Preschool School Life
Follow and enrich the national EYFS curriculum and takes full account of the four guided principals and the seven areas of learning.
Teachers use EYFS, which is expanded into medium term plans for each term which incorporate all seven areas of learning. These are broadly topic-based and include current events which are relevant to the cohort of children.
Weekly plans including learning objectives in all seven areas of learning, taking account of Development Matters and the EYFS Profile points (Early Learning Goals) as appropriate, as well as children’s current interests and needs. These are completed daily or weekly as appropriate to meet the ever changing needs of the children. ICT, Independent Learning and Evaluation notes and comments are coloured coded for easy guidance and reference.
A phonics scheme is used in the Nursery and Reception classes.
At the start of each term parents receive a curriculum overview (Long term planning sheet), outlining the topics and what children will be learning at school for the coming term.
A Typical Day
|9.00 – 10.00
13.00 – 14.00
|Continuous Provision. Key workers doing their focus activities, observing, interacting and supporting children’s needs and interests.
|10.00 – 10.20
14.00 – 14.20
|Key Person Group Time. Allowing children to talk about their feelings, Good Morning song, days of the week, show and tell.
|10.20 – 10.30
14.20 – 14.30
|Continuous Provision. All Together Now – All groups join together to dance / exercise / sing.
|10.30 – 10.45
14.30 – 14.45
|Snack – Please provide a healthy snack. We provide milk or water.
|10.45 – 11.45
14.45 – 15.45
|Child initiated learning / Adult led activity. Activities – (to include: theme for the week, play dough, Lego, cooking, I.T., indoor play, “being creative”, reading, writing, drawing
|11.45 – 12.00
15.45 – 16.00
|Circle Time – All groups join together. Children choose their favourite songs.
Mount Kelly Preschool, Hong Kong is an international school that celebrates diversity and each child’s unique individual background. English is the medium of instruction for all subjects, however, the majority of students at Mount Kelly Hong Kong will study the language Chinese (Putonghua) and benefit greatly from this investment in a relevant and contextual based curriculum.
In the Preschool, Chinese language learning will be facilitated through daily language learning and language rich activities, participation in language support periods before, during and after the formal academic day and through the contribution of the Chinese language teachers in the education programme. All teachers of language at Mount Kelly Hong Kong will contribute to ‘team teaching’ initiatives in the whole curriculum programme to promote learning through the language, professional collaboration and curriculum continuity and articulation.
For those children with English as a second language, our dedicated teachers are trained and experienced to ensure that our pupils acquire excellent standards in the English language. We will also have native Chinese speaking teachers. An important feature of the curriculum is to educate children from diverse cultural backgrounds to the Chinese language.
Assessment for Learning
Assessment is ongoing. The everyday process of teaching and learning necessitates ongoing assessment for learning, as teachers check on the children’s skills, knowledge and understanding throughout sessions.
Monitoring the learning and development of each child takes place through regular formal and informal observations, discussion, photographs, record keeping, videos and planned assessments.
Baseline assessments occur within the first few weeks of the children joining the setting.
Informal assessments to gauge individual children’s abilities will take place at the start of the year.
Evidence towards the completion of the EYFS Profile is compiled on an ongoing basis and is passed on to the next teacher at the end of each year. Recorded evidence of children’s learning and development is kept in each child’s individual assessment file and supports teachers in planning the next steps throughout the year.
The information is also used to report on the child’s progress in each of the seven areas of learning to parents.
At the end of each term, and on an ongoing basis as appropriate teachers complete a profile for each child. This shows how each child is learning, developing and making progress on a termly basis. The documents are kept at the front of children’s learning journey folders. They are used for sharing and demonstrating progress with parents and as an additional tool for planning children’s next steps – both for their current teacher and at the start of the year in their new class.
Parents are given a clear indication of their children’s progress in the end of year report and the twice-yearly parents’ consultation meetings. The summer term reports include details of the child’s Characteristics of Learning and a written summary of the child’s attainment against the ELGs; stating whether the child is:
• Meeting expected levels of development
• Exceeding expected levels or
• Not yet reaching expected levels (emerging)
We anticipate that most Pre-school pupils will reach standards above those expected for their age.
Sometimes, children may experience particular on-going difficulties. The school always discusses these difficulties with parents, and extra support can be offered in the form of resources, additional ideas of how to support children’s learning and development at home or referral to external agencies.