If your child is due to start school in September 2021, you are probably starting to think about which school you want to send your child to. Looking around the school is so important when finding the right school. It enables you to get a sense of ethos, drive and commitment from the school to do the best for your child and look at the facilities that the school has to offer. Therefore, we have four open sessions scheduled for you to come and have a look at our Early Years setting. We have purposely booked these sessions for after school, once our current EYFS children have gone home in light of Covid-19 safety measures. Our four sessions are as follows:
Tuesday 29th September 4pm - 5pm
Thursday 1st October 4pm - 5pm
Tuesday 6th October 4pm - 5pm
Thursday 8th October 4pm - 5pm
Please ring the school office ( 01843223989) to book a place for our open days so we can ensure limited numbers and appropriate social distancing.
We very much look forward to seeing you at one of these sessions. If you can not make any of these sessions but are still keen to view the school, then please do not hesitate to contact us so we can make an arrangement for you.
We warmly welcome all of our new starter children and their families to the Drapers Mills Primary Academy in Margate.
We understand that in this exceptional year, transition into school will not take the same form as it may have done. We are doing our absolute best to ensure that any plans made go as far as they can to support your child to feel happy and safe when they begin their school journey.
We aim to keep this page updated with information that we feel will be useful for you and your child.
If you have any questions or concerns, please do contact us through the office email address: firstname.lastname@example.org or our class email address email@example.com.
Mrs Stephanie Baker
Reception Class Teacher and EYFS Leader.
Here is the big news: when your child starts primary school, we do not expect them to be able to read and write!
Every child comes to school with different experiences and skills. It is our job to ensure that all children have equal opportunity to develop the necessary skills and knowledge throughout their time with us.
At school we promote independence and it is a great help, particularly to the children's confidence if, by the time they start school, they are able to:
We will of course never leave a child to do something themselves if they can't and there will be children who have very specific needs. We will always encourage a child to have a go if we think it is appropriate and then support them in being successful.
In the first few weeks we will sit down to talk to you, hopefully answer some of your questions and find out if your child has any specific needs that we can help with.
If you go to this website, you will find a list of storybooks all about starting school. These might be a nice way to start talking to your child about this huge step in their life and alleviate any worries that they might have:
Starting School Campaign (BBC)
Starting school is a huge milestone in both you and your child's life. Whilst it is very exciting, we also understand that you may have questions and worries. Learning to hand over your child to another persons care can be a worrying time.
What will primary school life be like?
What can you do to prepare yourself and your child for the very best start?
The Starting Primary School campaign offers a toolkit of practical advice, support and resources for parents, guardians and children across a wide range of areas including school life, daily routine, sleep and how to support children practically and emotionally.
Starting Primary School also provides videos and articles for parents featuring information from experts and been-there-done-that tips from other parents. Your children can also explore their questions about school by playing a fun interactive game.
We are here to help!
Lots of children can become upset when parents leave them on those first important school days.
Children are all different, some will run in without a backward glance (this does not mean that they will not miss you!)
Some will have a few tears and some may become very distressed.It is a new experience for them and for you and we understand this!
We are working with children because we care about them. If your child is distressed we will not leave them crying, we will comfort them and we will keep in contact with you.
If something has happened that day, Granny has gone home after a visit, a parent has gone away to work, you didn't have the best start to the day... let us know, we can support your child when we know that they need that little bit of extra help.
Early phonics teaching in pre-school, nursery and at the start of Reception focuses on developing children’s listening skills. Early years environments do a lot of aural work, training children in awareness of sounds,’
In Phase 1 phonics, children are taught about:
Typical activities for teaching Phase 1 phonics include 'listening' walks, playing and identifying instruments, action songs, learning rhymes and playing games like I Spy.
This phase is intended to develop children’s listening, vocabulary and speaking skills.
This phase is really important and vital to your child's reading journey.
Children generally develop most of these skills naturally through their interactions with parents and caregivers both at home and in play-based nursery school programmes. Their reception year teacher will help them to continue developing these skills through age-appropriate play-based learning before introducing them to a formal reading programme.
Before beginning a formal synthetic phonics programme, the teacher will show children how to break words down into their individual sounds (segmenting) and how individual sounds are put together to form a word (blending).
Segmenting is taught by showing the pupils an object, saying its name, and then asking the pupils what sounds they hear in the name of the object. E.g. ‘This is a cat. What sound can you hear at the beginning of cat?’
Blending is taught by showing an object, saying the sounds in its name and then asking the pupils what the object is. E.g. ‘c-a-t says …...? What is it?’
Learning to read needs to be based on a solid foundation of general language skills. These develop when a child has plenty of opportunities for speaking and for hearing stories, songs and rhymes. It is also important for children to have fun so that they will develop a positive attitude towards learning.
The following few documents are included to support you and your child with their learning. In particular, I have tried to include activities to support;