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If my child is identified as having an additional need, who will oversee and plan their Education Programme?

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If my child is identified as having an additional need, who will oversee and plan their Education Programme?

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Your child's keyperson, Special Educational Needs  and Disability co-ordinator (SENDCO) and the Room Leader will oversee your child's educational programme.

Each child at Footsteps will have a Learning Journal which is a detailed record of their progress in all areas of development.  The information is compiled using observations and information from staff, parents and any other professionals. Parents are welcome and encouraged to contribute to the journal with children’s achievements from home.

Parents can chat informally and share information about their child, as well as sharing ‘next steps’ (what the child will be working towards next term) so that parents and the key person can work together to help the child meet their goals

If an Individual Provision Map has already been established, this will be an opportunity to discuss and set new targets for progress. Home learning opportunities can also to be shared.

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Please click on the below link:

https://www.stjosephsbracknell.co.uk/page/?title=Safeguarding&pid=44

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St. Joseph's Safeguarding Policy Statement

St. Joseph's Catholic Primary School fully recognises the responsibility it has under section 175 of the Education Act 2002 to have arrangements in place to safeguard and promote the welfare of children. We also have a responsibility with regard to the Prevent Duty statutory guidance. All school policies and procedures comply with the statutory guidance on safeguarding children and safer recruitment.

" Safeguarding and promoting the welfare of children is everyone's responsibility. Everyone who comes into contact with children and their families and carers has a role to play in safeguarding children. In order to fulfil this responsibility effectively, all professionals should make sure their approach is child-centred. This means that they should consider, at all times, what is in the best interests of the child ", Keeping Children Safe in Education 2021.

Bracknell Forest Safeguarding Board (BFSB)

Bracknell Forest Safeguarding Board website provides a wide range of useful information and resources for children and adults who may experience or be at risk of experiencing abuse, their families and carers, as well as a dedicated area which provides access to a wide range of policy and practice guidance for professionals. The website provides a wide range of useful information and resources for children and adults who may experience or be at risk of experiencing abuse, their families and carers, as well as a dedicated area which provides access to a wide range of policy and practice guidance for professionals.

Through their day-to-day contact with pupils and direct work with families, staff at the school have a crucial role to play in noticing indicators of possible abuse or neglect and referring them to Children's Social Care. In relation to children, safeguarding and promoting their welfare is defined in as:

Protecting children from maltreatment

Preventing impairment of children's health or development

Ensuring that children are growing up in circumstances consistent with the provision of safe and effective care

Taking action to enable all children to have the best outcomes.

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St. Joseph's Safeguarding Policy Statement St. Joseph's Catholic Primary School fully recognises the responsibility it has under section 175 of the Education Act 2002 to have arrangements in place to safeguard and promote the welfare of children. We also have a responsibility with regard to the Prevent Duty statutory guidance.

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St. Joseph’s Primary School Morning Club endeavours to provide quality and affordable morning care for all children attending St. Joseph’ School. This is a drop in Club and no breakfast is offered. We provide a wide range of activities in a safe, secure and happy environment.

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St. Joseph’s Primary School after School Club endeavours to provide quality and affordable childcare for all children and young people, from their 4th Birthday to their 12th Birthday, who attends St. Joseph’s Primary School and children from Footsteps nursery from the age of 2

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As a successful school/Nursery  we attract children from a wide community. We recognise that our large catchment means that some parents are unable to walk or cycle with their children to school. However if you do need to drive, we believe there are steps we can all take to make sure that our children are safe and that our neighbours are inconvenienced as little as possible during the busy morning drop-off and afternoon pick-up times.
We ask that parents do not drive down the lane to drop or collect their children from school/nursery. There is limited parking at the top of the lane but please be aware that this has curfew times!

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As a successful school which teaches and practices the Catholic faith, we attract children from a wide area. We recognise that our large catchment means that some parents are unable to walk or cycle with their children to school. However, we believe there are steps we can all take to make sure that our children are safe and that our neighbours are inconvenienced as little as possible during the busy morning drop-off and afternoon pick-up times.

A gentle reminder that parents are NOT permitted to park in the school car park between 8.30-4.45. Please park at the top of Gipsy Lane (where it seems there are significantly less vans) or Bracknell Football Club. The only reason we ask this is in order to keep our pupils safe in the school car park.

People using Morning Club, and anyone collecting from After School Club after 4:45, should be reminded to drive cautiously at all times.

You may be aware that Nikolas in Year 4 is a wheelchair user, therefore he has a designated space to the left of the entrance to the Bracknell Football Club. Please do not park in this space as his parents require the extra space in order to get his wheelchair in/out of the car. The space is marked with a sign as a reminder so please respect this.

Many schools suffer from severe vehicle congestion problems in the area close to their premises and St. Joseph's is no different. Gipsy' Lane is a public access and we have no jurisdiction over this drive, so parents/carers/guardians need to take responsibility for their children on this lane.

Wherever possible, entrances used by pedestrians should be segregated from vehicles. However, this is not possible at St. Joseph's Primary due to the restricted access to the school. We ask that all parents, cyclists, pedestrians are very alert both in in Gipsy Lane and in the school car park.

The parking bay on Gipsy Lane is a passing zone and should be kept clear at all times. A maximum speed limit of 5mph is recommended both in the school car park and in Gipsy Lane.

We request that all St. Joseph's Community abide by the following guidelines:

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As a successful school which teaches and practices the Catholic faith, we attract children from a wide area. We recognise that our large catchment means that some parents are unable to walk or cycle with their children to school.

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Children are ready for school when they are able to;

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Children are ready for school when they are able to;

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separate from their parents/carers

dress themselves

explore the environments

speak age appropriately

listen and follow instructions

manage their own toileting and personal hygiene

use a knife and fork and feed themselves

handle tools and equipment appropriately

function independently and as part of a group

show resilience

share their views and meet their own needs

share and take turns

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Practitioners should offer activities which encourage children to develop controlled movements – both in terms of fine and gross motor control – through all kinds of play and cross-curricular opportunities. Children should be allowed to pick up the writing implement themselves and decide which hand they prefer. Only then should they be given help with the pencil hold (see sections on pencil grip and lefthanded children). As children begin to discover their preferred hand for holding a pencil and once they are confidently using flowing movements, they can be introduced to smaller, more controlled activities.

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The building blocks for writing are physical development, particularly fine motor skills. Before a child can hold a pencil, they need to develop strength and control in their hands. They also need to have developed self-confidence and the ability to persevere to attempt this new skill.
Activities for Early Writing Children need to gain confidence when beginning to create marks on paper. It is important that all attempts to write are encouraged by adults and in the early stages this may look like a ‘scribble’ which the child assigns meaning to by calling it a ‘list’ or ‘writing’. Children will be more likely to make marks and attempt to write letters if they see adults regularly writing too rather than typing. Writing does not need to be on paper to be worthwhile and it is often better for their confidence to start encouraging them to form the shapes of letters in less permanent ways such as the air, using their finger to trace through materials or using a paintbrush with water.

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Play underpins the EYFS. It also underpins learning and all aspects of children’s development. Through play, children develop language skills, their emotions and creativity, social and intellectual skills.

Providing high quality planned experiences for children’s play is an important way for adults to support children’s learning that is both enjoyable and challenging. When children play, they are learning at the highest level. Play can extend certain areas of their learning – for example, developing language skills by promoting talk between children or introducing new vocabulary that they use and act out in their play. Such a playful approach to learning builds on children’s interests and responds to their ideas for play and also allows scope for structured activities to teach specific skills and knowledge.

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Communication and language development involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations. The most fundamental life skill for children is the ability to communicate. It directly impacts on the ability to learn, to develop friendships and on their life chances.

Value talk - Be an active listener, fully engage with what your child has to say and show you value their contribution.

Wait, watch & wonder – children will often initiate conversation if given the time, pondering e.g. “I wonder” statements are less threatening than direct questions. Children are more relaxed and more likely to respond •

Thinking time – young children need time (up to 11 seconds) to process before responding.

Foster positive attachments with your child - If they feel safe and comfortable and know you care about them they are likely to want to communicate with you.

Avoid asking too many questions – Instead hold a conversation. When you do ask questions make these open and purposeful.

Allow children to lead play and follow their interests – engaged and excited learners will want to tell you about their play and exploration.

Use commentary- model language through describing what children are doing.

Use Gestures – in conjunction with spoken language to capture interest and support understanding.

Repeat children’s language – using correct pronunciation and extending vocabulary/ sentences as appropriate.

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All items of uniform/clothes should be clearly labelled with your child’s name.
Sweatshirts, Sweatshirt Cardigans and Polo Shirts can be purchased from the  School website  ( these are not compulsory)
Cost; Sweatshirt-£11.55 Sweatshirt Cardigan £12.95, Polo shirt-£9.45
Jewellery: Please note, for safety reasons,  jewellery is not allowed to be worn at Nursery. However if a child has pierced ears they are permitted to wear one small gold stud in each ear.

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The prime areas begin to develop quickly in response to relationships and experiences.
Prime areas are fundamental, work together, and move through to support development in all other areas.

Personal, Social and Emotional Development

Communication and Language

Physical Development

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The specific areas include essential skills and knowledge for children to participate successfully in society. They grow out of the prime areas, and provide important contexts for learning.

Literacy

Mathematics

Understanding the World

Expressive Arts and Design

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The Unique Child reaches out to relate to people and things through the Characteristics of Effective Learning, which move through all areas of learning.

playing and exploring

active learning

creating and thinking critically

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Dear Parents and Carers,

Thank you for choosing our Nursery.
Once your child starts nursery you will be allocated a keyperson who will help your child to settle in and support your child's learning and development.
We hope this information will help to answer any questions you may have and provide you and your child with the relevant information that will help to make starting in Footsteps a happy time and a smooth transition between home and nursery.

Obviously we will not be able to answer every question in this booklet or cover every circumstance or eventuality but we will always do our best to keep you informed on a regular basis and welcome any questions that you may have.

Parents are children’s first and most important educators. At Footsteps we recognise that parents play an important role in their child's education and we therefore hope to establish a strong working partnership and this handbook is one of the first steps towards this.

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When the weather gets warmer we would ask parents to provide their child with their own sun hat, clearly labelled with their name on it. On very hot days, we will aim to limit the exposure of children to the direct sunlight.

We would also like to ask parents to apply sun-cream before their child comes to school. If you would like us to re-apply the cream, you must provide a named bottle and sign a Sun Cream permission slip which is available from the staff.

Extreme Weather
Whenever possible St. Joseph’s Catholic Primary School & Footsteps Nursery will remain open. However our paramount concern is the safety of our community, our pupils, parents and staff, many of whom travel a long distance into school each day.

In the event of extreme weather conditions, such a heavy falls of snow or extreme ice conditions, the School/Nursery may have to be closed until we can ensure that the site is safe. The Governors and Headteacher will make any decisions and keep you fully informed via ParentMail.

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Regular nursery attendance is vital for every child. Nevertheless, we recognise that from time to time children become ill and require time out of school to recover. In general, where a child requires medication (or treatment) they should be kept at home until the course of treatment has been completed. However, in certain circumstances there are exceptions to this:

When a child has almost fully recovered but needs to finish a course of medication (i.e. antibiotics) for a day or so.

Where a child suffers from a medical condition requiring medication but is not ‘ill’, by definition i.e. asthma, diabetes, specific and medically diagnosed behavioural issues, severe allergies.

If your child has diarrhoea or vomiting they should not come to school for 48 hours after the last episode.

If you child requires medication it will not be accepted unless a medication consent form has been completed with the appropriate information. This form may be obtained from a member of staff.
Any prescribed medication must be in the original box/bottle with the prescription label attached to it showing that the medication has been subscribed to the child and handed to the school secretary.
Please note, ibuprofen /paracetamol/Calpol will only be administered for a maximum of 3 days unless otherwise indicated by a medical partitional. (written proof will be requested)

There is no legal duty on non-medical staff to administer medicines or to supervise a child taking it. This is purely a voluntary role.

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At Footsteps Nursery, we follow Oxford Owl and even our smallest children show an early interest in learning phonics.

We learn sounds in the environment, through rhythm and rhyme, singing and chanting, discussion and percussion. We also develop an early love of reading.

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Enjoying books and reading stories from a very early age is crucial in the development of children. It helps with their ability to understand words, use their imagination and develop their speech, as well as being something they really enjoy.

Teachers and parents play a huge part in the development of reading skills in young children. The more children experience books the more they will gain the interest and passion for them. Reading offers so much more than just quiet time in a cosy corner. It helps to develop spelling, listening, writing, literacy and social skills.

Young children need to be able to experience books; they need to be able to understand and enjoy stories, books, rhymes and songs and listen and respond to them with curiosity and enjoyment.

This will promote the value and pleasure of reading and encourage an interest in reading throughout school and in later life.

Even from a very young age child love books. It provides the opportunity to learn through touching and feeling different textures, along with experiences different actions.

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https://hungrylittleminds.campaign.gov.uk/

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Taking your child to an early years setting - information for parents

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Early Years Vision Statement   Together we can start to climb the rungs of the ladder in education and life by learning through play with Jesus in our hearts, heads and hands.   | Early Years Mission Statement  It is our mission to be an outstanding setting by providing quality childcare and education based on feedback from parents, happy and confident children and cheerful well –motivated staff. It is also our aim to work closely as a foundation team, striving for excellence and continued improvement. We can do everything through Christ who gives us our strength

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What is CYPIT? CYPIT (Children and Young People’s Integrated Therapies) is made up of occupational therapists, physiotherapists and speech and language therapists working together to provide an integrated therapy service to children and young people with developmental needs within Berkshire.                                              How does CYPIT work for children and young people? In response to the pandemic and current situation The Children and Young People’s Integrated Therapies (CYPIT) service is having to work slightly differently. They continue to offer support via video/telephone call appointments and face to face visits where these are essential.

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What is CYPIT? CYPIT (Children and Young People’s Integrated Therapies) is made up of occupational therapists, physiotherapists and speech and language therapists working together to provide an integrated therapy service to children and young people with developmental needs within Berkshire.                                              How does CYPIT work for children and young people? In response to the pandemic and current situation The Children and Young People’s Integrated Therapies (CYPIT) service is having to work slightly differently. They continue to offer support via video/telephone call appointments and face to face visits where these are essential.

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Children Young People and Families Online Resource

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In response to the pandemic and current situation The Children and Young People's Integrated Therapies (CYPIT) service is having to work slightly differently. We continue to offer support via video/telephone call appointments and face to face visits where these are essential. If we have identified that your child needs our direct support, we will contact you to arrange appointments and/or make you aware of visits to see your child in school/nursery as relevant.
If your child/young person is already known to our service and you have a query, concern or need advice, or you need to cancel/re-arrange a scheduled appointment, please call your local administration team:

East Berkshire (Slough, Bracknell, Windsor and Maidenhead):0300 365 0123 Option 2

Reading: 0300 3654000

Wokingham: 01189 495093

West Berkshire (Newbury): 01635 273706

We continue to offer appointments in clinics, at home or in your child's educational setting. We are following NHS guidance and will wear correct PPE for any face to face contacts.

If you have a scheduled appointment with one of our teams and either you or a member of your family have symptoms of Covid-19, please call to reschedule your appointment on one of the contact numbers above.

If your child/young person is not known to our service and/or currently waiting to access the service, please contact our Triage team for advice and support:

Triage opening hours are Monday 9am-1pm, Wednesday 12.30pm-4.30pm and Friday 9am-1pm.
If you would like some advice from your local early years' speech and language therapy team (for pre-school children), you can also send an email to the team:
Please include your child's name and date of birth or NHS numberin the email so that we can access your child's records, along with the best telephone number to contact you on. It is also helpful if you can let us know the best day(s) to contact you. We aim for all families to be called back by a speech and language therapist within a few weeks, but it can take longer if lots of requests have been received.

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Speech and Language Therapy | Children Young People and Families Online Resource

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In response to the pandemic and current situation The Children and Young People's Integrated Therapies (CYPIT) service is having to work slightly differently. We continue to offer support via video/telephone call appointments and face to face visits where these are essential.

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Phonics: How to pronounce pure sounds | Oxford Owl

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Early Years Foundation Stage Framework and the recent changes.

Dear Parents,

We are writing to you to give you an overview of the Early Years Foundation Stage Framework and to inform you of the recent changes that come into effect this September 2021.

What Is the Early Years Foundation Stage Statutory Framework?

The Early Years Foundation Stage (EYFS) statutory framework is a government document that all schools and Ofsted-registered early years providers in England must follow. It sets standards for the learning, development and care of your child from birth to 5 years old. The standards ensure your child will learn and develop well and are kept healthy and safe.

What Will My Child Be Learning?

The EYFS framework outlines seven areas of learning and development and educational programmes. There are three prime areas of learning, which are particularly important for your child’s development and future learning:

Communication and Language

Physical Development

Personal, social and emotional development

There are four specific areas of learning, through which the prime areas are strengthened and applied:

Maths
Literacy
Understanding the World
Expressive arts and design

Your key person  will consider your child’s needs and interests to plan challenging and enjoyable activities and experiences.

How Will My Child Be Learning?

The EYFS framework identifies the essential role of play in your child’s development. It is through both child-led play and play guided by an adult that your child will develop confidence and relationships with others. Through play, our Early Years’ Team will help your child to extend their vocabulary and develop their communication skills. The EYFS framework identifies three characteristics of effective teaching and learning:

Playing and exploring
Active Learning
Creating and thinking critically

A greater focus on teaching specific skills will occur as your child progresses through their Reception year, which will help them to prepare for Year One.

How Will I Know How My Child Is Doing?

Our Early Years’ Team will use their professional knowledge to assess your child’s level of development. If we have any concerns about your child's progress, we will discuss these with you. Each term we will work with you to plan your Childs next steps in their learning .

The changes to the Early Years Foundation Stage Framework

The Early Years Foundation Stage (EYFS) has been reformed and there is a new EYFS framework that all schools and settings are required to follow from September 2021. These national changes have been made to better support all pupils’ learning and development. It is also the aim that the new framework will better prepare pupils for the transition into Key Stage 1.

There are some elements of the EYFS that have not significantly changed and some that have. Below are some of the key points from the new EYFS reforms that include relevant changes:

Early Years staff will be spending less time on large amounts of written observations and assessments for evidence collection. This means they can spend more time supporting and engaging with the children and their learning and development needs.

Pupils will no longer be assessed against statements from an age band category. Instead, staff will use their experience and knowledge to monitor if a child’s learning and development is on track for their age.

The early learning goals at the end of reception have been changed to become more clear and easier to understand. Staff will use their judgements to assess if pupils have met these goals at the end of the EYFS and inform parents/carers.

There is an emphasis on improving pupil’s language and vocabulary through increasing opportunities for conversations, reading of a wide range of books and holding discussions around activities in other areas of learning.

Literacy and numeracy skills focused on in the EYFS have been adapted to better match up with the National Curriculum that starts in year 1.

There is no longer an exceeding judgement at the end of Reception. Pupils will instead be challenged to have a greater depth and understanding of ideas.

Safeguarding and welfare of pupils is still of upmost priority, with the added mention of teaching pupils about the importance of good oral health and how to keep teeth clean and healthy.

We hope that this has given you an insight into how/what your child will be learning this academic year.

If you have any questions, please do not hesitate to ask.

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Once we receive information from the council we will send it out to you if your child is starting school for the next Academic year.

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Once we receive information from the council we will send it out to you if your child is starting school for the next Academic year.

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Our nursery day starts at 9:00am and finishes at 3.00pm. We have two sessions; Morning sessions are 9.00am until 12.00 noon and afternoon sessions are 12.00 noon until 3.00pm.

The cost of a three hour session is currently £16.00

We offer extended care from 8.45 am to 9.00am at a cost of pre-booked £1 per session or £2 adhoc.

The main school gates open at 8:40am and children should be dropped off at the nursery entrance where a staff member will be on duty to greet them and take any messages for the day ahead.

Please allow your child to be independent when coming into nursery, children are expected to:

select their name tag and put their coat and belongings on their peg.

During the session we will undertake Phase one of Letters and Sounds daily, dancing and singing,  outdoor play and story time. There will be one adult led activity and the rest of the time will be free flow -child led play.

Lunch time is 11.30am until 12.00 noon

Please note we have a ‘no nuts’ policy here at Footsteps, this is due to various allergies of children within the school/nursery.
We also encourage healthy packed lunches to ensure children have the energy they require for their day!

A school dinner can be paid for using a Sco pay account.

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Room Leader  Mrs Smith

Nursery Deputy Mrs Kelleher

Nursery Practitioner Mrs Lempier

Nursery Practitioner Miss Fletcher

Nursery Practitioner Miss Gutowska

Nursery Practitioner Mrs Brand