Upton House is committed to safeguarding and promoting the welfare of children and young people, along with their protection and expects all staff and volunteers to share this commitment.

Staff

Ratios:

2-3 years   1 adult to 4 children

3-4 years   1 adult to 8 children

4-5 years   1 adult to 13 children

The staff are trained to understand young children and how they learn and develop.  We are committed to providing a good start for all the children in our care.

Daily Routine

Early Years planning is displayed in the Pre-Nursery, Nursery and Transition rooms showing both the continuous and enhanced planning activities planned.

On arrival all children self register and then meet with their teacher for registration.  Following this they are able to move between the learning areas to access resources.  Children may self select activities and move freely in or outside the setting.  However they will also be involved in teacher led/directed acitivities throughout the session(s).  Snack time for all children is on offer between 10.00 and 11.00am.  Fruit is prepared for the younger children while the older ones cut their own food. 

Pre-Nursery children are encouraged to attend school on 2/3 consecutive days and may go home at 12.00 or 3.20pm.  Nursery children attend 5 mornings and may go home at 12.00 or 3.20 pm.  Transition children do a full five day week and go home at 3.20pm each day.

All Early Years children staying for the afternoon session have lunch at midday then rest for a short time before engaging in child-initiated play until 2.10pm when they play outside.

The Role of Play and Learning

The Early Years are a crucial time in a child's life and many ideas and ways of the thinking and approaches to learning are formed.  They are learning about the world around them and how they fit into this world.  We encourage play that is emotionally, intellectually, physically and socially challenging.  Children can learn through play to explore their ideas and experiences in new and imaginative ways.

Spontaneous play is often based on important events in young children's lives.  Exploring and experimenting through play can help children make sense of their experiences and develop their understanding of these events.  Well planned play is a key way in which children learn with enjoyment and challenge during the Foundation Stage.

The Quality of the Learning Environment, Both Indoors and Out

Within the Early Years Foundation Stage (EYFS) equal importance is placed upon indoor and outdoor learning.  The provision for quality learning in Early Years at Upton is the responsibility of the Early Years Co-ordinator and the Head of Pre-Prep.

We believe that everything we do for the children should be:

• inviting and stimulating
• clearly defined for both children and adults
• carefully planned for every day
• monitored and evaluated
• maintained and replenished
• safe
• clean and tidy

Within the Early Years the children will have access to the following:

Indoor Area

Role play/home corner, construction, book area, activity tables, painting area, sand/water trays, small work, writing/mark making area, computer, malleable materials, puzzles, listening area and musical instruments, craft activity tables.

Outdoor Area

This area is an extension of the indoor learning environment.  The children will also have access to bikes, activity tables, water, large sandpit, gardening equipment and plants, slide, stepping blocks, tunnels, tyres and woodwork.  They will also have supervised access to the pirate play area.  All children will have supervised access to the garden, the sports hall, the netball court and the dining room. 

Within the department the children are taught to care for each other.  They can locate, use and tidy equipment safely within their learning environment.  We offer both free play, where the child is given the oppportunity to choose their own activities and structured play which is guided by an adult.

Curriculum Guidance for Early Years

All members of the Early Years staff familiarise themselves with the EYFS framework and have opportunities to attend courses.

Personal, Social and emotional Development

Successful personal, social and emotional development is important as it provides the opportunity to succeed in other areas of learning.  Every child is made aware of the school rules - applicable in the classroom, playground and around the grounds.  It is the responsibility of class teachers to negotiate class rules based on the school rules and to act as a good role model for the pupils.

Upton House School has an up-to-date Anti-Bullying Policy and children are encouraged to share their concerns with an adult.  Good behaviour is rewarded with a system of stickers, merit awards and a special mention at assembly.  Behaviour which is deemed to be unacceptable by staff is dealt with according to the guidelines in the policy and if necessary parents are informed and action is taken.

Every child takes part in circle time.  This is an ideal time to promote positive behaviour and attitudes one to one and to learning in general.  Pre-Prep assembly, held weekly, celebrate all Early Years achievements.  Teachers can put foward class members for merit awards for academic progress, good behaviour or an excellent piece of work.  Children are encouraged to bring in certificates for home activities eg swimming, hobbies etc.  A special time is set aside in assembly to celebrate birthdays.

Communication, Language and Literacy

Language for Communication/Language for Thinking

In Nursery and Transition the children have opportunities such as Show and Tell, where they bring something from home.  Circle time activities encourage discussion.  During the year there will be a class assembly where the children have to stand in front of the rest of Pre-Prep.  Role play also allows for the development of their communication skills.  There are also many opportunities for them to join in with nursery rhymes and songs.  At Christmas they take part in a Nativity play and in the summer term they perform an end of term concert.

Linking Sounds and Letters

In Nursery we focus on sound discrimination, rhythm and rhyme, alliteration, voice sounds, oral bending and segmenting.  In Transition when the children are ready to move onto linking sounds and letters, we continue to use the Jolly Phonic actions to reinforce the sounds.  Tricky words are taught at the same time by the 'look and say' method.  In Transition the children take home phonics homework to extend their learning.

Reading

The Nursery are encouraged to enjoy books for informaton and stories through different activities such as a visit to the library, quiet reading and story time.  Later in the year each child will take home a discussion book with no words for the child to re-tell a story.  When the staff in Nursery and Transition feel that they are ready to begin reading they are given a reading book and will have the opportunity to read individually and as a group.  A range of reading schemes are used including Oxford Reading Tree and Usborne, which may take the form of either fiction or non-fiction.  In Transition the children take home a new reading book at the teacher's discretion.  The contact book is used to record each child's progress with reading. Each child's reading record is completed by staff in school and passed to their new teacher when appropriate.

Writing

During their time in Nursery the children are introduced to letters and are taught to develop a comfortable and effective pencil grip prior to letter formation activities.  Letter formation is taught formally through copying/tracing activities which begins in Nursery.  All children are taught to write using cursive script when appropriate.

Problem Solving, Reasoning and Numeracy

The EYFS curriculum gives comprehensive guidance on mathematical development within the Foundation Stage in preparation for each child's progression towards the National Numeracy Strategy.  The Nursery lays down the foundations for mathematical concepts through practical activities and some number and shape recognition.  Transition follow the Hamilton maths scheme, in addition to practical play based activities which include mental maths.

Knowledge and Understanding of the World

In this area of learning children are developing the crucial knowledge, skills and understanding that helps them to make sense of the world.  It is often through topic work that the knowledge and understanding area of learning is taught.  Children have the opportunities to investigate and explore the world around them.  We make full use of the school grounds for investigating nature.  The children are encouraged to bring in items to further their learning.

To extend their learning visitors are invited into the school and all pupils participate in educational off-site visits.  Each classroom in the Early Years Department has a computer and printer for the children's use.  Programmable toys are used to enhance their learning in ICT.

Physical Development

In Early Years there are many opportunities for physical play within the daily programme.  The children have access to climbing, sliding and balancing in the outside play area.  They also have the opportunity to use bikes, scooters and tricyles and enjoy gardening in our own garden area and tubs.  Activities involving cutting, sticking and folding futher develop their fine motor skills.

Games lessons take place both indoors and outdoors.  Gymnastic lessons take place in the hall.  We use a variety of sports equipment including mats, benches, bean bags, hoops, cones and different sized balls, bats, ladders, vaults, gymnastic tables, tunnels, nets and parachutes.  Fun and fitness songs and rhymes are incorporated into the curriculum for an extra enjoyable learning experience.  Children learn to dress and undress themselves and organise their belongings when getting changed for PE and they practise putting on their coats and managing their zips and buttons.

Creative Development

This area of learning includes art, music, dance, role play and imaginative play.  Art activities are always available as part of our continuous provision and there are adult led activities which are often linked to topics.  A range of materials including clay, playdough and found materials are offered to extend the opportunities for children to work in 3D.  Formal music lessons are led by the Head of Pre-Prep Music and musical instruments and singing are an integral part of the day to day routine.

Role play and imaginative play are both planned and child initiated in Early Years.  Children have opportunities to use small world toys, role play equipment eg tea sets, doctors bags, and dressing up clothes.  In Nursery the children take part in weekly music and movement sessions which includes both ring games and movement to music.  In Transition a weekly dance session takes place in the Pre-Prep hall and often includes learning dances and listening to music from other cultureas and movement to music.

Assessment and Record Keeping for EYFS

During the first four to six weeks staff will undertake observations and make assessments of individual children to form part of the ongoing assessment and tracking policy at Upton House.  Teachers will report to parents after the Baseline Assessments and will use note/records from previous setting to build up a clear picture of each child.  This assessment is vital for provision of a well-planned curriculum in early years.  This curriculum matches each child's abilities and ensures that quality, purposeful activities are provided for indoor and outdoor learning.  Most of the learning tales place through well-planned, challenging play in an exciting environment, encouraging exploration and discovery.  Children's progress is monitored by all staff.  This information is transferred to the Learning Journey by class teachers.  This profile provides a continuous reocrd of achievement throughtout the Foundation stage.

Parents' Evenings

These are held twice a year in the autumn and spring terms for Nursery and Transition and in the autumn and summer terms for the Pre-Nursery.  Parents are given clear notification of dates on the termly calendar and are advised when to sign up for appointments with staff.  Full written reports are sent out for all children (except Pre-Nursery) at the end of the summer term.  These are accompanied by a brief description of the work that has been covered in each curriculum area.  Pre-Nursery parents receive a learning journey recorded through photographs.

External Monitoring for all 2-5 Year Olds

Provision is currently monitored by OFSTED as Upton House School receives Nursery Education Grant Funding.  We are also monitored by the Royal Borough of Windsor and Maidenhead Early Years Child Care Services and the ISI.

Pastoral

Parents of 2 year old children attending for the first time will have the opportunity to stay with their child for an hour on their first day.  Parents of 3 year old children attending for the first time may remian with their child on their induction visit in the term before they start.  On the first day parents will be encouraged to leave their child at the start of each day.  Children entering Trnasition are invited to an induction morning prior to their starting date.

Staff will ensure that the child's pastoral needs are met and, for peace of mind, parents may telephone during the morning or be called by Nursery staff, to inform them about their child's welfare.  If a child is transferring from another setting Upton House will request written records and if appropriate speak to the child's former key worker/teacher to ensure a smooth transfer into the department.

Children's Individual Needs

At Upton House we intend to provide equal opportunities for all children in our care.  Our planning aims to meet the needs of both boys and girls, children with special educational needs, more able children and children with disabilities, regardless of the social, cultural or religious backgrounds.

Discipline

If a child behaves inappropriately they will be given time out for a few minutes, under supervision.  It will always be made clear to the child that it is their behaviour that is unacceptable, not the child.

Absence/Illness

If a child is going to be absent the school should be informed as soon as possible.  A child who is sick should not be brought into school to avoid spreading infection.  If a child becomes ill during a session, parents will be advised immediately by the school.  Prescribed medicines will only be given with the written permission of the parent.

Collection

To ensure the safety of a child we must be informed if anybody other than their parent/carer will be collecting them from school. 

The Early Years department acts as a bridge between home and school - a truly happy introduction to school life, where we hope that firm foundations will be laid.  At Upton House we aim to provide an excellent education, based on the child's previous knowledge and understanding, within a stimulating and caring environment.  We provide this through a relevant programme of educational experiences with staff who understand young children and how they learn and who can implement these curricula.

A School Council made up of appointed and elected pupils meet regularly to discuss whole school issues.