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Week Ending 15th May 2018 - Attendance this week 95.84%

Foundation Stage (Nursery / Reception)

Welcome

to

Waterside Primary School

Early Years

 

 

EYFS Strategic Leader Welcome Letter

Welcome to Waterside Primary School! I am delighted and extremely proud to be the Strategic EYFS Leader at such a fun and vibrant school where pupils, staff, governors, parents and the school community work extremely hard and have high expectations of one another. We are committed to the highest standards of teaching and learning – achieved through a combination of challenge, support, encouragement and praise – to ensure that all students fulfill their potential.

 

Within the Waterside Primary Early Years area of school, you will find a welcoming and purposeful environment, with relationships built on mutual respect. Our supportive pastoral systems help pupils to achieve beyond their expectations and develop a strong sense of responsibility for themselves, their peers and the wider world. Our unique early years pupils develop skills for lifelong learning. Achievement and a 'can do' attitude are at the heart of our philosophy; we support this through nurturing pupils’ creativity, encouraging independent thinking and learning and showing that mistakes can be a learning opportunity.

 

We are a forward-thinking school and EYFS department who is constantly striving for excellence in all that we do. Through teachers and practitioners individual work on current research and developments within education, such as current training and government initiatives like dough disco, we aim to inspire all learners to grow and develop in an ever changing world.

 

We hope this website gives you an insight into the unique nature of Waterside Primary School and it’s Early Years department of school and the life your child will enjoy at our school. Choosing your child’s school is one of the hardest decisions that parents can make.

 

There are many questions you will want to ask and we hope that this website will give an insight into the many aspects of school life and will help you to make that decision. Have a look around our site and you will come across some of the information below.
 

  • On our Homepage you will find a calendar with important dates and links to our whole schools latest newsletters.
  • In our 'Information' section you will find tabs that cover our curriculum, policies and admissions procedures as well as links to other key areas of our school.
  • The 'Search' function at the top of the page allows you to search for specific information using keywords.
  • Our 'Galleries' section has photographs of our most recent events and activities from individual classes.]

 

We hope you enjoy exploring this website and finding out about our school. If you would like a tour, please contact the office and arrange an appointment. I am always happy to show visitors the work of our successful EYFS department, along with visiting the rest of the school.

 

With my best wishes,

Mrs S Fraser

Strategic Leader for EYFS/Assistant Head Teacher/Deputy Safeguarding Lead

Leader Teacher in Education/BTSA/ Early Reading Lead/Spotted Ducks Class Teacher

 

Our EYFS Shared Vision

 

Here at Waterside Primary School, we believe that every child deserves the best possible start in life and the support that enables them to achieve their potential. Children develop quickly in the early years and a child’s experiences between birth and the age of five have a major impact on their future life chances. A secure, safe and happy childhood is important in its own right. Good parenting and high quality early learning together provide the foundation children need to make the most of their abilities and talents as they grow up.

 

We each believe here at Waterside Primary that we are an outstanding Early Years Department of our school. The EYFS department has highly skilled teachers and practitioners, who work daily to ensure that every child has the highest standards of educational and pastoral care when in and out of school. We aim to work closely with families to ensure that support and guidance is there and in place for parents to support their child further at home.

 

Parents

We believe that our parents are very important to us, as children achieve when a home and school work well together. We welcome our parents into the Nursery and Reception and are continually looking for ways to develop strong and positive links with you. Each child’s development is carefully monitored and our parents are kept informed of progress.
We encourage our parents to join us to share special events as often as possible so that you can enjoy the milestones in your child’s education.
EYFS staff also provide parents with feedback forms which we are aimed at capturing children’s successes at home. These are then added to the children’s learning journey and help us to make judgments against progress. We call this, the big picture!

 

Staff working in the EYFS and who link with us

At Waterside Primary School, we have a mixture of qualified and experienced primary teachers, early years practitioners, TA’s and classroom assistants working in the Nursery and reception classes, on a full time basis. The Strategic Leader for the EYFS, ensures daily with her supporting team of highly trained professionals, that focus is placed on developing the "whole" child; enhancing intellectual potential, improving fine and gross motor skills, encouraging empathy and respect, growing curiosity and investigative skills and encouraging a positive attitude to learning. Alongside this, all staff place emphasis on developing academic achievement, delivered through well planned daily phonic and mathematical inputs and activities.

 

Having experienced and fully qualified teachers and practitioners within the setting, brings insight and understanding to the delivery of the Early Years Foundation Stage Curriculum. We ensure that the knowledge and skills which will best aid children's transition into school are planned for, nurtured and developed. Our teacher's proficiency in observing and assessing children's development enables us to accurately plan the next steps to progress and supports each child's needs. At Waterside Primary School, we promote a combination of child initiated and adult led activities to support all areas of the Early Years Foundation Stage.

 

All staff play a vital role in supporting, developing and caring for the children on a daily basis. They are involved in planning, record keeping and assessment, which ensures the Nursery Team have a shared and detailed understanding of each child's progress, achievements and goals. Each member of the Nursery staff is DSB checked and most staff within the Early Years setting, have current and update pediatric first aid, with a few staff due out to renew their qualification, in the coming half term.


Mr Webb – Chair of Governors

Mrs J Knowles– Headteacher/Safeguard Lead
Miss Gaskel- EYFS Link Governor/Acting Deputy Head- Deputy Safeguarding Lead
Mrs S Fraser – Strategic Leader for EYFS/Assistant Headteacher/ Leader in Education (BTSA) Spotted Ducks Class Teacher- Deputy Safeguarding Lead

 

Miss D Massey – Lead Learning Mentor/Early Help Champion-Delegated Safeguard with tasks set by SLT
Miss H Davies-Lead Nursery Teacher/EYFS Assistant SENCO/ Louise Willis Inclusion Leader
Miss L Newbon- ReceptionTeacher
Mrs E Goodwin – Senior Early Years Practitioner
Mrs K Gardner– Early Years Practitioner
Mrs H Foster-Early Year Key Worker/Reception 1-1
Miss S James- Reception Classroom Assistant
Ms Sam Mason- Learning Mentor-Nurture Lead

 

Early Years Curriculum

The Early Years Foundation Stage Curriculum is made up of seven areas of learning; 3 prime areas and 4 specific.

 

The prime areas of learning are:

- Communication and Language

- Physical Development

- Personal, Social and Emotional Development

 

The specific areas of learning are:

- Literacy

- Mathematics

- Understanding of the World

- Expressive Arts and Design

 

Early Years Foundation Stage at Waterside Primary School

 

At Waterside Primary School we are lucky enough to have one large Nursery class (ducklings), split into three key worker groups (grey, yellow and brown ducklings) and two Reception classes (spotted and Mallard ducks). Most children tend to join our Nursery the term after their third birthday, however we do have an additional few children that join us, as they enter into their reception year.

 

Half termly topics and themed weeks are used in both our Early Years classes as a creative vehicle in delivering the EYFS curriculum. As we are working towards an 'Early Years Unit'', all Early Years classes will focus on similar themed topics, allowing for topic based, collaborative learning in our shared outdoor environment.

Both our Nursery and Reception classrooms have been designed and organised to promote positive, engaging environments for the children to learn in. All classes have designated areas of learning to support different areas of the EYFS curriculum. At Waterside Primary school, we believe in the importance of outdoor learning and use our lovely outdoor area regularly every day for our continuous provision and for adult directed activities.

 

At the heart of good EYFS practice is on-going observation and assessment, enabling our staff to plan effectively for each child’s next steps for learning. At Waterside Primary this is incorporated in several aspects of our practice:

 

  • Key Person system
  • Observation notes- post it notes
  • Electronic Observations that are emailed to parents.
  • Parental Observations that can be handed to the teacher and feed into children’s learning journeys
  • Focused assessment notes
  • Individual Learning Journeys
  • Pupil voice and self-assessment

As a school, we continually seek open and active two-way communication with parents.

Below are some examples of how endeavor to achieve this within the Early Years:

 

  • Whole School Newsletters
  • Daily opportunities for informal chats with staff
  • Reports once annually
  • Parent’s evenings
  • Meet the teacher sessions
  • Stay and Play sessions
  • Electronic observations for both parents and teachers.
  • Regularly updated class pages on the website

 

For more information regarding the Early Years Provision outlined by the Department of Education, please click here.

 

School Day
Here at Waterside Primary School we current operate on a full time basis, for all children, despite the governments offer of just 15 hours of free funding. This is currently paid through the school, as we feel that it is incredibly important for our young learners to have as much opportunity as possible to grow and shine in a school environment, encouraged and challenged by highly skilled individuals. 
Some parents will be eligible to access funding which comes back into school for their additional 15 hours, which is currently being paid for by the school.
The school day currently runs from 8.50 and sees children going home at 3.25
During that time children will have access to fruit, water and milk at their own convenience and they will have a break midday for lunch.
Lunch can be purchased in school or parents are free to send in a packed lunch from home. We do ask that it contains a healthy balanced meal as we would like our children to have healthy minds and healthy bodies, as we believe this aids to their overall achievements.

 

Healthy Snacks- Personal Wellbeing

At Waterside Primary School each child across school has free access to water throughout the day. Cold water foundations are situated around the school, where children can fill up their own water bottles at a convenient time. During hot mouths additional opportunities will be given to ensure the children are fully hydrated throughout the day. This is in addition to drinks accessed by children at lunch times.

 In the EYFS, both water and milk is made readily available to children throughout the day. Children go and collect the milk and water when it is needed and is regularly added to throughout the day. In the hot weather, water stations will also be set up outside, to ensure children are kept hydrated. If it is deemed necessary, adults will stop children at regular intervals to ensure all children have taken water on board.

 

Children will also have access to a range of snacks throughout the week. These are delivered to school and are collected by the children. Children will be assigned jobs in FS2 in order to prepare the fruit/snack table. These may include; strawberries, bananas, apples, pears, green beans and many others.

 

On occasions, children made have additional snacks, such as hot cross buns, small slices of cake etc to support celebrations.

Nuts are not prepared to children. Parents must inform the office and teaching staff of other allergies and alternative arrangements can be made on an individual basis.

 

In the EYFS area of school, we encourage healthy and balanced eating and children are taught about the importance of eating a healthy balanced diet.

 

Staff working in this area, will model to children eating fruit and drinking water, as a mean of ensuring their own personal wellbeing is cared for also.

 

Should you wish to discuss snack for your child with anyone- then please ask to see Mrs Fraser

 

Activities to do at home to support your child’s learning

 

Your child will be sent home with a reading book. We ask that you read with your child at least 3 times a week as this helps with their concentration and letter & sound recognition. When it is felt ready for the children, additional homework tasks will be sent out in special books. Please can we ask that these books are looked after and that they are returned to school on a Wednesday so that teachers can look through their home learning and can keep track of who is accessing and completing their homework. When homework is sent out, it is encouraged that children work with their parents to complete it and that it becomes an enjoyable extension of their learning that they have worked on back in class.

 

We have an open-door policy in preference to formal parent’s evenings. If you want to see your child’s work or to discuss their progress, then please see your key worker, class teacher or EYFS leader to make arrangements. There will also be additional evenings and sessions timetabled in on the school calendar, so please ensure you look out for these dates each term.

 

Encourage your child to take their own coat on and off. Also teach your child how to dress and undress independently, as this is a big step in developing their own independence.

 

Thank you for your continued support. If you have any queries or concerns, please see a member of staff.

 

Mrs Fraser (Strategic Leader for EYFS and the Nursery/Reception Team)- Deputy Safeguarding Lead

 

 

If you wish to enquire about availability for Nursery or Reception, please contact the School Office.

 

For further information on what the children in Nursery and Reception get up to at Waterside Primary, please follow the link to the class pages.

 

 

 

You can also find additional information on uniform, outlined in the school prospectus.

How a SENCO could help your child

If your child has a special educational need, the school’s SENCO-Inclusion Leader and Assistant SENCO/Inclusion Lead for EYFS is likely to play a big part in his/her day-to-day life and learning.

 

What is a SENCO/Inclusion Leader/Assistant Leader?

A SENCO (Special Educational Needs Coordinator) is a teacher who coordinates the provision for children with special educational needs or disabilities in schools. Many are also class teachers, and fulfil their SENCO duties on a part-time basis. SENCOs who were in position before 2009 may have been trained on the job, but now all new SENCOs have to complete a Masters level National Award for Special Educational Needs. So how could a SENCO help your child?

 

1. Assessing your child

‘If either you or the teacher has a concern about your child, the SENCO will go into the class to observe them and advise on what the next steps should be in terms of whether support is needed, and what that might involve. SEN parent adviser at Contact a Family (helpline 0808 808 3555). The SENCO is there to work not just with children who have physical or learning difficulties, but also those with emotional or behavioural problems, or who need some short-term support, for example in coping with a bereavement.

 

2. Referring your child to a professional

If the SENCO feels your child would benefit from external support, she can make a referral to professionals such as a speech and language therapist or occupational therapist. ‘She will also be involved in meetings with these professionals, both during the diagnostic process and on an on-going basis.’

 

3. Arranging SEN support in school

'Once a child’s concerns have been identified, the SENCO, in consultation with the class teacher, should put together an individual SEN support plan which should then be shared with the parents’. This sets out your child’s learning targets, who will support him or her and how, what resources and methods will be used, how your child’s progress and achievements will be monitored and how you can help as a parent.

 

4. Helping with an EHC process

Either you or the school may request an Education, Health and Care needs assessment for your child. This is a detailed investigation into your child’s special educational needs and is carried out by the local authority. If the local authority decides that the school can’t meet your child’s needs from its own resources, your child will be given an Education, Health and Care Plan (EHCP) which sets out your child’s needs and what additional help they require.

‘During the assessment process, the local authority will ask the parents, the school and any professionals involved to produce a report about the child’s difficulties, and in most cases, the SENCO will write the report on behalf of the school’. ‘They will also be involved in explaining the process to you and liaising with you throughout.’

 

5. Helping the teacher to help your child

The SENCO plays a vital role in supporting your child’s teacher to ensure that their educational needs are met. ‘The SENCO will often help the teacher with their planning to ensure that the teaching is accessible to your child, give advice on how they can improve their practices and suggest resources and activities that could support their learning’. ‘The SENCO can also deliver additional training to teachers, or arrange external training if appropriate.’

 

6. Co-ordinating meetings

Many people are involved in the education and support of a child with special educational needs: the class teacher, the SENCO, parents and other professionals. ‘The SENCO should be involved in any meetings with these people to ensure that everyone is coordinated in how they support the child.

 

7. Organising resources

For some children with special educational needs, resources – ranging from flashcards to laptops – can make a big difference to their learning. ‘The SENCO will be involved in the provision of those resources, and will liaise with the necessary people if there’s a financial implication.’

 

8. Reviewing targets

‘A child’s SEN support plan should contain SMART targets that are specific, measurable, achievable, realistic and time sensitive,’ says Carmel. ‘These targets should be reviewed regularly in a meeting with the SENCO, teacher, parents and professionals, usually once a term.’

 

9. Being an advocate

Having a child with special needs can be highly emotive, and feelings often run high if things are going badly at school. Remember, the SENCO is there to support you and your child, and to be an advocate for you both. ‘If something is niggling, it’s always best to talk to the SENCO sooner rather than later.’

 

Should you have any concerns related to your child, then please see your child's class teacher or ask to speak with Mrs Fraser, Miss Davies or Mrs Willis. We will be happy to help.

 

SEND LOCAL OFFER

http://localoffer.stoke.gov.uk/kb5/stoke/directory/home.page 

EYFS Staffing with First Aid Training in Place

September 2017-2018

 

Helen Foster (1-1 TA support)

Emma Buckley (Cover Support/Lunchtime Supervisor)

Lucy Newbon (Teacher)

Kelly Gardiner (EYP)

Samantha James (TA)

Hollie Davies (Lead Teacher)

Samantha Fraser (Assistant Headteacher-Strategic EYFS Leader/Reception Teacher)

Evelyn Goodwin (EYP)

EYFS Information for parents

New Transition Information for Nursery and Reception Parents

Reading at Home-S Fraser

Summer Term Reception Classroom

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