Dear Parents and Carers,
Nursery News:
Staff news
Both Jamie and Hannah have passed their probation periods this
month. Congratulations to both of them and well done on all your hard work.
Bank
holidays
A
reminder that it is bank holiday Friday (30th) and bank holiday
Monday (2nd) next week, we will open as usual on Tuesday 3rd
April.
Up Coming Events
19th March – Living Eggs here
29th March – Term time only and funded only children
break up for Easter
30th March – Closed – Bank Holiday
2nd April – Closed Bank Holiday
27th April – Muddy Puddle Walk
This weeks activities and events
In 2 Sports – This week at in2sports the children enjoyed playing football in
the snow. They then recognised and named their body parts in a fun group game.
Forest
School – At
Forest school the children improved their den they had previously made by
collecting new fresh sticks for it. They then found a long log where they
practiced their balancing skills as they walked across it.
Next weeks activities:
Each key person will be responsible for designing an activity
based on their key children’s needs; however, all children who are in on that
day will have the opportunity to access the activity too.
If the key person is on holiday or off, another staff member will
be able to lead the activity in their place so that the children do not miss
out.
For more information on the Early Years Foundation stage, the
guidance we use to support our planning and practice, please visit:
This week’s planned activities are also on the ILD’S.
Buttercups
Topic of the month: Easter
Monday – Sammy’s group are exploring the egg shakers in the
garden.
Tuesday – Leanne’s group will be making chocolate cornflake
cakes for Easter.
Wednesday
– Hannah’s group is having a fun Easter Egg hunt supporting listening and
attention skills.
Thursday
– Jamie’s group will be making their own rabbit and chick masks and will have
fun making sounds as chicks and jumping for rabbits.
Jamie is off Monday, Leanne is off Wednesday, Sammy and Hannah are
in all week.
Bluebells
Topic of the month: Transport
Monday – Donna’s group are building a knowledge of emotions while
reading ‘The Coloured Monster’.
Tuesday – Megan’s group is exploring the computer in the
Pre-School room developing simple ICT skills.
Wednesday – Maria’s group will be playing hide and seek with
shapes in the sand pit supporting shape recognition.
Thursday – Ruby’s group are taking part in an egg and spoon
race building hand eye co-ordination and physical skills.
Donna is off Wednesday and Thursday, Chloe is off Monday and
Tuesday, Megan is off Thursday and Friday, Ruby and Maria are in all week.
Sunflowers
In the Sunflower room each Key Person plans and implements their
own Key Group activity, but the room works on the same area and aspect to
ensure the activity is individual to each Key Group and therefore meets the
specific Key Group’s individual needs.
This will work alongside their weekly planned activity list which
you can see in the room and on the ILD’S.
The Pre-school room are making their own Easter nests. The
children will talk about Easter and build their understanding of the festival.
They will be involved in the process of melting the chocolate and learn about
the characteristics of solids and liquids. They will then mix the shredded
wheat and chocolate together and scoop it into their own cake case.
Topic of the month: Our bodies
The letter of the week is: O
The children will be:
Talking about words beginning with O
Writing the letter O on the easel
Naming Our own body parts
Fishing for the letter O in the water tray
The Number of the week is: 9
The children will be:
Talking about the number 9 and what it looks like
Jumping 9 times
Writing the number 9 in the sand tray
The shape of the week is: Sphere, circle and oval
The children will be:
Recognising the differences between the 3 shapes
Talking about the three shapes
Find the shapes around the room
Becci is off Tuesday, Ines is in all week and Almu is on holiday
all week.
Jenni and Ottilia are in all week.
I am in every day 7.30 – 4.00. So I will get to see you all in the
morning, If you have any queries in the evening please speak to your child’s
Room Leader or Jamie.
Interactive Learning Diary
Don’t forget to check out all the exciting things your child has
done this week, on their ILD profile.
We aim to put at least one observation up per week.
Facebook
Castle Nursery and Preschool Facebook page promotes the company, engages with
parents and team members across our nurseries.
If you would be interested in following this page, here is the
link: https://www.facebook.com/Castle-Nursery-and-Preschool-790319011138020/. We will be
regularly adding events and photos to the page.
Menus
There are no planned changes to this week’s menu.
See attached document for the weekly menu.
If you would like to see a copy of our allergens menu at any time
please ask!
Useful websites
Here are the links for the Surrey Family Information Service, Free
Early Education (the 15 hours funding), Free Early Education for Two year olds
and Early Years Pupil Premium (EYPP).
Our Policy of the Week:
School readiness policy
Aim of policy
To give guidance to all
practitioners so they understand their role in developing school readiness in
each child.
Points to consider
It is easy to think that
only the preschool practitioners need to be concerned about getting the
children ready for school, but ensuring a child is prepared for the transition
is part of every practitioners role.
By supporting the children
as they move rooms though the setting, we are helping them see transition as an
exciting relaxed process rather than something to be scared of.
By developing their social
skills and language we are giving them the skills they need to thrive and grow.
By supporting a child’s
cognitive skills we are giving them the skills they need to become inquisitive
active learners.
Whilst it is unclear
whether school readiness means the start of reception or the start of year one,
at Childcare and Learning Group we use the term school readiness when the child
starts reception.
“School readiness is
something that children develop inwardly as a result of a range of experiences.
It takes ages to build up and is something that we should focus on in the years
as well as the months before children start school. To build up in a child the
sense that they are capable, they need plenty of experience of managing things
for themselves as well as making their own
decisions”
Penny Tassoni
A child who is ready for school will:
• Have strong social skills
• Can cope emotionally with
being separated from their parents
• Are relatively independent
in their own personal care
• Have curiosity about the
world and a desire to learn
And should be able to:
• Sit and listen
• be aware of other children
• understand the word no and
the borders it sets for behaviour
• understand the word stop
and that such a phrase might be used to prevent danger
• be potty trained and able
to go to the toilet independently
• recognise their own name
• speak to an adult to ask
for their needs
• be able to take off their
coat and put on their shoes
• To talk in sentences
• To open and enjoy a book
Childcare and Learning Group aim to achieve this by:
When a child starts at the
setting the child’s key person will ask the parents to complete an ‘all about
me’ form. This helps us to see where the child is in their development.
Throughout their time at
the setting planned and unplanned activities support the child develop through
the seven areas of learning.
When the child is ready to
move into the next room, the current and new key person will work with the
family to ensure the move is as smooth as possible.
In the autumn term the
Preschool holds a presentation about getting the children ready for school.
This lays out how we plan to support the children in their last year at the
setting as well as supporting the parents in their role in their child’s school
readiness.
In the summer term, the
Preschool begins the transition process by speaking to parents to ascertain
which school they have been allocated. Then a letter is sent home detailing
what parents could do in transition to support their child and what parents
could do at home; for example read stories to their child about school and talk
to their child about their future teacher.
Changes will be made to the
Preschool; for instance the role play area may become a classroom with school
uniforms, and staff share books with children about going to school to
emotionally prepare them for the transition.
The parents also have a
role in supporting the children’s school readiness and we must work with them
to support the children’s progression.
In the summer term, the
child’s key person will prepare a Setting Transfer Summary for the child, which
parents contribute to, to pass on to school ahead of the child starting.
Kind Regards,
Jess, Jamie and the South Hill Team
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