A LETTER FROM OUR CHAIRMAN
Dear Parents,
As Chairman of the Board of Governors I would like to welcome you to Kylemore Nursery School. It is a caring school where the whole school community shares a common goal – to enrich the lives of all children through our educational programme. As a parent myself, I know how special each child is to their parents and wish to assure you that the qualified and experienced staff are constantly working to ensure that your child receives a suitable yet challenging curriculum.
The research report Effective Preschool Provision in Northern Ireland – (EPPNI) has shown that good quality nursery education will have a long lasting and beneficial effect on the future development of each child.
Our nursery first opened in 1976 and has been successful from the outset. The nursery school building and the outdoor area are attractive and inviting. We have a security system in place to keep your children safe while they are here. Please do not think that you are not welcome to come into school, we just take care to ensure that we know who we are letting in before we open the door to you.
The nursery caters primarily for the educational needs of all children in their final pre-school year. All places are allocated according to the criteria laid down by the Department of Education. We can accommodate 104 three year olds all in part-time places. Until the legislation changes any remaining places will be allocated to younger children who will then have an opportunity to spend 2 valuable years at our nursery school.
This booklet aims to outline all the essential features of life and work in our nursery, what we stand for and what we offer. Please take time to read it and if you have any queries contact the principal.
We are also very happy to listen to, and discuss any ideas that you may have about how we can continue to develop our school in a way that meets the needs of all our children.
I hope that you will enjoy your time at the nursery school as much as your child does, and that you will come to realise what a good start your child is receiving in relation to life-long learning.
Mr N OliverChairman
Nursery School Staff
PrincipalMarian McCouaig
TeacherLouise Beck
TeacherAlison Gillan
Nursery Assistant/First AiderAlex McNaul
Nursery Assistant/First AiderDiana Madden
Nursery Assistant/First AiderKerry McMullan
Nursery AssistantNicole Keating
SecretaryKaren McKee
CaretakerGraham McFall
Home Link WorkerChristine Cochrane
The Governors
Kylemore Nursery School has 2 Parent Representatives on the Board of Governors who serve for two years.
Mrs Beverley Madden
Mrs Mona Ghaie
They can be contacted through the nursery school office and will welcome your thoughts, comments and any help you may wish to offer.
The Chairman of the Board of Governors, Mr Nevin Oliver, can be contacted in writing, care of Kylemore Nursery School, at any time you wish.
GENERAL INFORMATION
Settling Your Child into Nursery
Starting school is an emotional time, full of anticipation of new friends, hopes for playful learning and fears about your child’s adjustment. Whether your child is returning to nursery school or coming for the first time, he or she may experience separation anxiety. This is a feeling of fear and discomfort about being separated from familiar people. Separation anxiety is a normal reaction that most people feel at one time or another. Adults experience it when they leave home and things are not the same. That’s why we approach the Settling in period very gradually.
Explain to your child that you will stay with him/her for one hour on the first day and that when you leave on the second day it will only be for a short while. Once a child starts school, the length of the daily attendance is gradually extended over the first four weeks or more. This is to ensure that we establish a good relationship with each individual child.
We accept that this may be inconvenient for some parents but assure you that this is planned carefully to ensure that each child becomes familiar with the new people, new environment and new routines.
Young children have varying communication skills and their efforts at expressing their distress can be confusing and painful to watch and interpret. Each child expresses these feelings about leaving parents in a slightly different way. Some children may protest right away, crying loudly at school or complaining at home. Some may complain of aches, pains or illnesses. Others may have difficulty weeks after school has begun, when the initial excitement has worn off. Some children may show anger towards the new adults or children in their life.
It may help to remember that separating from home and becoming attached to new surroundings are vital parts of becoming independent. Children need our understanding and support as they make these steps. We have included a list of suggestions that you can use to support your child during the settling in period. We hope you will find these helpful and useful.
Making a Settling in Plan
Leaving parents at the beginning of the school day can be difficult for any child, no matter how loved and secure the child feels. Here are some ideas you can use to make this transition smoother for you and your child.
Help your child anticipate what will happen each day of school. If your child is returning for a second year, let him/her know that there will be new children as well as some old friends in the group.
Create a settling in plan to follow with your child each day as you drop him or her off. Keep your plan simple…eg a story followed by a few minutes together at an activity. The staff will be happy to help you decide on a plan if necessary.
Be consistent about following your plan. If your child is having a particularly difficult time, adding one more story at the last minute will not ease these feelings; in fact your child’s anxiety or sadness may become stronger.
If difficulties continue, reassess your plan with the teacher. Ask the teachers for ideas and support – we have been through this many times with other children. Ask what support your child is given after you leave, making sure that you child’s feelings are being acknowledged. Ask what activities follow when you leave so that you can talk over these with your child at home. If you are still worried about your child after you leave please feel free to phone and check how s/he is doing.
Acknowledge your child’s feelings yourself as you leave and at home when you talk about it. For example, say “It’s really hard when we have to say goodbye at school. You feel really sad when I leave.” As you talk to your child use a soft, calm voice and touch your child gently, to communicate that you understand. Pause and wait for your child’s response. It is important to show that you accept your child’s feelings, even if his or her outbursts are upsetting to you. This acceptance will let your child know it is ok to have strong feelings about you leaving. With your encouragement s/he will fully express feelings of sadness or anger – this usually helps children to let go of the feelings and begin to adjust to the new friends and environment.
If your child is not upset, avoid pressuring him or her to be sad that you are going. Instead know that your child cares very deeply about you and that you can take pride in his or her independence.
Know that your child cannot begin to cope with your leaving until you actually leave. After your last goodbye, leave without any further delay. Children become confident that they are ok only after they have experienced their own ability to carry on without you in a new situation.
Above all show confidence in your child’s ability to adjust by saying goodbye as planned. Do not sneak away when your child is distracted. This will make your child distrustful of the whole settling in process.
Following these simple suggestions will ease the transition for most parents and children. If you need more help with settling in problems, please feel free to talk with the teachers – we will help in any way we can.
AND REMEMBER - Be patient – if you stay with your child for some time at first there is less chance of problems occurring later.
Family Groups
All children will belong to a Colour Group as follows:
Morning classBlue
Morning classRed
Afternoon classYellow
Afternoon classGreen
At first all children will wear a badge showing their colour and their name.
Your child will start the day by greeting their own teachers but can then move independently between the indoor and outdoor areas. This allows each child to experience the whole range of activities and have contact with all staff throughout the course of the session.
Children will return to their own class for a story at the end of the session. You may collect your child from the Story room.
Part-time places mean that the session itself is short and we ask you to please make sure that, for each session, your child comes on time and leaves on time.
Nursery Times
Morning class08.45 am – 11.15 am
Afternoon class12.15 pm – 02.45 pm
Arriving to school:-Our nursery school has a very clear entry system to enable us to keep the children safe. The main door will be open at 08.45 am and at 12.15 pm. Any parents and children arriving before this time may choose to play in the local park or to wait outside the school. It is important for your child to make the most of each session so please try to bring him/her on time each day. However, if you are late don’t panic; just come along and explain to us – better late than never!
A member of staff will be on duty near the door for 10 minutes, after which time the door will be locked. If you arrive late, please ring the bell and waituntil a member of staff is free to admit you. Please bring your child into the room when you arrive.
Collection from school:-At the end of the session, please ensure that you are on time so that your child does not become anxious. When you come to collect your child the door will be released approximately 5 minutes before the end of thesession. This will give you time to check your child’s folder, collect belongings, talk to the staff etc. The staff also needs time to set out materials for the next session. Children must be collected from school by an adult (person over 16 years) whose details have previously been included on the Permission to collect form given to our secretary. Contact files are held in the office and can be updated with the secretary. Forms to make this easy for you are on display in the entrance hall.
We expect children to attend daily.Your child needs to get into the habit of coming to school every day. If s/he is frequently absent we will have no alternative but to offer the place to another child.
Partnership with Parents
As a parent you are the first educator of your child and therefore we believe that partnership with all parents is very important. Staff particularly value the beginning and end of sessions when an informal word can be shared about the nursery day or things happening at home. We will offer you an opportunity to discuss your child’s progress with the teacher on at least two occasions each year. If any parent wishes to speak to the principal or teacher about an issue or concern there is an opportunity to make an appointment at a time that is suitable, when the teacher is not involved in working with the children.
Surestart has employed a Home Link worker to further develop the home –school partnership. Her role is to promote the involvement of parents within the school and establish relationships. She also plans to carry out home visits to parents of the children who will be starting school. Christine is in school four days each week and during this time she is available to work with children in small groups, chat to parents and build relationships. She will also attend our Parent meetings and manage the Toy and Book Library.
Your help in school is always welcomed - Maybe you have a specific talent or interest that you would like to share with the children - for example: playing a musical instrument, reading a story, gardening, woodwork, toy repairs, sewing etc. We are always grateful for volunteers. There are many opportunities for vetted parents to become involved- you are welcome come with us on educational visits, or to arrange to help in the nursery during the session.
Whatever you have to offer we will appreciate it!
Now that your child is starting nursery school you are automatically a member of our Parents’ Group.
The meetings will initially be held at 7.30pm on the third Monday of each month, starting in September. We will plan a programme of social events and speakers on topics that are of interest to you. When you come to the Parents’ Meetings you will be able to talk positively to your child about what you have seen at school.
The Parent’s Group also supports the school by fund-raising. We welcome mums and dads and hope that as many people as possible will come along and become involved. It’s very worthwhile and good fun!!
Newsletters will be posted in the pigeon holes regularly to keep you informed about the themes, interest tables and events that are part of our planned programme for the children.
It is helpful if you talk to your child about these – you may also like to provide well labelled items to add to our displays. Something that’s broken, like an old radio or alarm clock, can provide hours of interest to children as they look inside, unscrew bits and take it apart.
As partners let us encourage:
Confidence
Conversation
Co-operation
Concentration
Creative thinking
-and -
Competence!!!
The Nursery Curriculum
“Play is the highest form of learning in early childhood”
Tina Bruce- Learning through Play 2001
The nursery curriculum is based on play. A child’s parents are the very first teachers and each child comes to nursery school with a wide variety of experiences upon which the nursery school will build. First hand experiences underpin all aspects of the nursery school and lead to quality learning.
Nursery play experiences are structured, observed and recorded by staff to ensure there is progression. Children learn best through play experiences that are relevant and meaningful to them. We plan activities including gardening and cooking to stimulate the children and reflect their interests.
We aim to create a rich, stimulating, happy and challenging environment where children will have the opportunity to develop their potential.
The curriculum is based around general themes that occur during the year – seasonal events, festivals. It will be enhanced and developed further throughout the year by regular visits out of nursery school and visitors who will come in to enrich the children’s learning. We lay great emphasis on learning outdoors and children will experience being outdoors in all seasons and weathers. If a child is not well enough to be outdoors s/he is not well enough to be in school.
Our planning is guided by the ‘Curricular Guidance for Pre-school Education’. This guidance is presented as six areas of learning that will provide a foundation for later achievement. The six areas are:
Personal Social and Emotional Development:
children learning how to be independent, how to work, play and co-operate with each other; how to appreciate and respect self and others
Language Development:
children developing competence in language skills – understanding, talking, listening, learning to communicate effectively, learning to become readers and writers
Physical Development and Movement:
children developing physical control, fitness, mobility, balance awareness of space, manipulative skills
The Arts:
children developing imagination, ability to express feelings and ideas in a creative way through art, music, drama and appreciation of natural beauty
Early Mathematical Experiences:
children developing a sound foundation for maths through a wide range of relevant practical ideas, using the language of maths, measuring, estimating, sorting, matching, counting