For Children Aged 2-5 Years
West Room, Town Hall,
Mrs Sandra Gandy,
We hope that your child's stay at
We are pleased to welcome you and your child to Happy Valley
Play School and look forward to working in close co-operation with you in
furthering the all round development of your child. The
Celebrate each child's individuality, helping them to become enquiring, self-motivated and independent.
Nurture a sense of tolerance, respect, trust and co-operation and an appreciation of the feelings of others.
Encourage children's sense of wonder, creativity and emotional development.
Settle children into school routines by providing a warm, safe and stimulating environment.
Help children manage their own behaviour and make appropriate choices.
Help children become enquiring, thinking, self-motivated independent individuals who are prepared for life in the primary school.
Help children to adopt a healthy lifestyle that will encourage their physical development.
The education and care of your child is a joint venture between home and school and we look forward to working with you.
The room is organised into distinct working areas and equipment is arranged, labelled and displayed so that the children may learn to make choices, use the materials efficiently and replace them independently.
9:00am to 12:00pm Monday to Friday
12:00pm to 1:00pm lunch session Monday to Friday
1:00pm to 4:00pm Monday to Friday
Sandra Gandy Margaret Woolnough
Yvonne Hall Fiona Teare
Ingrid Fleming Julie Croft
Angela Brennan Helen Watterson
Janese Knight Andrea Driver
Our home is in the Town Hall Port St Mary which is on the promenade overlooking the bay.
When you travel into Port St Mary you will pass the Primary School on your right hand side, after the pedestrian crossing take the next turning left, the Town Hall is the last building on your right around 100 meters from the turning.
The entrance to the
There is ample car parking directly opposite the building.
We follow a predictable daily routine. This helps the children's growing awareness of time and sequence as well as providing security (Mummy will be here after the story). Staff may adapt their routines from time to time on special occasions but the routine generally includes the following: circle time, small group time, planning time, work time, snack time with elements of recall and story time.
These times give children opportunities to be part of a larger group and also to be involved in the same activity at the same time. Circle time activities include song, stories, number and finger rhymes. Children will be encouraged to discuss and share news with adults and the group. Over the year story time will offer the children as wide a range of good quality, developmentally appropriate literature as possible in a variety of books, story telling tapes etc.
This is part of the daily routine that is initiated by staff. Over a period of time adults plan a wider range of activities, giving the children access to a broad balanced curriculum. Small group time is an important time for staff to observe and assess children's needs.
Staff meet with their colour group (we have three groups red, yellow and blue, each child belonging to one of these groups) to talk about what each child wants to do and how he/she will go about it.
This is the longest single period in the daily routine. During this time children carry out their original plan and carry out new activities. The children are free to work in areas of the classroom. Staff observe the children and seek ways to support them in their work. The children have access to a wide range of planned activities and experiences at work time.
The children help tidy away activities in the room. They then join their colour group at snack tables. Refreshment time gives the staff and children opportunities to discuss what has happened in school during the morning/afternoon. It also offers children opportunities to develop social skills; sharing, taking turns and consideration for others. Juice or water as well as fruit and a biscuit is provided.
If your child is staying with us for lunch you must provide a cold packed lunch including a drink. Please use a lunch box clearly labelled with your child’s name. If any items need to be refrigerated please write your child’s name on the item and hand them to a member of staff to be placed in the fridge.
During the lunch session we will encourage the children to try everything in their lunch box, so please try to include items that they enjoy. But, please do not include sweets.
We have close links with Scoill Purt le Moirrey and
Parents are always welcome to join
Staff are always available to speak to parents, but this is not always practical at busy times as their main objective is to care for the children. If you wish to speak to someone about your child’s progress please arrange a suitable time.
Talk to your child positively about:
Being with other adults who will help look after him/her
Playing and sharing with others
Ask questions and answer as best you can
Help you and get involved when you are cleaning, cooking, shopping etc.
Why things happen
About shapes, colour, sizes
About going to the doctor, dentist, clinic
Read to your child
Share television programmes
At the end of the session it is reassuring if you are not always the last person to arrive.
Please dress your child in suitable clothing, so that he/she may use the toilet unaided and not be upset by getting dirty.
Please do not send a child who has been sick or
disturbed the previous night. He/she is not well enough to cope with
Please show interest in all your child's efforts and treat his/her art work and models with respect. However, do not expect such offerings daily, many of the activities cannot be measured by the number of pictures brought home.
Application forms for admission to the
Play Schools have an important part to play in the detection and prevention of child abuse.
Parents should be aware, therefore, that where it appears to
a member of staff that a child has been abused, the
This requirement forms part of the Isle of Man Child
Protection Committee – Local Agency procedures for dealing with Child Abuse and
is not a matter for the discretion of individuals or members of
We hope that parents / carers will have confidence in
Should there be any cause for complaint, we hope that parents will contact Sandra Gandy to discuss any issues in the first instance.
If you are unhappy with the way in which your complaint is handled, you should make a complaint, in writing, to the Registrations and Inspections Officer of the Department of Health and Social Security. The Registrations and Inspections Officer will involve the necessary authorities to ensure that your complaint is dealt with promptly.
On this visit you and your child will meet your staff member
and spend time joining in activities, and familiarising your child with the
layout and routine of the
We arrange all these visits in small groups so that staff have ample time to talk to you, and start to form good relationships and confidences with your child.
Children vary tremendously in the way they react to new experiences.
Do allow your child plenty of time to get used to
We have found that when you first leave your child at
Parents are welcome to come and see me at any time about any worries or concerns they feel. If there has been any change within the family, whether of a happy or sad nature, I would be grateful to know about it, so that I can help families wherever possible, and make sure we are aware and able to help the child in school in the best supportive way.
Parents who would like to help at school are most welcome, but we ask you to first
let your child become settled and confident in
Please show your child how to put a coat on, also how to pull sleeves through the right way and let your child practice doing it alone.
Please try to ensure that your child can go to the toilet by him / herself, and is wearing clothes which he or she can undo unaided. Children, when new to school, can have unnecessary accidents because they could not undo their clothes by themselves, and this can greatly upset them.
Please could you mark all outdoor clothing with your child's
name, as many coats and jackets are of identical size or design. The same applies
to shoes and
Parents are encouraged to send their children to
From a safety point of view, it is best if children do not
wear jewellery in the
When a child has a birthday there will be a celebration held
Current newsletters will be pinned on the notice board in
the entrance area to inform parents / carers of the current events e.g.
students in the
Each term there is a display in the entrance area outlining the activities to be undertaken in each area of the curriculum. There are lists of skills, concepts, and attitudes, which are to be developed.
When your child arrives at
If someone other than yourself is likely to collect your
child you must complete a ‘Child Pick-up Authorisation’ form (available at the
If your child is ill and likely to be away from school for more than two days, we would welcome a Telephone Call or Message from you. We request that if your child has suffered from
such 24-hour infections as an upset stomach and sickness / diarrhoea they
remain at home for a further 48
hours after the complaint has finished. In the case of infectious diseases,
such as Chickenpox, the Local Authority issues guidelines on the required
length of absence from school. A copy of these guidelines (Management of
Communicable Diseases in School, Nurseries and Workplaces) is available at the
If your child has been prescribed antibiotics, please keep him / her at home until the end of the course. Staff can only administer long term medications for conditions such as asthma and eczema with written permission and instructions from parents / carers.
It is the policy of the
Whilst we realise that it is sometimes helps a child to settle into school if they bring a favourite toy from home, we would ask you to discourage this practice as soon as you can. Toys can get lost or broken and this can be very upsetting for the child. We encourage any such toy brought to school to be taken by the child to a member of staff and, after showing it to her, letting it go home safely with mum / dad until the end of the session.
The children are learning how to learn, play and socialise with groups of children and adults outside their immediate family.
The children develop an understanding of the need for a clear set of rules for their own personal safety and well being e.g. walk slowly etc. as well as the importance of personal hygiene and consideration of others. Turn taking and sharing are reinforced at group times.
Through role-play, art, music and dance children develop their self-expression and storybooks enable them to empathise with situations which they have not experienced.
A range of religious and cultural events are investigated and books, jigsaws and other artefacts support these activities.
The children are encouraged to care for their environment and keep it tidy.
We provide the children with a range of purposes to write, using their own unique style of "Emergent Writing". They are encouraged to find their own name card and write their own name.
A wide range of games help develop some of the essential skills for reading e.g. matching and sequencing. Poems and rhymes introduce them to the concept of sounds and phonics in a fun way.
We try to provide a print rich environment and the children have free access to a well stocked book corner and listening tapes. Big books, puppets and role-play enhance story telling.
Group times provide the children with the opportunity to join in discussions about a variety of topics and enable them to share their views and develop turn taking and listening skills.
To develop the concept of number, we provide a range of practical problem solving activities e.g. matching and sorting real objects.
Games help develop counting skills and number recognition and at group times the children learn number rhymes and do further counting activities.
2D and 3D shapes are investigated and symmetry and tessellation are explored.
The children are given opportunities to make simple comparisons of size, length, weight and capacity. They use real and plastic money in activities and in the "Home Room".
The children collect simple data and record it with pictures. They explore simple fractions when sharing fruit at group times.
In all activities children are encouraged to describe, predict, test, observe and explain to develop their problem solving and investigative skills.
The children explore a range of scientific concepts through play and investigative activities e.g. air, water, natural materials, light, heat, sound, forces and life and living processes.
The children are encouraged to question the world around them, to look for similarities and differences, growth and change and patterns. Opportunities are provided for the children to predict, experiment, observe and record findings.
The children investigate, take apart and look at models to aid their design and making skills. They are taught to safely use a range of materials, tools and techniques to make models.
Information technology is an important part of the curriculum and we aim to develop the confidence and co-ordination to use the mouse, keyboards as well as the cassette recorder.
Many people who work in the local community e.g. police,
fire, road safety, dental service etc. come into the
The children look at their own families, how they have changed since they were babies and begin to sequence events and develop some concept of past, present and future.
The children develop their fine motor control in the use of scissors, pencils, construction sets etc.
The children are given opportunities to develop ball skills - rolling, kicking, throwing and catching.
They use the large apparatus to develop their gross motor skills, climbing, balancing, crawling, swinging etc.
There are opportunities to play games which involve hopping, jumping, skipping, walking and running.
The children use a range of artistic tools and techniques and explore 2D and 3D work. They use real objects, work from other cultures, as well as work by well known artists and authors, as inspirations for their own work. They experiment with colour mixing and do observational drawings and paintings.
The children have a wide range of music and sounds to listen to and discuss. They are encouraged to respond to music through art and dance. They sing rhymes and songs and use a range of musical instruments.
Throughout your child's time in the
The "All About Me" sheet which parents are asked
to fill in when their child starts
Once children are familiar with the
This is a portfolio that will be built up over your child's
time in the
Parental involvement is encouraged throughout the school year
and we welcome your written comments in your child's Record of Achievement
book. These "Books" are kept in the
These can include behaviour difficulties, learning difficulties, speech and language problems, medical problems and physical disabilities. Exceptionally able children also have special needs. Early identification and recognition of a child's specific needs is important, so that a structured programme of support can be implemented. Some children only need a short period of support, whilst others may need longer.
We liaise on a regular basis with outside agencies such as The Speech Therapy Service, The Sensory Impaired Service, Health Visitors, Educational Psychologists and Social Services.
The staff work as a team to ensure maximum support. Parents are encouraged to work in partnership, taking an active role in the implementation of their child's programme.
It is important to recognise that young children absorb the influences around them and these should be positive, ensuring that all children see their race, culture, gender, abilities and experiences valued and reflected in the curriculum.
Many of our children will have had experiences in a number
of establishments (day nurseries, play groups, toddler groups etc.) or with a
number of carers before coming to
Staff should ensure through their planning, monitoring and
evaluation, that the
To achieve acceptable behaviour in our school and ultimately within the community based upon a positive approach: -
Through encouragement and praise
Through raising self esteem and promoting a positive self image.
To develop a sense of self discipline and ultimately a responsibility from each child for their own actions.
To create an atmosphere of caring and respect
for oneself and for others, in order that effective learning can take place
To adopt a simple code of behaviour that is
consistently reinforced from the child's first days in
To set appropriate and obtainable targets for children to follow e.g. including attitudes towards each other, the environment and equipment.
To establish good pupil / staff / parent relationships.
To be aware that there is often an underlying reason for inappropriate behaviour.
To make the child aware that it is the behaviour / action that is unacceptable and not the child.
To encourage co-operative activities / games whereby all the children in the group get a turn and their contribution is valued as part of the whole e.g. snack time, passing games, shared model building.
To involve parents in early consultation in order to discuss any problems and agree on appropriate actions.
Be kind to everyone
Share with everyone
Be friends with everyone
Help each other
Listen and do as they are asked
Walk in the
Help to put things away
rudeness / bad manners
All of these situations are best dealt with where staff, parents and children work in partnership.
By encouraging good behaviour at home in a consistent and positive way.
By discussing the importance of good behaviour in school with their child.
By telling the staff if there are problems at home which might affect the child's behaviour in school.
By keeping in close contact with the
By supporting the school in maintaining good behaviour. When you have concerns about something that has happened in school then tell the person in charge.
We believe that the importance of good behaviour cannot be
over emphasised. We enjoy a happy positive atmosphere at