Pre-school 1 and 2 classes (3 and 4 years of age) are taught 50% in English and 50% in Spanish with a maximum 24 children to two teachers in each class. Teachers are both native English and native Spanish speakers who are specialists in this area of education holding the N.N.E.B. Qualification or higher.

In Pre School we aim to allow the child to develop their physical, intellectual, linguistic, emotional and Social skills. The Pre school area provides a stimulating environment for all children, giving individuals opportunities to make progress towards the Early Learning Goals and to thrive at all times. It is a place where we encourage the development of social skills, caring for others, independence and a pride in the children's personal achievements. To develop children's self esteem and to ensure each child is able to integrate and contribute to their environment with confidence.

The well-qualified staff aims to provide a safe, happy and stimulating environment in which the children may develop. There is a high adult/child ratio providing individual attention and covering all areas of the Early Learning Goals. The Pre School staff speak to you daily and will be able to tell you how your child has been, all the staff are very aware that Pre School children are still little and need to have fun and to be happy. Happy Children will learn and progress to the levels that they can achieve.

What to expect when you first visit the pre-school room

The environment:

Curriculum

Our structured pre-school curriculum will help to prepare your child for the demands of full-time education by:

• building the foundations for future learning
• providing access to a wide range of resources and activities
• fostering an enthusiasm for learning.

The curriculum is organised in six areas of learning, which are covered in the two years of pre-school:

Personal, social and emotional development
Successful personal, social and emotional development is critical for very young child in all aspects of their lives. It is also a pre-requisite for their success in all other areas of learning. The social skills needed to play co-operatively in a group; the ability to form friendships and relate to adults; an increasing level of independence in personal habits; the ability to follow and conform to school routines - are all qualities which are encouraged and worked on.

Communication, language and literacy
This area of learning includes speaking and listening in different situations and for different purposes. The children are immersed in the English and Spanish languages, learning a second language which is different (in most cases) from their home language. They learn to understand and respond to basic instructions and questions, as well as learning a basic vocabulary which allows them to communicate with others and to work in all curriculum areas. The development of PRE-READING SKILLS and a KNOWLEDGE OF HOW BOOKS WORK, play an important part in the language curriculum. The development of FINE MOTOR SKILLS through creative activities (drawing, writing, painting, modelling, cutting and construction activities), plays an important part in the development of PRE-WRITING SKILLS.

Mathematical development
Mathematical understanding is developed through stories, songs, games and imaginative play. This area of learning includes counting, sorting, matching, seeking patterns and working with numbers, shapes and spaces. Measures and time are developed through practical activities.

Knowledge and understanding of the world
In this area of learning, children are developing the skills, knowledge and understanding that help them to make sense of the world. This forms the foundation for later work in science, history, geography, design and technology, and information and communication technology. Work is based around 2 main "topics" per term.

Physical development
At this stage, young children grow rapidly. They develop confidence and control of the way they move and the way they handle tools and equipment. The children's GROSS MOTOR SKILLS are developed through the use of climbing apparatus, tricycles and other wheeled toys in the playground area, as well as through physical education, when the children use the outdoor play area.

Creative development
Creativity is fundamental to successful learning. The aspects covered in this area of learning include art, music, dance, role play and imaginative play.

Preparing your child for Primary school
Together, we will work to fully prepare your child for the challenges of Primary school.

We provide a safe, happy, activity-based environment in which your child can learn to socialise and gain independence outside the family.

Our planning and record keeping refers to the Foundation Stage curriculum
By close observation and continual assessment, we can identify any special problems a child has, so these can be addressed before they start school

We prepare children for the routines of a school day
We encourage children to become independent, and to develop their social skills by communicating and sharing with others.

Our planning and record keeping refers to the Foundation Stage curriculum

Our food
Is freshly cooked on our premises

Is healthy and well balanced, including fresh fruit or vegetables at main meals, no beef and no added salt

Caters for individual needs - we will discuss your child's eating habits with you and any special dietary requirements or food allergies are displayed in the kitchen.

The staff
Sit and eat their meal with the children, providing a family atmosphere and encouraging conversation and good manners

Our children:
Are encouraged to feed themselves. Children are given child size cutlery and taught how to use it.

Learn necessary skills for eating together including taking equal portions and good manners.

Are encouraged to eat at their own pace and to try new foods, but are not expected to eat any foods they don't like.

Full written reports are issued to parents once a year and parent evenings are held 2 times a year.

Weekly reports/activity sheets are completed for parents, highlighting something their child did during the week, and listing the activities they took part in.

Informal observations are carried out on a daily basis

CONCLUSION
Young children learn best when they are actively involved in investigating and exploring. They need to touch, to feel and to experiment with different materials to find out what they do and how they work. They learn most when they are involved in their play and when a member of staff can be near to talk to them about what they are doing and help to extend their thinking.

We consider it very important that the children should be as self sufficient as possible. This means that when the children ask for help we show them how to do things for themselves rather than doing it for them