Pre-Prep parent handbook 2024-5

“Curiosity is the engine of achievement”

PRE-PREP PARENT HANDBOOK

TERRINGTON HALL SCHOOL VISION AND VALUES

OUR VALUES: Kindness

We act with kindness always. It is at the heart of everything we do. We show children the power of kindness, encouraging them to act with empathy for each other, their community and our planet.

Confidence As we take our children on a journey of discovery, we make learning fun and light a spark in hearts and minds. We show how with every small step, we learn and build confidence in our own unique abilities.

Courage

It takes courage to do the right thing. We act with integrity, showing the value of honesty and good character. We show how with courage, we can take calculated risks and be willing to have a go without fear of failure.

OUR MISSION STATEMENT: As the world around us evolves, so do we. We encourage children to expand their minds, life experiences and skills, to build confidence and effect change, and for the future.

2

CONTENTS PAGE PRACTICAL INFORMATION Welcome

4

Term dates

6

Pre Prep Form Tutors and Useful Contacts Communication and Raising Concerns

8 9

Daily Routine, Sign Outs and Exeats

10

Wraparound Care

12

Buses and Shape of the Day

13

Absence, Illness and Health Matters

14

Mental Health and Wellbeing

16

ACADEMIC INFORMATION Assessment and Reporting

18

Learning Support and Specialist Teaching

20

Positive Behaviour

22

House System

23

Guide to the Pre-Prep Curriculum

24

Reception

36

Year 1

40

Year 2

42

Star of the week, Stay and Play

45

School Trips and Events Policies, Friends of Terrington Hall and Lost Property

3

47

WELCOME

We are looking forward to getting to know your child and hope that they and you will very quickly feel part of our community. We believe that working in partnership with parents is vital for giving the children the best possible chance of achieving their potential in every respect.

This handbook contains information about the school and its procedures.

We hope it will be helpful both now and for future reference.

Miss Rachel I’Anson Deputy Head Pastoral and Head of Pre-Prep

4

5

TERM DATES 2024—2025 Term dates for 2024 - 2025 are as follows: Michaelmas term 2024 Term Begins

Monday 2nd September

Exeat

Friday 20th - Sunday 22nd September

Half Term

Friday 18th October – Sunday 3rd November

Exeat

Friday 22nd November – Sunday 24th November

Term Ends

Thursday 12th December

Lent term 2025 Term Begins

Tuesday 7th January

Exeat

Friday 24th – Sunday 26th January

Half Term

Friday 14th – Sunday 23rd February

Exeat

Friday 14th – Sunday 16th March

Term Ends

Friday 28th March

Summer term 2025 Term Begins

Wednesday 23rd April

Bank Holiday

Friday 2nd—Monday 5th May

Half Term

Friday 23rd—Sunday 31st May

Exeat

Friday 13th – Sunday 15th June

Term Ends

Wednesday 2nd July

6

7

USEFUL CONTACT DETAILS

Miss Rachel I’Anson

rianson@terringtonhall.com

Deputy Head Pastoral and responsible for Pre-Prep Designated Safeguarding Lead Mrs Nicola Morrell

nmorrell@terringtonhall.com

Year 2 Class teacher Miss Ellie Atkin

eatkin@terringtonhall.com

Year 1 Class teacher Mrs Nikki Taylor

ntaylor@terringtonhall.com

Reception Class teacher Miss Claire Wainwright

office@terringtonhall.com

School Office and Head’s PA

Mr Stuart Keens

skeens@terringtonhall.com

Deputy Head Academic

Mr Huw Thomas

hthomas@terringtonhall.com

Headmaster

8

COMMUNICATIONS We have an genuine Open Door policy at Terrington Hall School and parents are welcome to talk informally to their teacher as and when needed. If a more formal discussion is required with the class teacher, Head of Pre-Prep or the Headmaster, a convenient appointment time may be made directly, via email. We do our best to accommodate any requests as soon as possible. To strengthen communication between school and home, a weekly newsletter ‘Terrington Trumpet’ is emailed to parents via the office every Friday giving news of the past week and reminders for the following week. All parents receive a school calendar at the beginning of each term. Dates of important school events and match fixtures, as well as term dates for the year ahead, are listed on it. Occasionally, amendments must be made, but parents will receive any changes via the weekly newsletter or directly from your child’s Form Tutor.

CONCERNS In the event that a parent has a concern or complaint, the first line of contact is the child’s form tutor. If the Form Tutor cannot resolve the

matter alone, The Head of Pre Prep/Deputy Head Pastoral will be consulted. In the event that the problem cannot be solved after speaking to the Head of Pre Prep, she will then arrange an appointment for you to speak with the Deputy Head Academic or Headmaster.

WHO TO APPROACH Form Tutor – In the first instance this should be a parents’ first port of call for all academic and pastoral concerns.

Head of Pre-Prep– if parents are unable to resolve their concerns with form tutors, they should contact Miss I’Anson Deputy Head Academic – Mr Keens should be contacted for all academic matters unresolved by the form tutor. For Senior School entry queries please contact Mr Keens.

Deputy Head Pastoral – Miss I’Anson should be contacted for all pastoral or Safeguarding matters that cannot be resolved by the form tutor.

9

DAILY ROUTUNE AND SITE MAP THE SCHOOL DAY Children may arrive in Pre-Prep between 8:15-8:30am. If arriving before 8:00am, children should join breakfast in the dining room. Parents are reminded to park at the front of the school or along the church wall when dropping off and collecting their children. Should you be running late, please contact Pre-Prep on 01653 648227 or email your child’s class teacher.

COLLECTING YOUR CHILD FROM SCHOOL Parents or carers collecting at 3:30, 4:30 or 5:30pm should wait outside the Pre-Prep doors and your child will be brought to your by their class teacher or assistant.

Collection times should be marked in your child’s reading record book daily. Please ensure that your child holds your hand and does not run ahead of you into the carpark when leaving.

If dropping or collecting your child early/late please report to the main office where we will bring your child or return them to class.

EXEAT WEEKENDS Please note an EXEAT is when the school day finishes at 5.30pm on a Friday and remains closed until the Monday morning. The May EXEAT also includes the Bank Holiday Monday.

WINTER WEATHER During periods of extreme winter weather such as snow and ice the school

will endeavour to remain open with any changes to the school day being communicated to parents via email or text message.

PARKING AND TRAFFIC FLOW Please note there is a 5mph speed limit within the school grounds.

Parents are kindly requested to park on the front drive at drop off or collection times. Please ensure that the disabled bays next to the swimming pool are strictly reserved for Blue Badge holders only.

10

11

WRAP-AROUND CARE BREAKFAST Breakfast is available to all children. Your child may arrive from 7:30am and will have breakfast before the start of the school day. A member of staff has specific responsibility for looking after the children at breakfast and will take them to their classrooms afterwards. For catering purposes, breakfast should be booked in with office@terringtonhall.com with 24 hours notice.

Breakfast is charged at £5.00 AFTER SCHOOL CARE Our after school care for Nursery is held in the Pre-Prep building and is run by the Pre-Prep staff. We include a range of age-appropriate toys and activities, as well as much needed rest time. We take a child-led approach with a ‘home from home’ atmosphere to help them relax after their busy school day. During this time, children are offered a substantial snack. After School Care runs from 3:30-5:30pm and is charged at £6.20 per hour.

TEA Parents requiring childcare beyond the school day can make use of the tea service where pupils are welcome to have a freshly prepared tea at 5:30pm to 6:00pm. For catering purposes, tea should be booked in with office@terringtonhall.com with 24 hours notice. Tea is charged at £5.00

NUT FREE Although we recognise that this cannot be guaranteed, Terrington Hall aims to be a Nut-Free school. Measures in place are to reduce the risk to those children and adults who may suffer an anaphylactic reaction if exposed to nuts to which they are sensitive. The school aims to protect children who have allergies to nuts yet also help them, as they grow up, to take responsibility as to what foods they can eat and to be aware of where they may be put at risk. We do not allow nuts or nut products in school.

12

MINIBUSES Pupils from Nursery can use the school’s daily transport if they are independent enough to manage. All of the transport routes use the school’s own minibus fleet and drivers, who are fully DBS checked and employed by the school. Pupils using the buses are dropped off in front of the Main School building on arrival and are collected from staff by the relevant driver before being escorted to their bus at the end of the day. Buses arrive in School at approximately 8.15am and depart at 5.30pm Monday to Friday.

Transport is charged on a per trip basis. Full details of the bus service, times and costs are available on request from the school office.

SHAPE OF THE DAY

Mon to Fri

School opens (pupils may enter classrooms)

08:15

Registration (including assembly, church or form period)

8:30

Lessons

9:00

Break

10:45

Lessons

11:10

Lunch (Nursery to Y3)

11:50

Break

12:30

Lessons

12:55

Pre-Prep day ends at 15:30

15:30 15:30

After School Care 17:30 13

ABSENCE If your child is unable to attend school due to illness, please inform your child’s class teacher and the school office to ensure that the correct mark is made to the register.

ILLNESS AT SCHOOL Should your child be taken ill at school, he/she will be cared for and we will make every effort to contact you.

Should your child suffer from sickness or diarrhoea, it is school policy that they do not return to school for at least 48 hours after the last incident.

It is very important for you to let us know if you have given your child Calpol or any other medication before coming into school.

If your child bumps their head, they will be checked over by a first aider and you will be notified of treatment given in addition to a bumped head note.

Accidents can happen. Small cuts and bruises will be dealt with directly at school by staff who all hold a current paediatric first aid qualification. In the event of a more serious accident which is likely to require advanced medical care, we shall endeavour to contact parents at work or home. If a parent or family friend (named contact) cannot be contacted, we shall arrange to have your child taken to a local doctor or hospital. In such cases, the child will be accompanied by a member of staff. In an emergency an ambulance will be called.

MEDICINES Medicines should be administered at home unless there is a special reason why your child may need to take it through the school. Day. If this is the case, the medicine must be given to a member of the Pre-Prep staff on arrival to school and a medicine consent form signed. Prescription medicine should be in the original packaging with dispensary label attached.

14

INTIMATE CARE Even children who are toilet trained may have the occasional accident when they are engrossed in their learning and play. A designated changing facility is located in Pre-Prep. All EYFS children are expected to keep spare underwear in school in the event of soiling. If wetting or soiling occurs frequently, the class teacher will arrange to meet with parents to discuss appropriate strategies to support the child and a ‘Personal Care Management Plan’ will be drawn up. Exchanging information with parents is essential through personal contact, telephone or correspondence. On the rare occasion that a child is soiled to a point where they are unable to clean themselves to a comfortable state, parents would be contacted so that the child could be taken home for bathing. Further details can be found on the schools intimate care policy.

SUN CREAM APPLICATION During the summer months we like to spend as much time in our outdoor area. We feel that the children’s health is paramount and during the summer we ask that all children have sun cream applied before they attend their session at Nursery, allowing them to safely spend time in the sunshine.

Parents will be asked to sign a permission form so that children will be supported in

reapplying sun cream supplied by school for afternoon ses-

sions.

15

MENTAL HEALTH AND WELLBEING

At Terrington Hall School, we place positive mental health and wellbeing at the centre of school life. Our values, Kindness, Confidence and Courage, highlights the importance we place on supporting on every child’s wellbeing. We show the power of kindness in everything that we do, build confidence on our unique abilities and show how with courage, we can have a go without the fear of failure.

We aim to ensure positive mental health and well-being for every pupil, parent/carer and staff member. Our positive ethos is based on the understanding that all children need the foundations of positive mental health. As a result of this, we hope children will fulfil their potential academically, socially, emotionally and healthy, helping them to grow in confidence and participate in everything that goes on in the wider community.

Our buddy system helps to promote friendships, better support of learning, behavioural and social needs, and can foster a greater sense of belonging

and a more inclusive school community.

The Terrington Hall ambition is to equip young people so they can better deal with difficult circumstances in their lives, preventing them experiencing common emotional and mental health problems.

Wellbeing days are a good opportunity to bring awareness of the importance of mental wellbeing into schools. Classes are encouraged to plan wellbeing days, termly. The Assistant Head of Mental Health and Wellbeing oversees this.

Our peer mentoring has been evidenced as having a positive impact on the emotional health and well-being of children and young people. Peer mentoring can support children and young people by: • enhancing social competence • building security within the setting and the wider community by realising their worth as social beings • improving attendance and educational attainment whilst developing

friendship skills in a positive environment 16

17

TAPESTRY Children attending Terrington Hall Pre-Prep have a personal online Learning Journal. At Terrington Hall, we use Tapestry, which is a stand-alone application enabling a two way communication between the school and parents.

The benefit to you from Tapestry being online means that you have constant access (via a website that you log into using your email address and password) to access your child’s Learning Journal.

Tapestry records photos, observations and comments in line with the Early Years Foundation Stage in order to build up a record of your child’s experiences during their time with us.

We encourage you to contribute to your child’s progress record on Tapestry and comment on their child’s learning diary REPORTING Staff endeavour to make regular contact with parents either in person or via phone call/email, to keep you up to date with your child’s effort and attainment in class. Parents are encouraged to make use of their child’s communication book, reading diary or email to raise any minor issues or concerns. Staff undertake to feedback either in person, email or via a phone call as soon as possible . This helps parents who are unable to visit the class teacher to keep in touch and allows parents to play a key part in their child’s learning and in turn offers staff invaluable input for increasing their knowledge of the unique child.

Should your child require an additional intervention or support, you are fully involved as parents in strategies to benefit your child and to create your child’s own Individual Learning Plan. Targets are set together for both home and school 18

REPORTING TO PARENTS WITH CHILDREN IN RECEPTION During the first half term, the Reception teacher will carry out a Baseline Assessment with your child, which will be shared with yourselves at your parent consultation meeting and targets will be jointly agreed.

We encourage you to contribute to your child’s progress record on Tapestry and comment on your child’s learning diary as often as possible.

Each half term, you will be invited to meet with the Reception teacher to discuss your child’s progress and agree on new targets and next steps.

You will also receive written reports across the year.

REPORTING TO PARENTS WITH CHILDREN IN KEY STAGE 1 During the Michaelmas, Lent and Summer terms you will be invited to a parent/teacher conference to discuss progress made and together agree the next steps for your child's earning.

You will also receive written reports across the year. Parents are invited to discuss reports further should they wish.

19

LEARNING SUPPORT All pupils at Terrington Hall are taught a wide-ranging curriculum within smaller than average, mainstream classes. Staff deliver high quality teaching with classwork and prep appropriately differentiated. Children are regularly monitored to ensure they are making progress to the best of their ability, and challenged according to their own level to ensure success is within reach. It is sometimes appropriate for children to receive additional support to achieve their full potential. Our learning support resources are centred around “The Hub”. As the base for Learning Support, Wellbeing and our ‘Stretch and Challenge’ programme, The Hub is a bright, warm and welcoming classroom resourced with access to online intervention programmes, classroom support, and small group work. The Learning Support Team work together across the academic departments to provide and plan support for all children. Individual Lessons are by arrangement and in agreement with parents, SENCO and Form Teacher.

Learning support is integrated through the school from Nursery to Year 8 with a focus on the child as an individual. We believe in inclusion and seek to provide a broad, balanced and differentiated curriculum that provides equal opportunities for all.

20

For those children who receive learning support, close communication between school and home is encouraged and parents are invited to a termly meeting to discuss their child’s Individual Learning Plan (ILP) alongside any specific targets.

If parents have a concern regarding their child’s learning, they are encouraged to contact their child’s form teacher in the first instance.

SPECIALIST TEACHING From Nursery, we are proud to offer a broad curriculum. Children are taught through exciting and engaging lessons that encourage curiosity, that take into account the needs of individuals. The school also dedicates time for swimming, PE, music and Spanish (from Reception) taught by our subject specialists in school.

INSTRUMENTAL LESSONS Tuition is available for a wide range of instruments in Year 1 and 2 with help and consideration given to beginners. Lessons are offered weekly during term time. If your child is interested in learning an instrument, please contact your child’s class teacher in the first instance.

21

POSITIVE BEHAVIOUR Ready, Respectful and Safe are the three rules that underpin the behaviour we expect to see in school from all staff and children. We ask our students to embrace our school rules, Ready, Respectful & Safe, at all times Be kind, polite and respectful Be responsible, organised and make good decisions Work hard and try your best Make the most of opportunities on offer at school Encourage others and be helpful Have fun!

We encourage our parent body to Reinforce and support their child in adhering to the principles of Ready, Respectful, Safe Inform the school of any changes in circumstances that may affect their child’s behaviour Discuss any behavioural concerns with the class teacher promptly Ensure that their child has good attendance and punctuality Inform staff of any medical or other needs that may hinder their child’s behaviour Ensure that their child attends school in full uniform Good behaviour requires close collaboration between parents, teachers and children. Parents should discuss the school rules with their child, emphasising that they support the rules. Attending parents’ evenings, parent workshops and developing positive relationships with school, helps to reinforce good behaviour. Teaching and learning cannot take place without sound discipline and parents should recognise that staff will deal with behaviour problems patiently and positively.

At Terrington, we use a system called ‘Class Dojo’ to award your child with good marks and praise. At the start of the school year, each child’s form tutor will email you with a link to the new Class Dojo ‘class’. It is important that you respond to the link so you can be a part of your child’s class.

Managing Behaviour Engagement with learning is always our primary aim at Terrington Hall School. For the vast majority of our learners a gentle reminder is all that is needed. Staff will deal with behaviour without delegating. Staff will use the steps in behaviour for dealing with poor conduct following the Positive Behaviour Policy.

22

HOUSE SYSTEM All pupils from Reception to Year 8 are welcomed into one of our three Houses - Castle, Forest and Moor. Siblings are always on the same House as each other. The names and crests were chosen to encapsulate our enviable geographical position but also our values of courage, kindness, confidence and consequently, growth. We elect three Heads of School, each year, one from each House Castle represents the historical significance of the area, with beautiful monuments such as Castle Howard, Sheriff Hutton Castle and York Minster. It also signifies the courageous spirit and resilience which we foster in our pupils.

Forest represents the natural beauty of the area, with lush expansive forests such as Dalby

Forest, and of course our hugely popular forest school. It also signifies the nurture and growth of the pupils while they are in our care at Terrington Hall.

Moor represents the breath-taking landscapes, first and foremost from our very own playing fields, but also those of the North Yorkshire Moors. It also signifies expanding of horizons, a mantra firmly at the heart of everything we do, which helps to build our pupils’ confidence.

The House system is a way for us to unite children in different year groups, helping them to have positive relationships with pupils across the school. It is also allows us to encourage friendly competition for all range of events, everything from House sports, bake off, quizzes, debating, essay writing and much more. The House system is celebrated at the start of each academic

year with our House Festival and again at the end with Sports Day. 23

24

LEARNING THROUGH CONFIDENCE, COURAGE, GROWTH AND KINDNESS Our aim is to encourage children to think and always question ‘why?’ and ‘what if?’.

In today’s ever-changing world, it is important that we take time to stop and appreciate all that we have around us. We all lead busy lives and manufacturers are able to produce toys simply to ‘entertain’. We must however question, Is this allowing my child to think critically? Does it require them to problem solve? Are they actively engaged? This answer usually is NO. Our shift towards using real life objects and loose parts allows children to demonstrate respectful and careful behaviour towards their learning environment. We carefully choose objects that stimulate their curiosity and allow them to see that magic they are looking for.

Our teaching & learning approach benefits all of our children because they are genuinely cared for by the adults who look after them and help them to learn. Relationships with staff, friends and other children are so important. We encourage our children to be enthusiastic learners who develop a love of learning from the moment they join us.

These skills foster an overriding sense of independence, a willingness to have a go and the ability to try again. It allows them to ask questions, seek answers, work successfully as a team and be proud of every achievement. It is our responsibility to help the children as they begin their learning journey and build these important relationships. Their curiosity and creativity are encouraged in a safe, secure and stimulating environment and help them become independent, confident learners who are willing to take risks, make mistakes and build on their learning as they progress through the school.

It is a privilege to be part of your child’s life and education.

25

26

THE EARLY YEARS During structured play sessions, learning is achieved through carefully selected play opportunities. Adult play partners work with groups of children on specific learning targets through games and play-based activities. The children’s personal and social skills are developed at this time as they independently extend their learning, make choices about which experiences to engage in and choose who to play with. The balance

between teacher-directed and child-initiated learning is one of the most effective elements of our Reception program. It allows us to formally monitor the children’s progress and meet their needs through our carefully planned curriculum. It also allows children to transfer the skills and knowledge they gain during our morning sessions to their play during the afternoons. Both styles of learning are important, but it is the balance between formalised instruction and play-based learning that allows us to extend our children’s understanding and successfully prepare them for the next stage of their learning.

At Terrington Hall, we are very ‘hands on’ so enjoy taking the children out of the classroom as often as possible, to develop their confidence and let them begin their learning journeys. Our staff work hard to ensure that opportunities inspire young minds to develop their interest in the world around them. We encourage the children to become resilient, open-minded

and to spark curiosity as well as be kind and thoughtful to others. This will create long-lasting friendships which will continue to grow as they progress throughout the rest of the school.

27

LIFELONG LOVE OF READING At Terrington Hall Pre-Prep, we are very proud to promote our love our reading through ‘Focus Text’ topic learning. Reading is at the heart of the curriculum. We have a structured approach aimed at fostering love of reading. Our curriculum is underpinned by the development of language and vocabulary through story-telling, poems, songs and rhymes. Our children develop language quickly through rich texts, a love of reading, effective catch up and staff expertise in early readiing. We make links to topics through themes and conventions within high quality texts. All of our teaching embeds explicit reading comprehension through prediction and inference. We learn to apply grammar skills purposefully within written work as well as considering purpose and audience.

In the Pre-Prep, children use Ruth Miskin’s, ‘Read Write Inc.’ programme This carefully selected, award-winning scheme is continued through to Year Two and includes highly structured lessons in phonics and reading. All EYFS

children who are learning to read do so on a one-to-one basis daily. This ensures that every child is given an opportunity to meet their full potential.

We follow the RWI reading scheme to help pupils in Reception, Year 1 and Year 2 develop fluent and confident decoding skills, as well as an understanding of what they are reading. The scheme is linked directly to our Read, Write, Inc phonics scheme and ensures that the books which your child reads at home directly relate to the sounds (phonics) which they learn in class. A member of staff will provide your child with their first Read Write Inc ‘Book Bag Book’. Please note that not all Reception children will receive books until they are ready for this stage. This will either be a fiction or non-fiction book. They will keep this book until the following Monday and will be expected to read it three times over the week. In order to develop their understanding, there are a couple of questions at the back of each book for you to discuss with your child. Other activities in books include the practice of story words and red words, all of which will support reading

fluency.

28

29

30

We believe that mathematics is an essential part of the curriculum. It provides a set of vital, transferrable skills for life. Mathematics helps children to make sense of the world, and to be responsible in the places they live and work. We believe that pupils should develop the mathematical skills necessary for the real world, and be able to critically examine and justify the methods they choose to tackle problems. Numeracy should become just another ‘sense’, that is, instant and automatic. At Terrington Hall, we see the nature of mathematics as a subject that is exciting and enjoyable, full of enrichment, fostering qualities of perseverance, imagination, self management and working skills and, perhaps above all, a confident attitude to life’s many challenges. The Pre- Prep follow White Rose maths, which embeds skills at mastery level.

CLASSROOM EQUIPMENT Children in Years 1 and 2 are required to bring their own pencil cases and stationery items. All items should be clearly marked and of a suitable size to fit into drawers.

Stationery Required 3 x pencils 1 x ruler

1 x rubber 1 x sharpener 1x glue stick A set of colouring pencils

31

32

As Scientists we learn to…

Identify and classify Perform simple tests Use observations and ideas to suggest answers to questions Gather and record data to help in answering questions

As Musicians we learn to…

Use our voices expressively Play tuned and untuned instruments Listen with concentration Experiment with, create and select and combine sounds

As Geographers we learn to…

Develop our locational knowledge, locating our local town, naming the four

countries of the United Kingdom and the world’s seven continents and five oceans Develop our place knowledge by looking for similarities and differences of human and physical geography Develop our human and physical geography by identifying weather patterns and using technical vocabulary to describe physical features

33

As Historians we learn to…

Think about the past Understand why things happened and what happened as a result Explore different ways in which the past is represented Know where people and events in our topics fit into a chronological timeline

Talk about different types of people, events and beliefs within society

As Users of Technology we learn to…

Use technology safely and respectfully Create and debug simple programmes

Understand algorithms and how they are used in simple programmes Recognise common uses of technology beyond school Identify where to find help when we have concerns about content on the internet

As Artists we learn to…

Use a range of materials to creatively design and make products Use drawing, painting and sculpture to share our ideas, experiences and imagination Develop art techniques using colour, pattern, textures, line, shape, form and space Learn about famous artists 34

Watercolour by Willa age 6 “Every child is an artist”

35

RECEPTION TIMETABLE Parents will be given a timetable at the start of the year outlining where lessons take place over the week. Termly learning maps will also be sent with an overview of learning for that term.

READING RECORD Children will be given a reading record book at the beginning of the year.

This is to be used between home and school as a reading record, but also for parents to confirm pick up times. Please mark books daily 3:30/4:30/5:30/Bus– dependent on your child’s collection time each day.

READING Your child will initially work on RWi set 1 sounds until secure. You will receive a sounds mat in a learning pack, provided at the beginning of term.

Children will also practise ‘red words’ within their reading book. These are high frequency words that cannot be decoded. These should be practiced for 5 minutes each evening.

WRITING When children progress onto the RWi reading scheme, they will be sent home non compulsory written tasks to be completed alongside.

NUMBER Your child will be given a set of 0-20 cards. These should remain in bookbags and are intended for use between school and home. Please practice ordering these numbers. When confident they will work on counting on and back from a given number and odd and even numbers before progressing to simple addition and subtraction.

36

THE RECEPTION CURRICULUM Continuing on from Nursery, the Reception year follows the Early Years Foundation Stage (EYFS).

The EYFS is built around three prime areas: •

Personal and Social Development

•

Communication and Language

•

Physical Development

This is combined with four specific areas: •

Literacy – Reading and Writing

•

Mathematics – Number, Shape, Space and Measure

•

Understanding the World

•

Expressive Art and Design

All learning focuses on the development of key skills and interaction with

real experiences. Activities are adapted and extended to meet individual learning needs.

Further information about the EYFS in general can be found online at www.foundationyears.org.uk Our exciting themes this year!

Journeys Knowing Yourself Talents and Powers Sowing a Seed Strength of Mind Family and Friends

37

TRANSITION FROM RECEPTION TO KEY STAGE 1 In Pre-Prep, we transfer from the Early Years Foundation Stage Program to The

National Curriculum. This transition

process offers children

opportunities to further engage in a more formalised style of learning and to explore particular subjects with greater depth. In Pre-Prep, subjects are taught discreetly, though plenty of cross-curricular links are planned.

Although in Pre-Prep all learning occurs in a way which is appropriate for the children’s level of maturity and ability, children sometimes find the more formalised structure challenging to become used to.

RECEPTION SUMMER TERM Reception timetable is altered to include some more formalised elements such as handwriting practise and mental maths.

Activities are planned to give Reception children more exposure to their next teacher allowing them to get to know them in a familiar environment.

We hold a Moving Up Day where all children move up to their next class for a day and learn about what they will be doing the following year The Pre-Prep teachers hold meetings to discuss strengths and areas for development for each child as well as any relevant pastoral issues, to ensure that the Year 1 teachers can pick up where the Reception teacher left off.

YEAR 1 AUTUMN TERM Golden Time is kept as in integral part of the curriculum Lots of practical, hands-on activity-based learning takes place during this time, including opportunities for children to use the Continuous Provision areas independently.

38

KEY STAGE 1 All children are given equal access to the curriculum, irrespective of level of ability, race, gender, creed or nationality. Mutual respect and tolerance for all cultures are promoted.

During their first three years of school, children learn many of the key social skills they will continue to use and build on throughout their life. These include sharing, taking turns, playing fairly, resolving conflict, negotiating

resolutions and talking about what they need and want. We have developed a thorough and consistent approach to supporting children with their social development as they progress through the EYFS and KS1.

Teachers establish social expectations early and help children meet these by providing praise, support and encouragement.

At Terrington Hall School, children are expected to be polite and respectful towards others by listening carefully and responding appropriately. They

are encouraged to do their best at all times, by taking pride in their work and appearance and sharing their time at school positively with their friends and teachers.

The following subjects are taught: Mathematics, English, Science, ICT, History, Geography, Music, Physical Education, Art, Design Technology, Spanish, RS (Religious Studies) and PSHE (Personal, Social & Health Education). In Key Stage 1 (Year 1 to Year 2), core subjects are taught by a

class teacher with input from specialist teachers for other subjects. The development of reading, writing, phonic knowledge and mathematical understanding are given a high priority. The individual reading programme is monitored closely and parental involvement is strongly encouraged.

For children who are deemed most able, most needs are catered for by differentiation within the classroom. Where considered appropriate, children may be grouped by ability for some lessons or receive an additional

session of teaching, as part of a small group, on a weekly basis.

39

YEAR 1 TIMETABLE AND HOMEWORK TIMETABLE Parents will be given a timetable at the start of the year outlining where lessons take place over the week. Half termly topic maps will also be sent with an overview of learning for that period.

READING RECORD Children will be given a reading record book at the beginning of the year.

This is to be used between home and school as a reading record, but also for parents to confirm pick up times. Please mark books daily 3:30/4:30/5:30/Bus– dependent on your child’s collection time each day READING Children are encouraged to read to an adult as regularly as possible (ideally 10 minutes daily). Parents should sign communication books when they

have read with their child.

WRITING Children will be given a non compulsory writing task to complete at home each week. This will be linked to their reading book.

SPELLINGS Children are asked to learn a set of spellings each week from the Lent Term

40

MATHS Families are encouraged to download the One Minute maths app for children to spend time on weekly, focusing on basic number skills.

INDEPENDENT LEARNING ACTIVITIES There may be times in the school year that your child is asked to complete

additional home learning. There are generally over the holiday periods and build upon learning in class. Please do not expect this in the first term.

YEAR 1 CURRICULUM

Check out our exciting topic themes this year!

Journeys and Exploration Heroes and Villains Similarities and Differences Nature and Environment Friendship and Kindness Imagination and Creativity

41

YEAR 2 TIMETABLE AND HOMEWORK TIMETABLE Parents will be given a timetable at the start of the year outlining where lessons take place over the week. Half termly topic maps will also be sent with an overview of learning for that period.

READING RECORD

Children will be given a reading record book at the beginning of the year.

This is to be used between home and school as a reading record, but also for parents to confirm pick up times. Please mark books daily 3:30/4:30/5:30/Bus– dependent on your child’s collection time each day.

READING Children are encouraged to read to an adult as regularly as possible (ideally 10 minutes daily). Parents should sign communication books when

they have read with their child.

Once children have a good reading word level and comprehension, they may complete a reading assessment which then allows them to begin selecting their own texts.

WRITING Children will be given a non compulsory writing task to complete at home each week. This will be linked to their reading book.

SPELLINGS Children are asked to learn a set of spellings each week from the Michaelmas Term

42

YEAR 2 CURRICULUM MATHS AND TIMES TABLES In Year 2, we look towards learning the 2x,5x and 10x tables. Children are given a log in to TT Rockstars which they can access at home. These are practised regularly in class also. Families are encouraged to download the One Minute maths app for children to spend time on weekly, focusing on basic number skills.

INDEPENDENT LEARNING ACTIVITIES There may be times in the school year that your child is asked to complete additional home learning. There are generally over the holiday periods and build upon learning in class.

Some of our exciting topic themes this year!

A Twist in the Tale Creation and Conservation Bravery Vs Fear Change and Relationships Fictional Worlds and Fantasy Urban Metropolis

43

44

STAR OF THE WEEK A special weekly assembly is held each Friday for Pre-Prep and parents are welcome

to

attend.

This

celebration

assembly

shares

children’s

achievements of the week and is an opportunity for each class teacher to select a ‘Star of the Week’. Parents will be notified if their child has been selected.

STAY AND PLAY Stay and Play Sessions are organised and enjoyed termly. These opportunities give parents/carers/grandparents an insight into life in the Pre-Prep. Your child will love showing you round and having you there to play with. The format of these sessions regularly alters, reacting to parental and staff ideas and input. They usually last for around an hour and can involve participation in a music or P.E. session, as well as sharing a story or art activity.

SCHOOL TRIPS To enhance the curriculum, children are taken on a variety of school trips each year. Trips are published in advance in the termly calendar and additional details are sent nearer to the visit date. Parents are asked to complete a ‘General Consent Form’ each academic year, which gives permission for children to visit the local area at short notice. Whilst the school endeavours to cover the majority of the costs of school visits, we may request parental contribution from time to time.

EVENTS There are several annual school events which Pre-Prep parents and children are highly encouraged to attend: Harvest Festival, Fireworks, Nativity, Christmas, Main School plays, Easter concerts, Spring Fair and Sports Day. Everyone is invited to attend these events so please do bring along Grandparents, Aunts, Uncles and Friends! These events can be found in the termly school calendar.

45

46

POLICIES There is statutory duty for schools to provide certain information to parents of current and prospective pupils. Terrington Hall does so willingly and encourages any parent to contact the school with requests for information or guidance. School documentation, including policies and guidance, are a valuable source of information and we are pleased to make them available, either through the School Office or on the School’s website.

FRIENDS OF TERRINGTON HALL The Friends of Terrington Hall Fundraising Committee organises social events throughout the school year, primarily to enable parents to meet each other and enjoy themselves. In the process, a profit is usually made and this funds ‘icing on the cake’ for the benefit of the children. The committee is always looking for extra members so please do come forward if you can help in any way.

LOST PROPERTY All clothing & stationery should be clearly labelled.

Children are taught to take care and responsibility for their items in school and we ask that they are all clearly named. Unfortunately, they can go astray as children move around the school. Therefore, we ask if any items are lost, a note or email is sent to your child’s form tutor who will help to locate the item, looking in the lost property bins in the changing rooms and retracing steps.

47

48