Unity High School
Information Booklet
For Nursery Parents
2013-2014
Dear Parents and Carers,
Welcome to Unity
High School Nursery
This Nursery
Information Booklet is aimed at making your child’s time at Nursery as happy as
possible and to enable parents to reach an understanding of the values,
procedures and organisation of our Nursery. We hope that it will provide you
with the information you will need to work in partnership with us and that you
find the information useful and informative.
Together we
can make the children’s nursery experience a full and exciting one so that we
may establish a sound basis on which to build their future life and education.
If at any time, you wish to ask any questions, you are welcome to contact the
relevant members of the Nursery Team.
Jennifer
Mahmoud Shelley
Gibson
Nursery
Supervisor Head
of Primary
Tel:
0183 777767
Our
Nursery
Early
Years education is the foundation upon which children build the rest of their
lives. It is a crucial stage of life in terms of children's physical,
intellectual, emotional, and social development and well-being. In educational terms the period from age three
to the end of the Reception year is now known as the Foundation Stage. There
are set guidelines for Nursery and Reception education and these are assessed
during the Foundation Stage and reported to parents during Parent Consultations
and at the end of the school year in the children’s reports. The door is always open for further
discussions.
·
We
value each individual child and his/her strengths.
·
We
celebrate the different cultures represented in the class and community.
Teachers
Each child is assigned a teacher.
Their role is to:
- help
ensure that every child’s care is tailored to meet their individual needs
- help
the child become familiar with the setting
- offer
a settled relationship for the child and build a relationship with their
parents.
We are very fortunate to have
an excellent staff:child ratio of 1:4 throughout the Nursery. On top of this we have cleaners/nannies who
assist with personal care.
Our
Aim
·
to
work with you as a partnership in your child’s education to produce happy, well
balanced, independent children.
·
for
your child to have a happy and successful time with us in Nursery.
The children
are asked to abide by the Nursery’s Golden Rules:
- We respect everyone.
- We are kind and caring.
- We listen to each other, take our turn and share.
- We look after property, the environment and each other.
- We try
our best in everything we do.
Nursery
times
Children
should arrive between 7:30 and 8:00am. They should be collected between 1.30
and 2.00pm. We ask that you kindly phone
if your child will arrive later than 8:00am.
Also, please phone on the first day of your child’s absence, stating the
reason. This will enable us to keep an
eye on infectious illnesses and the like.
In the case of our child travelling during term time please advise, in
advance, when your child will return to Nursery.
The
Daily Routine
We offer a
balanced curriculum and each session follows a flexible routine that gives the
children plenty of opportunity to have periods of uninterrupted play. Our staff interact with the children,
extending and enhancing their experiences, observing and assessing at specific
times. Time is planned to listen to the children and for them to reflect on
their activities. Children are given the opportunity to work individually, in
pairs, in small groups and as a class.
Registration
and Welcome
The children
self register by finding their own name. They then take part in various chosen
activities until all children have arrived and settled. A register is also
taken every day.
Small
Group Time
Children
partake in planned activities directed and supported by the adults. These activities cover a wide range of
activities linked to the Early Learning Goals.
Active
Learning Time
During this
time, the children choose their own learning activities. The staff work
alongside them; extending their learning, encouraging them to become more
independent and to talk through challenges and conflicts. It is at this time
children often consolidate learning previously covered in small group
activities.
Snacks
The school
promotes healthy eating and fruit or vegetables will be offered daily during snack
time. Once a week children will
participate in a cooking session where they help the teachers to make other
snacks, such as biscuits, cakes, pancakes etc.
It is very important that you advise the Nursery of any food allergies
that your child may have. This should be
passed to the Nursery Supervisor in writing with a doctor’s report attached
where possible.
Story
and Music Time
Every day the
children have the opportunity to participate in story time, singing songs and
rhymes. Stories, songs, rhymes and dance are an important part of every day.
Books
The children
change their Library books on a Saturday. The children are allowed to choose a
book to take home – please make sure the Library book is returned every Saturday.
This is a book to share with your child and not for them to read alone. It is
vitally important to find time to read with your child and to sing nursery
rhymes with them.
Areas
Within the Nursery Setting
The Nursery is
divided up into areas, and the toys and equipment are all within the child's
reach, to encourage independence. This is in line with the principles of Active
Learning. We cannot emphasise enough the importance of 'play' in helping a
child develop early knowledge and the skills needed to provide a sound
foundation for later education.
Imagination
Children like
to make-believe and talk. Many hours can be spent in role-play and this
increases language, encourages co-operation and gives the child a chance to
develop an understanding of the complex adult world. Social interaction plays a
vital part. Small world play develops language and imagination.
Library
We have a wide
range of illustrated storybooks in this area and it is widely used during the day
in a variety of contexts. It is a quiet,
inviting area
where you can see children reading books, listening to stories, using puppets
or chatting to their friends.
Mark Making/Early
Writing Skills
Children are
encouraged to mark-make in different ways and with different mediums. A range of paper and a wide variety of
markers are freely available for children to write letters, numbers, draw
pictures make books or just make marks. Staff
interact with children to help tell or write down a story or label drawings.
Sand
and Water Area
Sand and water
enhance the learning in all areas. Children learn about size, height, balance
and weight through play in these areas. They can carry out investigations with
a variety of containers, sieves and funnels helping them to develop scientific
and mathematical concepts as well as improve their coordination and language
skills. During the warmer summer months,
children have the use of paddling pools.
Art
Area
The art area
is set up with a variety of materials from which a child can
choose. The
child is encouraged to be independent and creative exploring the materials
available. Model making with recycled material forms a sound base for design
and technology. Remember that for the young child the art of creating is more
important than the finished product. Play dough is a frequent art activity.
Construction
Area
Using our
varied construction kits and wooden blocks is a popular activity and it helps
the children learn about size, height, balance and weight.
Information
and Communication Technology Area
We have
computers which the children use to develop their ICT skills. Our teachers sit
with, encourage and help the children with early skills.
Outdoor
Area
We are lucky
to have a very large and varied outdoor area to use throughout the day. Children can choose to work outside. The
outdoor area offers more than a place to let off steam. It offers challenge and
progression in social, physical and spatial development. We often take many of
the activities offered inside, outdoors.
Our
Curriculum
There are seven areas of
learning and development that must shape educational programmes in early years
settings. All areas of learning and development are important and inter-connected.
Three areas are particularly crucial for igniting children’s curiosity and
enthusiasm for learning, and for building their capacity to learn, form
relationships and thrive. These three areas, the prime areas, are:
• communication and language;
• physical development; and
• personal, social and
emotional development.
We also support children in
four specific areas, through which the three prime areas are
strengthened and applied. The specific areas are:
• literacy;
• mathematics;
• understanding the world; and
• expressive arts and design.
Educational programmes involve
activities and experiences for children, as follows:
• Communication and language development involves giving
children opportunities to experience a rich language environment; to develop
their confidence and skills in expressing themselves; and to speak and listen
in a range of situations.
• Physical development involves providing opportunities for
young children to be active and interactive; and to develop their co-ordination,
control, and movement. Children must also be helped to understand the
importance of physical activity, and to make healthy choices in relation to
food.
• Personal, social and emotional development involves
helping children to develop a positive sense of themselves, and others; to form
positive relationships and develop respect for others; to develop social skills
and learn how to manage their feelings; to understand appropriate behaviour in
groups; and to have confidence in their own abilities.
• Literacy development involves encouraging children to
link sounds and letters and to begin to read and write. Children must be given
access to a wide range of reading materials (books, poems, and other written
materials) to ignite their interest.
• Mathematics involves providing children with
opportunities to develop and improve their skills in counting, understanding
and using numbers, calculating simple addition and subtraction problems; and to
describe shapes, spaces, and measures. 7
• Understanding the world involves guiding children to make
sense of their physical world and their community through opportunities to
explore, observe and find out about people, places, technology and the
environment.
• Expressive arts and design
involves enabling children to explore and play with a wide range of media
and materials, as well as providing opportunities and encouragement for sharing
their thoughts, ideas and feelings through a variety of activities in art,
music, movement, dance, role-play, and design and technology.
Handwriting
If your child
shows interest in writing his/her name, please help him/her by ‘modelling’ the
letter correctly maybe in sand, flour or a felt pen. It is a good idea to use a
‘starting point’ and a ‘finishing point’. If your child shows an interest in
learning to write at home, please focus firstly on holding the pencil
correctly, with the thumb and first two fingers. You can encourage them to
learn the correct sequence of movements and the correct lower case letter
shapes.
Assessment
In Nursery,
assessment is performed through observation of your child during both
child-initiated learning and in adult-directed activities. These observations are
kept as a record of your child’s progression. This assessment is used to set targets
and inform planning.
Parent
Consultations
Parent
Consultation meetings are held, by appointment, twice a year in order to
discuss your child’s progress to date and ways that you can support them in the
future. Your child’s ‘Learning Journey’
and your child’s report will be discussed at these meetings and issued during
your child’s final term in Nursery/Preschool.
Illness
If
your child is unwell or has been ill during the night, please keep him/her home
until fully recovered. This includes a high temperature/fever. We do not have the capacity to give poorly children the
attention he/she deserves and like to minimise infection risk for others. The
following table gives guidelines on illness and how long children should be
kept home. Please inform the Supervisor if
your child becomes unwell with any of the illnesses.
|
Disease/Illness
|
Incubation
Period
|
Period
of infection
|
Child
can return to Nursery
|
|
Chicken
Pox
|
13-17 days
|
1-2
days before rash until 7 days the rash appears
|
When
clinically recovered or 7 days after onset of rash
|
|
Diarrhoeal
diseases
|
1-4 days
|
Until
diarrhoea stops
|
When
diarrhea has stopped and the child is well
|
|
Measles
|
8-14 days
|
1
day before first symptom until 7 days after onset of rash
|
When
clinically recovered or 7 days after onset of rash
|
|
Mumps
|
17-19 days
|
9
days before swelling until swelling subsides
|
When
clinically recovered or 9 days after start of swelling
|
|
Scarlet
Fever & Streptococcal Infection
|
1-3 days
|
Day
sore throat starts until day after antibiotics start
|
When
clinically recovered or 48 hrs after antibiotics start
|
|
Common
Cold/Flu (viral infection )
|
1-4 days
|
As
long as the child coughs or sneezes
|
Until
coughing and sneezing subsides or if taking too long, after a week.
|
|
Infective
Jaundice
(Hepatitis A)
|
15-50 days
|
Several
days before first symptoms until 10 days after onset of jaundice
|
When
clinically recovered unless otherwise indicated by doctor
|
|
Cold
Sores
|
|
|
Once
the lesions scab
|
|
Conjunctivitis (eye infection)
|
12-72 hours
|
12-72
hours
|
Until
condition is cleared up (usually 5-7
days)
|
|
Rubella
|
16-18 days
|
Few
days before first symptoms until 7 days after onset
|
When
recovered or 7 days after onset of rash
|
|
Impetigo
(yellowish
sores around nose & mouth)
|
1-3 days
|
As
long as the sore is open
|
2
days after using antibiotic cream.
|
A note from the school doctor:
Any
child coughing, sneezing or with difficulty swallowing should be kept at
home. There are often viral infections
going around causing cold like symptoms.
No medications can treat the condition but the following might help:
·
Keep
child at home, rest is the only treatment that works.
·
Lots
of fluids and juice to keep the child well hydrated.
·
Antibiotics
are only needed under selected conditions.
·
Panadol
and Ibuprofen syrups may help with the fever and aches and pains.
Any
child who arrives at the nursery appearing unwell will be sent home.
All our staff have basic First Aid training
Medical
advice will be sought from the school doctor for anything more serious. If your
child becomes obviously unwell during the day, the Supervisor will endeavour to
contact you on the emergency numbers provided on the registration form. Please
update us on any changes to emergency numbers.
Parental
Involvement
Parents and
staff working together have a positive impact on children's development and
learning. Children often show faster and greater progress in all areas when
parents and Nursery staff are working together towards a certain goal, for
example toilet training or behaviour issues.
Reception
Class
It is
important to note that your child will not receive an automatic place in our Reception
Class even though they have been accepted into our Nursery. Reception places are allocated as part of a
separate process, subject to the Unity High School admissions criteria.
Getting Ready to Start School – Moving from
Nursery to Reception Class
There
are several skills and knowledge bases it helps for your child to have when
s/he starts school.
There
is an expectation that a child moving into Reception should as a minimum;
Know
their name
He
or she should be able to recognise their own name when it is written
down. They should also be able to tell you what the first letter of their
first name is and be able to write it down.
It is preferable if they can write their first name.
Be
on their way to learning the alphabet in English
Your
child should be able to begin and possibly end the alphabet. If there are
‘fuzzy’ parts in the middle, this will come. He or she should be able to
identify at least half the letters in the alphabet when they are written down
and some children will know some sounds.
Counting
Be
able to count objects one to one securely up to 5 preferably up to 10 and to
recognise the numbers 1 to 5.
Be establishing understanding about books
Your
child should show an interest in browsing through books, enjoy having a story
read to them and know how to hold a book and turn its pages.
Know
basic colour names in English
It
is helpful for your child to start school knowing the names of basic colours;
red, blue, orange, yellow, green, black, brown, pink and purple.
Be able to talk in English
Acknowledging
that our learners frequently have English as a second language, children will
need to be able to speak and understand a basic level of English – able to
answer basic questions such as How old are you?
Do you have any brothers or sisters?
What animal is this? Discuss a story.
They also need to have at least one parent or caregiver in their home who can
support their English at home.
Know
basic item names
There
is an expectation that your child will know the names of basic items they would
find in a home or at school. These might be things like ‘chair’, ‘table’,
‘door’, ‘floor’, ‘mat’, ‘toilet’, ‘book’, ‘pencil’ and so on. Labelling these
things at home in the lead up to school will help with this. It is also
important that they realise that there are many names for
things
you can write with, for example there is ‘pencil’, ‘pen’, ‘crayon’, ‘felt
pen and so on. Other basics such as animal names, vehicles
and simple verbs are expected too.
e.g.
cow, cat, dog, giraffe etc.
car,
plane, truck etc.
jump,
run, walk
Use
basic manners
By the time your child starts school, he or
she should be using acceptable
manners, things like ‘Thank You’, ‘Please’, ‘Excuse me’, ‘May I…’, ‘No
thank you’ and so on.
Be able to follow simple directions
Hang
your bag up, stand up, sit down, come to the mat etc.
Behaviour
They
should be used to sharing and
know that it is only acceptable to
treat other people the way they themselves want to be treated. Your
child should be able to wait their turn. Your child should be able to play and
communicate appropriately and cooperatively with other children without
conflict. Children need to be aware that it is not
okay to shout at or hit others in order to show their disapproval or to gain
their own way. They should be familiar with the two common nursery
refrains… “Use your words” and “Gentle Hands”.
Concentration Span
Children
should be able to sit at an activity for at least five minutes at a time e.g.
doing a puzzle, colouring, reading, cutting, painting.
Be
toilet trained
When
your child reaches school age he or she needs to be completely out of nappies
and using a toilet. They need to be able to wipe their own bottom,
especially after going poos! (It doesn’t matter if your child is not dry
through the night when they start school.)
Be able to feed themselves
Your
child needs to be able to eat independently from their lunchbox. If you give them foods such as yoghurt, they
need to be able to feed themselves without making too much mess. They should be able to drink from a water
bottle.
Be able to dress and undress themselves
For
physical activity the children will be required to change. They will need to be as independent as
possible as the teacher will not be able to help all of the children dress
themselves.
How
you can help your child?
- Encourage
self-help skills - putting own coat, Velcro shoes, toileting routine, pouring
out a drink.
- Talk
and listen to your child about everything!
- Read
stories aloud.
- Share
interests – cooking, gardening, swimming.
- Play
board games together.
- Do
a puzzle.
- Promote
healthy food and encourage exercise
Lunchbox tips
Variety
is the spice of life. Aim to provide
your child with a variety of food, you may be surprised what your child will
actually eat! A typical lunchbox could
include:
·
A
sandwich
·
dairy
products (yoghurt, cheese etc.)
·
some
fruit or vegetables
·
Water
plus juice or milkshake
You
could try pasta salad, vegetables or rice from time to time.
Although
your child may be a fussy eater it is best to vary what goes in their lunchbox
and maybe even include them in the preparation of their lunch. If they don’t eat all of their lunch on any
particular day it may be an idea to try something different the next day. Remember that your child is also having a
snack prepared at Nursery every day.
If, after that
meeting you wish to discuss it further, please make an appointment to meet the
Head of Primary, Mrs Shelley Gibson.
If you feel
your concerns have still not been addressed to your satisfaction, please arrange
to meet the School Principal, Mr Richard Woods.
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