ESC Policy for Nursery Classes in Provided Primary Schools - May 2003

COMMITTEE FOR EDUCATION, SPORT AND CULTURE

Policy for Nursery Classes in Provided Primary Schools

Yasmine Thébault Foundation Stage Adviser

First published May 2003

Updated:

Foreword

Never doubt that a small group of thoughtful, committed people can change the world. Indeed, it is the only thing that ever has.'

Margaret Mead.

The quotation from the philosopher Margaret Mead encapsulates the vision of the new Education, Sport and Culture Committee. It is my conviction that we can make a difference to young childrens lives. The first five years of a young child's life are critical to every single aspect of this development.

For this reason, equity of opportunity lies at the heart of my beliefs. Our future as an island community depends on our investment into our greatest resource, our young children.

Nursery Education in Jersey has already been acknowledged as outstanding, by the British Association for Early Childhood Education and the World organisation for Early Childhood Education, who invited our Foundation Stage Adviser to speak at their conference in February. This success is only possible if we work as a team and share good practice and resources. It is the team effort that provides the key to outstanding achievement.

I am confident that we will continue to work together with consideration and understanding. It is with pleasure that I endorse this policy for Nursery Classes in Provided Primary Schools.

Education is not the filling of a pail, But the lighting of a fire'.

W.B. Yeats

Senator Mike Vibert

President of Education, Sport and Culture

Recent years have been marked by significant developments in many aspects of the work of the Education Service in Jersey. None has been more far reaching and effective than those resulting from the Committee's commitment to the introduction of nursery classes in its primary schools.

Dispositions to learn and the ability to relate to others are critical to our future success. We know that neural connections that do not develop in the first five years of life may never develop at all.

The expectations of consistently high standards of education and care in our nursery classes must be maintained, if we are to fulfil the entitlements of the children in our care.

This policy document provides a clear, detailed framework, based on extensive consultation and research. I am confident that it will assist Primary Headteachers and their staff in supporting best practice.

T.W. McKeon

Director of Education, Sport and Culture

This Policy was written following consultation with Primary Headteachers, Nursery staff and Early Years Advisers in the U.K. It was presented to the Committee for Education, Sport and Culture at its meeting of 23rd April 2003.

The Policy provides detailed procedures for Nursery Education in Provided Primary Schools. Nursery and Reception Classes constitute the Foundation Stage, which was introduced in Jersey in September 2000.

The Policy contains the following sections:-

Page No:

Director's Foreword 2 Section 1 Admissions

Section 1.1 Statutory Framework 5 Section 1.2 The Committee's principles, aims and objectives 5

Section 1.3 The Committee's Aims 6 Section 1.4 The Committee's Objectives 6

Section 2 Section 2.1 Admission Policy for Nursery Classes in Provided Primary 6

Schools

Section 2.2 Age of Admission 6

Section 2.3 Allocation of Places 6

Section 2.4 Pre Admission Procedures 7

Section 2.5 Key Elements of Nursery Session 8 Section 3 Section 3.1 Staffing 9 Section 4 Roles and Responsibilities 9

Section 4.1 The Headteacher 9

Section 4.2 The Nursery Teacher 10

Section 4.3 The Nursery Officer 10

Section 4.4 The Foundation Stage Adviser 11

Section 5 Section 5.1 Section 5.2

Section 5.3 Section 5.4

Section 6 Section 6.1 Section 6.2

Section 6.3 Section 7 Section 7.1

Section 7.2

Section 8 Section 8.1 Section 9 Section 9.1

Partnership with parents 12 Meeting the diverse needs of children 13 Special needs and disabilities 13 Children with English as an Additional Language 15

Learning 16 Play 16 Teaching 17

The Foundation Stage Curriculum. 18 The Early Learning Goals 19

Assessment, recording and reporting 19 Monitoring and Evaluation 19

Section 10 Appendices Page

No

1. Acknowledgements 22
2. Committee's mandatory application form for a Nursery place 23
3. Nursery Entry Profile 26
4. Summative Report for Parents 27
5. Early Learning Goals 29
6. Design Brief for new Nursery Classes 31
7. Key features of good equipment 35
8. Basic starter kit for a 30 place nursery class 36
9. Further equipment required 39
10. Internal evaluation framework 40

1. Physical environment - health and safety 41
2. A-Outdoor environment 43 Some questions to ask 45
3. B-Interactions and relationships 46 C-Parents and carers 48 D-Adults 49 E-Learning environment 51 F-Planning and assessment 54 G-Learning environment 56 H-Learning and experiences 58

11. Useful notes, resources and references 68
    2. Leadership in Nursery Classes 71
    3. Problem solving 75
    4. Methods of learning 78
    5. Useful resources/references 79
12. Some practical suggestions to develop young childrens' 81 understanding of themselves and others

Section 1 ADMISSIONS Section 1.1 Statutory Framework

The following Articles of the Education (Jersey) Law 1999 have relevance to the Committee's Admissions Policy for Nursery Classes in Provided Schools.

Article 8 Powers of the Committee with respect to nursery schools and classes.

The Committee may establish nursery schools, and nursery classes in provided primary schools, and maintain any nursery school and nursery class established by it.

Article 9 Powers of States to charge for a place in a nursery school or class.

The States may by Regulations make provision for a fee to be charged for the attendance of a child below compulsory school age in a nursery school or nursery class established and maintained by the Committee.

Section 1.2

The Committee for Education, Sport and Culture acknowledges that high quality early childhood education can have a significant and long term effect on children's learning. It can lead to gains in educational achievement throughout a child's education to better social behaviour and more productive citizenship.

The following principles have informed the Committee's Policy for Nursery Education in Provided Schools.

1. Principles
2. Effective learning is enabled by a relevant curriculum and staff who understand and are able to implement curriculum requirements.
3. Effective learning is enabled by staff who understand that children develop rapidly during the early years - physically, intellectually, emotionally and socially.
4. Staff should ensure that all children feel included, secure and valued.
5. Early years experience should build on what children already know and can do.
6. Parents and staff should work together in an atmosphere of mutual respect.
7. To be effective, an early years curriculum must be carefully structured (recognising different starting points; and levels of need).
8. There must be opportunities for children to engage in activities planned by adults and those that they plan or initiate themselves. Staff must observe and respond appropriately to children, informed by a knowledge of how children develop and learn.
9. Well planned, purposeful activity and appropriate intervention by staff will engage children in the learning process.
10. For children to have rich and stimulating experiences, the learning environment must be well planned and well organised.
11. Above all, effective learning and development for young children requires high quality care, support and guidance by staff. Reference - (Curriculum Guidance for the Foundation Stage, QCA/DfEE 2000.)

3. The Committee's Aims

1. To provide opportunities for high quality nursery education where it is deemed appropriate in Provided Primary Schools.
2. To work in partnership with the parents, the private sector and the Jersey Childcare Trust to enable all pre-school children in Jersey receive the high quality early learning experiences that lay the foundations for later life.

4. The Committee's Objectives

The above aims can be put into practice by:

1. maintaining provision for a nursery class within the standard brief for primary school development;
2. to seek to develop nursery classes within schools where there is a recognised need;
3. ensuring that partnerships between all sectors are strengthened through the work of the peripatetic nursery teacher and, opportunities for training and support for all staff working with nursery children in day care and pre-school settings;
4. ensuring that the requirements for registration of day care and pre-schools settings reflect the need for high quality provision of care and experiences.

Section 2

Section 2.1 Admissions Policy for Nursery Classes in Provided Primary Schools

Section 2.2 Age of Admission

2.2.1 Admission to nursery classes must be after the child's third birthday. Ideally, a child will attend three terms in the nursery class before entering a reception class.

Section 2.3 Allocation of Places

1. Nursery places will be allocated centrally by the Department for Education, Sport and Culture in accordance with the policy and procedures for admission determined by the Education Sport and Culture (Appendix 10.2).
2. As not all primary schools have nursery classes, the area from which children are admitted may not necessarily coincide with the catchment area for the school, so due regard will be given to length of journey and the proximity of residential address to nursery classes in other provided schools.
3. The provision of places in nursery classes must take account of the needs of individual children. Particular consideration will be given to the following:

- children with special educational needs;

- children from families with particular needs (eg low income families, siblings with special needs; parental illness);

- children suspected of being at risk;

- siblings in the school.

- date of application.

4. When allocating places, a careful balance must be maintained between different groups of children in the class, so that demands are not overwhelming.
5. According to need, all places may be allocated on a full-time basis or a part-time' basis. In instances where the Headteacher, in consultation with staff and parents, decides it is not in the best interests of the child, a full time place will not be available.
6. The arrangements for part time places will be flexible in order to meet the needs of children and parents and carers.
7. As headteachers may not have knowledge of all applicants and relevant information is required, the use of the Committee's approved application form is mandatory. Contact should be built with outside agencies who may have further knowledge of families.
8. Children may be admitted to the nursery at any time during the school year as places become available.
9. Flexibility of attendance must be considered, particularly during the early stages of attendance. As an introduction to the nursery, two or three half day sessions may be appropriate.

Section 2.4 Pre-Admission Procedures

1. All applications for places must be made by using the Committee's approved form (Appendix 10.2) which must be completed by a parent as defined in Education (Jersey) Law 1999. On making an application, the parent(s) will be provided with a copy of the Admissions Policy. The Headteacher will arrange an appointment with the nursery teacher or another appropriate member of staff for a prospective parent to complete the application form.
2. At both the time of application and the offer of a placement, the parent(s) must be informed in writing that admission to the nursery class does not guarantee a place in the reception class of the school.
3. When a place is offered, a home visit should be offered to be undertaken by the nursery teacher or nursery officer.
4. Visits to the nursery class should be arranged before the child is admitted. These should be led by the nursery staff to allow relationships to be built with the adults in the nursery class.

Section 2.5 Key Elements of Nursery Session

1. The indoor and outdoor environment must be planned and ready, before the children arrive each day.
2. Planning should take into account young children's learning styles, using visual, auditory and kinesthetic learning.
3. Learning objectives must be displayed, with an emphasis on what children are learning through play and talk.
4. Parents and children must be greeted individually, with opportunity for informal discussion.
5. Nursery children should experience daily opportunities to work in small groups or individually with their key worker.
6. Nursery children must have time for making decisions about their choice of activity and allowed enough time to develop their play.
7. Observational assessment should be planned and integrated in the nursery session.
8. Outdoor play is essential, the outdoor environment must challenge children in all six areas of learning. Children must be supervised and adults must engage in play and conversation.
9. Drinking water must be available throughout the day, Snack time' and Lunch time' are opportunities for developing social skills and independence.
10. There should be a designated quiet time' for the children, and a cosy book corner to retreat to during the day.
11. A regular short walk, for example around the school environment is desirable, to help children to learn about a sense of place.
12. The afternoon sessions should provide opportunities for relaxing with books, listening to music, dance and drama and singing games.
13. At the end of the afternoon session, Parents should have informal feedback, a celebration of the day and an individual good bye to each child.
14. The nursery staff must provide clear boundaries, high expectations for behaviour and persistence at tasks enabled by an ethos of security, care and challenge.

Section 3.1 Staffing

1. The appointment of high-quality staff is a priority. Nursery classes must be staffed by one appropriately qualified teacher and two nursery officers with either N.N.E.B. or N.V.Q. level 3 qualifications.
2. The adult: pupil ratio of 1:10 must be maintained.
3. There must always be at least two adults in the nursery class.
4. Nursery staff may only be appointed following consultation with the Foundation Stage Adviser.

Section 4 Roles and Responsibilities

Section 4.1 The Headteacher

1. The headteacher is responsible for delivering and monitoring the Committee's policy on nursery education.
2. The headteacher is responsible for maintaining a waiting list for nursery places, providing this information to the DfESC and initiating the Nursery Entry Profile.
3. The headteacher must take the leading role in promoting excellence in the nursery class.
4. The headteacher must ensure appropriate arrangements for observing and monitoring the work in the nursery class.
5. The headteacher should be knowledgeable about good nursery practice and keep abreast of developments in the field.
6. The headteacher must ensure that the nursery staff have opportunities to meet other members of staff formally and informally.
7. The headteacher must ensure that all school development plans and policies include the work in the nursery class.
8. The headteacher must have regular professional meetings with the nursery teacher.
9. The headteacher must encourage an understanding of all school staff in the work of the nursery class and vice versa to encourage a whole school commitment.
10. The headteacher must ensure that the nursery teacher has non contact time.
11. The headteacher must liaise with the Foundation Stage Adviser on staff appointments and any changes in the nursery provision of the school.
12. The headteacher must ensure that nursery staff have opportunities for continuing professional development.

Section 4.2 The Nursery Teacher

1. The nursery teacher must be an excellent role model expecting high standards of behaviour and attainment. The nursery teacher is responsible for the management of the nursery class.
2. The nursery teacher must engage in continuous professional development.
3. The nursery teacher is responsible for the overall planning and evaluation of the curriculum keeping abreast of all developments in the foundation stage.
4. The nursery teacher has overall responsibility for the completion of entry, formative, and summative profiles on each child, charting the progress in the six areas of learning.
5. The nursery teacher must be an effective team leader ensuring that the key worker system is implemented and duties are shared equally.
6. The nursery teacher must lead a team planning meeting on a weekly basis and facilitate training and discussion between team members.
7. The nursery teacher must support the professional development of the nursery officers and students in training.
8. The nursery teacher must work closely with parents and value their vital contribution.
9. The nursery teacher is responsible for forging links with colleagues in school, and in the community, and with other professionals including outside agencies.
10. The nursery teacher must liaise closely with the Headteacher and reception teacher in order to ensure sharing of resources, continuity and progression in the foundation stage.
11. The nursery teacher is responsible for the outdoor and indoor environment of the class.
12. The nursery teacher is responsible for the health and safety of the children in the nursery class.
13. The nursery teacher must evaluate the work of the nursery class and set clear targets for development. Section 4.3 The Nursery Officer

1. The nursery officer must observe and complete assessments as a key worker to a small group of children.

2. The nursery officer must be an excellent role model, promoting play and talk.
3. The nursery officer must attend weekly planning meetings and make a contribution to the delivery of the curriculum.
4. The nursery officer must take part in continuous professional development.
5. The nursery officer must be able to work as part of a team, assisting the teacher in the organisation and smooth running of the nursery class, including reporting to parents.
6. The nursery officer must be able to play a part in training students.
7. The nursery officer must support the nursery teacher in maintaining high standards in the indoor and outdoor environment.
8. The nursery officer must report any incidents regarding parents or children to the nursery teacher.
9. The nursery officer reports to the nursery teacher.

Section 4.4 Foundation Stage Adviser

1. The Foundation Stage Adviser has responsibility for ensuring that the headteacher and the nursery team is advised and supported in order that they plan, assess and evaluate the curriculum and children's learning.
2. The Foundation Stage Adviser must keep abreast of relevant research and information about the education of pre school children and inform the headteacher and nursery team of any relevant information.
3. The Foundation Stage Adviser must organise in-service training for primary headteachers and the nursery team, together with regular meetings for nursery teachers and/or nursery officers.
4. The Foundation Stage Adviser must inform and support the headteacher and nursery team on good practice in the nursery class.
5. The Foundation Stage Adviser must support and advise the headteacher on the appointment of staff and any changes to the nursery provision in the school.
6. The Foundation Stage Adviser must represent the best interests of nursery children and monitor the provision.

Section 5.1 Partnership with Parents

1. For many children, attendance at a nursery class will be the first step beyond their homes and extended families into a form of educationally based provision. The nursery teacher and nursery officer will enter into a shared responsibility with parents to ensure that individual children achieve their maximum growth in all areas of learning. Parents are their children's first and most enduring educators. A great deal of learning has already taken place before the child begins to attend the nursery class. This must be valued and parents must be included and encouraged to share in their child's learning process. Parents are the greatest influence on their children. By building good relationships and a feeling of trust, staff can work as partners with parents.
2. The initial contact between staff and parents will generally be made by the parents when they visit the school to place their child's name on the waiting list.
3. After completing the application form, parents should be taken around the nursery and introduced to the nursery staff.
4. When a place is offered, a home or school visit should be offered by the nursery teacher so that information can be exchanged informally and the philosophy of the nursery can be explained to the parent.
5. A nursery booklet welcoming parents and giving information about the nursery should be given to all new parents. The school hand book should have a nursery section. It is important to ensure that parents whose first language is not English have appropriate access to information.
6. Parents and children should be invited to visit the nursery for several short sessions before the child starts the nursery class.
7. Guidance on appropriate clothing should be given to parents, emphasising the importance of outdoor play for e.g. Wellington boots and jackets with hoods should be available for all nursery children. Nursery children are only just beginning to establish their individuality. Comfortable tracksuits that encourage independence is most suitable. A uniform is inappropriate at this age.
8. Parents should be encouraged to stay and settle their children into the nursery class. The settling in period needs consideration and discussion with individual parents to decide what will be in the best interests of their child.
9. There should be space in the nursery for parents to sit with their own children to play or read books together before school starts or after nursery finishing time.
10. Parents should be able to borrow packs, books and games to share with their children at home. Parents must be welcomed into the nursery class.
11. Learning objectives must be displayed to parents so that they can contribute to assessments by sharing observations of their child's learning at home.
12. A pictorial daily routine must be displayed and shared with parents and nursery children to enable an understanding of a sense of time.
13. At the beginning of each session parents must be involved in the self-registration of their children and shown how their child is developing autonomy in learning.
14. Parents must be welcomed into the nursery class at the end of each session so that informal feedback can be given on the day's events.
15. Parent/staff consultation should be arranged with all parents during the autumn term so their child's individual development can be shared. The nursery teacher is responsible for all the children in the nursery class, although the nursery officers may have responsibility for observing, recording and reporting the children's progress in the key worker groups.
16. Parents should receive a pictorial formative development' book and a summative report (Appendix 10.4) at the end of their child's time in the nursery class. The report should clearly outline progress in the six areas of learning and identify needs for development. Parents should be given guidance and encouragement to take shared responsibility for their child's learning.

Section 5.2 Meeting the Diverse Needs of Children

5.2.1 In order to meet children's diverse needs, and help all children make the best possible progress, staff should:

- plan opportunities that build on and extend children's knowledge, experiences, interests and skills and develop their self-esteem and confidence in their ability to learn;

- use a wide range of teaching strategies, based on children's learning needs;

- provide a wide range of opportunities to motivate, support and develop children and help them to be involved, concentrate, and learn effectively;

- provide a safe and supportive learning environment, free from harassment, in which the contribution of all children is valued and where racial, religious, disability and gender stereotypes are challenged.

- use materials that positively reflect diversity and are free from discrimination and stereotyping;

- plan challenging opportunities for children whose ability and understanding are in advance of their language and communication skills;

- monitor children's progress, identifying any areas of concern, and taking action to provide support, for example by using different approaches, additional adult help or other agencies.

Section 5.3 Children With Special Educational Needs and Disabilities

1. Nursery staff will need to plan for each child's individual learning requirements, including those children who need additional support or have particular needs or disabilities. The focus should be on removing barriers for children where these already exist and on preventing learning difficulties from developing. Nursery staff have a key role to play in working with parents to identify learning needs and respond quickly to any area of particular difficulty, and to develop an effective strategy to meet these needs, making good use of individual education plans, so that later difficulties can be avoided. Wherever possible, staff should work together with staff from other agencies, such as community health services, to provide the best learning opportunities for individual children.
2. The school ENCO must be involved in the development of individual learning plans. A maximum of one behaviour and one learning target should be identified at anytime. The Central Educational Needs Team are available to help nursery staff, they can assist in the identification and support of children with special needs.
3. The Nursery Entry Profile will give an early indication of children who may have special needs.
4. Staff should take specific action to help children with special educational needs to make the best possible progress by:

- providing for those who need help with communication, language and literacy skills, and planning, where necessary, to develop understanding through the use of all available senses and experiences through, for example;

- using alternative and augmentative communication, including signs and symbols;

- using visual and written materials in different formats, including large print and symbol text, using information and communication technology (ICT), other technological aids and taped materials;

- using materials and resources that children can access through sight, touch, sound and smell;

- increasing children's knowledge of the wider world by using word descriptions and other stimuli to extend their experiences and imagination.

5.3.5 Planning for full participation in learning and in all physical and practical activity through, for example:

- providing additional support from adults, when needed;

- adapting activities or environments, providing alternative activities, and using specialist aids and equipment, where appropriate.

5.3.6 Helping children who have particular difficulties with behaviour to take part in learning effectively through, for example:

- setting reasonable expectations that have been discussed with the child and with parents and carers, establishing clear boundaries and appreciating and praising children's efforts;

- encouraging and promoting positive behaviour, giving children every chance and encouragement to develop the skills they need to work well with another child or children;

- helping children to manage their behaviour and to value and respect their own contribution and that of others.

Section 5.4 Children with English as an Additional Language

1. Many children in nursery classes will have a home language other than English. Staff should value this linguistic diversity and provide opportunities for children to develop and use their home language in their play and learning. These children will be at many stages of learning English as an additional language. Some children are bilingual from birth because their families have talked to them in more than one language. Some children will be acquiring English as an additional language. As with their first language, this needs to be learnt in context, through practical, meaningful experiences and interaction with others. These children may spend a long time listening, before they speak English and will often be able to understand much of what they hear, particularly where communication through gesture, sign, facial expression and using visual support such as pictures and puppets is encouraged.
2. Learning opportunities should be planned to help children develop their English and support provided to help them take part in other activities by, for example:

- building on children's experiences of language at home and in the wider community by providing a range of opportunities to use their home language(s), so that their developing use of English and other languages support one another.

- providing a range of opportunities for children to engage in speaking and listening activities in English with peers and adults.

- ensuring all children have opportunities to recognize and show respect for each child's home language.

- providing a variety of writing in the children's home languages as well as in English, including books, notices and labels.

- providing opportunities for children to hear their home languages as well as English, for example through use of audio and visual aids.

Section 6.1 Learning

1. Learning for young children is a rewarding and enjoyable experience in which they explore, investigate, discover, create, practice, rehearse, repeat, revise and consolidate their developing knowledge, skills, understanding and attitudes. During the foundation stage, many of these aspects of learning are brought together effectively through playing and talking.
2. Children initiating activities that promote learning and enable them to learn from each other.
3. Children learning through movement and all their senses.
4. Children having time to explore ideas and interests in depth.
5. Children feeling secure, which helps them to become confident learners.
6. Children learning in different ways and at different rates.
7. Children making links in their learning.
8. Creative and imaginative play activities that promote the development and use of language.

Section 6.2 Play

1. Well-planned play, both indoors and outdoors, is a key in which young children learn with enjoyment and challenge. In playing, they behave in different ways: sometimes their play will be boisterous, sometimes they will describe and discuss what they are doing, sometimes they will be quiet and reflective as they play.
2. The role of the practitioner is crucial in:

- Planning and resourcing a challenging environment.

- Supporting children's learning through planned play activity.

- Extending and supporting children's spontaneous play.

- Extending and developing children's language and communication in their play.

6.2.4 Through play, in a secure environment with effective adult support, children can:

- Explore, develop and represent learning experiences that help them make sense of the world.

- Practice and build up ideas, concepts and skills.

- Learn how to control impulses and understand the need for rules.

- Be alone, be alongside others or co-operate as they talk or rehearse their feelings.

- Take risks and make mistakes.

- Think creatively and imaginatively.

- Communicate with others as they investigate or solve problems.

- Express fears or relive anxious experiences in controlled and safe situations.

Section 6.3 Teaching

1. Teaching means systematically helping children to learn so that they are helped to make connections in their learning and are actively led forward, as well as helped to reflect on what they have already learnt.
2. Teaching has many aspects, including planning and creating a learning environment, organizing time and material resources, interacting, questioning, responding to questions, working with and observing children, assessing and recording children's progress and sharing knowledge gained with other practitioners and parents. The quality of each of these aspects of teaching is informed by the staff knowledge and understanding of what is to be taught and how young children learn.
   3. Staff teach children in many ways. The different ways to teach may be selected at the planning stage or may be a perceptive response to what children do or say. Although teaching can be defined simply, it is a complex process. Young children do not come into a class in a neat package of social, emotional, physical and intellectual development. During the foundation stage, physical and social development will vary enormously from child to child. The strategies used in learning and teaching should vary and should be adapted to suit the needs of the child.
3. Working in partnership with parents, because parents continue to have a prime teaching role with their children.
4. Promoting children's learning through planned experiences and activities that are challenging but achievable.
5. Staff who model a range of positive behaviour.
6. Using language that is rich and using correct grammar. Recognizing that what is said and how staff speaks is the main way of teaching new vocabulary and helping children to develop linguistic structures for thinking.
7. Using conversation and carefully framed questions because this is crucial in developing children's knowledge.
8. Direct teaching of skills and knowledge.

10. Children teaching each other.
11. Interacting with and supporting children in a way that positively affects the attitudes to learning that children develop.
12. Planning the indoor and outdoor environment carefully to provide a positive context for learning and teaching.
13. Skilful and well-planned observations of children.
14. Assessing children's development and progress to serve several purposes. Assessment opportunities may be identified in planning or arise spontaneously.
15. Working with parents, who are vital partners in the assessment and planning process.
16. Identifying the next step in children's learning to plan how to help children make progress.
17. Using assessment to evaluate the quality of provision and practitioners training needs. Section 7

Section 7.1 The Foundation Stage Curriculum

1. The Foundation Stage Curriculum is organized into six areas of learning: (See Curriculum guidance for further details).
2. Language, communication and literacy development - talking, listening and encouraging children to become readers and writers.
3. Mathematical development - mathematical understanding and the foundations of numeracy, with a focus on practical mathematics.
4. Knowledge and understanding of the world - finding out about the world around them, other people and features of the natural and man made world. These become a foundation for history, geography, technology, science.
5. Physical development - physical control, mobility, awareness of space and manipulative skills in indoor and outdoor environments. Establishing positive attitudes towards a healthy and active way of life.
6. Personal and social development - learning how to work and play, co-operate and function in a group, develop personal and moral values, understand themselves and others.
7. Creative development - the development of imagination and the ability to communicate and to express ideas and feelings in creative ways.
8. The six areas help staff plan the learning environment, activities and experiences and provide a framework for the early years curriculum. This does not mean that all of young children's learning is divided up into areas. One experience may provide a child with opportunities to develop a number of competencies, skills and concepts across several areas of learning. For example, children building with blocks may co-operate in carrying the heavy and large blocks, negotiate the best place to put them, compare the weight and dimensions of different blocks and act out an imaginary scene.

Therefore, they may be developing language, mathematical, physical, personal and social competencies through this one activity.

Section 7.2 The Early Learning Goals (Appendix 10.5)

7.2.1 Establish expectations for most children to reach by the end of the foundation stage, but are not a curriculum in themselves. They are organized into the six areas as the curriculum and provide the basis for planning throughout the foundation stage, so laying secure foundations for future learning. By the end of the foundation stage, some children will have exceeded the goals. Other children will be working towards some or all of the goals - particularly younger children, those children who have not had high-quality early years experience, those with special educational needs and those learning English as an additional language.

Section 8

Section 8.1 Assessment, Recording and Reporting

1. Observational assessment lies at the heart of meeting the complex and interrelated needs of Nursery children. Nursery staff should plan activities which make sense to young children so that they can assess their strengths rather than weaknesses, at what they can do, rather than what they cannot.
2. The following assessment procedures must be followed.
3. Informal assessment on home visit.
4. Completion of nursery entry profile within four weeks of admission, with data forwarded to the department (Appendix 10.3).
5. Regular observations for each child on each area of learning completed by key worker.
6. Collection of photographic and pictorial evidence.
7. Individual learning profiles for children with special needs.
8. Inclusion of parent and child contributions to assessments.
9. Completion of summative profile at the end of child's time in the nursery class (Appendix 10.4).
10. Completed pictorial profile with examples of work showing progression towards the early learning goals.
11. Transfer of information to the reception teacher.

Section 9

Section 9.1 Monitoring and Evaluation

1. The following monitoring and evaluation of the provision must be undertaken in the Nursery Class.
2. Short, informal, daily evaluation led by the nursery teacher with contributions from the nursery officer.
3. Evaluation of weekly activities.
4. Staff discussions on weekly planning meetings.
5. Curriculum evaluation on half-termly basis.
6. Identifying needs based on Nursery Entry Profile.
7. Self evaluation using the Internal Evaluation Framework. (Appendix 10.10).
8. Whole school policy, subject reviews carried out by co-ordinators.
9. Monitoring by the Headteacher.
10. The Committee's Policy on Validated School Self Evaluation.

Section 10 Appendices

Section 10.1 Acknowledgements

Grateful thanks to Marion Dowling, Ros Bayley, Sally Featherstone and Iram Siraj-Blatchford for use of references, guidance and support.

Also to Birmingham Advisory team for inspirational visits and use of Evaluation Framework.

With appreciation of all the hard work and support of Primary Headteachers, staff and most important of all, nursery children and their parents.

Grateful thanks and apologies to anyone I have missed mentioning.

May 2003 Yasmine Thébault Foundation Stage Adviser

Section 10.2

Application form for Place in a Nursery Class at a Provided Primary School

Name of School...........................................................................................................

Name of child ............................................................................................................. Date of birth................................................................................................................

The information you provide will be processed for educational purposes. To ensure confidentiality and privacy, all processing will be carried out under the requirements of the Data Protection (Jersey) Law 1987. This information may be disclosed and used outside of the Education, Sport and

Culture where it is considered to be in the student's best interest to do so. Should you require us to seek your individual consent to these disclosures, please advise us in writing.

Section 10.2.1 Application form for Admission to Nursery Class

This form to be completed and given to the headteacher of the school when applying for a place.

Admission to nursery does not guarantee a place in school Parent/guardian signature ..........................................................................................................................................................

Section 10.2.2 To be completed and signed by Parent/Guardian before formal admission

Date of Admission

Name of Child Date and place of birth Address Telephone number

Country of Origin of Parents

Position in family Number of brothers and sisters

Please give names and ages.

Pre-school experiences Name of Establishment Length of time Family Day Carer

Pre-Schools

Parent/Toddler Group

Others

Languages spoken at home

Child's first language Parent's first language

If Bi-linguage home -

does child understand English? speak English?

Alternative  contact  in  case  of Name and relationship Telephone number emergency :

Other information

I agree to my child taking part in visits and activities arranged and published as part of the nursery class programme in accordance with the Committee's Policy for Educational Visits.

Parent/Guardian  Signature

.......................................................................................................................

Section 10.3 Nursery Entry Profile

First name Surname Gender School ESL DoB Date started nursery Date of assessment Record No:

Personal social and emotional development Initial Profile End of Stage

Shows an interest in why things happen and how things work

Separate from main carer with support

Feels safe secure and demonstrates a sense of trust

Seeks out others to share experiences

Relates and makes attachments to other members of group Begins to accept the needs of others

Shows willingness to tackle problems and enjoy self chosen tasks Demonstrates sense of pride in own achievements

Makes connections between different parts of life experience Communication, Language and Literacy

Use talk to connect ideas and explain events

Distinguish one sound from another

Join in with poems and stores

Hold books the right way up and turn pages Recognise some familiar words

Form recognisable letters

Mathematical Development

Use some number names accurately in play

Enjoy joining in with number rhythms and songs Counts up to four objects accurately

Match shapes by recognising similarities

Use language such as big and small Knowledge and Understanding of the World

Show curiosity and interest by facial expression/movement/sound

Show curiosity/strong exploratory impulse/positive approach

Investigate construction materials

Show an interest in ICT

Show an interest in the world in which they live

Express feelings about a significant personal event Physical development total

Move freely with pleasure and confidence

Negotiate an appropriate pathway when walking/running Show awareness of own needs with regard to eating/hygiene Engage in activities requiring hand/eye coordination Dominant hand established

Creative development Total

Differentiate colours

Sing a few simple songs

Imaginative use of objects and imitating adults in play

Create movement in response to music

Describe past experience and action using a range of materials

Section 10.4

Nursery Classes in Provided Primary Schools Summative Report for Parents

Name of child................................................................................ Age............................... Date of entry to Nursery............................................................................

Date of Report............................................................................................

______________________________________________________________________________ Personal, Social and Emotional Development

Areas for Development are:

______________________________________________________________________________ Communication, Language and Literacy

Areas for Development are:

Mathematics

Areas for development are:

Knowledge and Understanding of the World Areas for Development are:

Physical Development Areas for Development are:

Creative Development Areas for Development are:

Section 10.5 EARLY LEARNING GOALS FOR THE END OF RECEPTION YEAR (QCA)

PERSONAL, SOCIAL & COMMUNICATION, LANGUAGE AND MATHEMATICS EMOTIONAL DEVELOPMENT LITERACY

By the end of the foundation stage, By  the  end  of  the  foundation  stage,  most By  the  end  of  Reception year,  most most children will: children will be able to: children should be able to:

32.- continue to be interested, excited 48.- interact with others, negotiating plans and 74.- say and use number names in order and motivated to learn activities and taking turns in conversations; in familiar contexts;

- be  confident  to  try  new  activities, 50.- enjoy  listening  to  and  using  spoken  and -  count  reliably  up  to  10  every  day initiate  ideas  and  speak  in  a  familiar written language, and readily turn to it in their objects; group; play and learning; - recognize numerals 1-9;

- maintain attention, concentration and - sustain attentive listening, responding to what use  developing  mathematical  ideas  and sit quietly when appropriate; they  have  heard  by  relevant  comments, methods to solve practical problems; 34.-respond to significant experiences, questions or actions; 76.- in practical activities and discussion showing  a  range  of  feelings  when - listen with enjoyment and respond to stories, begin to use the vocabulary involved in appropriate; songs, and other music, rhymes and poems and addition and subtraction;

- have a developing awareness of their make up their own stories, rhymes and poems; -  use  language  such  as  more,  less,  to own needs, views and feelings and be 52.-extend  their  vocabulary,  exploring  the compare two numbers; sensitive  to  the  needs,  views  and meanings and sounds of new words; - find one more or one less than a number feelings of others; 54.-speak clearly and audibly with confidence from 1-10;

- have  a  developing  respect  for  their and control and show awareness of the listener, - begin to relate addition to combining own cultures and beliefs and those of for example by their use of conventions such as two groups of objects, and subtraction to other people; please' and thank you'; taking away;

36. -  form  good  relationships  with 58.- use language to imagine and recreate roles 80.-  use  language  such  as  greater, adults and peers; and experiences; smaller,  heavier  or  lighters  to  compare -work as part of a group or class, taking - use  talk  to  organize,  sequence  and  clarify quantities; turns and sharing fairly, understanding thinking ideas, feelings and events. -  use  everyday  words  to  describe that there need to be agreed values, and 60.-hear  and  say  initial  and  final  sounds  in position;

codes  of  behaviour  for  groups  of words, short vowels sounds within words; -  talk  about,  recognize  and  recreate people, including adults and children, to link letters and sounds, naming and sounding all simple patterns;

work together harmoniously; letters of the alphabet; - use language such as circle, or bigger to 38. - understand what is right, what is - use their phonic knowledge to write simple describe the shape and size of solids and wrong and why; regular words and make phonetically plausible flat shapes;

- consider  the  consequences  of  their attempts at more complex words; - use developing mathematical ideas and words and actions for themselves and 62.- explore and experiment with sounds, words methods to solve practical problems. others; and texts;

40. - dress and undress independently - retail  narratives  in  the  correct  sequence and  manage  their  own  personal drawing on the language patterns of stories;

hygiene; - read a range of familiar and common words

select and use activities and resources and simple sentences independently;

independently; - know  that  print  carries  meaning,  and  in 42. -  understand  that  people  have English, is read from left to right and top to different  needs,  views,  cultures  and bottom;

beliefs, which need to be treated with - show an understanding of elements of stories,

respect; such  as  main  character,  sequence  of  events,

- understand that they can expect others openings and how information can be found in

to treat their needs views, cultures and non  fiction  texts,  to  answer  questions  about

beliefs with respect. where, who why and how;

64.- use  their  phonic  knowledge  to  write  a

simple  regular  words  and  make  phonetically

plausible attempts at more complex words;

- attempt  writing  for  various  purposes,  using

features of different forms such as lists, stories,

instructions;

- write their own names and labels and form

sentences, sometimes using punctuation;

66. -  use  a  pencil  effectively  and  hold  it effectively to form recognizable letters, most of

which are correctly formed.

KNOWLEDGE AND PHYSICAL DEVELOPMENT CREATIVE DEVELOPMENT UNDERSTANDING OF THE

WORLD

By the end of Reception year, most By the end of Reception year, most children By the end of Reception year, most children should be able to: should be able to; children should be able to: 86. -investigate objects and materials by 104.- move with confidence, imagination and 120. - explore colour, texture, shape, using all of their senses as appropriate; in safety; form and space in two and three

- find out about, and identify some 106. - move with control and co-ordination; dimensions;

features of living things, objects and - travel around, under, over and through 122.- recognize and explore how sounds events they observe; balancing and climbing equipment; can be changed, sing simple songs from 88. - look closely at similarities, 108.- show awareness of space, of themselves memory, recognize repeated sounds and differences, patterns and change; and others. sound patterns and match movements to

- ask questions about why things happen 110.- recognize the importance of keeping music;

and how things work; healthy and those things which contribute to 124.- use their imagination in art and 90. - build and construct with a wide this; design, music, dance, imaginative and range of objects, selecting appropriate - recognize the changes that happen to their role play and stories; resources and adapting their work where bodies when they are active; 126.- respond in a variety of ways to necessary; 112.- use a range of small and large equipment; what they see, hear, smell, touch and

- select tools and techniques they need to 114.- handle tools, objects, construction and feel;

shape, assemble and join the materials malleable materials safely and with increasing - express and communicate their ideas, they are using; control. thoughts and feelings by using a

92.- find out about and identify the uses widening range of materials, suitable

of technology in their everyday lives and tools, imaginative and role play,

use computers and programmed toys to movement, designing and making, and a support their learning; variety of songs and instruments. 94. - find out about past and present events in their own lives and in those of

their families and other people they

know;

96.- observe, find out and identify

features in the place they live and the

natural world;

- find out about their environment, and

talk about those features they like and

dislike;

98. - begin to know about their own cultures and beliefs and those of other

people.

Design Brief

"Space has in itself, a calming and beneficent effect".

Susan Isaacs.

"Children have a right to grow in places that are well maintained and pleasant and schools cannot be exempt from this responsibility".

Vea Vecchi.

Design Brief

The environment in which children and adults learn has a profound effect on their mental and physical well being. Particularly in the foundation stage, with very young often vulnerable children, the school environment is the world  in  which  they  live'. For  many,  it  provides  the  stability, predictability and stimulus they do not have at home.

Already in the 1800's the developmental psychologist Froebel stressed the importance  of  environmental  design. He  maintained  that  when  care  is applied to children's surroundings, behaviour can be guided and inspired.

Thus, our buildings should reflect educational principles based on a secure understanding of how young children and their teachers learn.

Continuity and progression is imperative between nursery and reception classes which should be adjacent with a shared play area. Where possible, facilities should be shared between reception and nursery classes.

Any alterations to the use of the designated rooms should be in consultation with the Early Years Adviser.

The nursery classes are specifically designed for a maximum of 30 children with regard to statutory requirement for play space.

The key elements of a 30 place nursery class are identified below: Main Play Good visibility.

Area

• Open space with excellent lighting (daylight and artificial).
• Quiet room, kitchen and toilets accessible from main room.
• Soft pastel colours 2/3 carpet 1/3 vinyl.
• Computer  area  should  be  in  the  main  playroom  near  book corner/maths area..
• All display boards to be at child height (preferably from floor to adult height).
• Heating/light  sockets  to  be  organized  in  consultation  with Adviser. (for all areas)
• Wet area to contain 2 sinks (hot and cold water) - one at adult height with cupboards above for paint. One at child height.

Design Brief

• A small ICT area should be included within the main play area to accommodate 5 ICT Stations.

Kitchen

"Hygiene is fundamental

in a school environment.

The risk to be avoided however, is that of creating An environment that is

super- cleanable, totally smooth dry and cold, and thus

impoverished at a sensory level".

• Good visibility into main play room.
• Low level (child height) breakfast bar in wood.
• Low level sink (child size) with cupboard beneath - drawer unit under draining board.
• Adult height work surface - sinks with cupboards above room for cooker.
• Display  boards  from  floor  to  adult  height  where  ever possible.

Ceppi and Zini. Space for fridge/cooker

• Hand dryers for children/adults sinks.
• Telephone point.

Quiet Room The quiet room should be restful.

• Good visibility into main play area.
• Dimmer Switch - Lighting.
• Power for T.V.
• Carpet area.
• Pastel colours.
• Display boards as required.
• Soft furnishings.

Small Group For withdrawal purposes or individual sessions - e.g. Room Education Psychologist/Speech Therapist.

Office Does not have to be off the main playroom.

• Good storage.
• Telephone point.
• Display/shelving.
• Dual use for Parents (if located at entrance).

Parents Room Located near entrance.

• Increase in size if budget allows.
• Shelving/display boards.
• Good lighting - Carpet.
• Pastel colours.
• Sink.
• Comfortable furniture.

Design Brief

"The school External Store Good access to outside - large doors, ramps it necessary. environment must

allow itself to

manipulation Good access and lighting shelving.

and transform-

ation by adults Internal Store Combined  with external store  if possible  to  maximize and children alike". space - shelving and storage.

Audrey Curtis . Toilets 4 toilets

• Wash basins with appropriate taps.
• Latch on doors for children to meet health and safety.
• Ventilation for dryer.

Disabled/Staff Access from main play area adjacent to children's toilet. Toilet

• Facilities for washing machine tumble dryer.
• Belfast sink at low level with hand rail on the wall and safety mat.

Entrance/Shared Provision for hanging coats for 30 children - not blocking Space corridors/exit when full.

• Design of coat hooks to be agreed with Adviser.
• Display boards.
• Carpet.
• Comfortable chairs for parents. (If there is room).

"Taking stock

of everything Lobby/PramsThat is in the

outdoor area External Play Areaenables staff to

be conscious ofand value thepotential learning

Opportunitiesfor the children.

Sheltered area outside entrance.

The minimum requirement is for 9 square metre per pupil.

A safety surface area is essential. Canopy/Shaded area.

Separate from KS1 and KS2. (But shared with reception class).

Garden area.

Design and layout to be agreed with adviser.

Marjorie Ouvry

Design Brief (metres)

30 Place Nursery

Room Title No. Room Area Total Area

Main Play Area 1 80 80 Kitchen 1 15 15 Quiet Room 1 18 18 Small Group Room 1 9 9 Office 1 9 9 Parents Room 1 15 15 External Store 1 8 8 Internal Store 1 4 4 Toilets 1 8 8 Disabled /Staff Toilet 1 3 3 Reception/Shared Space 1 10 10 Lobby 1 10 10

TOTAL FLOOR AREA 189

Section 10.7 KEY FEATURES OF GOOD EQUIPMENT

Equipment Children need equipment with enough complexity to hold their interest for an extended time. There must be balance

between the following categories of equipment.

Potential Unit Clearly defined with no play materials e.g. tables and chairs.

Simple Play Unit Has only one obvious use, and no sub-parts or additional materials e.g. tricycle or swing.

Complex Play Unit Has sub-parts on several materials that allow you to improvise e.g. blocks.

Super Play Unit Has three or more play materials, for example a home corner with dolls, dishes, dramatic play costumes.

The emphasis must be on open-ended materials and equipment. Staff must make full use of natural materials in the environment.

"Sturdy carts, small gardening tools, printing presses, looms and furniture which takes to pieces and reassembles pencils, scissors, paste, tools and workbenches".

Maria Egeworth (1789) Setting out the requirements for educating a young learner.

Total £11,003

Please advise on posts and fillers required.

Section 10.9 FURTHER BASIC EQUIPMENT REQUIRED

Kitchen Cooker/microwave

Small Fridge

Kettle

Children's crockery/cutlery for snack time and cooking activities. Telephone

Tea towels

Crockery/cutlery for staff use

Quiet Room Floor cushions

Curtains

Portable T.V. Listening centre Display racks for books

It is inappropriate to have tables and chairs or computers in the quiet room. The focus is on rest and listening/reading stories.

Office Computer for staff

Filing cabinets

Telephone

Table/chairs for staff Parents Room Fridge

Microwave

Curtains Comfortable chairs Curtains/blinds crockery/cutlery

Disabled/Staff Toilet Washing/Dryer

Changing/washing facilities

INTERNAL EVALUATION FRAMEWORK

FOR

NURSERY CLASSES IN PROVIDED PRIMARY SCHOOLS

The intention is to provide staff, parents and children a guide to celebrate the good practice already in place as well as providing future targets for improvement.

The questions are arranged under headings which relate to the 10 dimensions of Quality used in the Effective Early Learning Project (E.E.L.) a national project under the directorship of Professor Christine Pascal. Nursery staff in Jersey took part in this innovative project.

The evaluation framework also relates to the Curriculum Guidance for the Foundation Stage QCA/DFEE 2000.

Primary heads and nursery staff are advised to use this framework to support, evaluate, and monitor the work in the nursery class in a variety of ways. For example to inform school development plans, staff appraisal, target setting and monitoring practice. In order to make it manageable, staff are advised to focus on one particular area of learning. The Foundation Stage Adviser will provide advice and support in the best use of the document.

"What a child can do with assistance today, she will be able to do herself tomorrow". Lev Vygotsky

"Recognize the teachable moment and intervene at the appropriate time". Margaret McMillan

1. PHYSICAL ENVIRONMENT - HEALTH & SAFETY

Indoor Environment

2. (A) OUTDOOR ENVIRONMENT

What are the strengths, weaknesses, opportunities and threats in our outdoor play provision?

Strengths Weaknesses

(the good things) (the problems, limitations and disadvantages)

Opportunities Threats

(possibilities for future improvements and (things that might work against our plans!)

adaptations)

SOME QUESTIONS TO ASK

Does our outdoor area give opportunities for children to:

Improvement Needed

• Go out in any weather?
• Draw, paint or construct on large scale?
• Be quiet and reflective?
• Move or carry big or heavy things safely?
• Use their whole bodies in creative work?
• Make a mess?
• Make decisions?
• Play with sand, water, clay etc on a large scale?
• Play in role?
• Use wheeled toys?
• Make marks and write with chalk, paint and pens?
• Watch and explore the weather?
• Discover minibeasts, watch birds?
• Look at flowers, leaves, fruit and vegetables?
• Grow plants?
• Look after pets?
• Record what they see and do?
• Climb, swing, ride jump, hop, crawl?
• Throw, catch, roll, toss, aim, pass, kick with small equipment?
• Play games?
• Explore numbers and words?
• Access and organize equipment?
• Put things away?
• Work alone and in groups?
• Explore sound, colour, light?
• Fetch things from inside?
• Have shelter from wind, rain or sun?
• Make structures and shelters?
• Sit down to play or talk?
• Work, lie down, sit or roll on the ground?

3. B INTERACTIONS & RELATIONSHIPS

C. PARENTS AND CARERS

4. ADULTS

5. LEARNING ENVIRONMENT

6. PLANNING & ASSESSMENT

7. LEARNING ENVIRONMENT

8. LEARNING & EXPERIENCES

languages?

16. Do children have opportunities to use technology to write and record?

Area of Learning _____________________________________________

Actions Cost Time Importance

10.11 USEFUL NOTES/RESOURCES/REFERENCES

10.11.1 Notes from Ros Bayley - Observation Skills.

Observations can be either anecdotal/incidental or Focused. Observations are essential! if we are to match our teaching to children's learning.

The Process Is Very Important Remember the four D's Describing

Documenting Discussing Deciding

Example of anecdotal/incidental observation on address label (colour code if you want - in areas of learning). JB 24.09.02

Jamie picked up a dice and said All these dots make 21).

Write anecdotal observations on address labels - then transfer them on to child's observation file which is divided into six areas of learning or make a profile with examples of work and colour code the address label eg pink for P.S.E. etc.,

Don't write what you already knew, it should be SIGNIFICANT moments of Eureka!

Remember  to  be  aware  of  your  own  lead  learning  style/trait  (VAK). Remember  that  young  children  may  not  respond  to  a predominantly auditory or visual input - let them use movement for learning! Engage their emotions.

Cycle of observation

Defiine Problems Areas for Growth

New Observations

Celebrate Set Goals Success

Evaluate

Make a file of Focused observations' on different aspects eg areas of learning etc. Some ideas for Focused observations.

Book area/science corner etc. Sand/water tray

Carpet time

Outside at break time

Assembly

Lunch times

P E

Toilets

Story time

Tidy up time

Social groupings

Adult interactions

Child involvement (particular activities) Individual children

ICT area

The possibility is endless!! About 5/10 mins for a Focused observation is enough!! You will need to plan this or it will not happen!!

Focus (Reason for observation)

Date_________________________ Child/children or area involved Time ________________________ Who carried out observation?

Description - What I noticed, heard and became aware of (Be factual, specific and as brief as possible)

What does this observation tell me?

Areas of learning involved (tick)

PSE Literacy Numeracy Physical Creative Knowledge &

Understanding

Action arising from the observation

Remember: Describe

Document Discuss Decide

Section 10.11.2 Leadership in Nursery Classes

Managing a successful nursery team

Notes from a meeting of Nursery class teachers on 17 March 2003 A good team leader is:

• enthusiastic
• fun loving
• friendly
• sensitive
• professional
• healthy
• mature
• realistic
• a good listener
• a motivator
• trusting and trusted
• pro-active
• knowledgeable

• respectful
• a team player
• dedicated
• flexible
• energetic
• open minded
• creative
• imaginative
• a risk taker
• a good listener
• a good communicator
• thoughtful
• fair

S/he also

• loves children and has their best interests at heart
• has high self esteem and a sense of humour!

A good team leader may also have to be:

• tough a confidante
• broad shouldered a messenger
• determined an impartial evaluator
• a bridge builder prepared to compromise

Successful teams need:

• a clear and high example
• clear roles and responsibilities
• praise and acknowledgement
• visits and exchanges to see good practice
• training to extend and update their skills
• meetings to discuss concerns, issues and organisation
• to be trusted
• sensitive appraisal of their performance by people whose opinion they value