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Beverley Minster CE Primary School EYFS School Prospectus
Beverley Minster CE Primary School
EYFS School Prospectus
School Contact Details
Beverley Minster CE VC Primary School
St Giles Croft
Beverley
East Yorkshire
HU17 8LA
Tel: 01482 869947
Email: [email protected]
Website: www.beverleyminsterprimary.co.uk
Mrs Hatter
Head Teacher
Foundations for all, for all to flourish
Beverley Minster CE Primary School is delighted to warmly welcome you and your child to
the Early Years Foundation Stage. Beverley Minster CE Primary School is a friendly and
caring school with strong links to Beverley Minster. We look forward to working with you
and your child.
Our Vision and Values
‘Be your best at Beverley Minster’ is what we expect of everyone in our school community.
Our school is a welcoming community where our distinctive Christian ethos promotes a
safe, happy, healthy and nurturing environment. We strive for excellence to develop the
potential of all.
Together, we empower children with the confidence to become life-long learners and to
play a positive role in their community.
Through our Christian vision, we provide ‘Foundations for life, for all to flourish.’
We live this out through our Christian Values of community, respect, honesty, creativity,
curiosity and perseverance in order to:
‘Encourage one another and build each other up’.
1 Thessalonians 5:11
Aims
Our pupils will be encouraged to
• Be confident and independent.
• Be curious and creative learners.
• Aim for excellence and enjoy learning.
• Be respectful, honest and care for each other.
• Value diversity and become responsible members of the community.
• Know that with hard work and determination they will succeed.
Values
Our school strongly believes that it has a duty to enrich and develop its pupils through a
wider curriculum which focuses on the development of values and moral standards that
support and form character, spiritual awareness and self-esteem.
We aim to develop six key values which were chosen by the pupils, parents, governors
and staff. We believe that the development of these values form a firm foundation on
which our children can flourish. We strive to ensure that these values underpin the
decisions that we make when planning and teaching the curriculum. Our values help to
provide guidance for all on how to treat each other and become responsible members
of the community.
When our pupils leave, we hope that they will take with them our key values of
Community, Respect, Honesty, Creativity, Curiosity and Perseverance.
‘Encourage one another and build each other up’.
1 Thessalonians 5:11
Key Worker
Your child’s key worker will be their class teacher. Their role is to ensure that the provision is
tailored to meet the needs of your child. They help each child to become familiar with the
setting and build a relationship with parents and carers. The relationship we have with you
as parents and carers is very much that of a partnership. If we have a concern about your
child, we will always come and speak to you straight away and we encourage you to do
likewise. Parents/carers should contact their child’s class teacher in the first instance,
should they wish to speak to a member of staff about anything.
Parent/Carer Partnerships and Contact Details
These are taken as your child joins the school. It is important you inform the school of any
change immediately. Please be aware that you will need to contact the school if you wish
your child to be collected by someone not on the ‘named persons list’.
We firmly believe in developing positive links so that we can work together in the best
interest of your child. Throughout the year we welcome parents/carers into school for
workshops, open days, sports days and special events. We encourage parents to come in on
open days to work with your child or share a book. We also welcome parental support on
school visits. Information about these events will be sent to you via the Foundation Stage
weekly newsletter. If you are unavailable due to other commitments then please invite
Grandparents, Uncles, and Aunties etc.
The School Day
Morning Session 8:45 - 11:50
Lunchtime 11:50 - 1:00
Afternoon Session 1:00 - 3:30
School begins at 8.45am for all children. The bell rings at 8.40am and the Foundation Stage
and KS1 will line up. Children must not arrive on the playgrounds before 8.30am as the
school is unable to offer supervision before that time. The school day ends at 3.30pm and
the children are collected from their cloakroom door.
Attendance and Punctuality
Please make sure that your child attends school every day. Regular attendance at school is
essential. If for any reason your child is ill, please contact the school by 9.00am.
Telephone: 01482 869947
Email: [email protected]
Punctuality is key to helping your child to settle at school. If you are late for the morning
session, please go straight to the office with your child. If you are late picking up your child
at the end of a session, they will be taken to the office for you to collect them.
Medical appointment should be made outside the hours of the school day where possible. If
your child has a medical appointment, please provide written evidence and sign them in/out
of the office.
School Uniform The parents and governors of the school are strongly in favour of school uniform. Parents are requested to send their children to school in the recommended uniform. The uniform is an important part of our school identity and can be purchased via our school website or direct from our uniform supplier: Betta Embroidery, tel: 01262 401090 or [email protected].
• Burgundy sweatshirt or cardigan embroidered with the school logo
• White polo shirt (preferably with an embroidered school logo)
• White/Grey roll neck jumper under the sweatshirt in cold weather
• Grey trousers or knee length skirt
(Children should not wear leggings)
• Black shoes with white or grey socks (not trainers please)
• In the summer girls may wear blue or red gingham dresses.
• Tailored knee length black or grey shorts
• Plain hair band, slides or bobble
P.E. Kit Indoor PE Kit
• White T-shirt
• Black or burgundy shorts
• White socks
• Plimsolls/Trainers
Outdoor PE Kit
• Trainers
• Tracksuit Bottoms/Jogging Pants
• Sweatshirt
• Gloves (in cold weather)
• Minster Sports Hooded Tops (optional)
All items of clothing must be clearly named
What Your Child Will Need
Listed below are the items that children need to bring to school with them or have in place
before starting school:
All items of clothing and belongings MUST be named. A permanent pen will do the
job!
A suitable coat as the children will be learning and working outside as well as inside.
A change of clothing e.g. spare underwear, socks, trousers in a named bag.
Lunchbox (If your child is having a packed lunch) with a drink for lunch.
Bottle of PLAIN water to be kept in the classroom to drink throughout the day.
A pair of named wellingtons boots – these can be left in school underneath your
child’s peg.
P.E bag with (see school uniform section).
Book bag - (these can be purchased from Bettaembroidery).
Reading folder (these will be handed out by the class teacher).
School Dinners
Your child is entitled to Universal Free School Meal (hot lunch or school sandwich) or you
may provide a packed lunch from home if you wish. Your child can choose on a daily basis
their preference.
If you choose to provide your child with a packed lunch, please ensure that it follows our
healthy eating ethos and does not include fizzy drinks or sugary snacks.
Due to existing nut allergies in school, please do not send items into school that contain
nuts.
Snack Time
Free fruit is available every day for your child.
Water
We ask that every child brings a named, plastic transparent water bottle to school daily
(please carry separately to avoid books/letters getting spoilt by leakage.) Pupils do not have
access to a drinking water fountain but cold water can be accessed throughout the day to
replenish bottles. Please do not send juice to school.
Milk
In EYFS, milk is free to every child under the age of five, thereafter it costs 20p a day
(payable to the school online via the SIMS Pay system).
Health and Safety
Children are supervised at all times but it is inevitable that young children occasionally fall or
injury themselves. We treat minor bumps and grazes, we will contact you if your child needs
further treatment. All injuries are treated by a qualified First Aider.
Sometimes it may be necessary to change a child who has wet or soiled him/herself. This is
always carried out in the presence of two adults.
Preparing Your Child For School
There are a number of things that you can do to help prepare your child for school so that
they can begin school with confidence and independence. It is important to note that
children get very tired when they start school and will need plenty of sleep and rest. They
may also pick up bugs and illnesses as they come into contact with lots of other children.
Please refer to our attendance and punctuality policy for information about what to do if
your child is unwell and is absent from school.
Developing Personal and Social Skills
Try to provide opportunities for your child to mix with other children at home, in
pre-school settings, at the swimming pool, at the park etc. Encourage sharing and
taking turns.
Teach your child the difference between right and wrong.
Ensure that your child can use the toilet correctly and independently, including
flushing the toilet and washing their hands afterwards. Ensure that boys know how
to use a urinal.
Teach your child to dress and undress themselves in readiness for P.E, putting shoes
on the correct feet and putting on and fastening up a coat.
Ensure that their name is written in all items of clothing so that they can find their
own belongings such as jumper and water bottles etc.
Encourage your child to ask for help with then need it.
Teach our child to open food packaging and drink cartons.
Talk about the numbers, colours, words and letters you
see when you are out and about
Sing and tell nursery rhymes Allow your child to cut
out and stick pictures from magazines
Plant seeds or bulbs in a pot or garden patch
Cook / bake together
Use the weather – shadows, rain puddles, snow, wind, mist and sun – to extend your child’s vocabulary
Explore the park at a different time of the
year – go off the beaten track
Talk to your child at every opportunity – e.g. what you are
doing that day
Share a book
On a trip to the supermarket, talk
about all the different
packaging shapes
Developing Motor Skills
Provide opportunities for drawing, colouring, painting, modelling with play dough, cutting
out safely (using safety scissors) and sticking. Encourage your child to mark make on a small
and large scale e.g. using fine and chunky crayons, chalks on the tarmac, paintbrushes and
water on the floor to make patterns, lines. They can be encouraged to attempt to write
letters, numbers, their name etc.
Your Child Writing
Children will learn how to form and write letters and numbers correctly once they start
school. If you child is keen and interested to learn, then please teach your child to write
lower case letters (d not D), and only using capitals at the start of their name. Encourage
them to start at the top of letters and numbers and to write letters in one movement. We
have a handwriting policy which clearly sets out the expected letter formation on our school
website. We also have a parental/carer workshop on handwriting and phonics at the
beginning of the autumn term to provide you with further guidance. It is extremely
important that all our children are taught using our agreed policy.
Reading With Your Child
Children read in school in different ways. Each week children read individually with an adult,
read in a small group, known as guided reading and also share big books as a class. Daily
structured phonic lessons take place to help children learn skills in order for them to
become fluent reader.
You can greatly help your child to learn to read by reading with them every day. This
should involve you reading to them and them reading and sharing their books with you.
Reading and Writing With Your Child
What should parents and carers do to help their child develop and make
good progress?
Take time to listen and talk to your child.
Encourage turn taking conversations, play listening games, tall stories such as fairy
tales, sing nursery rhymes and songs.
Make puppets and use them to make up imaginary stories.
Encourage your child to role play and engage in imaginative play.
Make dens using household items such as sheets, chairs, clothes lines and use the
den as part of your child’s play.
Share books together. Look at a picture, ask what might happen next and retell
familiar stories. Sometimes point to the words as you read.
Establish a special time everyday for quietly sharing a book, perhaps at bedtime.
Point out and read print in the environment e.g. signs, notices, in shops or on
packaging. Put magnetic letters and words on the fridge and talk about letters and
words.
Encourage your child to mark make and do their own writing which at first will be
squiggles and marks. Encourage them to talk about what their ‘writing’ says.
Maths Skills With Your Child
What should parents and carers do to help their child develop and make
good progress?
Sing counting rhymes an songs together.
Count as much as possible e.g. counting the stairs to bed, count the steps to get to
the house, count out the cutlery for dinner, count the cars you pass them on a walk,
count apples in a bag at the supermarket.
Count our items (e.g. apples in a bowl), take one away and talk about how many are
left. Count items, add one more, talk about how many there are now.
Play simple counting games with die and counters and then progress to games with
numbers on.
Point out, read and look for number s in the environment e.g. house numbers, car
number plates, number on buses etc.
Encourage your child to mark make, draw sets of objects e.g. four teddies and
attempt to write numbers.
Look at and talk to them about the shapes of different objects around them.
Encourage your child to help with activities such as cooking, helping out to weigh out
items and talking about how heavy and light they are.
Early Years Foundation Stage Framework
The Early Years Foundation Stage (EYFS) sets standards for the learning, development and care of
your child from birth to five years old. All schools must adhere to these standards.
The EYFS maps child development and set standards of care and the play and learning experiences
that children and their families can expect form all settings.
The EYFS is a play based principle approach to childhood experiences and learning. The framework
states, ‘A safe, secure and happy children is important in its own right and it provides the foundation
for children to make the most of their abilities as they grow up.’
‘Children learn and develop in different ways and at different rates and all areas of learning and
development are equally important and inter-connected.’
EYFS is made up of seven areas of learning and three characteristics of effective learning.
The seven areas of learning are
The Prime Areas: Personal, Social and Emotional Development
Communication and Language
Physical Development
The Specific Areas: Literacy
Mathematics
Understanding the World
Expressive Arts and Design
More detailed information about these areas can be found in your induction pack and on
the school website.
www.gov.uk/early-years-foundation-stage
The Three Characteristics of Effective Learning
Playing and exploring – engagement
Finding out and exploring
Playing with what they know
Being willing to have a go
Active learning – motivation
Being involved and concentrating
Keeping trying
Enjoying achieving what they set out to do
Creating and thinking critically – thinking
Having their own ideas
Making links
Choosing to do things The curriculum is planned in a very practical way and based around topics that are of
interest, relevant and meaningful to children. Adult and child directed activities take place
both in the classroom and outside in the secure outdoor learning area. The children are
encouraged to decide where they work and learn.
Development Matters
‘Development Matters’ is organised into four overarching principles which helps to shape
practice in the early years setting.
A Unique Child Every child is a unique child, who is consistently learning to be resilient, capable, confident
and self-assured.
Positive Relationships Children learn to be strong and independent through positive relationships.
Enabling Environments Children learn and develop well in enabling environment’s, in which their experiences
respond to their individual needs and where there are strong partnerships between
practitioners and parents and/or carers.
Learning and Development Children develop and learn in different ways and at different rates. The framework covers
the education and care of all children in the early provision.
EYFS Profile
In the summer term of the foundation year in school – teachers complete an assessment which is known as the EYFS Profile. This assessment is carried out by the foundation teacher and is based on what they, and other staff caring for your child, have observed over a period of time.
Another important part of the EYFS Profile is your knowledge about your child’s learning
and development, so do let your child’s class teacher know about what your child does
with you: such as how confident your child is in writing their name, reading and talking
about a favourite book, speaking to people your child is not so familiar with or their
understanding of numbers.
All of the information collected is used to judge how your child is doing in the 7 areas of
learning and development. Finding out at this stage how your child is doing will mean
that the teacher your child has in their next school year – year 1 – will know what your
child really enjoys doing and does well, as well as helping them decide if your child needs
a bit of extra support, what that support should be and if they are already getting it.
The school will give you a report of your child’s progress, including information from his
or her EYFS Profile at the end of the summer term.
We hope that you have found this guidance document helpful. Please
contact the school/your child’s class teacher if you require any further
information.
‘Foundations for life, for all to flourish.’
‘Encourage one another and build each other up’.
1 Thessalonians 5:11
