View a list of frequently asked questions and answers for parents with children in years 1-6.
We do not use stickers in early years services to avoid disappointment and a collection mentality. Direct quote from the Early Years Foundation Stage curriculum: “Children enjoy meeting challenges for their own sake rather than external rewards…P6 and P11 “Support children to feel good about their own success, rather than relying on a judgement from you such as wanting a sticker.”
In both reception classes we have a ‘special day.’ Children sit on a special day chair and get to choose another child to take the registers back to the office, to lay the tables at lunchtime and to do various other jobs with elements of responsibility attached. Every child has a turn, we run through the register.
Within the children’s centre we have a behaviour policy to support children in managing their feelings and emotions
In the early years it is a statutory requirement to provide children access to the outdoors. We have a free-flow policy at Ambler allowing children access to outside for a large part of their day. We have a short structured phonics session daily from 9.30 which increases in time, in parallel with the children gaining in age and ability. Children have opportunities to attend small maths group activities and small music sessions offered by our in-house music teacher. They all have opportunities to use a bigger space and master a great selection of wheeled equipment using the main playground. This is timetabled for nursery and reception in order for them to have discrete sessions. The children have opportunities to visit our on-site forest as a whole class, often. This provides a wild nature experience for inner London children. Outside access is facilitated by class sets of wetsuits and wellington boots to enable children to experience all weather types. We value these as great learning opportunities.
Children in the early years spend time independently planning their own learning. They ‘choose’ the area in which they would like to explore with adults facilitating and / or extending the learning taking place. Sometimes this will be play in which the children are learning about pretending, taking on roles, exploring feelings such as empathy, sympathy, acting out scenarios in a safe environment, negotiating and forming friendships, understanding how to share and compromise, important skills for lifelong learning.
In relation to Children’s Centre activities; forming part of the early years foundation stage, all children are supported to explore the indoor and outdoor environments as part of their learning and development. Appropriate staffing ratios are in place to supervise and participate in learning opportunities.
In the Children’s Centre we have staggered lunches to give children the best lunchtime experience. Children sit in small family style groups and are supported by key people. At the same time, children are encouraged to be independent and pour their own water, serve their own food and support one another. Lunchtimes are such a social part of the day and a chance to catch up on the morning’s activities and plan ahead for the afternoon sessions. All meals are prepared on site and special dietary requirements are catered for.
Across the whole provision we encourage children to eat their lunches with consideration for their peers and to use appropriate manners.
We have a range of options for children including some very tempting and nutritious vegetarian options. All meat is halal in line with the school’s policy and alternative options are available if required.
Will my child be taught to play an instrument? Children in nursery and reception have a music teacher who takes small group music sessions. In line with the EYFS, children have a choice whether to partake or not and a class list is used by the teacher to ensure a monitoring of uptake. All children in both nursery and reception have an opportunity during these sessions to play on a musical instrument and are taught to explore concepts such as timbre, rhythm and percussion. They are short sessions in line with developmental expectations of children at these ages.
In relation to children’s centre services, we know that children learn best in a supportive and enriching environment. As we follow children’s interests we are aware of individual children’s strengths and we plan accordingly to best meet their needs.
We differentiate the learning in accordance with children’s abilities; however, we do not ‘stream’ in the early years. We offer individualised learning opportunities tailored at the levels of the children. We understand that less able children are often scaffolded best by the more able children and that learning can be accessed by all if opportunities provided are open-ended.
In the early years we follow the Letters and Sounds government document which provides a framework for the teaching of reading and writing. We use Jolly Phonics in conjunction with this which is a kinaesthetic way of teaching children letter sounds for reading and writing. In reception classes, the teachers read one-to-one with every child, every week. We offer a reading workshop for parents to attend in December of each year to enable parents to support their children with reading and writing at home. We teach maths in small groups. We follow the Early Years Foundation Stage curriculum and tailor learning to the individual needs of the children.
In reception, we have developed home learning opportunities in response to parent requests. These literacy and maths based activities are fun and encourage children to participate at their own pace and with parental/family input. We expect children to read along with their parents at home on a daily basis in both nursery and reception classes. We ask every parent to buy a book bag on entry to reception and to bring their book bags daily.
We expect reading records to be written in daily by parents in order for us to have a good communication around their child’s reading ability and motivation. Maths home learning packs are given out fortnightly. We ask parents to write in the maths home learning record again to allow a two way communication between teacher and child. We understand many parents are working hence the two weekly space to complete. We also understand that other parents who might want more frequent home learning opportunities can repeat the activity several times. Children enjoy repetition whilst simultaneously providing children with the opportunity for mastery.
You can make an appointment through the office, if you need. You can talk to your child’s teacher on a daily basis (and their key person too), however, we also have termly review meetings to explore your child’s learning in more detail.
In the early years we offer ten minute slots which are open for carers of children to attend. They are small discussions about how parents think their child is doing and whether they have any questions about their child’s development or learning. We would report to parents how we feel their child is progressing and at the end of the year, report on whether their child was in line with developmental expectations
Term 1 settling;
Term 2 progress;
Term 3 end of year expectations
Reception baseline testing will begin in September 2016.The government have not yet made it clear what this will look like but we will inform you when it is made clear.
Extended day forms part of the paid childcare available through the children’s centre for reception aged children and below. After school clubs can be booked via the School office or extended day/After-School Care team.
For details relating to extended day charges, please contact the children’s centre admin office on 020 7359 7628 as charges are dependent on several factors, including what borough you live in, your child’s age and your household income levels.
In terms of childcare payments through the Children’s Centre, we currently have a range of childcare voucher providers. For further details, please ask at the Children’s Centre reception.
For children’s centre services, please ask to speak with a member of the Senior Leadership Team or at the children’s centre reception.
Staff can be contacted by calling the children’s centre telephone number 020 7359 7628.
In the children’s centre all term and holiday dates are published in advance to support parents making childcare choices and arrangements.
At the beginning of the year you are welcome to come in with your child and settle them in class. By week 3, we expect the children to be able to say ‘goodbye’ to you in the playground and come in, in their class line.
Year 1 will start doing exercise each morning from Spring Term (January).
The children go through a seamless transition where carpet session length is increased and independent learning is encouraged. By November, the children in year 1 are working on the national curriculum.
From the spring term (January) they will be attending the Show and Tell Assembly (Tuesday’s), Music assembly (Thursday’s) and DREAMS assembly on Friday. In the summer term (April); they will attend all assemblies.
The Children’s Centre holds a Friday morning mini assembly for all children including babies and toddlers. This music based assembly gives younger children the opportunity to come together to participate in a range of fun songs. Reception classes will perform a one off Christmas production in December for parents to attend.
Reception classes run a ‘Fun Day Picnic’ during which parents and children walk to Clissold Park for some parachute and ring games. They have lunch together and have a good day out!
In the children’s centre there is a lost property box located in the atrium beyond reception
Attendance links directly to attainment. In the children’s centre we promote good and regular attendance to ensure children have good learning outcomes. Poor and irregular attendance can lead to disaffection and poor results.
Please review the compliments, suggestions and complaints policy. If the nature of the complaint relates to the children’s centre, please mark the concern for the attention of Michael Jarrett, Head of Centre. If the nature of the concern relates to a school activity, then please mark the concern for the attention of Juliet Benis, Headteacher. As the school and children’s centre work so collaboratively, if you are unsure who to address any concern to, please feel free to hand to either setting.
Across the entire provision, we have a robust safety policy supported by Governing Body input. For further details, please review the policy available at reception in the children’s centre.
In the early years we provide books that challenge gender stereotypes. Stories such as The Paper Bag Princess; Dogs Don’t Do Ballet; King and King. We support our equalities and diversity policy and recognise families of difference. We provide a balance of resources reflecting gender equality and will always discuss ideas of stereotypes if these arise.
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