This is a short booklet that will give you some information about the nursery. We hope to answer most of the queries you may have but if not we are always available to answer individual questions.

 

‘’Parents are children’s first and most enduring educators. When parents and practitioners work together in early years settings, the results have a positive impact on children’s development and learning’. (EYFS 2007)

 

At Kirby Hill C of E Primary School we recognise the huge part parents play in the education of their children and we hope to develop a partnership between home and school.

 

 

 

 

Who Are We?

 

The nursery is a Local Authority maintained early years unit, which is part of Kirby Hill C of E Primary School. The nursery is able to offer free early years education to children from the age of three. Children from the age of three will be offered a part time place to attend five mornings, during term time. A part time place in the nursery does not guarantee an automatic full time place in school. Admission to full time school must follow usual LEA procedures.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Staff

 

The nursery staff consists of:

 

Mrs Donna Makepeace, the foundation stage co-ordinator and early years teacher, graduated in 1989 with a Bachelor of Education Honours Degree. She has spent seventeen years teaching in the early year’s sector. This has included in a nursery, teaching in a reception class, a year 1 class and previously lead teacher in a reception unit. She is qualified to teach children in the 3 – 11 age range. Mrs Makepeace has two sons.

 

Miss Tracey Wood is an advanced teaching assistant. She qualified in 1991 as a NNEB, and followed this with Montessori teacher training. She has worked in nurseries and independent schools in London, before returning to North Yorkshire. She has also worked as a nanny, both in England and abroad.

 

 

Registering for a place.

 

All parents need to fill in an application form to register for a place in the nursery. A part time nursery place does not automatically give admission to a full time school place. Full time admissions will follow the county admissions policy. Please contact Mrs Gudgeon in the school office. 

Visits to the school and the nursery are most welcome.

 

Nursery

The nursery is situated in a purpose built classroom with an adjoining large outdoor space. All children will register together in the nursery, each morning. Parents and children are to come into the nursery via the back door adjoining the outdoor space. During the session all children, will have access to the outdoors, every day.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

What is the Foundation Stage?

 

This is the curriculum offered to all children of 5 years and under. The Foundation Stage curriculum aims to lay a secure foundation for future learning.

 

    ‘It is crucial to their future success that children’s earliest experiences help to build a secure foundation for learning throughout their school years and beyond. Practitioners must be sensitive to the individual development of each child to ensure that the activities they undertake are suitable for the stage they have reached. Children need to be stretched but not pushed beyond their capabilities so that they can continue to enjoy learning’. EYFS(2007)

 

The foundation stage curriculum is undergoing changes – to become the Early Years Foundation Stage (EYFS) This must be implemented by all early years settings by September 2008. The Early Years Foundation Stage (EYFS) will bring together:

   

      Curriculum Guidance for the Foundation Stage (2000),

     Birth to Three Matters (2002) framework

    National Standards for Under 8s Daycare and Childminding (2003)

 

This will build a coherent and flexible approach to care and learning. All providers are required to use the EYFS to ensure that whatever setting parents choose, they can be confident that their child will receive a quality experience that supports their development and learning.

 

Every Child Matters

Every Child Matters (2003) is the government agenda, which focuses on bringing together services to support children and families. It sets out five major outcomes for children:

n                  being healthy;

n                  staying safe;

n                  enjoying and achieving;

n                  making a positive contribution;

n                  economic well-being.

 

EYFS will address these five outcomes.

 

Four themes run through the EYFS

These are:

a unique child

positive relationships

enabling environments

learning and development

 

 

 

Play

‘Play underpins the delivery of all the EYFS.

‘Children must have opportunities to play indoors and outdoors. Play underpins all development and learning for young children Most children play spontaneously….and it is through this play that they develop intellectually, creatively, physically, socially and emotionally’.

‘Well planned experiences based on children’s spontaneous play, both indoors and outdoors is an important way in which practitioners support young children to learn with enjoyment and challenge’. (EYFS 2007)

 

 

 

 

 

 

 

 

 

Through play children can

 

n      Explore, develop, and represent learning experiences that help them to make sense of the world

n      Practise and build up ideas, concepts and skills

n      Learn how to understand the need for rules

n      Take risks and make mistakes

n      Think creatively and imaginatively

n      Communicate with others as they investigate or solve problems

 

 The curriculum in the nursery will offer learning through play  

taking full account of the outcomes of ‘Every Child Matters’ and the four themes which run through the  EYFS curriculum.

 

 

 

 

 

 

 

 

 

 

 

 

 

Areas of Learning and Development

The EYFS is made up of six areas of Learning and Development. All areas of Learning and Development are connected to one another and are equally important. All areas of Learning and Development are underpinned by the principles of the EYFS.

    The areas of Learning and Development are:

 

                      Personal, Social and Emotional Development

                      Communication, Language and Literacy

                      Problem Solving, Reasoning and Numeracy

                      Knowledge and Understanding of the World

                      Physical Development

                      Creative Development.

 

The six areas together make up the skills, knowledge and experiences appropriate for children as they grow.

For children everything links and nothing is compartmentalised.

Children's learning and development occur as an outcome of their individual interests and abilities and that planning for learning and development takes account of these.

 

Personal, Social and Emotional Development

Aspects include: 

Dispositions and Attitudes - children become interested, excited and motivated about their learning. 

Self-confidence and Self-esteem - children having a sense of their own value and understanding the need for sensitivity to significant events in their own and other people's lives. 

Making Relationships - the importance of children forming good relationships with others and working alongside others companionably. 

Behaviour and Self-control - children develop a growing understanding of what is right and wrong and why, together with learning about the impact of their words and actions on themselves and others. 

Self-care - children gain a sense of self-respect and concern for their own personal hygiene and care and how they develop independence.

Sense of Community - children understand and respect their own needs, views, cultures and beliefs and those of other people. 

                                                                                 

 

 

 

 

Communication, Language and Literacy

Aspects include: 

Language for Communication - children become communicators. Learning to listen and speak. These skills develop as children interact with others, listen to and use language, extend their vocabulary and experience stories, songs, poems and rhymes. 

Language for Thinking - children use language to imagine and recreate roles and experiences and how they use talk to clarify their thinking and ideas or to refer to events they have observed or are curious about. 

Linking Sounds and Letters - children develop the ability to distinguish between sounds and become familiar with rhyme, rhythm and alliteration. They develop understanding of the correspondence between spoken and written sounds and learn to link sounds and letters and use their knowledge to read and write simple words by sounding out and blending.

Reading - children understanding and enjoying stories, books and rhymes, recognising that print carries meaning, both fiction and fact, and reading a range of familiar words and simple sentences. 

Writing - children build an understanding of the relationship between the spoken and written word and how through making marks, drawing and personal writing children ascribe meaning to text and attempt to write for various purposes. 

Handwriting - ways in which children's random marks, lines and drawings develop and form the basis of recognisable letters. 

 

 

 

 

 

                                     

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Problem Solving, Reasoning and Numeracy

Aspects are:

Numbers as Labels and for Counting - children gradually know and use numbers and counting in play, and eventually recognise and use numbers reliably, to develop mathematical ideas and to solve problems.

 

Calculating - children develop an

 awareness of the relationship between numbers

 and amounts and know that numbers can be

 combined to be 'added together' and can be

 separated by 'taking away' and that two or more

 amounts can be compared.

 

Shape, Space and Measures – children develop

 through talking about shapes and quantities,

 and developing appropriate vocabulary, children

 use their knowledge to develop ideas and to

 solve mathematical problems. 

 

 

 

 

Knowledge and Understanding of the World 

Aspects include

Exploration and Investigation - children investigate objects and materials and their properties, learn about change and patterns, similarities and differences, and question how and why things work.

Designing and Making - children learn about the construction process and the tools and techniques that can be used to assemble materials creatively and safely.

ICT - children find out about and learn how to use appropriate information technology such as computers and programmable toys that support their learning.

Time - children find out about past and present events relevant to their own lives or those of their families.

Place - children become aware of and interested in the natural world, and find out about their local area, knowing what they like and dislike about it.

Communities - children begin to know about their own and other people's cultures in order to understand and celebrate the similarities and differences between them in a diverse society.

 

 

  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Physical Development

Aspects include

Movement and Space -  how children learn to move with confidence, imagination and safety, with an awareness of space, themselves and others.

Health and Bodily Awareness - children learn

the importance of keeping healthy and the

factors that contribute to maintaining their

health.

Using Equipment and Materials - 

the ways in which children use a range of

small and large equipment.

 

 

 

Creative Development

Aspects include:

Being Creative - Responding to Experiences, Expressing and Communicating Ideas - how children respond in a variety of ways to what they see, hear, smell, touch or feel and how, as a result of these encounters, they express and communicate their own ideas, thoughts and feelings.

Exploring Media and Materials - children's independent and guided exploration of and engagement with a widening range of media and materials, finding out about, thinking about and working with colour, texture, shape, space and form in two and three dimensions.

Creating Music and Dance - children's independent and guided explorations of sound, movement and music. Focusing on how sounds can be made and changed and how sounds can be recognised and repeated from a pattern, it includes ways of exploring movement, matching movements to music and singing simple songs from memory.

Developing Imagination and Imaginative Play –children

are supported to develop and build their  imaginations

through stories, role-plays, imaginative play,

dance, music, design, and art.

 

 

 

 

 

 

 

 

 

 

Research 

A high quality early years experience provides a firm foundation on which to build future academic, social and emotional success.

,

‘EPPE –The Effective Provision of Effective Pre-School Education’ (2004)

This study looked at the effects of effective pre – school education and care on children aged 3-7 and concluded, amongst other findings that:

 HIGH quality of pre-schooling is related to better intellectual and social/behavioural development for children.

It determined HIGH QUALITY from its’ study of settings and concluded that:

 

·         HIGH quality settings are those that have staff with higher qualifications,  children in such settings make more progress.

·         HIGH quality settings have warm interactive relationships with children and…… have  a trained teacher. The higher the qualification of the staff, the higher the outcomes for children

·         Where settings view educational and social development as complementary and equal in importance, children make better all round progress

·         The benefits of a quality pre-school remained evident throughout key

          stage 1

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Sessions

Part time children – 8.45 – 11.15

 

Extended sessions are provided by our lunch club. This is run by qualified staff, in the nursery room and can offer care from 11.15 until 12.45. The lunch club promotes healthy eating, good manners and being held in a small and friendly environment, lots of lively conversation! The children are also offered a quiet, cosy space to rest following their lunch. Sometimes this may be a nap, or sharing stories and music. The lunch club is a chargeable facility. Application forms are available at the school office.

 

 

 

 

Self Registration

At the start of the nursery day children need to ‘self-register’. The children will take their name card and match this card to a register on the wall. Once this process is complete parents are encouraged to help their child to settle to an activity of choice or take them to a directed adult lead activity.

 

 

n      Session will begin with self registration.

               All children will have a peg within the nursery cloak room.

               All children will have their own tray for pictures, letters and 

               messages to each other (and you) and a name card or tag

 

n       On arriving children will either be directed to an adult lead activity or be 

           able to choose an activity for themselves

 

n      Free Flow time – between indoors and out – to include adult lead and child initiated activity

 

During the each session all children in the nursery will have access to outdoor play in our large outdoor space as part of the free flow approach. They will be able to choose to spend time working outside for the whole or parts of the session.

n      Session will end with adult lead time

 

   

 

 

 

 

 

 

 

 

Key Worker

As suggested by the Early Years Foundation Stage (2007) we will operate a ‘key worker system. Children will be divided into two groups, each lead by one member of staff. As we recognise and encourage good working relationships with parents, this key person should meet the needs of each child in their care and respond sensitively to their feelings, ideas and behaviour talking to parents to make sure that the child is being cared for appropriately for each family.

Key Worker groups will be a random selection of children.These will be defined by colour to help with lots of organisational tasks.

The key worker system will not affect any learning groups, which will be selected by need, ability and interest, relating to children’s individual learning.

 

 

 

 

Personalised Learning

n      Practitioner must deliver ‘personalised learning’ and share information with parents. (EYFS 2007)

n      Each child beginning in the unit, will have an ‘on entry’ assessment, compiled from observations.

n      We use daily observation and assessment to plan for individual needs, abilities and interests

n      These are recorded for you to share, in the record of achievement.

          We welcome your input and comments.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The foundation stage curriculum must be delivered both indoor and outdoor, offering lots of first hand experiences. Children have access to the outdoor space, every day throughout the whole session and are encouraged to work in both areas. We use our large outdoor area in all weathers and the children also have access to a very muddy digging patch!

 

 

 

 

Uniform

To aid optimum learning (especially in the outdoors) and to offer a practical option to you, we recommend the following uniform.

 

Royal blue polo shirt (optional embroidered school logo)

Royal blue sweatshirt (optional embroidered school logo)

Embroidered items can be purchased from the school office

 

Black or grey trousers/ shorts/ leggings/jogging bottoms. These are preferable to skirts and dresses especially as we spend time outside.

Wellies

Coat

Optional outdoor school waterproof fleece/coat is available from the school

 

 

 

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PE

Suggested PE kit

n      Black shorts

n      White t-shirt

 

 

Although we do have a system of children putting their clothes into an individual basket(provided).

PLEASE, PLEASE, PLEASE name all items of

PE kit and uniform.

Order forms for name tapes and the plastic

 ‘taggits’ ( that eliminate the need to sew!)

 can be obtained from the office

 

 

 

 

 

 

 

 

 

 

 

What else do I need to know?

 

Are there any costs?

 

 

The nursery at Kirby Hill C of E Primary School is a LA maintained unit and therefore North Yorkshire County Council meets all costs. However, we do have a fund within the unit. This is known as ‘Gregory Bear’.  We ask for a voluntary contribution of 50p each week. A tick list is in the ’parent information’ area as a reminder. Please tick off the weeks paid. Often parents find it easier to pay for weeks in advance, ticking off the sheet accordingly.

This fund allows us to buy the extras which we feel will be of benefit to these children.

We are able to buy ingredients to make dough, ingredients to bake for each child’s birthday and with the help of volunteer parents, at other times too.

 

 

 

 

 

 

 

 

Milk and Snacks

Each child (under the age of 5) is provided with a third of a pint of milk each day. An application form for this entitlement will be given to you. The free milk is claimed from the Department of Health and there is no cost to you.  Cold water is also freely available to all children in the snack area.

We also provide a range of healthy snacks for the children to eat with their milk. This may be fruit or vegetables, which are supplied free by the ‘Fruit and Vegetable Scheme’. Sometimes we offer nuts and raisins or food that links with the topic or that the children prepare. These snacks are paid from the ‘Gregory Bear’ fund.

It is vitally important that you let us know if your child is allergic to milk or any foods.

 

 

 

Trips

The children may be taken on various outings and trips during their time in our early years unit. Permission for outings is requested on admission but for trips of a greater distance, further details will be supplied and we will ask for a voluntary contribution towards the costs.

Children will travel in coaches or mini – buses with seatbelts.

 

 

Arriving/ leaving school

It is most important that you, or another adult bring your child into the school building.

If another person is collecting your child, it is vital that you let us know, either by speaking to the early year’s staff or by ringing the school office.

For the safety and security of your child we will not let children leave with another adult unless this has already been arranged.

 

 

Helpers

Parents are always very welcome in the unit. We encourage parents to come and share our session with us. Please look out for details on the Parent Information Boards.

We also have help, (during their playtime) from the year 6 children in school. They help by playing with the foundation stage children and with tidying up.

 

 

 

 

 

 

 

 

 

Gardening Group

We are very fortunate in having the help of a group of parents who are developing a growing area with the children. The parents work with the foundation stage children, on a regular basis throughout the year, building, planting, maintaining, and harvesting. They are able to share their knowledge and skills with the children and with each other. Please get involved if you are interested to learn or keen to help and share your own skills.

 

 

 

 

 

 

                                           Baking

                                                              We are currently very lucky to have a        

                                                              volunteer parent who bakes with the

                                                              children every week, often harvesting

                                                              vegetables which the children have grown 

                                                              in our garden.

 

 

 

 

 

Will my child take part in activities with the school?

Yes.

The nusery children may go on trips with the older children.

The nursery children may take part in  multi-cultural weeks, Christmas assemblies, the Nativity, Easter and Harvest services.

We may spend time in school using the library and will use the hall for P.E.

This is all helpful in building the children’s confidence in and around school. They will meet the school staff and be familiar with the building, should they continue their education at Kirby Hill School.

 

 

 

 

 

 

KEEP

We have recently been part of the KEEP (Key Elements of Effective Practice) project in North Yorkshire.

 

We were one of twenty early years settings selected from 650 schools/independent schools/day nurseries/pre-schools across North Yorkshire, because we demonstrate excellence in early years and effective practice.

 

    ‘Effective practice in the early years requires committed, enthusiastic and reflective practitioners with a breadth and depth of knowledge, skills and understanding.’ (KEEP, DFES 2005).  

 

We offer visits and training to other early years establishments and staff and have opportunities for our own professional development.

 

Special Needs

If the early years staff feel that your child needs any extra help we have available to us a range of professionals. After discussion with you, we may ask for help from the SENCO  (special educational needs co-ordinator) who teaches in school.

We can also contact the speech therapist, educational psychologist, early years advisory teachers etc.

 

Kirby Hill School Parent Teacher Association

 

A message from the PTA

‘Kirby Hill School has a thriving Parent Teacher Association (PTA) to which parents of all children in the school belong. Throughout the year a wide variety of events are organised by the committee to raise funds for educational activities and equipment. Our aim is to be more than just a fund-raising group and we hope that our activities will also provide a social focus for the school families and the wider community. Being a member of the committee, helping when the need arises or attending events are all great ways of getting to know other parents and feeling part of the school community while raising money to benefit your child.’

 

PTA newsletters are sent via the children to each family. The committee is elected annually at an AGM in the autumn term.

 

 

 

Thank you for your time in reading this booklet and please remember that the early years staff are always available if you have any further questions.