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.
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
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
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:
- 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:
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:
For more information regarding the Early Years Provision outlined by the Department of Education, please click here.
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.
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.
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EYFS Staffing with First Aid Training in Place
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)