EXPANDNG HORIZONS
PRE-PREP HANDBOOK A GUIDE FOR TERRINGTON HALL PARENTS
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
character.
show how with courage, we can take
We
value
of
honesty
and
good
calculated risks and be willing to have a go without fear of failure.
Growth
As the world evolves, so do we. By expanding our minds, life experiences and skills, we build our confidence, bring about change and stay a step ahead of the future.
2
CONTENTS PAGE PRACTICAL INFORMATION Welcome
5
Term dates
7
Pre-Prep Form Tutors and Useful Contacts
9
Communication and Raising Concerns
10
ISAMS, Parent Portal and SOCS
11
Daily Routine, Sign Outs and Exeats
13
Site Map
16
Wraparound Care
17
Buses and Shape of the Day
18
Absence, Illness and Health Matters
19
Mental Health and Wellbeing
21
Internet Enabled Devices
23
Learning Journey
24
3
ACADEMIC INFORMATION Assessment and Reporting
25
Learning Support and Specialist Teaching
26
Positive Behaviour
28
House System
30
The Early Years
34
Reception
41
Year 1
45
Year 2
47
Star of the week, Stay and Play, School Trips and Events
49
Uniform
50
Policies, Friends of Terrington Hall and Lost Property
52
Sedbergh Schools Group
53
WELCOME A very warm welcome to our school community! We are truly delighted that your child is joining us and we cannot wait to get to know them as they begin this exciting new chapter. From the very first day, our aim is for every child to feel happy, confident, and inspired—because this is where the magic of learning truly begins. We believe that each child brings something unique and special, and it is our privilege to nurture their curiosity, creativity, and love of discovery. Whether they are stepping into the classroom for the first time or continuing their journey with us, we are committed to ensuring that every moment is filled with opportunity, encouragement, and joy. At the heart of everything we do is a strong partnership between school and home. By working closely together, we can provide the very best support for your child— helping them grow not only academically, but also socially and emotionally. It is through this shared commitment that children thrive, build confidence, and reach their full potential. Our Pre-Prep is a place where imaginations are ignited, friendships are formed, and lifelong skills begin to take shape. From exploring new ideas to celebrating achievements both big and small, we strive to create an environment where every child feels valued, challenged, and excited to learn. This handbook contains key information about the school and its procedures, and we hope you will find it both helpful and reassuring as you settle into life here. Please do refer back to it whenever needed. It is a useful first point of reference to marry alongside any other information you will be provided with from the school website, SOCS calendar and your child’s form tutor. However, if you have any unanswered questions then please don't hesitate to ask.
We are so pleased to have you with us and look forward to sharing many wonderful moments ahead—because this is where the journey begins, and where the magic happens every day. Mrs Rosie Scott Head of Pre-Prep and Year 2 Form Tutor
5
6
TERM DATES Michaelmas Term 2026 Start of Term: Exeat: Half Term: Exeat: End of Term:
Monday 7th September Saturday 26th September Friday 16th October (3:15pm) – Sunday 1st November Saturday 21st November Friday 11th December (3:15pm)
Lent Term 2027 Start of Term: Exeat: Half Term: Exeat: End of Term:
Tuesday 5th January Saturday 23rd January Friday 5th February (3:15pm) – Sunday 14th February Saturday 27th February Friday 19th March (3:15pm)
Summer Term 2027 Start of Term: Tuesday 13th April May Day Exeat: Saturday 1st to Monday 3rd May Half Term: Friday 28th May (3:15pm) – Sunday 6th June Exeat: Saturday 26th June End of Term: Wednesday 7th July (noon, after speech day)
7
8
USEFUL CONTACT DETAILS Mrs Rosie Scott Head of Pre-Prep and Year 2 Class teacher
rscott@terringtonhall.com
Miss Laura Ramli Year 1 Class teacher
lramli@terringtonhall.com
Miss Ellie Atkin Year 1 Class teacher
eatkin@terringtonhall.com
Mrs Nikki Taylor Reception Class teacher
ntaylor@terringtonhall.com
Mrs Ashley Cooper Pre-School Class teacher
acooper@terringtonhall.com
Miss Claire Wainwright Headmaster’s PA and School Office
office@terringtonhall.com
Miss Katie Hardy Deputy Head Teaching and Learning (SENCO)
khardy@terringtonhall.com
Miss Rachel I’Anson Deputy Head Pastoral and Designated Safeguarding Lead
rianson@terringtonhall.com
Mr David Knock dknock@terringtonhall.com Deputy Head Co-Curricular and Operations Mr Huw Thomas Headmaster
hthomas@terringtonhall.com
Mr Ben Close Accounts and Billing
Ben.close@sedberghschool.org
9
COMMUNICATIONS We have a 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 (form tutor), Head of Pre-Prep, Deputy Heads 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 bulletin is emailed to parents via the office every Friday, giving news of the past week and reminders for the following week. 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 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/Pastoral or the Headmaster. WHO TO APPROACH Form Tutor: in the first instance this should be 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 Mrs Scott. Deputy Head Teaching and Learning: Miss Hardy should be contacted for all academic matters unresolved by the form tutor. For Senior School entry queries, please contact Mr Knock. Deputy Head Pastoral: Miss I’Anson should be contacted for all pastoral or safeguarding matters that cannot be resolved by the form tutor. Deputy Head Co-Curricular and Operations: Mr Knock should be contacted for all co-curricular matters, including music and sport, that cannot be resolved by the Form Tutor or Head of Department.
ISAMS PARENT PORTAL AND iPARENT APP The iSAMS Parent Portal and App provide you with convenient access to secure, real-time information about your child held by Terrington Hall School. It allows you to view your child’s up-to-date information on reports, rewards and achievements, and update your data records. Compatible with tablets and smartphones, you can access information anytime, anywhere. All parents will receive a Parent Portal activation letter by email containing information on how to log in for the first time, including their Registration Number and Registration Code. When you log in for the first time, you must register for the service using the Registration Number and Code contained in your activation letter. Once you’ve registered, you will be able to log in using your username (your email address) and password which you create upon registration.
Getting started with the iSAMS Parent App Once you have registered for access to the Parent Portal, you will also have access to the iSAMS Parent App using the same login credentials. You can download the app for iPhone on the App Store, and for Android on the Google Play Store. Once installed on your phone, you will be asked to enter a school code. The school code for Terrington Hall School is THPS. You will then be asked to log in. The username (email address) and password are the same as for the Parent Portal. We politely request that all parents allow push notifications so that alerts and updates can be received.
PARENT PORTAL
We work with a company called SOCS to provide a school calendar, a sports portal containing information about team selection and fixtures and our enrichment programme. You can access all of these pages through the Parent Portal. https://www.terringtonhall.com/about-terrington/parent-portal/ The Parent Portal is the 'Go To' place for key school information. Password (confidential within the TH community): Terrington1921 Through the Parent Portal, parents can access key school information including the Sports Fixture Portal, SOCS School Calendar, Parent Handbooks, Key Information including uniform lists, the Enrichment programme and copies of letters that have been sent home. SOCS The school calendar, giving you a full overview of events in school, can be located here: https://calendar.terringtonhall.com/week.aspx?ID=1162 The Sports Fixture Portal can be located here: https://sport.terringtonhall.com/ This link gives you access to fixture information, including team selection, venue and timings. How to guides https://www.terringtonhall.com/wp-content/uploads/2024/12/Parent-Port al-SOCS-Calendar-Sports.pdf https://www.terringtonhall.com/wp-content/uploads/2025/01/Guide-to-SO CS-sports-portal.pdf 12
DAILY ROUTINE AND SITE MAP THE SCHOOL DAY Children may arrive in Pre-Prep between 08:15-08:30. If arriving before 08:00, 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 option 3, or email your child’s class teacher. COLLECTING YOUR CHILD FROM SCHOOL Parents or carers collecting at 15:30, 16:30 or 17:30 should wait outside the Pre-Prep doors and your child will be brought to you 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 car park 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 17.30 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.
13
SIGN OUT PROCEDURES Morning Drop Off • The School gates will be open from 08:10 until 08:40 • If you require access to the site beforehand for breakfast, please liaise directly with Mr Sigsworth boarding@terringtonhall.com • If you require access to the site beforehand for any other reason, please liaise directly with the relevant member of staff or the school office Afternoon collection times • The school gates will be open from 15.25 – 15.40 for Pre-Prep collection. Pre-Prep staff will oversee these collections. • The school gates will be open from 16:25-16:40 for Pre-Prep and Lower Prep collection. Please be aware that some form teachers will be leaving promptly to run enrichment sessions at this point in time. • The school gates will be open from 17:25-17:40 for end of school collections. Climbing frame • Parents will be able to access the site during the highlighted times above. • Families are welcome to stay and play on the climbing frame during September and the Summer term between 15:30 and 17:30. • Refreshments and a first aid bag will be available. • To leave the site during periods when the gates are locked, families may use the code provided. • Toilets in the main house will be accessible via the school office. *Access to the school site at all other times will need to be through the Main School entrance, via the School Office.
14
16
WRAP-AROUND CARE BREAKFAST Breakfast is available to all children. Your child may arrive from 07:30 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 £6.90 inc. VAT AFTER SCHOOL CARE Our after-school care is held in the Pre-Prep building and is run by the PrePrep staff. We include a range of age-appropriate enrichment activities run by specialist teachers. 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 15:30-17:30 and is charged at £8.40 inc. VAT, 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 17:30 to 18:00. For catering purposes, tea should be booked in with office@terr ingtonhall.com with 24 hours notice. Tea is charged at £6.90 Inc. VAT. 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. 17
MINIBUSES Pupils from Pre-Prep 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 08:15 and depart at 1 7 : 30, 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. Office@terringtonhall.com 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
8:40
Break
10:40
Lessons
11:00
Lunch
11:40
Break
12:20
Lessons
12:50
Pre-Prep day ends at 15:30
15:30
After School Care
15:30 17:30
18
ABSENCE We appreciate there will be special occasions and personal events during the year which clash with school dates. Therefore, we ask you to write to the Headmaster to gain permission for the absence, copying in the form tutor. Emails should be sent to offi ce@terringtonhall.com. Please note that absences will be marked as unauthorised unless approved by the Headmaster in line with DfE descriptors ILLNESS If your child is unwell and unable to attend school, we ask that you contact the school office and copy in the Form Tutor before 8.30am. 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 by ISAMS email, regardless of severity. Where there is a cause for concern, parents will be contacted by phone call and a follow up ISAMS email. 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.
19
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. 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 an accident. 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 will be contacted so that the child can 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 areas. 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 school, 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 sessions. If parents do not want their child to wear sun cream at school, we will ask for written consent from you.
20
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, highlight the importance we place on supportingevery child’s wellbeing. We show the power of kindness in everything that we do, build confidence in 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 healthily, 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 21
22
INTERNET ENABLED DEVICES As staff and parents, we are all becoming increasingly aware of the societal challenges posed by mobile devices and in particular the influences that children are accessing as a result of social media. As such, we are a device – free school. We feel that this decision is very much in line with our ethos and values and of course with the changing approach of schools to this challenge. National guidance is changing, and our amended policy very much considers the following concerns: • Unnecessary distraction, disruption and diversion • Online bullying • Peer pressure and stigma associated with the ownership of expensive devices • Access to inappropriate internet content. There are of course significant benefits which includes encouraging the pupils to focus on the trips, activities and events that they are participating in – whether that be during boarding evenings or on residential trips. It will improve the interactions with their peers, and develop valuable, skills like problem-solving, teamwork and importantly independence. As such, we would be very grateful for your support in ensuring that the pupils do not bring any phone, gaming device, or internet-enabled device including watches with them to school, on school buses, trips or to the boarding house. It makes a huge difference to the quality of their experience and will support our ethos of pupils throwing themselves wholeheartedly into the activity on offer. Visitors and parents/carers within the EYFS (Pre-Prep) The school displays a notice at the front of the building, advising visitors and parents/carers that mobile devices are not to be used in the setting. If a visitor or parent/carer is seen using their mobile device, they will be politely reminded of the school policy and that Pre-Prep is a no phone zone. Visual reminders are located in different areas of Pre-Prep both indoors and outdoors. Parents will be politely asked to switch their mobile device off whilst in Pre-Prep. If parents/carers wish to use their device, they will be advised to use this away from the school premises.
LEARNING JOURNEY Children attending Terrington Hall Pre-Prep are all part of a shared Learning Journey. In our Early Years classrooms, this journey is evidenced using a visual approach, in the form of a classroom display, where adults and children can build upon and reflect on their experiences together. Parents are welcome to pop into the classrooms at a convenient time to see this journey and celebrate/discuss the progress with their child.
24
ASSESSMENT AND REPORTING Our assessments calendar is strategically placed to monitor pupil progress and outcomes and to support the programmes of study that are in place. Therefore, the reporting cycle is in sync with this assessment calendar, in order to keep parents informed and up to date with the progress of their child. This is connected to both academic progress and pastoral welfare. This ensures a more streamlined approach to periods of teaching, assessment and then, in turn, reporting. We aim to provide focussed and target-based feedback to the pupils, via the reporting system, in order to aid pupils in their academic understanding and progress. For additional clarity, we do not specifically report on internal end of unit assessments or standardised assessments, but teachers may discuss these through reports or at parents’ meetings. We encourage regular, ongoing and open dialogue between parents and form teachers regarding academic progress and the pastoral well-being of the children. Form tutors are always available to meet with parents to discuss children's progress. Please do not hesitate to contact. A timeline of key dates is given below for your information, however exact dates of the parents’ meetings will be shown in the termly calendar (SOCs) and the weekly bulletin. Pre-Prep: October: Target setting parents evenings, by arrangement December: Full report, including grades and form tutor comments (This replaces the full set of subject reports that has previously been produced) February: Target setting parents’ evenings March: Progress report, including targets and form tutor comments May: Parents evenings by arrangement July: End of year full reports, including grades, subject comments, peripatetic comments (where relevant) This set of reports will also include comments from the pupils, form teacher and the Headmaster
25
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, the SENCO and form teachers. Learning support is integrated through the school from P re - Sc h o o l 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. 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.
26
SPECIALIST TEACHING From Pre-School, we are proud to offer a broad curriculum for our pupils. Children are taught through exciting and engaging lessons that encourage curiosity, and take into account the needs of individuals. The school also dedicates time for swimming (Summer term for Pre– School), PE, music and French, taught by our subject specialists in school.
INSTRUMENTAL LESSONS Tuition is available for a wide range of instruments for pupils in Years 1 and 2, and sometimes earlier, at the discretion of our Head of Performing Arts, Mrs Dance, with specific 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.
27
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 ISAMS ‘Rewards and Conduct’ to award your child with good marks and praise. Parents will be able to access their child’s full record via the Parent Portal. 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. 28
HOUSE SYSTEM All pupils from Reception to Year 8 are welcomed into one of our three Houses Castle, Forest and Moor. Siblings are always in 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. House assemblies are held every Friday morning, and celebrate achievement across all areas of school life
Heads of School and Houses 2026/27
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 the 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.
32
33
THE EARLY YEARS During structured play sessions, learning is achieved through carefully selected play opportunities. Adults are seen as play partners who 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 Pre-School and Reception programs. 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.
34
35
LIFELONG LOVE OF READING In 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 opportunities and staff expertise in early reading. We make links to topics through themes and conventions within high quality texts. All of our teaching embeds explicit reading comprehension through VIPERS (Vocabulary, Inference, Prediction, Explaining, Retrieval and Sequencing). 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 2 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’ when they start our phonics programme. 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 further, there are 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.
36
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 Master the Curriculum, in line with 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 to school each day. All items should be clearly named 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
37
38
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
39
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
40
RECEPTION TIMETABLE Parents will be given a timetable at the start of the year outlining where lessons take place over the week and an overview of learning. 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 15:30/16:30/17:30/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 sound mat and RWI sound book in a learning pack, provided at the beginning of term. Children will also practice ‘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 their reading. 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.
41
THE RECEPTION CURRICULUM Continuing on from Pre-School, 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 Sowing a Seed Pets, Family and Friend Talents and Powers
42
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 The Reception timetable is altered in the summer term to include some more formalised elements such as handwriting practice 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, which is part of a Friday afternoon celebration, is kept as an 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.
43
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, French, 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.
44
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 c u rri c ulu m maps a re also available on SOCs giving 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 15:30/16:30/17:30/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.
45
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. These 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 46
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 curriculum maps are alsoavailable giving an overview of learning for that period.
on
SOCs
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 15:30/16:30/17:30/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. This is called AR (Accelerated Reader). 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.
47
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. These 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 Dragons Travel Being Famous Bravery Vs Fear In the Garden
48
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’ who has impressed them across the week. Parents will be notified on the Thursday 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 endeavors 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 (SOCS). 49
UNIFORM Uniform is an important part of a school’s identity. It reinforces who we are as a community and helps allow students to feel pride in their school. It also helps prepare students for life after school where many will have to dress smartly for work. All pupils are expected to take a pride in their appearance. They should be always wearing correct uniform. Our expectations for school uniform are nongender specific. Our pupils have the choice of what uniform they want to wear from the list provided and all uniform is available to people of all genders. To help support our parents/carers, most of our school uniform can now be purchased from www.hardgear.co.uk/terringtonhall We are keen to minimise expenses and have reviewed our uniform lists, These can be located -https://www.terringtonhall.com/about-terrington/parent-portal/ Naming Uniform ALL items of uniform must be clearly named. Details for labelling can be found on the uniform lists. We always endeavor to get the missing kit back to its owner however this is very difficult with unmarked clothing. Hair, make-up and piercings • Make up, including nail polish, should not be worn. • Pupils who have pierced ears may wear a discreet stud in one or both ears. These must be removed during PE lessons for safety reasons. • Jewellery is not part of our school uniform and therefore should not be worn. Pupils will be asked to remove any items of jewellery and these will be kept safe and sent home at the end of the day. • Extremes in hairstyle are to be avoided. Hair should not be dyed any non-natural colour, i.e. pink, blue, green etc. Hair longer than shoulder length must be tied up in a navy or hair-coloured bobble, and fringes should be put of faces. Footwear- This is an important aspect of our school uniform. Our school allows: • All black, plain, leather, polishable shoes. • Plain, black ankle boots (in the Winter). We do NOT allow: • Trainers. • Canvas pumps. • Colored or embroidered fashion shoes. 50
The images below show the required sports kit. Please use these as a guide when preparing your child for school.
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. SCHOOL SOCIALS For a taste of the many activities going on across our school every day, please follow us on these social media channels: Instagram Facebook Please also follow us on LinkedIn 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 com- mittee 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.
52
A THREAD OF GOLD THAT RUNS THROUGH ALL At the heart of the Sedbergh Schools Group are a set of shared values that shape not only what we teach, but how we live and learn together as a community. Humility, Ambition, Resilience and Kindness (HARK) have long guided life at Sedbergh and now sit at the centre of the wider Group’s philosophy. They help develop young people who are not only successful academically, but grounded, confident and thoughtful in the way they approach the world around them. Importantly, this partnership is built on strong alignment rather than change. Terrington Hall’s own values will remain at the heart of the school, continuing to shape its culture, community and daily life exactly as they always have. One of the reasons this partnership felt so natural is the clear resonance between Terrington’s ethos and the HARK values, a shared belief in nurturing character, encouraging ambition, building resilience and fostering a deeply supportive community. This partnership is about expanding horizons for pupils and staff alike, opening new opportunities while holding firmly to a belief in keeping children younger for longer, giving them the time, space and confidence to grow, explore and enjoy their childhood. 53