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Pre-school session
A Typical Session
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Admissions

Children will be admitted subject to places being available, from the age of 2+. Admissions are usually at the beginning of each term, but if places are available, children will be admitted during the term.

Settling In

It is a big step for most children when they are left for the first time in pre-school and it is important that the experience is an enjoyable one for both you and your child. When your child first starts to attend, it is often a good idea if you can arrange to stay with them for a while until you feel that your child is ready to be left. If you require any guidance with this please discuss it with a member of staff. We are all here to support you as well as your child.

 

Curriculum

The Pre-School sessions follow a daily routine with a mix of structured and free play time. St Kew Pre-School recognises the value of learning though play and offers a wide and varied range of activities for the children. The activities are age appropriate and the equipment is well maintained. More structured activities are challenging and fun. We cover all six areas of learning in the Foundation Stage which are outlined as follows:

Creative Development

Creative development includes art, dance, role play, imaginative play and music. We provide access to writing and drawing equipment, painting and sensopathic media like play dough and clay. The children are encouraged to learn to manage aprons independently and to help tidy the school to extend their self help skills. All work is valued. The children have regular sessions with instruments, songs and music for movement and dance. The opportunity to experience role play is provided in the home corner and the ‘shop’ area. Imaginative play is encouraged through small-world play as well as during role play.

 

 

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Knowledge and Understanding of the World

The children learn all kinds of knowledge, information and skills that relate to the world around them, enabling the development of understanding and a perspective on what they see, hear and feel.

This forms the basis for later work in science, history, geography, design and technology and ICT (information and communication technology). Skills that are encouraged and developed include exploration, observation, problem solving, prediction, decision making and discussion. Some of the tools used to learn necessary skills are computers, magnifiers, scissors, cooking utensils and writing/drawing materials.

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Problem Solving, Reasoning and Numeracy

Mathematical skills include counting, sorting, matching, pattern making, comparing and identifying similarities and differences, working with numbers, shapes, space and measures. Not only are physical objects, pictures and fingers used to achieve this, but other activities are more subtle in the way that they enable the children to develop maths skills. These include sand and water play, stories, songs games and imaginative play where children enjoy experimenting with, using and learning about numbers, even those larger than 10.

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Communication, Language and Literacy

Language and literacy development includes all kinds of communication. The children are given opportunities to communicate thoughts, ideas and feelings using a variety of materials and media. More formal times give children the opportunity to speak and listen when telling news, participating in discussions, answering questions or doing activities. Songs and stories, including a selection of books, assist in language development. The role play area and ‘shop’ have regular and numerous opportunities for the experience of language for communication and understanding through the use of labelling, name banners and interactive conversation. The children are encouraged to ensure that their name is on their work and there are opportunities, like at self registration and on their placemat at snack time, for them to recognise their name. A selection of pencils, crayons, pens paper, envelopes, books etc. is always available at the drawing and writing table. This is constantly changed and updated to inspire interest and involvement through regular participation. We have posters, labels and charts on the walls for the children to see different styles, size, shape and colour of lettering. There are also many opportunities during the session for the children to see the importance of the written and spoken word in its constant and varied use by adults.

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Physical Development

Developing physical skills means working to improve co-ordination, control, balance, manipulation and movement. Good co-ordination gives children confidence to be active in a safe way. Both small and large muscle development are important and plenty of provision is made for practise and development at the pre-school. Children develop their large muscle skills through climbing, riding bicycle, singing and action songs, dance and movement. Small muscle skills are developed through drawing and writing, painting, construction toys, puzzles, play dough, handling tools etc.

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Personal, Social and Emotional Development

Success in many areas of life is built on good personal, social and emotional development. Being involved in the group gives the opportunity for children to relate to other children and to adults. The development of a good self image is important. We offer support and validation of the efforts and achievements of each child. There are real responsibilities for the children like care of equipment, tidying up planning and extending activities, carrying messages and other ways of helping. The challenges they are set are appropriate to individuals so that they experience success in their achievements. Activities that provide the chance to develop personal, social and emotional skills abound in the pre-school – from role play, to toileting, to taking responsibility, to respect for others, to turn taking and sharing.

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