Welcome to St John’s Foundation Stage

Melbourne Street

Tiverton

Devon EX16 5LA

Tel: 01884 253630 Ex 2

Email: admin@tiverton-st-johns-primary.devon.sch.uk

Website www.tiverton-st-johns-primary.devon.sch.uk

Welcome to

St John’s Catholic Primary School’s

Foundation Stage

We hope you will enjoy the time you spend with us.

Our Mission Statement

And to each and to all , God entrusts a unique role,

A one and only place in the world’s story.

At St John's, we are learning to grow into God's family,

where there are no outsiders, where all belong.

As a Catholic school, we aim to provide a well-rounded,

Christian education to prepare our children for their

unique contribution to the world.

Our Foundation Stage Unit

We currently run as a Foundation Stage Unit where all Foundation aged children are known as ‘Acorns’. Preschool Children are ‘Little Acorns’ and Children in Reception Class are ‘Big Acorns’ About Us St John’s Foundation Stage is part St John’s Catholic Primary School Academy, where all Foundation Stage aged children - (2-5 years old) are based together in a purpose built Foundation Stage Unit on the school premises. The aim of our Foundation Stage Unit is to provide educational experiences of the highest quality. Our learning through play approach is designed to meet the statutory requirements for the Early Years education and is led by a Qualified Foundation Stage Teacher (Mrs. Claire Webber) and her team of Early Years trained staff, in a well-organised and attractive environment. In our Foundation Stage we aim to meet the educational and developmental needs of children from the term before their third birthday (Rising 3) through to the end of the year in which they are five years old (This is the official Foundation Stage as laid down by the government). Working together as a Foundation Stage benefits all the children by offering:

• A richly stimulating environment • Buddy systems and group work to encourage older, more confident children to encourage, support

and learn alongside their younger peers • Support for those children who need greater play experience and daily nurture groups, providing

support for new and young children. • Support to children when they are ready to explore more, helping them to develop to their full

potential. • A seamless transition for children from Foundation Stage 1 (pre-school) into Foundation Stage 2

(Reception class). • Improved co-operation and partnership between the Foundation Stage age groups and Year 1 in

the main school. • A high quality and consistent education for children throughout the whole of the Foundation

Stage, • A seamless setting for children’s learning and care during their early years • A specialist provision staffed by adults trained to teach the Foundation Stage Curriculum who have

the time to get to know each child well. • Shared resources, with the school, including a designated outdoor classroom, use of the school

field, forest school and school hall. • A seamless transition for children from Foundation Stage 1 (pre-school) into Foundation Stage 2

(Reception class). Settling in Starting preschool (Foundation Stage) is a big step in your child’s life, even if he/she has been to another setting before coming to us. We encourage parents to bring their child into Foundation Stage for a taster session, and this will be organised during the term before your child is due to start

with us. We operate a key person system, where each child in our Foundation Stage is assigned a named key person. This key person will be responsible for your child’s welfare during their time in the Foundation Stage and will maintain records of your child’s progress in achieving the Early Years Continuum of the Early Year’s Foundation Stage Curriculum. Initially you will be told the name of your child’s key person and this person is your first point of contact for any queries or concerns that you may have. The registration form is completed with your child’s key person, during your child’s taster session. It is a confidential document and gives us information about your child and family. It is important to let us know if any things change from when you fill in the registration form (e.g. change of address/phone number, medical information etc.), so we can ensure we hold the most up to date information about your child. The most important thing for us is that all the children settle in happily as soon as possible.

The First Session

For most children this will be the first time they have been separated from their family. Some children cry, occasionally mums or dads will cry, but we don’t mind!We welcome you to bring your child in to St John’s Foundation Stage Unit, to meet the staff (particularly your child’s person who will be introduced to you – they will be your child’s main carer in Foundation Stage 1 (Little Acorns), show him or her where to hang coats, where the toilets and washbasins are, then encourage your child to find something to play with.

If there are a lot of adults around or another child is crying, it would be best not to leave immediately but to wait for things to quieten down. When your child is settled, preferably near a member of staff, say goodbye and leave promptly. Please do not worry if your child cries or tries to run after you, keep smiling and leave. Most children settle quickly when left, but we would contact you if they didn’t settle. Please also feel welcome to contact us to check on how settled your child is. If your child has a comfort blanket or toy, let them bring it to pre-school if they wish. Registering Your Child Please register your child with St Johns’ Foundation Stage Unit (via the school office) as soon as you know you would your child to attend. Your child will be able to start with us from the term in which they have their 3rd birthday. You will be asked to complete an application form (available from the school office) and consider which sessions you would like your child to attend. The term before your child is due to start, you will receive confirmation of the sessions your child will be starting with us. Please do not hesitate to phone the school office (01884 253630) to request a change of sessions at any time – we realise that family circumstances change and we aim to provide the sessions that best fit with your family’s needs at that time. Our waiting list is deemed by order of application, as this is deemed to be the fairest system for all families. Each cohort of children is limited to 35 so places are not available after the cohort is full. Please ask to see our admissions policy if you need any more information on this.

St John’s School also provides a Breakfast Club from 8am – 8.50am and an After School Club from 3.30pm until 6pm. BREAKFAST CLUB. At St John’s we run a Breakfast club, we welcome all children from Rising 3 to 11 years of age. We open at 8am and provide the children with a healthy start to the day. We have a lovely relaxed atmosphere, with fun things to do, and a tasty breakfast to set the children up for the day! Fees:Full session (8am start) including breakfast is £4.00. This includes toast, cereal and a daily special, we also offer a wide range of drinks, which included warm de-cafe tea, de-cafe coffee, hot chocolate, orange, apple juice and also milk shakes. Non- breakfast sessions (8.30am start) are £2.00

. AFTER SCHOOL CLUB We also run an After School Club, which operates from 3.30pm until 6pm 5 days a week. Children can access the first hour of After School Club or stay for the full session. Children have a range of play activities and are provided with a hot or cold snack straight after school. Fees: 3.30pm- 4.30pm - £4.50 3.30pm – 6pm – £7.00

Pricesand Sessions Our Foundation Stage session begin at 8.50am, 11.50am, 12.50am. The Foundation Unit gate will be opened at these times to welcome children beginning or ending a session with us.

Sessions and Prices

Morning Session – 8.50am – 11.50am (3 hours)

£13.50 for Rising Threes (2 Year Olds) £11.25 for 3 and 4 Year Olds

Lunch Time – 11.50am – 12.50pm (1 hour)

£4.50 for Rising Threes (2 Year Olds)

£3.75 for 3 and 4 Year Olds

Afternoon Session – 12.50pm – 3.20pm (2.5 hours)

£11.25 for Rising Threes (2 Year Olds) £9.50 for 3 and 4 Year Olds

Full Day – 8.50am – 3.20pm (6.5 hours)

£29.25 for Rising Threes (2 Year Olds)

£24.50 for 3 and 4 Year Olds

Morning Session plus lunchtime (4 hours)

£18 for Rising Threes (2 Year Olds) £15 for 3 and 4 Year Olds

Lunchtime and Afternoon Session (3.5 hours)

£15.75 for Rising Threes (2 Year Olds)

£13.25 for 3 and 4 Year Olds

Government Funding Early Years Entitlement Funding is a Government scheme, which pays for all 3 and 4 year olds to have 15 hours of Early Years Funding, each week during term time. This funding can be used across Breakfast Club, Pre School and After School Club. The table below details when your child will begin to receive Early Years Funding. (If your child attends more that one setting please speak to Heidi Last, in the school office to discuss funding) Any additional hours will be charged at £3.75 per hour (£4.50 per hour if your child is still 2 years old, until they turn 3) Is your child still two years old? If so, you may be entitled to receive ‘Two Year old Funding’ for 15 hours a week. You will need to apply for this funding and it is means tested. Please call the helpline on 0845 155 1019Or visit the website www.devon.gov.uk or ask a member of Acorns staff for an application form.

Date of Child’s birth

Term in which funding starts

Before 31st December

Spring Term (January)

Before 31st March

Summer Term (April)

Before 31st August

Autumn Term (September)

In our Foundation Stage Unit...

Arriving/Leaving For safety reasons, it is important to let us know when someone other than yourself or a designated person is bringing or collecting your child. If somebody different is collecting your child, please let the staff know and ensure you have written their name in the collection column on our signing in sheet. We will provide you with a password if somebody other than the known adults is collecting. At the end of the day, children are collected from the Foundation Stage covered outdoor area. The children need to say good afternoon to the Foundation Stage adult and shake their hand once they have seen the designated adult. If your child leaves school for an appointment, e.g. dentist, doctor, a written note or message must be given to the Foundation Stage beforehand, that you wish to collect your child. Absence notes will need to be filled in if your child misses a session; these are completed on your child’s return. Preparing for Foundation Stage. At home, please encourage your child to do things for himself/herself such as putting on a coat, going to the toilet and washing hands on his/her own, putting away something they have played with, or undressing/getting dressed. Lunchtime: 11.5Opm – 12.50pm Children may have a packed lunch or a school dinner. If you opt to have school dinners, dinner money, £1.75 per day, must be brought to school, in an envelope with the child’s name and class on it. Children will be supported at lunchtimes by the Foundation Stage staff that will be available to help them enjoy their meals. St John’s is an accredited Healthy Plus School, and we encourage all the children to enjoy a healthy lifestyle. Children who have packed lunches are not allowed sweets or fizzy drinks. Snacks All children in the Foundation Stage are provided with a fresh fruit snack for morning break time. Parents can provide their child with a healthy snack if they prefer (e.g. peeled oranges, grapes, sliced apple, carrot sticks). Please can these can be contained in a named pot. Please do not send in yoghurts as the children sometimes eat their snack outside in the playground. Children also need to bring in a filled, named drinks bottle (containing water). Drinks bottles can be refilled with water during the day and water/milk is offered at snack time. ClothingIn the Foundation Stage We do like to go outdoors in all weathers. We are fortunate to have a partly covered outdoor area which means children can work outside everyday and in all weathers without getting wet but we do work outside when it is cold (not that the children often feel the cold – unlike the adults!). Please make sure that children come to us appropriately dressed, for example having a hat and a pair of gloves when it gets colder and a sunhat when it’s warmer. Children are encouraged to leave a pair of Wellingtons in Foundation Stage. Please label all clothing clearly with your child’s name and ensure that your child has a spare set of clothing in a named bag on their peg.

Special Needs We provide an environment in which all children are supported to reach their full potential. We have regard for the Special Educational Needs Code of Practice and we include all children in our provision. We identify the specific needs of children with SEND (Special Educational Needs and Disabilities), including Gifted and Talented children and meet those needs through a range of strategies. We work in partnership with parents and other agencies in meeting children’s individual needs. There are long waiting lists for outside support once children start school. We need to highlight any potential concerns as early as we can. Early identification is vital, as a late diagnosis may cause problems in later years. Mrs. Donna Hussell is the SENDCO (Special Education Needs and Disabilities Coordinator) for our Foundation Stage and will be the person following through any concerns. This may simply be asking a specialist in a certain area to give us guidance on ways we can help. Our aim is to help any child to overcome any problem he or she may have before they enter school (Big Acorns) or to have outside help in place if necessary. Please see your child’s key person or class teacher if you have any concerns and please don’t be alarmed if we raise any concerns with you – we really do want to work together with you to help your child. Accident and Incident Forms All Early Years’ Settings are required to keep accident and incident records. We have to record details of any accident or incident and have to ask for your signature to say that you have been made aware of it. We are also asked to record any bumps or bruises that a child has sustained outside school hours. We would appreciate your assistance in completing the Bumps and Bruises Form. Safeguarding We intend to create an environment in which children are safe from abuse and in which any suspicion of abuse is promptly responded to. Our Safeguarding Officers for the Foundation Stage are Mrs. Donna Hussell and Mrs. Claire Webber. They will be the first point of contact should any concerns arise. Please note: we have a duty to report major concerns to the relevant authorities. Illness Please do not bring your child into Foundation Stage if he/she has had sickness or diarrhea the night before (allow 48hours for the infection to clear), or if he/she has live head lice. Please telephone the School office if your child is going to be absent and complete an absence form on their return. This is to authorise the absence. Foundation Stage and School registers are audited and children must attend their sessions in order to qualify for their Early Years Entitlement funding. Celebration Assembly Every Friday at 11.30am the Foundation Unit enjoys a Celebration assembly with the school’s head teacher – Mrs James. The class teacher will choose two children from each Acorns age group to receive a Star of the Week certificate, awarded for super effort and demonstrating kind and caring actions. The children receive this special award in this assembly and their names we be put in our school’s weekly newsletter.

Mass/Liturgy Once or twice a term, the school celebrates mass or we hold services to celebrate such events as Christingle or Easter. Dates for these are included in the school newsletter and you are always most welcome to join us. Helping your child at home…. Reading There are lots of activities to develop your child’s reading skills e.g. jigsaws, matching games, looking at books together, encouraging your child to retell stories to you in their own words, talking about the pictures, ‘I spy’ games (using letter sounds), singing nursery rhymes etc. We will provide further information about reading with your child once they have settled.The children are expected to keep their reading books in their book bag to take to and from school. School book bags can be purchased from the school office. The Reading Record book that your child will receive is an important link between the teacher and home. We would very much appreciate it if you would write comments in this book when you share books with your child. Writing You will receive a copy of the how we encourage children to form their letters at St If you do any writing with your child at home please bear in mind the following points: • Only use capital letters for the first letter of a name or the beginning of a sentence; • Encourage your child to form the letters correctly. If the letters are formed incorrectly, your child will have difficulty in learning how to join their letters later on. The ‘flicks’ will help your child begin to form joined up writing in the future; • Use the sounds when referring to the letters and not their names; this will help your child when they are learning to read; •Please make sure that your child holds his/her pencil correctly between the thumb and first two fingers of the hand. Mathematics Numbers are everywhere, and we encourage a very practical approach to early number work. Children learn math’s skills, like everything else, when they are: • Playing; • Talking and listening; • Doing practical everyday things around the home; • Watching adults using maths in everyday ways(e.g. - when you are doing the washing- talk about sorting the clothes into colours and whites;• discuss the colours and patterns;• count them onto the line; how many socks are there today? Encouraging your child to talk with you about many different experiences will help develop their language and understanding. For example, using mathematical language such as long/short, big/little, same/different, heavy/light, full/empty, forward/back, on/under, over/below, in/out, more/less/the same

Get Involved! Feel free to come in and offer your help if you have a spare hour or so each week.If you have any queries or concerns, we have an open door policy and will make sure we are available to listen as soon as possible.

Finally...Thank you for the privilege of sharing your child with us.

The Early Years Foundation Stage & Early Learning Goals

This was introduced in September 2012 by the Department of Education. The children begin the Early Years Foundation Stage, when they first attend the setting and it will continue through to the end of their foundation year in primary school. St John’s aims to offer a curriculum for the Foundation Stage that takes children’s learning forward and provides opportunities for all children to succeed in a secure, warm and caring environment. The Early Years Foundation Stage is divided into seven learning and development areas and with three prime areas we aim to support each child by planning an environment that enables holistic learning. The statutory framework for the Early Years Foundation Stage (2012) identifies: the seven areas of learning and development that must shape educational programmes in all Early Years settings. All areas of learning and development are important and inter-connected. Three areas are particularly crucial for igniting children’s curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive. These three areas, the Prime areas, are: • Communication and Language• Physical Development• Personal, Social and Emotional Development We also support children in four specific areas, through which the three prime areas are strengthened and applied. The Specific areas are: Literacy, Mathematics, Understanding the World, Expressive Arts and Design The prime areas Communication and Language Listening and attention: children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity. Understanding: children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events. Speaking: children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events.

Physical Development Moving and handling: children show good control and co- ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing. Health and self-care: children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently. Personal, Social and Emotional Development Self-confidence and self-awareness: children are confident to try new activities, and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don’t need help. Managing feelings and behaviour: children talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations, and take changes of routine in their stride. Making relationships: children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children. The Specific Areas Literacy Reading: children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read. Writing: Children use their phonic knowledge to write words In ways which match their spoken sounds. They also write some irregular common words. They write simple sentences, which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible. Mathematics Numbers: children count reliably with numbers from 1 to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.Shape, space and measures: children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.

Understanding the world People and communities: children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions. The world: children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes. Technology: children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes. Expressive arts and design Exploring and using media and materials: children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function. Being imaginative: children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role- play and stories.

Above is a list of the ways staff communicate with Parents/Carers

Reading Records and Communication Books

Staff write in children’s books which book has been sent home, parents can also use this book to communicate with each other about children’s progress.

Opportunities to talk

We encourage parents to make appointments to come in and talk, but also welcome conversations when are dropped off between 8.50am and 9.00am. Parents can phone at any time.

Key events and activities

Information about topics or events can be seen on our parents’ information board under our cover way and our also given out in a newsletters.

Parents evenings

We hold parents evenings once a term usually after school but appointments can be re-arrange to suit a time that best suits parents. This is a great opportunity for you to talk with your child’s keyworker/teacher about your child’s progress and see your child’s learning journey.

Opportunities to see how the Foundation Stage works

Parents are welcome to stay and play and see how our Foundation Stage works. We also welcome parents to come in and listen to readers and take part in organised activities.

Open Evenings

We hold open evenings for parents to come and have a look around and meet staff.

Concerts

Parents and Carers are invited to a number of events, including the nativity play, festival celebrations (where we join up with Key Stage 1 and rotate activities and then come together for the final celebration), Sports day etc.

Home Learning

Children bring home “Home Learning” that reflects learning that is taking place in the Foundation Stage.