Speech and Drama, Teaching Assistants, Parents at School. ⢠Break times ... Uniform list. ⢠Behaviour ... Miss C San
Yarm Pre-Prep and Nursery Parents Handbook 2017-2018
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CALENDAR 2017-2018 Autumn Term, 2017 INSET 1 INSET 2 Pupils return ½ term begins Pupils return Finish
Tuesday, 29th August 2017 Wednesday, 30th August 2017 Thursday, 31st August 2017 Friday, 13th October 2017 (after school) Monday, 30th October 2017 Thursday, 15th December 2017 (after school)
Spring Term, 2018 Pupils return ½ term begins INSET 3
Wednesday, 3rd January 2018
Pupils return
Tuesday, 20th February 2018
Finish
Wednesday, 28th March 2018 (after school)
Friday, 9th February 2018 (after school) Monday, 19th February 2018
Summer Term, 2018 Pupils return Bank Holiday ½ term begins INSET 4 Pupils return Finish
Thursday, 19th April 2018 Monday, 7th May 2018 Thursday, 24th May 2018 (after school) Friday, 25th May 2018 Monday, 4th June 2018 Thursday, 5th July 2018 (after Prize Giving)
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CONTENTS
Term Dates
Staffing
Pre-Prep Staff
Preparing your child for School
Starting School
Normal School Day
Safety of your child
What happens at School
The Curriculum
Gifted and Talented children, Clubs
Speech and Drama, Teaching Assistants, Parents at School
Break times
Adventure Playground, Astro turf, School uniform
Uniform list
Behaviour
Anti Bullying Policy
Delivery and collection of pupils, After School Care
Pre-Prep Clubs and activities, Holiday Schools
Absence for Holidays
Health and medical care
Absence due to Illness
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Staffing for the Academic Year 2017-2018 Pre-Prep Co-ordinator
Mrs J Speight, BEd, Hons, QTS
Nursery
Mrs A Gray, BEd Mrs K Harandon, BA Hons, PGCE, QTS Mrs J Jones, BTEC National Diploma in Caring (Nursery Nursing) Mrs S Honeyman, CACHE Level 3 Mrs L North, BA Miss C Sanders, CACHE Level 2
Reception - Form RB
Mrs F Barton, BA, PGCE, QTS Mrs S Carling- Still, NNEB, PTLLS Level 3 & 4 Mrs S Thomas, NVQ Level 3, CCLD
Reception – Form RS
Mrs S Sawyer, BCom, PGCE, QTS Mrs K Harandon, BA Hons, PGCE, QTS Miss K Phillips, CACHE Level 2 Mrs S Thomas, NVQ Level 3, CCLD
Year 1 – Form 1D
Miss S Darbar, BA, MA, PGCE Mrs D Symington, NVQ Level 2, CACHE Level 3 Mrs L North, BA Ms R Goodfellow, BA
Year 1 – Form 1P
Mr S Pearce, BA Hons, BEd Mrs D Symington, NVQ Level 2, CACHE Level 3 Mrs L North, BA Ms R Goodfellow, BA
Year 2 – Form 2B
Mr B Davies, BEd, QTS Mrs G Selby, PPA Cert
Year 2 – Form 2R
Miss L Rowlands, BMus Hons, QTS Mrs R Mulligan, BTEC National Diploma
Graduate Assistant
Miss Z Greaves, BA Hons
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THE PRE-PREP STAFF In the Nursery your child will be taught and cared for by the Nursery staff, who will deliver all aspects of the Foundation Stage curriculum. Mrs Dunn (PE), Mrs Craven (Music) and Ms Goodfellow will assist the delivery of the curriculum. From Reception onwards, whilst your child will have most contact with one form teacher and teaching assistant, all children are taught PE and Games by our specialist PE teachers (Miss Routledge and Mrs Dunn), Music by the Preparatory School Music Co-ordinator, (Mrs Craven) and French by Ms Goodfellow. Other members of the Pre-Prep staff will also be involved in the care of your child during morning and afternoon breaks, at lunchtimes and possibly before and after school. Miss Lanfranconi is our school nurse. Mrs Joanne Speight, Pre-Prep Co-ordinator, is the Designated Person for child protection matters. All our staff are paediatric first aid trained. In addition, the school employs Graduate Assistants each year who may help with duties in the Pre-Prep. On the following pages you will find photographs of all the staff, which we hope will assist you in getting to know us quickly.
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THE PRE-PREP STAFF Mr Bill Sawyer Head of the Preparatory School
Mrs Joanne Speight Pre-Prep Co-ordinator
Mr B Davies Year 2 Form Teacher
Miss L Rowlands Year 2 Form Teacher
Miss Darbar Year 1 Form Teacher
Mr Pearce Year 1 Form Teacher
Mrs Barton Reception Form Teacher
Mrs Sawyer Reception Form Teacher
Mrs Harandon Reception & Nursery Teacher
Mrs Gray Nursery Teacher
Mrs F Dunn P.E./Games
Mrs H Craven Music Co-ordinator
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Miss L Routledge P.E./Games
Mrs G Selby Teaching Assistant
Mrs R Mulligan Teaching Assistant
Mrs D Symington Teaching Assistant
Mrs L North Teaching Assistant
Mrs R Goodfellow Teaching Assistant
Miss K Phillips Teaching Assistant
Mrs S Carling Still Teaching Assistant
Mrs S Thomas Teaching Assistant
Mrs J Jones Teaching Assistant
Mrs S Honeyman teaching Assistant
Miss C Sanders Teaching Assistant
Mrs H Wakefield Teaching Assistant
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PREPARING YOUR CHILD FOR SCHOOL Help your child to become independent by teaching the following:
Clothes: Dress and undress
Peg:
Hang coat on a
Eat:
Use a knife and fork
Tidy:
Tidy away toys and books
peg
Shoes:
Put on and
Tissues:
Use a tissue
Wash:
Wash and dry hands
fasten shoes
Toilet:
Use a toilet properly and flush the toilet after use
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STARTING SCHOOL Nursery Starting Nursery is a major event in the lives of young children and we aim to make the experience a happy one. Children may start in Nursery at the beginning of the Autumn, Spring or Summer terms. Staff will work with parents to settle children and make those parting moments as stress-free as possible. Reception, Year 1 and Year 2 Children entering Reception, Year 1 or Year 2 are asked into school for an induction day before the summer break. This is followed by a gentle start in September for Reception children, giving them the opportunity to settle in. These days give the children the opportunity to get to know their teachers and their classroom and to experience a little of the routine of the school day. Children joining at other points in the school year will be offered the chance to join their new class for a day before starting, if at all possible. Induction Day Details of the programme for Induction Day are posted to parents well in advance. Teaching staff and teaching assistants will be on hand to encourage children to socialise and play. At lunchtime the children will be escorted to the Dining Room, where they will be shown how our dining system operates before eating. All children can choose from the wide variety of dishes on offer. Nursery children do not have an Induction Day. Children and their parents are invited into school on Induction Day in the morning. Activities are set out for the children and parents are able to chat with staff, meet other parents and have coffee. This session allows children to become familiar with the Nursery, with their parents present.
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THE NORMAL SCHOOL DAY - NURSERY 8:00 am
Children requiring early care should be brought into the Nursery, where a member of staff will be on duty.
9:00 am
Morning session begins.
11:50 am
Lunch for children attending for full day followed by supervised playtime.
Noon
End of morning session.
12:30 pm
Arrival of children for afternoon session.
3:30 pm
End of afternoon session. Parents should collect children from the Nursery.
Extended After School Care runs from 4.30 – 6pm for those parents requiring an extended day. Charges are made for these services.
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THE NORMAL SCHOOL DAY – RECEPTION/ YEAR 1/YEAR 2 8:00 am
Children requiring early care should be brought into the Pre-Prep Studio Hall where a staff member is on duty.
8:20 am
Children should be brought to the play area outside the Pre-Prep, where they will be supervised until school begins.
8:35 am
A bell will be rung for children to line up ready to enter school.
8:40 am
Registration. Morning activities commence.
9:00 am
Lesson and assembly time.
10:25am
Morning break.
10:45 am
Lessons.
11:45 am
Reception lunch and playtime.
11:55 am
Years 1 & 2 Lunch and playtime.
12.55 pm
Afternoon lessons commence.
2:10 pm
Afternoon break.
2:25 pm
Lessons.
3:30 pm
The end of the normal school day. Children who are going home at this time are dismissed from the front of the Pre-Prep.
Children who are remaining at school will be supervised either on the playground or in the Studio Hall. After School Care runs from 4.30 - 6pm for those parents requiring an extended day. This takes place in the Pre-Prep Studio Hall. Charges are made for these services. 10
THE SAFETY OF YOUR CHILD IN SCHOOL We have a number of policies and procedures in place to ensure the safety of your child whilst they are attending the setting:
The entrance door will be locked once all children have arrived and remain so throughout the school day.
We will use a controlled entry system which allows us to identify all visitors to the school before they gain access to the buildings. Visitors are required to sign in and wear an identification badge. The statutory requirements regarding the safe recruitment of new staff and volunteers are adhered to, including the use of enhanced CRB checks. We have a Missing Child Policy which details the procedure to be followed in the event of a child going missing. This policy is available in Reception. We have an agreed procedure to be followed in the event of a parent or nominated carer failing to collect a child at the appointed time, which is detailed below. Procedure followed by staff in the event of non-collection of a pupil If a child is not collected at the appointed time, the following sequence of actions will result:
If the child is not collected at the end of the normal school day (i.e. 3.30pm), they will be placed in After School Care until the parent or nominated carer arrives.
If any child is not collected by the end of the Extended School Care session (at 6pm), the member of staff on duty in After School Care will first telephone parents and, if they cannot make contact on any of the numbers held by the School for the parents, they will then telephone the emergency contact numbers you have given to us for use in such a situation.
Assuming we have been able to make contact with parents or a specified emergency contact, the member of staff on duty or another member of staff willing to remain on the premises will stay with the child until they are collected. A second member of staff will also stay in School. It is the parent‟s/emergency contact‟s responsibility to collect the child as quickly as possible.
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In the unlikely situation that we cannot make contact with either parents or one of the people nominated as emergency contacts, a member of staff will remain in school with the child and continue to try to make contact as above. Messages will be left on all possible numbers requesting a return call as a matter of urgency.
If no response has been received by 7.00pm, the member of staff will consult with the Pre-Prep Co-ordinator, and at that stage contact will be made with the Children‟s Services Emergency Duty Team and advice taken. In view of the fact that it is usually considered best for care to be given by a person known to the child, it is probable that a member of staff will agree to take the child home. If this cannot be arranged, then the child will be placed in foster care. Messages will be left on all possible telephone numbers to inform parents and those nominated as emergency contacts of the whereabouts of the child and how to arrange collection. Before the child is removed from the school site, Cleveland Police will be informed of the action to be taken and the name, address and telephone numbers of the adult caring for the child.
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WHAT HAPPENS AT SCHOOL?
A day will include some of the following:
Maths
Reading & Writing
Science
Geography
History
French
Art
Design Technology
Religious Education and Philosophy & PSHE
Music
Computers
PE / Games
Woodland School
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THE CURRICULUM At Yarm Pre-Prep we follow a broad curriculum appropriate to each age group. In the Nursery and Reception classes we follow the curriculum guidance for the Foundation Stage, working towards, and sometimes beyond, the Early Learning Goals. Children‟s learning throughout the Foundation Stage is planned for around seven areas of learning and development: The Three Prime Areas are:
Communication and Language
Personal, Social and Emotional Development
Physical Development
These three Prime Areas are supported by four Specific Areas:
Literacy
Mathematics
Understanding the World
Expressive Art and Design
These areas encompass the full range of emergent skills, building towards all of the subject areas which form part of the National Curriculum at Key Stage 1 (for five to seven year olds). The Foundation Stage children will experience early science, geography, history, computer skills (ICT) and design technology (DT) within „understanding the world‟. The children also have a short Fun French session each week, PE sessions and a music session with specific subject specialists. Our programmes of study are based on the National Curriculum in Years 1 and 2. In addition to the core subjects of English, Mathematics and Science, children follow carefully linked programmes of study in geography, history, design technology, information and communication technology, music, physical education, religious education, PSHE and art. Children continue with „Fun French‟ in preparation for the modern language teaching in Year 3. We ensure that each child works at a level appropriate to their needs and abilities.
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English and Literacy The English component consists of: 1. Speaking and listening 2. Reading 3. Writing, spelling and handwriting The main reading schemes currently being used are the Song of Sounds, Oxford Reading Tree, Usborne Children‟s Books, New Ginn 360, Heinemann Sails, Heinemann Storyworlds, Rigby Rockets and Collins Big Cat. Other published reading scheme materials supplement these schemes. In addition, there are a variety of “real” books, providing a varied and comprehensive range of reading materials. Books are constantly being added to class libraries, giving children access to the best of children‟s literature and non-fiction titles. In the Pre-Prep classes, children are heard to read regularly in school and their progress is noted in their reading diaries. We encourage parental support in the reading process, so reading books and diaries are sent home every evening. Parents are encouraged to note in the diary all reading completed at home and are welcome to make comments in the space provided for that purpose. Guidance for hearing your child read can be found at the back of this handbook. (Appendix 2) The children are given a wide range of opportunities to enrich their verbal and auditory skills. Emphasis is also placed on developing the children‟s ability to express themselves and communicate their ideas in both the spoken and written form. From Year 1 onwards, spellings are sent home weekly to be learnt. The school uses the New Nelson Handwriting scheme, which introduces exit flicks from the start, progressing to the development of a simple joined hand by the time children have completed Year 2. Guidance about encouraging good habits in writing at home are included at the back of this handbook. (Appendix 3)
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Mathematics and Numeracy Yarm Pre-Prep uses the guidelines laid down in the Foundation Stage Curriculum and the National Curriculum. Within the Nursery and Reception, children are taught to recognise and form numbers, recite numbers, count objects and will begin to explore the basis of early calculation skills. They will also learn early ideas relating to shape, space and measure. Much of this will be achieved through play activities. In Year 1 and Year 2, the Pre-Prep follows the DfE National Curriculum and Collins Connect, which incorporates both reinforcement and extension work for children working at different levels. In addition to this, the children experience a variety of practical tasks, using a range of ICT, mathematical games and resources. These activities help to develop problem-solving strategies, prediction, estimation and computation abilities, therefore aiding mental skills. Children are encouraged to use and apply their knowledge in different mathematical situations. Children are encouraged to use mathematics to reinforce their numeracy skills at home. This is completed on-line on the program „Mathletics‟ and follows a differentiated programme of study. Science In the Nursery and Reception classes, science forms part of the area of learning „Knowledge and Understanding‟ and is normally linked with both history and geography in a class topic. In Years 1 and 2, our science programme of study is carefully planned to ensure that children cover all aspects of the National Curriculum for science at Key Stage 1 and in some areas teaching is extended beyond these requirements. Children are given plenty of opportunities to develop scientific skills through enquiry and practical tasks. Geography, History and Religious Education In Year 1, the subjects of geography and history are taught through combined humanities topic work. Work is planned to ensure that cross-curricular links give a wider 16
context to the learning. Lessons in Religious Education and Philosophy throughout the Pre-Prep are planned to give the children basic awareness of Christianity and the major world religions, whilst developing understanding of social and moral issues and also developing their thinking skills. Information and Communication Technology (ICT) Each classroom in the Nursery and Pre-Prep has two computers and a range of software suitable to the age group. The children also have the opportunity to use photography and video imaging software to assist with their learning. The Pre-Prep has their own Learnpads where they have timetabled lessons every week. French „Fun French‟ is introduced in Nursery and continues in Reception, Years 1 and 2, with the emphasis being placed on learning through fun activities, songs and games. The work undertaken is purely oral in nature and gives the children the opportunity to develop and use the sounds needed for good French pronunciation and to learn some basic vocabulary. Design Technology The Nursery and Reception children do not learn Design Technology as a stand-alone subject, but teaching integrates all aspects into other areas of the curriculum. In Year 1 and Year 2, the timetable includes DT lessons. Children are given opportunities to cook and to design and complete projects using a range of soft and hard materials. A good variety of construction kits are available in all classrooms to encourage children to formulate plans, make models and investigate ideas. Art The Nursery and Reception children do not learn art as a stand-alone subject, but teaching integrates all aspects into other areas of the curriculum. In Year 1 and Year 2, the timetable includes art lessons. In Year 2 this is taught by an art specialist. Art is also 17
taught throughout all aspects of the curriculum and is widely available in the creative areas of all classrooms. Music In Nursery, Reception and Year 1 music lessons, pupils develop an understanding of technical musical vocabulary through and alongside progressively challenging vocal, movement and listening work. The technical vocabulary is initially centred around the „Elements of Music‟. Vocal work includes an expanding repertoire of short songs and, in order to build individual confidence, solos and duets are encouraged. Movement is taught through a pupil self-motivated response to aural stimuli. Children have to match the correct movement to the respective music played. Listening skills and vocabulary are also extended via recordings of Disney songs. In Year 2, pupils begin to extend these skills towards the more advanced work required at KS2. They begin to compose raps, they develop a more in-depth understanding of rhythm (including note length names), and they are required to sing with a very accurate sense of pitch. They also develop the ability to sing in parts through songs, which include simple rounds and partner songs. Personal, Social and Health Education (including Citizenship) Many issues in this area are covered as part of religious education lessons, especially moral issues. In addition, year group assemblies and the use of Circle Time, which gives an opportunity for every child to express feelings and views, are planned to fulfil the elements of the PSHE curriculum.
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PHYSICAL EDUCATION In the Nursery, children will be given the opportunity to develop their gross motor skills through both outdoor and indoor play, using large and small equipment. Sessions to develop physical skills through movement and dance also occur regularly. Mrs Dunn teaches a formal Physical Education session which includes healthy eating and the body as well as personal skills and movement. From Reception onwards, formal P.E. lessons commence and the children will take part in a wide variety of activities and games. These have been designed for enjoyment, as well as for improving hand-eye coordination, total body co-ordination and fitness in general. Some of the activities include ball games, gymnastics, fitness exercises, and drama/music/movement. The games include football, non-contact rugby, netball, basketball, short tennis, uni-hoc, non-stop cricket and rounders. It would be a great help with getting changed if parents could ensure that children are able to dress themselves in basic shorts, shirt and socks. Help will always be given with ties and shoes. We ask that P.E. kit is kept in school for the duration of each week, in order that it is available in the event of a change to the normal timetable. P.E. kit is sent home at the weekend for washing. If a child has an injury and is unable to participate in P.E., a note should be sent to school addressed to your child‟s form teacher. PUPILS REQUIRING LEARNING SUPPORT Mrs Speight is Learning Support Co-ordinator for the Nursery and Pre-Prep. She works in close collaboration with the Learning Support Co-ordinator in the Preparatory School (Mrs N Jones) and Senior School (Mrs S Snape).
Following a period of careful assessment by Form Teachers, children who are identified as possibly requiring learning support provision are frequently referred for assessment to an educational psychologist or a speech and language therapist. Resultant reports are 19
used to assist in the writing of pupil action maps. Children are supported by Form Teachers and teaching assistants, through differentiated work and targeted support, and sometimes through individual or small group lessons with our dyslexia specialist teacher, Mrs S Snape, or specialist teaching assistant, Mrs J Pratt. The cost of any sessions with the specialist teacher or assistant is charged to parents. Parents are kept closely informed about the progress of children receiving learning support. The full policy is available in the Policies Folder in the reception area, in Nursery and on the School website. A copy is also available on request. PUPILS WITH ENGLISH AS AN ADDITIONAL LANGUAGE (EAL) The Nursery and Pre-Prep are able to cater for children for whom English is an additional language. Working alongside Form Teachers, our specialist teaching assistant has developed a programme specifically to meet the needs of children with little or no English and is able to support them through individual sessions and/or support in the classroom. A charge is made for this support.
ABLE, GIFTED & TALENTED CHILDREN
We identify some children within the Nursery and Pre-Prep as having special abilities and talents. The needs of these children are met by Form Teachers through careful ongoing assessment and the setting of differentiated work in the classroom. They may be given extension tasks to ensure they are fully stretched and actively learning, or work in a small group with a teaching assistant on occasions. We recognise talents outside the classroom, for example in sport or music, and nurture these both through provisions in class and extra-curricular activities. CLUBS A number of clubs are offered at lunchtime and after school. Information about clubs will be sent home at the beginning of the Autumn Term and at the end of each subsequent term with details for the following term. Clubs regularly on offer include chess, dance, horse riding, music, sport and art, with other activity clubs changing from 20
term to term. If for any reason a club needs to be cancelled this will be advertised on notices in the Pre-Prep corridor. TEACHING ASSISTANTS We employ teaching assistants within the Nursery and Pre-Prep, who work in support of the Form Teachers. Under the direction of teaching staff, they assist individual pupils and groups in the classroom and hear children read. They also take activities such as cooking, sewing and art, and support individual children on programmes designed by special need staff. Teaching assistants supervise children at playtimes and help by taking care of children before school and during after school activities. They also support the PE and Games staff, working with small groups and helping the children change into their sports kit. PARENTS AND THE SCHOOL The education of children does not take place in isolation; it is a partnership between home and school. Indeed, you, as parents, are your child‟s first teachers. At Yarm School we welcome your support and encourage an open dialogue on all matters concerning your child. If there is anything you wish to discuss, your child‟s Form Teacher is normally available before or after school. Parents are given all staff emails to enable them contact their teacher with any specific queries. If you prefer to see the Pre-Prep Co-ordinator, she is often available at these times, or an appointment can be made by telephoning Miss Atterton, our school secretary. In the event of any serious problem or complaints, parents should be reassured to know that the school has a Complaints Policy, a copy of which is available on request. Parents can also email the Independent Schools Inspectorate directly at
[email protected] or call them on 020 7600 0100. Nursery parents will receive a written report at the end of each school year. From Reception onwards, parents will receive a written school report three times a year. There will also be termly parents‟ evenings. Extra meetings, at a parent‟s or teacher‟s request, can also be arranged. Children in Reception will also receive a copy of the Early Years Foundation Stage (EYFS) Profile, which summarises their child‟s achievements at the end of the EYFS. Parents will have the opportunity to discuss the profile at the Summer Term parents‟ evening and, once the written results have been provided, by arrangement 21
with the Reception Form Teacher. Progress checks will be completed for children who require this if in our setting between the ages of 2 and 3. In order to keep you informed of happenings in school, every week your child will bring home the Little Phoenix Newsletter, which covers news pertaining to the Nursery and PrePrep. You will also receive an information booklet from your child‟s Form Teacher at the beginning of each term detailing the work planned and telling you about any trips and excursions arranged to complement the topics being studied. Access to Developmental Records and Personal Information of children within the EYFS Parents of children within Nursery and Reception (EYFS) may have free access to the records kept recording their children‟s achievements building towards the Foundation Stage Profile at any time. However, a written request must be made for personal files of a child and, in accordance with the demands of data protection, the setting will only allow access to records which do not refer to third parties. Parents may request that their own comments are included in their child‟s records. FEES AND CHARGES The Assistant Finance Manager, Mrs J Robson, handles all enquiries regarding fees and charges. She may be contacted on 01642 786023. Nursery Funding for 3 and 4 year olds is claimed from the local authority by the School and is deducted from bills accordingly. The Preparatory School has an active Social Committee which organises social events and raises money for „extras‟ for the School e.g. musical instruments and play equipment. Each year group within the School has a nominated parent representative who is a member of the Social Committee. We hope that new parents will enjoy participating. BREAK TIMES During the morning break, children in the Pre-Prep may have milk (please see form sent to parents prior to their child starting school). The children may bring a plain biscuit or a piece of fruit only, if they would like something to eat. (No fancy biscuits, chocolate or 22
crisps, please!) Morning and afternoon snacks are provided in the Nursery – milk or water and a healthy snack – toast, bread sticks, fruit and vegetables in the morning and water, sandwiches and fresh fruit in the afternoon. Water is always available at the water fountain. WATER BOTTLES Children may bring water to school and are allowed access to water bottles throughout the school day. We believe that children concentrate better if they do not become dehydrated. Bottles must have a sports cap and should be taken home each day for cleaning and refilling. Water bottles should not be carried in book bags, in case of leakage and damage to reading books. LUNCH Nursery children eat their lunch in the Nursery Dining room. Pre-Prep children are escorted to the Dining Hall, where they are supervised while they take lunch. All children use the cafeteria system and are allowed an element of choice. Special diets, for religious or medical purposes only, can be provided subject to prior notice and discussion with Mrs Speight. At lunch all children will be offered a balanced meal consisting of a main course, desert or fresh fruit. The menus can be found: http://www.yarmschool.org/nursery-amp-prepatory/lunch-menu/ PERSONAL BELONGINGS Children should not bring toys or other „valuable‟ possessions to school. Their safety cannot be guaranteed and the loss of such precious belongings can cause distress to their owners. ADVENTURE PLAYGROUND AND ASTRO TURF Pre-Prep children are allowed onto the adventure playground around the outside of the astro - turf during lunch breaks. Children are always closely supervised on the adventure play equipment. The children will have the opportunity to play on the astro-turf and must wear clean trainers to play in this area.
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SCHOOL UNIFORM On the following page there is a full uniform list for Pre-Prep children. Most of the items may be purchased at Yarm School Uniform Shop, which is located on the Senior School site. Contact Ms C Henderson on 01642-786023. The Uniform Shop is open Monday to Thursday between 1.00 – 5.00pm during term time. Opening times during school holidays will be communicated via the newsletter. Parents of children moving from the Nursery to Reception, or joining Reception, Year 1 or Year 2 from outside the School, will be contacted by the Uniform Shop with an appointment time for your child to be fitted with full school uniform. Parents of children joining the Nursery are welcome to call into the Uniform Shop at any time within opening hours to purchase uniform items. Please note, the Uniform Shop has debit/credit cards facilities and we accept cash and cheques. Identification All clothing must be clearly labelled with the child‟s name on a sewn in woven name tape (including small items such as socks and gloves). Shoes must also be labelled with a nametape or purpose-made stick-in label. The Uniform Shop can order these for you. In addition, a service is available whereby your child‟s initials are embroidered onto the left front of sports shirts. The uniform shop can arrange for this to be carried out once sports kit has been purchased. Book bags and backpacks should be embroidered and named in the space provided. We ask for full co-operation from parents with regard to the clear labelling of uniform. Much time can be wasted in school determining the ownership of unlabelled items of clothing.
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UNIFORM LIST Nursery Uniform
Burgundy sweatshirt (embroidered logo) – school pattern only Lemon polo shirt (embroidered logo) – school pattern only Navy trousers or jogging bottoms or shorts or skirt Navy or white socks Navy or white tights Shoes (preferably black or navy) – not trainers Warm outer garment (we recommend a dark colour to coordinate with uniform) Wellington boots (to be kept in Nursery) Change of labelled underclothes (to be kept in Nursery) Book bag – school pattern only
Uniform for Reception and Years 1 & 2 Blazer
:
Navy blue with pale burgundy piping
Sweater
:
Burgundy – school pattern only
Shirt
:
Pale blue - school pattern only (boys) – long/short sleeved
Blouse
:
White, with rounded collar – school pattern only (girls)
Trousers
:
Grey shorts - Late Autumn/Spring Term Trousers (optional)
Tunic
:
Tartan - school pattern only (girls – winter)
Dress
:
Checked – school pattern only (girls – optional summer)
Tie
:
School design (boys)
Socks
:
Grey with stripes (boys)
Tights/Socks
:
Mid grey (winter), white ankle (summer) – school pattern only
Art Overall
:
Navy – school pattern only
School Coats
:
School duffel coat OR cagoule - navy blue OR weatherproof jacket, school pattern only
Shoes
:
Winter: black (boys & girls), Summer: black (boys & girls)
Hair bands etc.
:
Plain colour to co-ordinate with uniform or school pattern
Scarf
:
Navy - school pattern only
Hat
:
Navy - school pattern only
Gloves
:
Navy - school pattern only 26
Book Bag
:
Navy - school pattern only
Backpack
:
Navy - school pattern only
Caps/sunhats
:
School pattern only
T-shirt
:
White with house colours – polo shirt style
Shorts
:
White
Socks
:
White
Trainers
:
Predominantly white
Track Suit top
:
Navy and red, school pattern only
Track suit bottom
:
Optional
PE Kit
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BEHAVIOUR At Yarm Pre-Prep we aim to develop children‟s self-discipline and self-esteem. We endeavour to do this through a firm yet gentle discipline in a mutually respectful environment; one where the children can develop a sense of responsibility towards themselves, their peers and adults. Emphasis is placed on manners and good behaviour, and we take instances of bad behaviour that affect the happiness and security of other pupils very seriously. The School has a Golden Time Policy which is very effective in ensuring a high standard of behaviour. Each class has the School‟s expectations displayed alongside a sun, sun/cloud, a cloud, and an individual photograph/name of each child in the form. The children are regularly reminded of the expectations. Should an expectation not be adhered to, the child is given an aural warning. If the behaviour is repeated the child must move their photograph/name to the sun/cloud, if the behaviour is repeated once more the photograph/name is then moved to the cloud. The result of this is the loss of one minute of Golden Time. Golden Time is a timetabled session of 20 minutes throughout the whole Pre-Prep whereby the children can choose fun activities they would like to participate in. Every child starts the week with ten minutes of Golden Time; there is then a possibility of earning ten more minutes for working hard, being helpful etc. The children may also lose minutes of Golden Time as a result of inappropriate behaviour or not following the School‟s expectations. The children receive an explanation or reminder of this system at the start of each term. Each class follows the same principles so the children are aware that all Teachers/Pre-Prep staff have the same expectations. Should unacceptable behaviour move beyond this, parents will be notified. In the Foundation Stage „thinking time‟ provides a couple of minutes for reflection on misbehaviour. In the event of any problems, staff adhere to an agreed discipline policy and, should the matter be serious, we always keep parents informed and will explain the steps we are taking to encourage good behaviour. Likewise, we appreciate being told of any problems at home which may affect a child‟s conduct within school. We may ask parents to help in working out a combined school / home strategy to improve behaviour
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and a record may be passed between home and school on a daily basis to keep everyone informed of problems and progress. When embarking on private education, parents set out in partnership with the School to provide the very best start in life for their children. The School has high standards and expectations, and hopes that parents will support these fully. In these days of shifting standards, it is important that the Pre-Prep seeks not to reflect society‟s standards but to set its own. Children’s Behaviour, Physical Intervention and Leaving an Upset Child With our youngest pupils, very occasionally it may be necessary to use physical intervention to manage a child‟s behaviour to prevent personal injury to the child concerned, other children or an adult. Equally, physical intervention may be necessary to prevent serious damage to property or in exceptional circumstances. On any occasion when physical intervention is used to manage the behaviour of your child, you will be informed about the circumstances and the action taken in writing on the same day, with a copy retained on file. Your child will always be treated with kind firmness in such situations. In the case of a child being upset and having to be physically removed from a parent when the parent leaves the child at the setting, this procedure will not be followed as the parent has been party to the physical intervention. Parents are welcome to ring school to ensure that their child has settled happily within a short time, which is generally the case. Staff will telephone you if your child continues to be upset and cannot be consoled. Staff` are very experienced in dealing with such situations and with a concerted approach from parents and staff, we generally find that even very sensitive or anxious children quickly adapt to coming to School and are soon saying goodbye without a second thought! Mrs Speight, is the member of staff with responsibility for behaviour management issues. She is supported by the Head of the Preparatory School and will have access, as will other staff, to expert advice, if ordinary methods are not effective with a particular child.
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Anti-Bullying Policy 1
School Ethos It is a primary aim of the School that it should combine high personal and social standards with a friendly atmosphere and mutual tolerance in which pupils of all ethnic and cultural backgrounds, of all religious persuasions and of various levels of ability are welcome. The example of the staff is of paramount importance in creating that climate within which pupils feel valued, secure and happy. The mutual respect with which staff regard one another and the public demonstration of this are both important. Similar standards apply to the relationship between staff and pupils, so that pupils are always treated with honesty, fairness and with regard for their individuality.
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Rationale 2.1
Parents and guardians have a right to expect that Yarm School has taken steps to develop an anti-bullying policy. They should feel that the staff are aware of agreed responses to incidents of bullying.
2.2
The Board of Governors and Senior Management Team share these expectations.
2.3
Staff need to have clear guidelines about the action to be taken when there is a suspicion of bullying. They need to have confidence that the Senior Management Team will implement the appropriate procedures and will support their concerns about individual children.
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Aim We aim to create an anti-bullying culture which ensures that pupils and staff live and work in a safe environment where they are valued, respected and listened to. In this environment pupils will feel confident and be able to approach adults about matters of concern to them. The adults who work in the School will have knowledge of the School‟s anti-bullying policy and procedures and be sensitive to the needs of those who are victims of bullying of any kind.
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Objectives 4.1
To ensure the protection of all of our pupils from all forms of bullying.
4.2
To encourage open communication and good listening.
4.3
To ensure that the staff are kept updated about any national initiatives to maintain good professional standards.
4.4
To ensure that staff follow internal procedures which will be updated as necessary.
4.5
To ensure that pupils and their parents and/or guardians are fully aware of the School‟s anti-bullying policy and procedures.
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Methods for Ensuring Protection of Pupils at Yarm School 5.1
All teaching staff will have a written copy of this policy contained within their Staff Handbook.
5.2
The Deputy Head, Mr Gavin Stone, has responsibility for pastoral care at Yarm Preparatory School.
The Child Protection Officers are Mr Gavin
Stone, the Deputy Head and Mrs Joanne Speight. 5.3
Written procedures for all staff will provide guidance on the keeping of notes and records. It is essential that clear, factual, written notes are kept to assist in the thorough investigation of suspected bullying incidents.
5.4
Staff who report suspected bullying will be supported by the Prep Management Team.
5.5
Bullying will be a core theme in the PSHE programme, which will be revisited several times as a child progresses through the School.
5.6
The sequential process of staff involvement (depending upon the nature of the incident) in dealing with behavioural incidents is as follows: Form/Duty teacher; Deputy Head (Mr Stone) or Pre-Prep Co-ordinator (Mrs Speight); Head. Parents are contacted and involved as appropriate. A chart showing stages and sanctions is displayed in the Prep School.
5.7
The School will make full use of a variety of support systems including:
All staff but particularly the pastoral staff responsible for the individual and his/her family
Any outside agencies if appropriate
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Staff at Yarm Preparatory School take any instances of bullying, in all its forms, very seriously. The School‟s full policy is available in the Policies Folder kept in our reception area and on the School‟s website. A copy can be provided upon request. DELIVERY AND COLLECTION OF PUPILS Parents should ensure that the School is aware if their child is to be regularly collected by an adult other than themselves. Likewise, any temporary collection arrangements by someone other than the regular adult should be notified to the form teacher or the School Secretary. Nursery and Pre-Prep children should not be collected by an older sibling from the Preparatory School. On joining the Pre-Prep parents will be asked to complete a form detailing the people authorised by them to collect their child. Any changes to this list need to be communicated in writing to the school on a separate form available from Miss Atterton, the School Secretary. Please note that there is no parking at the Preparatory School so keeping Grammar School Lane free from traffic. Also, parents are not allowed to drop off or pick up along THE SPITAL during restricted hours. Parents should use THE FRIARAGE (Senior School) car park in the morning and then escort their children up to the playground. Children may be collected on foot from the front of the Pre-Prep in the afternoon, though once again it is recommended that cars be parked in The Friarage. Within the grounds of The Senior School there is a one-way traffic flow operating. This has been agreed with the County Highway Authority and must be obeyed. Please also observe the 10-mph speed limit within the grounds and refrain from driving or parking on grassed areas. Parking is available on The Spital at those times when parking restrictions are not in force, but care should be taken as parking wardens do patrol the area. Please do not use the designated bus bays as this interferes with the smooth running of the school coach service. AFTER SCHOOL CARE Children who cannot be collected from school at 3.30pm will be looked after in After School Care. This takes place in the Studio Hall. Children will be supervised whilst they 32
play or draw. On occasion, when the weather is fine, children may be taken outside to play. Parents will be required to inform the member of staff on duty when collecting their child. Children are provided with a snack (Nursery). A good standard of behaviour is expected in After School Care. A charge is made for After School Care between 4.30pm-6pm. PRE-PREP CLUBS AND ACTIVITIES Each term a wide variety of clubs and activities are offered to the children in the PrePrep. A form is sent home on which choices can be made. Lunchtime clubs run from 12.30 – 12.50pm, whilst after school clubs start at 3.45pm and continue until 4.30pm. The vast majority of clubs and activities offered are free, although a small extra charge may be made if the services of a specialist tutor are engaged, e.g. chess, horse riding, ballet, judo.
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HOLIDAY SCHOOLS Holiday activity weeks are offered to both Nursery and Pre-Prep pupils during the Autumn half term (one week), Christmas holiday (one week), Easter holiday (one week) and Summer holiday (three weeks). The children have a lot of fun, carrying out an exciting range of activities in school and going on trips and excursions. There is a charge for attendance and details are published well in advance of each holiday. New pupils are welcome to join in before formally starting school (except Nursery pupils), as this is a good way of making friends. At our holiday schools we follow all applicable existing school policies and procedures. DAY TRIPS There will be a number of trips out of school during the academic year, planned to enrich the children‟s classroom experiences. Dates for trips are normally entered on the Term Card. Parents will be notified of detailed arrangements by letter, prior to each trip. The school has a detailed trips policy and a separate EYFS policy for trips. Staff are required to carry out a risk assessment prior to each trip and to ensure sufficient adults accompany the children. Parents may be asked to volunteer to accompany trips on occasion but they may be required to undergo an Enhanced Criminal Background Check and provide references. VISITORS TO SCHOOL In addition to trips out of school, staff also arrange for visitors with special knowledge to visit school to speak to the children. Travelling theatres, storytellers and artists also visit from time to time. Parents are encouraged to come in to school if they have something to contribute to a topic being undertaken but they may be required to undergo an Enhanced Criminal Background Check and provide references.
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FORM CAPTAIN AND VICE-CAPTAIN (Reception/Year 1/Year 2) Each term two children in every form are chosen as Form Captain and Vice-Captain and are introduced to the idea of responsibility for a group of children. The children are given badges. SCHOOL COUNCIL Two children from each class in Reception, Year 1 and Year 2 are selected to be on the School Council. Here they discuss improvements that could be made from a child‟s perspective. The discussion is facilitated by a member of staff. Minutes are taken and circulated to each form. Occasionally visitors will be asked to attend the Council by the children. For example, our School Catering Manager would be asked to attend if the children wanted to discuss food in school. The Pre-Prep Award System The award system is designed to acknowledge both academic progress and good behaviour. Through the „public‟ celebration of awards, the opportunity is taken to continually reinforce messages about expectations and to establish a culture of success. Academic Awards Within the classroom, staff are encouraged to give both spoken and written praise for any piece of work which represents a good effort. Form teachers use a range of strategies to do this, from drawing „smiley‟ faces on work to the use of stickers or stamps.
Excellent Work Throughout the week when the children have produced excellent work their class teacher may ask them to show it to Mrs Speight. If she is available this work can be discussed, then put in the excellent work basket. All excellent work is celebrated once a week in assembly.
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Good News Cards Every Friday each class teacher writes and posts a card to a class member who has made a significant contribution to the class, perhaps for working hard, or being helpful. This card is posted so the child receives it at home and can share it with their parents or carers. The class teacher should aim to send at least one card to every child in the class throughout the academic year. Good Conduct Awards During the Celebration Assembly each Friday, class teachers are asked to nominate a child to receive a Good Conduct Award, explaining the reason for their choice. Awards may be given both to those whose behaviour has been exemplary and also to those who have made a significant effort to improve their behaviour in any respect. Politeness Prizes At the end of each term, each form teacher nominates a child to receive the Politeness Prize. The prize takes the form of a book and a certificate. This award will only be given to those who have shown consistent good manners and consideration.
HOUSES The Preparatory School is organised into four Houses to include children of all ages. From Reception onwards, children in the Pre-Prep will be affiliated to a House in order to introduce them to this system. The houses are Stephenson (Red), Brunel (Blue), Telford (Yellow) and Arkwright (Green). HOLIDAYS School holidays are generous and it is hoped that parents will ensure that they book their family holidays during these breaks so that pupils do not miss important lesson time. Should absence due to holidays be unavoidable during term time, permission via email or letter from the Pre-Prep Co-ordinator must be sought in advance of booking to ensure that the absence is authorised. Form teachers‟ discretion applies regarding work to be set.
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HEALTH AND MEDICAL CARE Information In order to care fully for your child it is important that the school is kept informed about all matters affecting his/her welfare. Before your child starts in either the Nursery or the Pre-Prep, please complete the Medical Form and return them to school in a sealed envelope marked „Confidential‟ and „For the attention of the School Medical Officer‟. Miss Lanfranconi is in school daily to attend to the children‟s medical needs. The Preparatory School Nurse - Clinical Inspections The School Nurse is present each school day. Parents and pupils are invited to talk to her in confidence about any medical problems their children may have, although the main responsibility for this lies with parents and the family doctor. The School Health Service provides a continuing Health Screening Programme for children aged 4 – 16 years, which includes vision, colour vision and hearing tests. These are carried out by the School Nurse on a regular basis. If you do not wish your child to be included in this Programme, please confirm this in writing. ACCIDENTS AND ILLNESS The school has a well-equipped first aid room, a nurse and several members of staff who hold certificates in First Aid. Strict procedures are laid down to cope with accidents or illness. It is essential that the school has a contact number during the day at which a parent can be informed if a problem arises. Please indicate on the reply slip the best number for contact in an emergency or if your child should fall ill during the school day. It is essential that we have a daytime contact number at which a parent, or grandparent, can be found if problems arise. In order for us to care for your child, it is important that we are kept fully informed of all matters affecting his/her welfare. All accidents that require first aid treatment from the School Nurse are recorded in the accident book and accident statistics are reviewed termly at a Health and Safety 37
Committee meeting. Parents will be informed by a letter placed in your child‟s school bag if your child has sustained a head injury of any sort during the school day. For children within the EYFS (Nursery and Reception), parents will be informed by letter of any accidents/injuries and first aid treatment given. Guidance for safer working practice when a child needs intimate/ personal care with adult support
Best practice should ensure another appropriate adult is in the vicinity and is aware of the task to be undertaken
Students, parents and volunteers should never be involved in intimate/personal care issues
If pupils are able to undertake personal care, they should be independent
Parents need to be informed, this should be verbally or in writing
Absence due to Illness Parents should telephone the School Secretary (Miss Atterton) on 01642 781447 if their child is going to be absent due to illness. A signed explanatory note should be sent to the Form Teacher on the pupil‟s return. Children who are taken ill or are infectious We request that children who develop an infectious condition (such as vomiting or symptoms of influenza) are collected as a matter of priority. They will be cared for in the School Reception Area or in the First Aid Room whilst awaiting collection, with staff taking sensible precautions to prevent infection to other children or themselves. If your child has been unwell at home overnight, in the interest of all, we ask that you do not send them to school the next morning, but allow 48 hours to make sure they are fully recovered. Many viral diseases spread very quickly in school and a child attending when unwell can lead to a situation where many children and staff are also taken ill. If we believe that a child is suffering from a notifiable disease we will act on advice given by the Health Protection Agency and inform Ofsted of the situation. 38
Dental and Medical Appointments Preferably, these appointments should be made outside of school hours. If this is not possible, a note in advance addressed to your child‟s teacher, with all necessary details, is required. ADMINISTRATION OF MEDICINES AT SCHOOL Non-prescription Medicines We are sure you know as well as we do that children can be full of life one minute and feel poorly the next. We often experience this at school and the children are sent to the School Nurse (or the Secretary) so that she can care for them and assess their medical needs. In many situations a teaspoon of „Calpol‟ will cure many complaints, but it is not always easy to contact parents to ask permission. The staff are prepared to administer, when necessary, one of the non-prescribed medicines (eg Calpol, cough linctus etc.) An authorisation slip is sent to parents, which should be returned with other medical information. You will be informed if your child has received any such medication. Prescribed Medication In the event of your child requiring to take medication which has been prescribed by your doctor, this must be brought to school in the prescribed bottle from the pharmacy, clearly labelled with your child‟s name, medication and dosage. It should also be accompanied by the M4 form, or a letter. The nurse follows strict guidelines with regard to the administration of medicines within school. She adheres to the code of professional conduct laid down by the NMC* and, therefore, reserves the right to administer medication only at her discretion. * Nursing and Midwifery Council
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Controlled Medication Administered at the discretion of the School Nurse following the School policy on Administration of Controlled Drugs. Please complete the Medical Forms and return them to us in a sealed envelope marked “Confidential, for the attention of the School Nurse”.
FIRE DRILLS These are carried out termly and pupils are made aware of what is required of them. Full details of the drills including time, weather conditions and the efficiency of the practice will be kept. HEALTH AND SAFETY OF VISITORS We are required by law to bring to the attention of all visitors to the School our arrangements in the event of a fire or other emergency. As parents constantly visit the School, a copy of the statement on display in the entrance to the Pre-Prep is included at the back of this handbook. Please read the information carefully.
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JEWELLERY AND NAIL VARNISH For reasons of safety and to prevent accidental loss, children are not allowed to wear jewellery for school, unless this is for religious reasons. Nail varnish, whilst not a hazard in itself, does not look smart with school uniform and we ask that pupils remove nail varnish before coming to school. HAIR Girls‟ hair (if below shoulder-length) should be tied back with a suitable small fastener, school scrunchie or hair band. Boys‟ hair should not touch the shirt collar or be shorter than a number „3‟. The use of hair products such as gel, dye and wax is not permitted. The appearance of our pupils is important and we actively seek to maintain these high standards. We would ask parents to support us in this. PERSONAL ACCIDENT INSURANCE The school takes out personal accident insurance on behalf of all its pupils. The cover operates 24 hours a day, 365 days a year, in and out of school. The cost is included with the fees. Full particulars of this insurance, of exclusions and so forth, may be obtained from the School Manager. PERSONAL PROPERTY INSURANCE The School‟s insurers provide cover for pupils‟ property up to a limit of £500 (to £200 maximum per article) per pupil against risk of fire and theft from within the school buildings only, subject to an excess of £35. Parents should bear in mind the limitations of this cover and may like to consider additional personal insurance through their own insurers.
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DAMAGE Genuine accidental damage is not charged, provided it is promptly and properly reported. Where damage was not intended, but resulted from careless behaviour, a charge to contribute towards cost is made. In rare circumstances, a collective imposition against a group of children, irrespective of individual guilt, may have to be made.
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APPENDIX I: THE AIMS AND ETHOS OF YARM SCHOOL At Yarm School we seek to bring out the best in every boy and girl in our care and to give them the best possible all round education. We aim
to build and sustain a friendly, tolerant and supportive community in which all its members are valued equally,
to teach pupils to enjoy their education, to see it as a lifelong experience and to support them in making important career decisions,
to pursue high personal, academic and social standards,
to develop in our pupils personal qualities such as curiosity, concern, industry, reliability, honesty, creativity, enterprise, appreciation and respect,
to develop an active and open relationship with parents,
to encourage pupils to take full advantage of the opportunities on offer to them,
to show a sense of responsibility towards the local and wider community and prepare pupils for the challenges and opportunities of adult life.
ETHOS We believe that the School should be a happy and positive community, characterised by an appreciation of, and respect for, the work of every individual. Our school aspires to excellence and has high expectations of every boy and girl. We want our pupils to do their best and we insist on high standards of industry and application. We expect pupils to be honest, to practise good manners in all their
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relationships, to be reliable and punctual and be consistently smart in their appearance. We want them to be proud of their School. In following Christian principles, we seek to promote mutual tolerance and a friendly atmosphere, in which pupils of all ethnic and cultural backgrounds, of all religious persuasions and of varying levels of ability are welcome. We believe that every boy and girl has the right to look for happiness and security at School. We insist that no pupil or pupils make other pupils miserable, whether through overt bullying or through less obvious forms of pressure or alienation. We attach particular gravity to such offences. We recognise that our pupils will have various talents and different rates of development. We value every achievement, however modest, which stems from the honest efforts of the individual boy and girl. It is our hope that every pupil should discover at least one area of School life in which he or she can show genuine prowess. Our School depends upon the support of parents. We will always aim to keep parents informed about their child‟s progress in School and to respond to any requests promptly and courteously. We are fortunate to have a parental body which is so supportive to the School and its aims. A good School is made by good teachers whose talents, zeal, morale, team work and professional competence are of vital importance. It is the responsibility of the School‟s Management to promote their professional development. The teaching staff are exemplars at all time to the pupils, who will note most attentively every aspect of their teachers‟ professional and personal conduct, including any hint of double standards. All teachers are expected to share and uphold the aims and ethos of the School. When they judge that it is necessary to criticise, correct or punish it is important that they should avoid any language or behaviour likely to undermine their professional status. We hope and trust that all teachers will derive pleasure and satisfaction from their service to Yarm School and that none will ever feel inhibited from raising with the Headmaster or colleagues in the Management Team any matters of serious concern or anxiety. 44
APPENDIX 2: HEARING YOUR CHILD READ – SOME TIPS 1. Make time to listen to your child read. 2. Sit comfortably together and make sure you limit distractions such as the television. 3. Before reading, look at the cover or illustrations together and discuss what the book might be about. If your child struggles with unknown difficult words, you might look through the book and point out and give any words which you anticipate may be a problem. This will help your child to read more fluently. 4. When listening to actual reading, don‟t rush to correct mistakes unless it significantly alters the meaning. If your child falters over a difficult passage, you can help by reading aloud alongside them until a simpler section is reached. 5. Help your child to anticipate words by focusing on the initial sound of the word and using context as a cue. 6. Offer to read character parts yourself. Encourage your child to put expression into the reading, to attempt „voice‟ characterisation to bring them to life. 7. After reading, encourage your child to tell you about what they have read. Ask questions about what they say and try to get them to express what they think and what opinions they have formed about characters and the story. 8. Always praise and comment on progress, however small. Encouragement is the key to success. Communicate your enjoyment at listening to your child read.
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APPENDIX 3: ENCOURAGING WRITING AT HOME Writing The term „writer‟ is used to refer to a child who is not just able to copy letter shapes and words accurately, but who can put down their ideas and feelings into words on a page. Some of the skills your child needs to become a „reader‟ are just as relevant in learning to become a „writer‟. However, talking and thinking, and body control and coordination are specifically related to writing. In the Nursery and Pre-Prep we use a mixture of approaches to the teaching of writing. The class teacher will adapt his/her approach to meet the needs of an individual child. Children will „practise‟ writing at an early age and this emergent writing, which may be writing-like scribbles, repeated letters or shapes, or first attempts at writing names etc., are important and to be encouraged. The formation of letters is taught in many ways, not just through the use of pencil and paper. Some children, with increasing phonic awareness, will begin to write simple words unaided. Others will need to be encouraged first to say what they want to write and have the teacher write it down for them. The children then trace or copy it underneath. This is helpful in developing pencil control and handwriting skills. Most children get used to copying words correctly and eventually attempt to write some words on their own. They have a word card or book and ask their teacher for those they do not know how to spell. How to write with your child Put together a writer‟s box. This will ensure that you have the necessary materials for your child to do lots of activities related to writing. Once your child is using some recognisable and repeated shapes in their drawing and „play‟ writing, introduce some handwriting patterns and letters to trace and copy. Do let your child continue to enjoy drawing and writing for fun and not just for handwriting control and practise.
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We recommend a good quality HB pencil which should be held lightly by the thumb and forefinger. The middle finger supports the pencil underneath. The other two fingers and hand should rest on the table. A child experiencing difficulty with the correct pencil grip may benefit from the use of a triangular pencil or pencil grip. Your child should hold the paper firmly in position with the other hand and not press too hard on the paper. Make sure your child doesn‟t lean to far forward and his / her head is not too near the book. Feet should be on the floor and their elbows should not rest on the table. As a guide, the end of the pencil should be in line with the arm. It is important that the hand and arm can move smoothly and, in time and with practise, speedily. It is also important to let your child see you writing as part of everyday life, for example: filling in forms, shopping lists, catalogue orders, greeting cards and letters. Talk to your child about your writing: What is it? Who is going to read it? Let them see you make mistakes and start again, as this is an important part of the process of writing. Involve them in writing for a real and interesting purpose, such as signing their names on a birthday card, writing to a relative or inviting a friend to a party. Praise their attempts at writing even if you can‟t read them, and ask your child to read them to you. Be patient and encourage them to look at the letters around them and talk about the sounds they make.
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APPENDIX 4: YARM SCHOOL SAFETY BRIEFING FOR VISITORS Welcome to Yarm School. These guidelines cover the basic safety requirements that apply on Yarm School‟s premises and have been prepared for your benefit. Yarm School aims to provide a safe, healthy and secure environment for its pupils, staff and visitors. By following these guidelines you will be helping to ensure your own health and safety and that of others in the School. Fire and Emergency Procedures In the event of a fire, the alarm bells / sirens will sound continuously. The fire alarm will be tested on alternate Wednesday afternoons after the end of the normal School day. On discovering a fire you should break the glass at the nearest Fire Alarm point to sound the alarm. On hearing the Fire Alarm you should:
Leave the building by the nearest available fire exit
Assemble at the Assembly Point on the playground behind the Pre-Prep School
Not return for personal belongings
Accidents and First Aid Please report any accident to the School Nurse or other member of School staff. The School can provide First Aid as required. Driving When driving within the Senior School grounds extra care must be taken because of young children and other pedestrians.
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Security Please wear your visitors label throughout your visit and sign out at reception at the end of your visit. General Please obey all safety signs. Smoking Thank you for observing the School‟s policy of not smoking in the grounds or buildings. If you have any questions regarding Health and Safety, please do not hesitate to ask. Thank you.
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APPRENDIX 5: YARM SCHOOL GOVERNING BODY The role and function of Governors in independent schools is quite different to that in the maintained sector. It can best be summarised as follows: Yarm School is an educational charity. The Governors of Yarm School are trustees of the charity and its assets. They have responsibility for legal and regulatory compliance, risk management, financial propriety, strategic direction and the maintenance of standards. The Governors appoint the Head. Together with the Head they appoint the other Heads of School and Senior Management Team who, under the leadership of the Head, determine the aims and overall ethos of the school; the Board sets and reviews the policies, plans and procedures that will ensure the best education for present and future pupils of the School, including the proper control of finances. The composition of the Board is designed to help it to fulfil its duties. To enable it to function effectively, Governors are chosen to ensure that the members between them can speak with knowledge and experience in all matters required for the operation of the School. The Board of Governors elect a Chair and Deputy Chair who are in regular consultation with the Head; it also appoints a number of specialist sub-committees. The administration associated with all the work of the Board of Governors is undertaken by the Clerk to the Governors (School Manager) to whom all correspondence for Members of the Board should be directed at the school address. The School does not release private contact details of the Members of the Board.
A P Thomson, LLB, FCCA, FIDM (Chairman) Mrs R M Langford, BDS (Vice-Chair) Mrs F Ajekigbe, BSc, PGCE, MEd, NPQH Mrs S H Anderson, FCA, BSc Dr P M Chapman, MA, PhD S R Davidson, DL, BSc, PGCE L D Gamble, MA VetMB MRCVS Dr P S A Jones, MA, PhD Mrs L Longstaff, Cert Ed, NPQH I Lovat, BSc, PGCE K Shotton, BA, FCA M Thompson, BA, ACMA A M Turner, BSc, MB, ChB, FRCS (Paeds), PhD
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Yarm School The Friarage Yarm Stockton on Tees TS15 9EJ Tel : 01642 781447 This is the registered address and telephone number of the Yarm School A P Thomson, LLB, FCCA, FIDM – Chair of Governors Any correspondence for the Chair of Governors should be sent to the above address.
The following information is made available for parents in a folder in the reception area at Yarm Preparatory School and on the School website: Curriculum Policy Admissions Policy Anti-Bullying Policy Safeguarding Children: Child Protection Policy Discipline Policy (including Behaviour, Sanctions and Rewards) Equal Opportunities Policy Internet Access Policy Missing Child Policy Mobile Telephone Policy Outings, Residential Trips, Sporting Events and Adventurous Outings Policy Special Needs Policy Complaints Procedure Safeguarding Children: Staff Appointment Procedures Copies of these documents can be provided on request and you are welcome to contact the Head if you would like an explanation of any matters within the policies. Parents may also request, from the Head, information on academic performance and details of the number of complaints registered in the previous academic year.
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