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Kindergarten, our pre-school room, and
Reception form our Foundation Stage.
Children are admitted to Kindergarten in
the September following their 3rd birthday as rising 4s. There
are 30 full or part time places available in Kindergarten.
We ask that each child attends for a minimum of 5 sessions
and it is highly recommended that these 5 sessions are mornings
in order to establish a pattern of attending school each day.
Kindergarten is accommodated in an open plan double room,
which has its own large wet area. There are two external doors
that lead into a fenced outdoor classroom area shared with
Reception.
Kindergarten has three full time members of staff qualified
to NVQ Level 3.
Children are admitted to Reception in the
September following their 4th birthday as rising 5s. There
are 30 full time places available.
Reception is accommodated in two single rooms with double
adjoining doors. Each room has its own small wet area. Each
room has an external door that leads into a fenced outdoor
classroom area shared with Kindergarten.
Reception has two full time teachers (QTS equivalent e.g.
B.Ed or P.G.C.E.).
Our curriculum for the Foundation stage
recognises that we are developing the ‘whole’
child and aims to meet all of their learning needs, as well
as their need to develop socially and emotionally and become
a person in their own right. We encourage a positive attitude
to learning.
The curriculum offered to children in the Foundation Stage
is based on the Curriculum Guidelines to meet the Early Learning
Goals. There are 6 'areas of learning'. These are:
- Personal, social and emotional development
- Communication, language and literacy
- Mathematical development
- Knowledge and understanding of the world
- Physical development
- Creative development
Practitioners plan activities and experiences based on each
of these areas of learning.
In Reception, the national frameworks for teaching literacy
and mathematics are also used in order to ensure a smooth
transition into Year 1.
Within a structured timetable, our approach
to learning is 'active' and 'hands-on'. Through play children
can try out new ideas and practise and consolidate new knowledge
and skills in a safe context. This approach to learning ensures
children are actively involved, engaged and motivated. Children
respond well to freedom, time and opportunities to experience
success and to show themselves to be independent and responsible.
Throughout the school, parents are involved in their children’s
learning experiences as much as possible. Parents are invited
into school to help in special projects or to help with activities.
Parents are invited into school whenever possible to share
their cultures and beliefs with the children.
Many of our learning experiences are planned to take the
children into the wider environment of the school’s
grounds, pets’ corner and the local village.
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