sentences and stories.
Expressive Arts and Design Term 1
Working at a differentiated pace, the children will: learn to produce creative work on a small and large scale.
Working at a differentiated pace, the children will: express the way they feel about their representations modelling appropriate language... ‘that makes me feel…..’
Working at a differentiated pace, the children will: extend their repertoire of songs.
learn to listen to music and use musical instruments to copy and make patterns. learn to use a variety of materials and textures in their artwork. learn to listen to music and move their bodies to the music in a variety of ways. learn to act out roles and use creative language in their drama.
learn how musical instruments can be played in different ways express imagination through paintings, poems, dance. use imaginative play to extend imagination.
explore different ways of making sounds using a variety of percussion instruments. use role play to make a minibeast garden. use imagination in art and design, imaginative play, role play and stories. extend skills to produce observational drawings. use the style of ‘Matisse’ to produce their own art work. use collage. 41
explore different textures and materials. use malleable materials to produce 3D mini-beasts.
Physical Development Term 1
Working at a differentiated pace, the children will: learn about how their body changes after exercise.
Working at a differentiated pace, the children will: discuss their actions.
Working at a differentiated pace, the children will: develop fine and gross motor skills.
use equipment safely. learn to develop their fine motor skills using a variety of equipment e.g. scissors, threading beads and doing puzzles. learn to work together in a team. learn to use a range of equipment and skills such as balls, skipping ropes and cones.
explore ways of travelling. use space around them and respect others personal space.
show awareness of personal space and that of others.
understand how to keep healthy.
use a range of small and large equipment.
learn about change in our bodies after exercise.
handle tools, objects, construction and malleable materials safely and with increasing control. understand that exercise is beneficial to a healthy lifestyle and observe changes on the body after exercise. use scooters in the outside area with increasing confidence.
Personal, Social and Emotional Development Term 1
Working at a differentiated pace, the children will: be confident when trying new activities, initiate ideas and
Working at a differentiated pace, the children will: embrace new experiences.
Working at a differentiated pace, the children will: work co-operatively and consider the needs of others. 42
speak in a familiar group. maintain attention, concentrate, and sit quietly when appropriate. respond to significant experience showing a range of feelings when appropriate. have a developing awareness of their own needs, views and feelings and be sensitive to the needs, views and feelings of others. form good relationships with adults and peers. work as part of a group, taking turns and sharing fairly, understanding that there needs to be agreed values and codes of behaviour for groups of people, including adults and children, to work together harmoniously.
share their experiences and feelings.
dress & undress for P.E.
explain their actions and listen to others.
care for and look after living things.
separate from main carer with support.
look after our environment.
think about issues from the viewpoint of others. identify issues and solve problems understand what is right, what is wrong, and why. have a developing respect for their own culture and beliefs and those of other people.
join in with discussions about stories and books that emphasise moral issues. learn about other cultures/religions through RS lessons and assemblies. identify problems associated with social issues and find solutions. encourage children to think about issues from other viewpoints.
understand what is right, what is wrong, and why. select and use activities and resources.
Appendix 4 Frequently Asked Questions HOW DO I… let the school know my daughter is unwell?
When do I need to send in a sickness/absence note? let the school know that I am running late? let the school know that someone else is collecting my daughter?
book an appointment with my child’s teacher?
book an appointment with the Head of the Preparatory School? Ask permission for my daughter to be absent? book a place at the Breakfast Club or After School Club?
speak with the school nurse? tell the school about an out of school achievement?
tell the school that your parent log-in is not working?
report lost property?
Telephone, email or in person tell the Preparatory School Office on each day of absence before 9.30am. On the day your daughter returns to school and ask her to give it to her Class Teacher. Telephone or email the Preparatory School Office. In the Lower Prep please complete the Collection Form on the clipboard stand, telephone or email the Preparatory School Office. Telephone or email the Preparatory School Office or write a note in your daughter’s Homework Diary (Reading Record Book if she is in Reception or Year 1). The Class Teacher will reply with a selection of days and times from which you may select a convenient time. Telephone or email the Preparatory School Office. Write to the Head of the Preparatory School. Through the school website – General Information –Useful Information – After School Club booking or Breakfast Club booking – log in with your parent portal username and password. You will immediately receive a receipt once you have paid. Telephone or email (please see details at the beginning of this Handbook) We love hearing this type of news! Either let us know through the Preparatory School Office email, telephone or speak with us in person. Telephone or email the IT Department (please see details at the beginning of this Handbook) Telephone or email the Preparatory School Office. 44
find school term dates? book or make changes to co-curricular activities? buy second hand uniform?
This information is on the school website and in the termly Term Diary. Telephone or email the Preparatory School Office. Pop in, telephone or email the Preparatory School Office.