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School Prospectus

Albany Infant and Nursery School Prospectus

 

Message from the Headteacher

 

Welcome to the Albany Infant and Nursery School. The staff and I hope this prospectus proves useful to you as a prospective parent and gives you an insight into our school.

Our aim at Albany is to provide a happy, secure, learning environment with a challenging curriculum which meets the needs of all children in school, enabling them to reach their full potential.

 

The School has achieved the Healthy Schools Gold award and encourages children to develop a positive approach to healthy living. Working with our parents and community we are keen to encourage more physical exercise and an understanding of food and nutrition. We are very proud of our school dinners. They are cooked on-site using local produce. We operate a family dining service where children are served at the table.

 

We value highly, parental involvement and appreciate that we are building on the foundations that you have already laid. We believe it is important that your child sees us working together in harmony and partnership.

 

As part of the White Hills Park family of schools we co-operate with local schools sharing expertise and experience.

 

The school is built around a quadrangle with infant and nursery children in this building. The Nursery children are regarded as being part of the Foundation Stage of education which also includes Reception children in school. The Foundation Stage staff work as a team to deliver the Early Years Foundation Stage curriculum to these young children in a dedicated Foundation Stage area of the school. Key Stage 1 (Year 1 and Year 2) classrooms are together in one side of the school and staff work together to deliver the KS1 National Curriculum. Both the Foundation Stage and KS1 areas of school contain dedicated art and baking areas to ensure a broad range of creative experiences for the children.

 

Qualified teaching assistants work in conjunction with teachers across school in a variety of ways according to need.

 

Children enter the Nursery on a part-time basis, having previously made several visits with their parents. Usually, children enter the Nursery the term after their 3rd birthday and stay until they are admitted into an infant school. At Albany, children enter school in the September of the academic year in which they have their 5th birthday. Children visit the school during the summer term before they start school in September to familiarise themselves with the new environment.

 

Within the infant school children are taught in classes of no more than 30. All the classes have children of mixed ability and children are taught according to their need and in line with the EYFS or KS1 National Curriculum.

 

If any problems do arise please do not hesitate to contact the school and the staff and we will do our best to solve them.

 

Please feel free to visit the school if you have not already done so. This is an opportunity to see the children in a working environment and to ask any questions.

 

We look forward to meeting you.

Helen Webster

Head Teacher

School Aims and Vision

At Albany Infant and Nursery School we believe that our role is to encourage children to think and develop as individuals so that they can reach their full potential.

School Information

 

Nursery Information

School Admissions Policy

 

Children who are 4 years old between 1st September and 31st August will be admitted on the first day of the Autumn Term following their 4th birthday.

 

Local Authority Admission Criteria

Nursery Admission Criteria

 

All children aged 3 and 4 will be considered for entry.

Children will be admitted in chronological order with exceptions for special cases who may obtain earlier entry

Children living out of the designated catchment area of the school will only be considered for placement after other children have been admitted

Children in Nursery attend either the morning sessions or the afternoon sessions 

 

The School Day

 

Nursery session Times

Morning session 8.40 am - 11.40 am

Afternoon session 12.35 pm - 3.35 pm (doors open at 3.30)

 

 

School session times - Foundation 2 (Reception) to Year 2

In the morning doors open at 8.50am and school ends at 3.20pm.

Our Approach to planning for learning

 

All of the children follow the programmes of study of the Primary National Curriculum or the EYFS Curriculum framework depending on their current year group.  The school also provides a programme of PSHE (personal social and health education) and SMSC (spiritual, moral, social and cultural) education. To ensure coverage of these programmes staff at Albany Infant and Nursery School have devised a whole school curriculum planning framework. We believe this approach ensures balance, continuity and progression throughout the school.

A variety of teaching methods are used in school, this means children can be taught as a whole class, in small groups or individually depending upon the activity. We, as a staff, recognise that some of the curriculum at this stage can be taught cross curricular, usually through well planned topics, other areas are not, for example: reading, phonics, handwriting and basic maths, these are taught as continuous units.

In order to maximise achievement we operate intervention groups in English, Maths and Nurture. We implement a policy for our gifted and talented pupils which ensures their enquiring minds are stimulated.

 

Topics and continuous units of work are planned in detail in the term before they are delivered to the children. This planning is done collaboratively and is undertaken by year group teachers. This planning ensures all children have equal access to all curricular experiences at a level appropriate to them.

Short term planning comprises of teachers weekly and daily plans and shows how individual teachers are delivering the curriculum in their class. It highlights in detail how exactly teachers are meeting the needs of individuals and groups of children, how work is organised and what exactly will be assessed. This information is used to inform future planning.

The Curriculum (Key Stage 1 and Early Years Foundation Stage)

The Early Years Foundation Stage (EYFS) framework for FS1(nursery) and FS2(reception)

 

Religious Education (FS2 and KS1)

We are a Community School and have, therefore, no religious affiliations. The basis of our approach to religious education is the Nottinghamshire Agreed Syllabus.

A meaningful act of worship takes place every day. This incorporates both religious stories and moral ideas, promoting a good ethos within the school. We have weekly visitors to Assembly. These are provided by local churches of different denominations. We also celebrate the good work and achievements of the pupils in assemblies.

Teachers relate individual class work to other national curriculum areas. They are aware of other cultures and try to widen the child’s experience through stories and personal example.

The school will make arrangements for parents to exercise their right of withdrawal of their children from religious worship or instruction

Assesment

 

Assessment is on-going throughout the child’s school career beginning with Baseline Assessment in the Nursery.

 

As work is planned, certain concepts are identified for assessment. These are known as teacher assessments. Teacher assessments accumulate across the Key Stage.

 

In Key Stage 1 as part of the government’s efforts to ensure parents understand the achievements of their child compared to other children of a similar age, children are assessed as working at age related expectations. Where pupils are not achieving this level of expectation, such pupils will be considered to be working below age related expectations. Pupils exceeding this level of expectation are considered to be working above age related expectations.  In the New Curriculum (September 2014) more is required of the children in each year group and so fewer children are now working at above age expectations than previously. The government would like schools to concentrate on ensuring that children are thinking deeply about their learning in each year rather than moving on to the next set of skills.

In the Foundation Stage pupils are assessed regularly in order to plan a curriculum which meets the needs of all pupils and to track progress. Progress in the Foundation Stage is assessed using ‘best fit’ judgements against the Early Years Foundation Stage Ages and Stages document (Development Matters), which is an assessment tool used by both our Nursery (FS1), by other pre-school settings and by Reception (FS2) staff. This relates the performance of pupils to age-related expectations. Below is the link to this document.
At the end of the Foundation stage, pupils are assessed using the Early Years Foundation Stage Profile. This document describes the attainment of pupils in relation to Early Learning Goals for 17 different areas of learning. Pupils may be judged to be ‘emerging’ (i.e. still working towards the Early Learning Goal) ‘expected’ (i.e. having met the majority of the statements in the Early Learning Goal) or ‘exceeding’ (i.e. working at a level beyond the Early Learning Goal). This information is shared with parents at the end of their child’s reception year. For more information on the EYFS profile follow the link below.

Towards the end of the Summer Term parents receive a written report on their child’s progress and achievements and this includes the outcome of assessments

Each term we invite parents to talk to teachers about their child’s progress and development and to see the work which is taking place in class.

 See ‘Key Stage Results’ for end of year assessment summaries for EYFS, Phonics and Key Stage 1 (on the Key Information tab)

Access to Documents

 

Documents available in School

The following documents can be made available from school:

1) The School’s curriculum policy.

2) The Governing Body’s statement of curriculum aims for the school and Governing Body Minutes.

3) All statutory instruments, circulars and administrative memoranda concerning the curriculum which are sent to schools by the Department for Education and Employment.

 4) All schemes of work currently used by teachers in the school.

 5) All syllabuses followed where appropriate.

 6) The LA’s procedure for dealing with complaints about the curriculum.

 7) The LEA’s agreed syllabus for R.E.

 

Inclusion

 

Equal Opportunities

At Albany we ensure that everyone is treated fairly. All children are given equal access to the school and its curriculum and all are considered equal in the learning partnership. When children have special educational needs we make arrangements to inform parents and design specific programmes.

Children with disabilities must be able to take a full and active part in every lesson and every measure must be taken to ensure this. For more information about Special Educational Needs and Disabilities (SEND) click the link below.

Safeguarding

 

The Care Of Children

Teaching assistants in the nursery and in the infant school are qualified in child care. Office staff, teaching assistants and Midday Supervisors are qualified ‘First Aiders’. Our Midday Supervisors provide a range of activities for the children across the lunch time period.

 

Each child receives a piece of free fruit during the school day.

 

If a child needs medication during the day, this must be administered by the parent who may come into school for this purpose. Prescribed medicines may be administered by agreement with staff and when a relevant consent document has been signed at the school office.

 

Parents are asked to supply details of their place of work and telephone number, home telephone number, and details of a relative or friend, so that in an emergency no time is wasted when trying to contact a relative.

 

All staff act ‘in loco parentis’ while the child is in school.

 

Suspected Child Abuse

Every school in Nottinghamshire is required to follow a set procedure in cases of suspected child abuse. Designated Persons for child protection in school, of which the Head Teacher is one, are required to refer their concerns to the MASH (multi agency safeguarding hub) for further investigation so that children at risk can be identified quickly. This procedure is intended to protect children from abuse. When a school refers a concern about a pupil, it is not accusing the parents of abuse but requesting that further investigation takes place to establish whether a child is at risk.

 

Safeguarding Statement

Albany Infant and Nursery School is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment.

School Discipline

Behaviour throughout the school is excellent. The whole school follows an agreed policy in the classroom and in the playground. Children formulate their own class rules after discussion with their teacher. They also know the sanctions for breaking these rules. A separate policy is available from the school showing the scheme in greater detail.

 

School Fund

In addition to money provided by the Local Education Authority, there is a school fund which is managed by the School Business Manager and Head Teacher and which consists of donations and other income raised in a variety of ways, the purpose of which is to benefit the pupils of the school by the provision of facilities, equipment, activities and financial assistance which cannot be made available for whatever reason from monies provided by the Education Authority

Complaints Procedure

 

-see the policy section of the website for the complaints policy

Charging and Remissions Policy for School Activities

 

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