St Margaret s C E Primary School Arundel Road ANGMERING West Sussex BN16 4LP
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- Quentin Reynolds
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1 INTRODUCTION This booklet has been written to inform you of the Early Year Provision at St Margaret s C E Primary School. It should be read in conjunction with the Parents Handbook which you should receive at the same time as this document. Playing vets in the home corner Headteacher: Mr D J Boreham St Margaret s C E Primary School Arundel Road ANGMERING West Sussex BN16 4LP Tel: Fax: office@st-margarets-pri.w-sussex.sch.uk Web site:
2 EARLY YEARS The broad aims of Early Years education at St Margaret s brings together parents, teachers and the wider community to:- Secure a broad and balanced curriculum which fosters the intellectual, emotional, physical, spiritual, moral, creative, social and cultural development of the children. Ensure that all children have access to the curriculum and make progress commensurate with the developing abilities, irrespective of their gender, ethnic or social background or special educational needs, enabling them to become confident learners and enjoy learning. Enable children to learn and develop skills, attitudes and understanding which are appropriate to their stage of development, and to prepare them for continuing education, in particular Key Stage 1 of the National Curriculum. Enable children to make an effective transition from home to school. To achieve these aims, St Margaret s:- Values parents as partners in the education of their child. Provides a stimulating and caring environment which offers a range of challenging and well structured experiences based upon the individual needs of young children. Creates an atmosphere in which young children are valued and motivated as independent learners. In the garden
3 THE PRINCIPLES OF EARLY YEARS EDUCATION Early childhood marks the formative years during which optimum learning takes place, with children beginning to make sense of their world. Not only does it prepare children for the next stage of education, it is valid in its own right. The following principles are those we work from at St Margaret s:- THE CHILDREN The intellectual, creative, social, emotional, physical and spiritual aspects of young children s development are equally important. Children develop at different rates, and their learning will be well matched to their developmental stage. All children have abilities which will be identified and promoted as part of the learning process. THE ACTIVITIES Children learn about themselves and the world about them through concrete first hand experiences, which include carefully structured activities, play and the purposeful use of language as a tool for thinking about, exploring and expressing ideas. EARLY YEARS Activities which stem from children s interests produce intrinsic motivation and are more likely to lead to effective learning. The provision and use of resources and classroom procedures will be carefully planned. Adults plan to interact positively with individual children. Children will learn to use a wide range of resources skilfully and experience a range of teaching and learning styles. TEACHING AND LEARNING Teaching and learning will be based on the knowledge of children s stages of development which is held by parents, teachers, carers and other helpers. It will relate to the school s policy for teaching and learning and the foundation stage profile.
4 Teachers subject and curriculum knowledge throughout the school will be employed to ensure that teaching is activity based and purposeful and that learning objectives are clear and achievable. PARENTS Parents and carers are fundamental partners in the education of their children. Their knowledge of their children and their desire to support them is an important part of the educational process. Parents and carers will be welcomed in to the school and invited to share any special skills or knowledge with us which relates to topics. THE DEVELOPMENT OF THE YOUNG CHILD At St Margaret s we plan a balanced curriculum for children which promotes their all-round development. INTELLECTUAL DEVELOPMENT Language is the prime tool for learning in the early years. New experiences require new words, new ways to describe developing knowledge and understanding and encourage thinking, questioning and problem solving. The use of fantasy and imagination leads the way to greater concentration and helps develop creative thought. A growing awareness of pattern, sequences, form, texture, colour, structure and change in the material and natural world lays the foundation for scientific, mathematical and aesthetic disciplines. SOCIAL DEVELOPMENT The development of social skills is crucial in acquiring the ability to make friends and work in groups. Children are encouraged to be aware of the needs of others and to respect their needs. In gaining an awareness of others, young children also become aware of the effect that their actions may have on others, and, in so doing, learn a sense of responsibility towards their surroundings. Playing cars
5 EMOTIONAL DEVELOPMENT Children need to learn how to cope with fears, anxieties and difficulties within a safe setting. The ability to take risks, make mistakes, try again and succeed, or to change or affect the environment will encourage the development of confidence and self-esteem. PHYSICAL DEVELOPMENT During the early years children develop their fine and gross motor skills and those of psycho-motor integration. The children are given learning opportunities to develop their sense of balance and the control of different muscle groups, perceptions and judgements of space, speed and distance. SPIRITUAL DEVELOPMENT St Margaret s is a Church of England aided School with a strong Christian ethos which permeates through all our activities in school. Children from an early age listen to Bible stories and reflect upon their meaning for everyday living. Children are also provided with opportunities to develop an understanding of and respect for other cultures and beliefs, through carefully planned experiences, stories and activities. THE CLASSROOM IN ACTION SPACE The quality of the children s learning environment is absolutely crucial if they are to reach their potential in all areas. Reception children are housed in three purpose built self-contained classes overlooking our school field at the back of the school. Each class has their own defined class area with toilet facilities, but the space outside is shared by all three classes. Children have access to all 3 classrooms during the day to allow them to explore all areas of learning and a wide variety of resources. Part of the outdoor area is covered and wet weather clothes are available, allowing work to be undertaken outside the classrooms even when it is raining. The remaining fenced paved and artificially grassed area, pathway, flower beds, sand pit and play area is shared between the three classes. Early years children also have access to the other communal areas within the school, including the hall, ICT suite, library and group room. TIME The staffing for each early years class at St Margaret s is an appropriately trained Teacher and the equivalent of a full-time Teaching Assistant. We usually have some other people who volunteer their services and work on a
6 regular basis alongside the established staff. Adults spend their time in planning and preparing work, teaching and observing children. Time is used effectively by giving children responsibility within a clear structure, including a daily routine. There are high expectations of behaviour and conduct and clear rules for the use of resources. Children are involved in the planning of some of their time by making informed choices. They spend their time engaged in a number of learning opportunities across the curriculum, some short term, and other long term tasks. MATERIALS AND EQUIPMENT All activities take place using high quality material and equipment in all curriculum areas. Early years children have access to all of the school s resources. Provision is made in the following areas at St Margaret s. ROLE PLAY All children have access to well resourced, thoughtfully organised role-play areas, located both in the classroom and in the outdoor environment. These areas change regularly to link with topic work and areas of learning. They provide opportunities for children to participate as speakers and listeners in small group situations, encourage children to ask and respond to questions, re-tell incidences, experiences and stories and communicate about past and future events. Role-play also provides children with a safe space where they can experiment with new and appropriate language and communicate with others, building relationships with peers and adults. It can also support development of empathy and understanding of others feeling as it provides an opportunity for children to take the role of another person. Dressing up as a princess and drawing pictures on the interactive whiteboard
7 SMALL WORLD PLAY This helps develop abstract thinking by distancing children from the here and now. Figures, cars, models and bricks can all be combined together to help the child tell a story and re-work an experience or develop their imagination. GRAPHICS AREA This provides opportunities for experimental mark making and helps children to develop the concept of writing as a means of communication. They learn about the value and conventions of writing and its relevance to everyday life. BOOK AREAS A large selection of books is provided within identified classroom areas for children to look at and borrow and to share at home. Reading and sharing a range of books with children helps them to understand that print carries meaning and the conventions of reading, for example: that text is read from left to right. Children are assessed by class teachers as to their readiness to be put onto the school s reading scheme, which relies upon home/school support. It is our intention that the children will receive individual reading support from the class teacher or the class teaching assistant once weekly and from other volunteering adults throughout the week. However, this is only possible if we have the support of volunteering parents and carers. In addition to individual reading, children will also have daily opportunities to share, look at and discuss books and stories with the whole class. MATHEMATICAL Opportunities for children to acquire basic mathematical concepts are created within other activity areas, e.g. role-play, modelling, small world, sand and water, but also as a result of planned direct teaching. Using a variety of approaches, children learn that objects can be sorted according to different attributes and develop an understanding of number, shape, pattern, sequence and order. They develop spatial awareness, a concept of a variety of measures, and an understanding of mathematical language. SAND AND WATER Both wet and dry sand are provided, along with other accessible materials and resources, with clear learning outcomes in mind. The children develop early concepts of volume, capacity, weight and flow. In using water the
8 children develop concepts of materials which float and sink and develop the scientific skills of observing, testing and hypothesising. These areas also provide opportunities for children to develop fine and gross motor skills and experiment with forming letters, tracking and tracing, all of which are important skills in the early development of writing. Doing number work SCIENTIFIC Children learn to use scientific equipment to observe and find out about the world around them. In doing this they develop their curiosity to ask questions, to test their ideas and to gain knowledge about the natural and material world. TECHNOLOGICAL There are plenty of opportunities in role-play, modelling, art/craft, construction and science for technological concepts and skills to be developed. Children in their play meet opportunities to generate ideas for designing and making. Children have access to computer technology in the ICT suite on a weekly basis and are given opportunities to use a range of ICT resources on a daily basis in the classroom to support everyday learning and develop hand eye coordination. CONSTRUCTION A wide selection of construction toys is provided. In using construction equipment children create imitations of real life objects, build structures and create small scale worlds. By doing and talking about their activities they develop an awareness of spatial concepts, structures and forces, whilst extending their fine and gross motor skills.
9 ART/CRAFT Children are taught techniques and given opportunity to make decisions and choices from a range of easily accessible materials and equipment. In painting they are taught how to colour mix and to take responsibility for the use and care of paints. Through the use of a range of materials pupils develop concepts about their varying properties. They learn to control tools and equipment and to develop a growing aesthetic awareness of form, colour, tone and texture. MODELLING Both rigid and malleable materials are used to help develop the children s sensory awareness and fine motor skills. Children are taught specific techniques to manipulate clay and dough and are encouraged to experiment with such materials in pre writing skills and forming letter shapes. Making dens outside COOKING In using food, children begin to develop the concepts of change, dissolving and the effects of heat on materials. P.E. It is important that children have a daily opportunity for physical activity to learn muscle control, co-ordination and balance. Children work both indoors and out, using the schools excellent sports facilities in collaborative and individual activities. Children also have opportunities to use our well resourced garden area to develop a range of physical skills and awareness of space.
10 OUTDOOR PROVISION Our enclosed outdoor environment, both artificial grass and paved, offers children greater opportunity to move freely, and different opportunities and challenges to explore than can be provided indoors. Children working outside on play equipment, under the supervision of an adult, have the opportunity to enhance their physical development. Use is made of the nature and garden areas around school to provide the children with the opportunity to explore their natural habitat. MUSIC Time is set aside for specific musical activities which involve singing, use of percussion instruments, listening to music, sound walks and stories on a daily basis. Musical rhymes and songs are often used as a tool to support teaching and learning in a number of curriculum areas. Eating lunch
11 INDUCTION PROGRAMME All children are able to start full time at the beginning of the school year. If parents of these children feel that it is too early for their child to be full time, then they can attend part-time (5 mornings) with the option of them building up to full time over the term. Children starting school in September will be able to visit their new classes for the morning on Wednesday July 1 st 2015 from 9.00 am to 12 noon and for the afternoon on Thursday July 16th 2015 from 1.30 pm to 3.00 pm. HOME SCHOOL VISITS Several years ago we introduced a programme of home school visits. Class teachers and another class based member of staff will arrange to visit your son or daughter in their home before they start school. Further details will be given on this programme of visits during the Parents Information Evening on Wednesday May 13 th 2015 from 7 pm to 8.45pm. ACTUAL STARTING All children are able to start school on the first day of the Autumn Term, Thursday 3rd September MORNING ROUTINE Children and parents are welcomed into Early Years classrooms from 8.35 am each morning. At this time teachers will have prepared a range of activities which children and parents can come in and do together. This time has proved invaluable for communication between parents and teachers and has helped children to settle more quickly. All children must be in by 8.45 am and we request that parents leave by 8.55 am. Reading
12 ASSESSMENT Children in the Foundation Stage are assessed using the Early Years Foundation Stage profile. Each child has their own learning journal containing photos and notes that are taken throughout the year. At the end of the year each child will be assessed as to whether they are emerging, expected or exceeding the Early Learning Goals. There are 17 Goals covering the 7 areas of learning. The assessment will be based on observations taken over the whole year. MILK As long as children are under 5 years of age or entitled to receive free school meals, they will be entitled to FREE school milk. Purchased milk for those over 5 can be ordered directly from Cool Milk by visiting or alternatively collect a registration form from the school office and send to the FREEPOST address provided. If your child does not have school milk another drink of water (as well as a lunchtime drink) will need to be provided for them to have during the day. HOT SCHOOL MEALS Since September 2014 all infant aged children have had access to a free hot school meal under the Universal Infant Free School meal scheme. FRUIT Early years classes share fruit together twice daily. We ask that all children bring a piece of fruit for the class fruit basket three times a week. This fruit is cut into pieces and the children are encouraged to help themselves to it at a time of their choosing during the morning. Children are also offered a free piece of fruit as part of the fruits for school programme; this is usually just before home time during story time. UNIFORM Children in the Reception classes are expected to wear school uniform to help give them a sense of identity. Details of uniform can be found in the Parents Handbook. As young children have difficulty coping with buttons, children in the Reception classes may wear white polo shirts. ASSEMBLY Reception children join the rest of the school for assembly twice a week. They are introduced to it gradually over the first few weeks in school. On the remaining three days the children have a reflection time in their classes.
13 PLANS Information about topics covered throughout the year are on the school website for parents and children to look at together. Also notices are displayed in classroom windows and notes in books and bags are used. There is a Parents Information Board in the cloakroom outside Oak Class providing more detail of weekly activities and learning opportunities. PARENTAL HELP Class teachers are very keen to learn from parents who are able to lend support to them in the classrooms. Please speak with them directly. Practising art on our easel
14 MISSION STATEMENT We seek to be a learning centre of excellence at the heart of the local community, fostering the intellectual, spiritual and emotional development of all who play a part in the school, looking to follow the teachings of Jesus in all we do.
15 ST MARGARET S C.E. PRIMARY SCHOOL ANGMERING EARLY YEARS BOOKLET 2015 EDITION
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