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  1. In 1988, Marsha Morgan and Pauline Matsis formed Garden Montessori School, the first Montessori Primary School in the South Island. As the school grew, it was registered and known as the Ripple Educational Community and then to Nova Montessori Primary School. By 2002, the school had established two locations – one on Manchester Street and the other on Owles Terrace. Where Nicola Gresson and Phil Gang joined the faculty team. Consolidation of both sites to the present location in 2004 was a major step towards the creation of a full-time Montessori School and the foundation for the Children’s House (3-6). To facilitate that development a new Trust, Nova Montessori Centre (NMC), was established in 2005. The vision began with 3 children, now in 2018, thousands of graduates later, the role reflects the vision of the school and settles at around 80 children. To provide an education founded on Montessori principles. This education process empowers a life-long love of learning, self-discovery, and self- inquiry, and is advanced in an atmosphere of community, both with each other and the natural environment.” Contextualized education enables learners to see the ‘whole to understand the details. It emphasizes the need to integrate the curriculum – from mathematics to language, to history and geography. And to geology, zoology, and botany, now known as Earth Systems Science. Art, music, and drama are integrated into the curriculum as expressions of human creativity. Over the next few years, there will be an additional movement towards creating a more sustainable and ecological school environment. Small things like conversion to eco-friendly cleaning supplies have already been set in place. We appreciate parents sending lunches to schools that do not have throw-away containers. We also appreciate parents' help in our effort to use less paper. Emails, online newsletters, and other e-communications save paper. Nova Montessori is a co-educational and non-denominational school. It offers a multi-age environment where children and teachers form dynamic learning communities. Nova accomplishes this by preparing environments based on the age of the learner so that individuals from birth to maturity can grow and understand themselves and their relationships with each other as well as the natural world. In ‘To Educate the Human Potential, Maria Montessori proclaims “the fundamental principle in education is the correlation of all subjects.” By cosmic education, she refers to an approach to learning that provides the largest possible context for understanding how everything is related. Through this approach, children come to realize humanity’s relationship to the whole. At all levels, Nova teachers emphasize humanity’s responsibility to the Earth community. The Montessori approach to life and learning combines freedom with responsibility, a more active role for the children in their learning, and academic excellence based on each person’s potential contribution. It also provides for social awareness and moral development, as well as a vision of humanity’s relationship to the whole. In a Montessori classroom stimulation for learning comes from the total environment. There is no front of the room and no teacher’s desk as a focal point of attention. Maria Montessori referred to the teacher's desk as a focal point of attention. Maria Montessori referred to the teacher as a ‘directress’ because his/her role differs considerably from that of a teacher. She demonstrates the correct use of materials as the children individually choose them. She carefully observes the progress of each child and keeps a detailed record of their work. Each teacher has been trained to recognize individual periods of readiness. The Primary child seldom works alone. This is the age of groups and clubs – what Montessori called the ‘herd instinct’. Children want to do what others are doing. They explore friendships as well as the rules of society. Group lessons with corollary work and discussions are important parts of the learning process. As they collaborate on projects, children learn to identify and share their particular strengths and skills. Various social skills are necessary to make these collaborations work effectively. Through activities that build group cohesion and resolve conflicts, the children learn skills and tools that encourage the art of cooperative peacemaking. Primary children question and love to make rules. Although they may not always keep the rules themselves, they are constantly observing to make sure that everyone is following them. Teachers assist the child in sorting out how to act in different situations, learning basic rules of courtesy, and understanding what is considered right and wrong by society. Our approach to discipline is to help the children learn that they are responsible for what they do and that their actions have natural consequences. Whether the problem involves two people or the whole class, the teachers help the children learn how to solve problems on their own. Maria Montessori called the Primary curriculum Cosmic Education because its goal is to expose the child to the whole range of human knowledge in an integrated approach to learning set into the largest context possible. Contextual learning is the foundation for deep understanding. The context for the elementary curriculum is established in an overview of the history of the universe. As they study ancient civilizations the children discover that all aspects of knowledge including mathematics, language, history, botany, geography, music, and art developed the basic human needs. This understanding fosters a love for learning and eagerness to take their place as contributing members of the community.
  2. Founded in 1983 by a team of parents headed by Kim Sharman, Watchdog Early Education Centre is a registered charitable organization in Hong Kong providing intensive and well-rounded early intervention and therapy programs for children with special educational needs aged from newborn to six. Watchdog operates separate English and Cantonese speaking programs. The children we support have a wide spectrum of challenges including Global Developmental Delay, Autistic Spectrum Disorder(ASD), Cerebral Palsy, Down Syndrome, Attention Deficit Hyperactivity Disorder(ADHD) as well as a variety of learning difficulties and physical disabilities. We offer psychological assessment, specialist teaching both on an individual basis or small group setting, Speech Therapy, Occupational Therapy, Physiotherapy, and Music Therapy. We serve over 450 children annually. We operate two centers, one in Hong Kong Central and the other in Kowloon Jordan. Our Hong Kong Centre caters to children who are on the government waitlist in our regular program. On the other hand, the self-financed Jordan center, partially subsidized by the Community Chest, admits children by direct application to Watchdog. We also offer Saturday Self-financing Programmes at both centers since 1999 to fill the critical service gap for children to receive appropriate timely training and therapeutic service at their earliest possible age. Watchdog aims to provide intensive and well-rounded early intervention and therapy services for pre-school children with special educational needs, helping them to fulfill their full potential at the earliest possible age. To provide individual and group educational and therapeutic programs to pre-school children with special education needs, helping them to achieve a well-rounded development in speech and language, physical, intellectual and social aspects, preparing them for entry into the mainstream school system. To offer support services for parents and caregivers, ensuring their children can receive appropriate home-based training and care. Services include educational talks or workshops on childcare, counseling and nutrition advice, special needs education school visits, and lending services at toy libraries, etc. Watchdog is an early education center in Hong Kong that runs separate programs for both English and Cantonese-speaking children with special educational needs (SEN). We provide a variety of individual and group educational, and therapeutic programs to pre-school children with special education needs, helping them to achieve a well-rounded development in speech and language, physical, intellectual and social aspects. We also offer support services for parents and caregivers, ensuring children can receive appropriate home-based training and care. Our programs are provided by highly qualified early interventionists specialists who are professionally trained in fields associated with special education, early education, and psychology. Our staff members include an educational psychologist special needs teachers speech, occupational, physio, and music therapists special child care workers, and social workers.
  3. Oakleigh School & The Early Years Intervention Centre caters to children aged 2 – 11 years who have severe learning difficulties and complex needs. The population includes children with additional needs, such as physical or sensory, and some children on the Autism Spectrum. Oakleigh School has its theme-based curriculum that ensures pupils have outstanding progress through their EHCP outcomes. The curriculum at Oakleigh school is broad and balanced but a huge emphasis is put on Communication, Independence, and Cognition, and Learning. Oakleigh School was built in the late 1950s. Since then, it has undergone continued and ongoing remodeling, enlargement, and refurbishment to provide it with an extensive range of facilities. We have a hydrotherapy pool for our younger children to learn to swim and for children who need hydrotherapy. The school has a soft play environment to support Physical Development, Communication, Social Interaction and to provide a safe place to play and a challenging and safe environment for children of all ages and abilities. We have a sensory room with many attractive sound and light features to support visual stimulation and assessment, as well as opportunities for shared play and interaction. We also have a multisensory den, which is themed to follow the school topic, to enhance the children’s learning experiences. We have a range of shared equipment to bring lessons to life within our school curriculum. They enable teaching and learning to be motivating, allowing our children to be excited about having a voice, and control over their environment. These include eye gaze technology, enabling a child to access a computer a sensory trolley to turn any class into a sensory room, and a floor projector that turns the floor into an interactive multisensory space. The classrooms are well resourced with specialist equipment and a wealth of other teaching equipment for the full range of children in the school. Classrooms have a large interactive plasma screen, connected to a computer and software appropriate for a range of Special Educational Needs, as well as iPads with stimulating apps. Where appropriate classes have additional communication aids, some using speech as well as a range of switches to increase pupils' access to the curriculum. Oakleigh School provides for children who have severe and complex learning difficulties. Classes are organized within the key stages (in exceptional circumstances this may change) and children are grouped to deliver outstanding teaching strategies to meet their needs. All children at Oakleigh School/Early Years Centre will have access to the best quality provision to support teaching and multi-disciplinary support. This ensures that they receive their entitlement and reach their potential, thus developing towards their excellence through maximizing opportunities for enjoyment and achievement within a safe and healthy environment. All parents/carers will be expected and encouraged to work in an active and collaborative partnership with the school, in line with home/school agreements to ensure the needs of the children are met in all settings. All staff will strive to achieve their full potential, constantly updating their skills through the school’s training provision, networking with similar establishments, and taking up new challenges so that the teaching and learning are of the highest quality. Oakleigh has a large staff team comprising skilled and committed teachers, learning support assistants, mealtime supervisors, site managers, administrative staff, and ICT support who are fully supported by a range of other professionals. The multidisciplinary team all work together to ensure the very best outcomes are met for all our children. View full school
  4. Integrity Vitality - a vital life force Risk-taking - the ability to risk take in thought and action Ownership and responsibility Awareness - of self and others Thought - “Thought creating itself as it goes,” Deleuze and Guitarra Research in action Commitment - to innovate Dynamic and responsive - supporting children accessing possibilities Intuition Communication - the invitation to think out loud Mariah is a small independent school. When enrolling a child at Maridahdi, parents acknowledge and commit to a meaningful process of dialogue and joint action in which parents, children, and teachers work together in a supportive network. Mariah belongs not only to your child – but to you as well. Families are welcome anytime to participate in the life of the community. Opportunities include: spending time with your child at Maridahdi assisting staff to extend your child’s interests and abilities by sharing resources and ideas acting as a volunteer joining the Maridahdi council or sub-committees participating in parental discussion forums encouraging a climate of mutual respect, trust, and support. View full school
  5. At Chapel End, we have a wonderful environment into which we welcome your child for the start of their education. We aim for the time your child spends with us to be happy and successful and provide a firm foundation on which they can build for the future. To achieve this we firmly believe that home and school should work together and we look forward to a positive and supportive relationship with you – the parents and carers. Your child will be taught by highly committed teachers and early years practitioners who encourage a high standard of achievement and individual development in a secure and supportive atmosphere. Our most recent OFSTED (June 2017) stated that the leadership team has maintained a good quality of education in the school since the previous inspection, establishing a strong learning atmosphere that provides pupils with an oasis of calm. As a result, pupils are positive about learning and enjoy helping each other in class. Our nursery provides part-time education nursery places and full-time day-care places for 2, 3, and 4-year-olds. If you are unable to find the information that you are looking for on our website please do not hesitate to contact the school directly. To provide the children of Chapel End with a high-quality educational experience within a nurturing environment, giving them the best possible start to their lifelong learning journey. We will nurture confident and resilient children by: Creating a culture of achievement in a safe and caring environment Offering an engaging and inclusive curriculum that makes the most of our outdoor green space Giving all of our children the confidence and skills they need to realize their potential Providing challenge, praising effort, and encouraging everyone to be the best that they can be. Caring, sharing, and trying our best. We take care of each other. We share our time, enthusiasm, and skills. We try our best in all we do. We celebrate, value, and respect diversity within our school community. This year we have introduced the Cornerstones Curriculum into Year 1 and Year 2. This is a broad and balanced, knowledge and skills-based curriculum with a creative edge, comprising of themed projects mapped to the national curriculum. Each theme will last for approximately half a term and will support all aspects of the curriculum except for reading which is taught through the reading, Write Inc Programme, and Maths which is taught through the Abacus Maths Scheme although links to both these areas are built into the curriculum.
  6. Oakleigh School & The Early Years Intervention Centre caters to children aged 2 – 11 years who have severe learning difficulties and complex needs. The population includes children with additional needs, such as physical or sensory, and some children on the Autism Spectrum. Oakleigh School has its theme-based curriculum that ensures pupils have outstanding progress through their EHCP outcomes. The curriculum at Oakleigh school is broad and balanced but a huge emphasis is put on Communication, Independence, and Cognition, and Learning. Oakleigh School was built in the late 1950s. Since then, it has undergone continued and ongoing remodeling, enlargement, and refurbishment to provide it with an extensive range of facilities. We have a hydrotherapy pool for our younger children to learn to swim and for children who need hydrotherapy. The school has a soft play environment to support Physical Development, Communication, Social Interaction and to provide a safe place to play and a challenging and safe environment for children of all ages and abilities. We have a sensory room with many attractive sound and light features to support visual stimulation and assessment, as well as opportunities for shared play and interaction. We also have a multisensory den, which is themed to follow the school topic, to enhance the children’s learning experiences. We have a range of shared equipment to bring lessons to life within our school curriculum. They enable teaching and learning to be motivating, allowing our children to be excited about having a voice, and control over their environment. These include eye gaze technology, enabling a child to access a computer a sensory trolley to turn any class into a sensory room, and a floor projector that turns the floor into an interactive multisensory space. The classrooms are well resourced with specialist equipment and a wealth of other teaching equipment for the full range of children in the school. Classrooms have a large interactive plasma screen, connected to a computer and software appropriate for a range of Special Educational Needs, as well as iPads with stimulating apps. Where appropriate classes have additional communication aids, some using speech as well as a range of switches to increase pupils' access to the curriculum. Oakleigh School provides for children who have severe and complex learning difficulties. Classes are organized within the key stages (in exceptional circumstances this may change) and children are grouped to deliver outstanding teaching strategies to meet their needs. All children at Oakleigh School/Early Years Centre will have access to the best quality provision to support teaching and multi-disciplinary support. This ensures that they receive their entitlement and reach their potential, thus developing towards their excellence through maximizing opportunities for enjoyment and achievement within a safe and healthy environment. All parents/carers will be expected and encouraged to work in an active and collaborative partnership with the school, in line with home/school agreements to ensure the needs of the children are met in all settings. All staff will strive to achieve their full potential, constantly updating their skills through the school’s training provision, networking with similar establishments, and taking up new challenges so that the teaching and learning are of the highest quality. Oakleigh has a large staff team comprising skilled and committed teachers, learning support assistants, mealtime supervisors, site managers, administrative staff, and ICT support who are fully supported by a range of other professionals. The multidisciplinary team all work together to ensure the very best outcomes are met for all our children.
  7. Welcome to Early Learners Nursery, a very caring and happy place where every child matters. Mrs. Lyn Barrie, A UK qualified Early Years Teacher with 16+ Years of experience in Bahrain. We offer the highest quality of care and education. We welcome children aged approximately 15 months and 4+ years into the Smarties class, for our youngest children, from 15 months to 2 years. The Busy Bees class is for our slightly older babies born September to December. Our Bright Buttons, Clever Cats, and Dazzling Dolphins classes are for our Pre-Nursery children. The Superstars class is for Nursery aged children who will move on to 'big school' at the end of the school year after their fourth birthday. We are a small school, and we are proud of the loving and supportive atmosphere we have created, where children thrive as they develop emotionally and socially, and academically. Committed to all our children reaching their full potential, we have rigorous planning and assessment procedures, but they are delivered in a nurturing environment that fosters confidence and independent thought. There are three terms in each academic year. A non-refundablenonrefundable BD 50/- is payable at the time of registration, as well as a BD100 deposit to guarantee your child's place, which will be subtracted from the term fees. Fees are payable in advance and must be paid by the date quoted on your invoice, generally three weeks before the last day of the term before your child's admission to Early Learners. Fees are non-refundablenonrefundable and non-transferable, and we cannot give refunds or make any fee adjustments for any leave of absence taken during school terms. You may pay using cash ( BAHRAINI DINARS ONLY ) or a cheque. Please make cheques payable to EARLY LEARNERS. Early Learners believe that mealtimes should be a happy, social time where skills can be developed, and healthy eating habits are established. Please send a nourishing, child-sized snack. Two, three, and four-year-olds do not eat large amounts and prefer small quantities of several different foods, for example, two bite-size sandwiches, several slices of cucumber, and a piece of fruit. Please save chocolate and sweets for home! Drinks should be in cartons or flasks. Please do not send fizzy canned or bottled drinks of any kind! View full school
  8. Welcome to Early Learners Nursery, a very caring and happy place where every child matters. Mrs. Lyn Barrie, A UK qualified Early Years Teacher with 16+ Years of experience in Bahrain. We offer the highest quality of care and education. We welcome children aged approximately 15 months and 4+ years into the Smarties class, for our youngest children, from 15 months to 2 years. The Busy Bees class is for our slightly older babies born September to December. Our Bright Buttons, Clever Cats, and Dazzling Dolphins classes are for our Pre-Nursery children. The Superstars class is for Nursery aged children who will move on to 'big school' at the end of the school year after their fourth birthday. We are a small school, and we are proud of the loving and supportive atmosphere we have created, where children thrive as they develop emotionally and socially, and academically. Committed to all our children reaching their full potential, we have rigorous planning and assessment procedures, but they are delivered in a nurturing environment that fosters confidence and independent thought. There are three terms in each academic year. A non-refundablenonrefundable BD 50/- is payable at the time of registration, as well as a BD100 deposit to guarantee your child's place, which will be subtracted from the term fees. Fees are payable in advance and must be paid by the date quoted on your invoice, generally three weeks before the last day of the term before your child's admission to Early Learners. Fees are non-refundablenonrefundable and non-transferable, and we cannot give refunds or make any fee adjustments for any leave of absence taken during school terms. You may pay using cash ( BAHRAINI DINARS ONLY ) or a cheque. Please make cheques payable to EARLY LEARNERS. Early Learners believe that mealtimes should be a happy, social time where skills can be developed, and healthy eating habits are established. Please send a nourishing, child-sized snack. Two, three, and four-year-olds do not eat large amounts and prefer small quantities of several different foods, for example, two bite-size sandwiches, several slices of cucumber, and a piece of fruit. Please save chocolate and sweets for home! Drinks should be in cartons or flasks. Please do not send fizzy canned or bottled drinks of any kind!
  9. Integrity Vitality - a vital life force Risk-taking - the ability to risk take in thought and action Ownership and responsibility Awareness - of self and others Thought - “Thought creating itself as it goes,” Deleuze and Guitarra Research in action Commitment - to innovate Dynamic and responsive - supporting children accessing possibilities Intuition Communication - the invitation to think out loud Mariah is a small independent school. When enrolling a child at Maridahdi, parents acknowledge and commit to a meaningful process of dialogue and joint action in which parents, children, and teachers work together in a supportive network. Mariah belongs not only to your child – but to you as well. Families are welcome anytime to participate in the life of the community. Opportunities include: spending time with your child at Maridahdi assisting staff to extend your child’s interests and abilities by sharing resources and ideas acting as a volunteer joining the Maridahdi council or sub-committees participating in parental discussion forums encouraging a climate of mutual respect, trust, and support.
  10. In 1988, Marsha Morgan and Pauline Matsis formed Garden Montessori School, the first Montessori Primary School in the South Island. As the school grew, it was registered and known as the Ripple Educational Community and then to Nova Montessori Primary School. By 2002, the school had established two locations – one on Manchester Street and the other on Owles Terrace. Where Nicola Gresson and Phil Gang joined the faculty team. Consolidation of both sites to the present location in 2004 was a major step towards the creation of a full-time Montessori School and the foundation for the Children’s House (3-6). To facilitate that development a new Trust, Nova Montessori Centre (NMC), was established in 2005. The vision began with 3 children, now in 2018, thousands of graduates later, the role reflects the vision of the school and settles at around 80 children. To provide an education founded on Montessori principles. This education process empowers a life-long love of learning, self-discovery, and self- inquiry, and is advanced in an atmosphere of community, both with each other and the natural environment.” Contextualized education enables learners to see the ‘whole to understand the details. It emphasizes the need to integrate the curriculum – from mathematics to language, to history and geography. And to geology, zoology, and botany, now known as Earth Systems Science. Art, music, and drama are integrated into the curriculum as expressions of human creativity. Over the next few years, there will be an additional movement towards creating a more sustainable and ecological school environment. Small things like conversion to eco-friendly cleaning supplies have already been set in place. We appreciate parents sending lunches to schools that do not have throw-away containers. We also appreciate parents' help in our effort to use less paper. Emails, online newsletters, and other e-communications save paper. Nova Montessori is a co-educational and non-denominational school. It offers a multi-age environment where children and teachers form dynamic learning communities. Nova accomplishes this by preparing environments based on the age of the learner so that individuals from birth to maturity can grow and understand themselves and their relationships with each other as well as the natural world. In ‘To Educate the Human Potential, Maria Montessori proclaims “the fundamental principle in education is the correlation of all subjects.” By cosmic education, she refers to an approach to learning that provides the largest possible context for understanding how everything is related. Through this approach, children come to realize humanity’s relationship to the whole. At all levels, Nova teachers emphasize humanity’s responsibility to the Earth community. The Montessori approach to life and learning combines freedom with responsibility, a more active role for the children in their learning, and academic excellence based on each person’s potential contribution. It also provides for social awareness and moral development, as well as a vision of humanity’s relationship to the whole. In a Montessori classroom stimulation for learning comes from the total environment. There is no front of the room and no teacher’s desk as a focal point of attention. Maria Montessori referred to the teacher's desk as a focal point of attention. Maria Montessori referred to the teacher as a ‘directress’ because his/her role differs considerably from that of a teacher. She demonstrates the correct use of materials as the children individually choose them. She carefully observes the progress of each child and keeps a detailed record of their work. Each teacher has been trained to recognize individual periods of readiness. The Primary child seldom works alone. This is the age of groups and clubs – what Montessori called the ‘herd instinct’. Children want to do what others are doing. They explore friendships as well as the rules of society. Group lessons with corollary work and discussions are important parts of the learning process. As they collaborate on projects, children learn to identify and share their particular strengths and skills. Various social skills are necessary to make these collaborations work effectively. Through activities that build group cohesion and resolve conflicts, the children learn skills and tools that encourage the art of cooperative peacemaking. Primary children question and love to make rules. Although they may not always keep the rules themselves, they are constantly observing to make sure that everyone is following them. Teachers assist the child in sorting out how to act in different situations, learning basic rules of courtesy, and understanding what is considered right and wrong by society. Our approach to discipline is to help the children learn that they are responsible for what they do and that their actions have natural consequences. Whether the problem involves two people or the whole class, the teachers help the children learn how to solve problems on their own. Maria Montessori called the Primary curriculum Cosmic Education because its goal is to expose the child to the whole range of human knowledge in an integrated approach to learning set into the largest context possible. Contextual learning is the foundation for deep understanding. The context for the elementary curriculum is established in an overview of the history of the universe. As they study ancient civilizations the children discover that all aspects of knowledge including mathematics, language, history, botany, geography, music, and art developed the basic human needs. This understanding fosters a love for learning and eagerness to take their place as contributing members of the community. View full school
  11. Founded in 1983 by a team of parents headed by Kim Sharman, Watchdog Early Education Centre is a registered charitable organization in Hong Kong providing intensive and well-rounded early intervention and therapy programs for children with special educational needs aged from newborn to six. Watchdog operates separate English and Cantonese speaking programs. The children we support have a wide spectrum of challenges including Global Developmental Delay, Autistic Spectrum Disorder(ASD), Cerebral Palsy, Down Syndrome, Attention Deficit Hyperactivity Disorder(ADHD) as well as a variety of learning difficulties and physical disabilities. We offer psychological assessment, specialist teaching both on an individual basis or small group setting, Speech Therapy, Occupational Therapy, Physiotherapy, and Music Therapy. We serve over 450 children annually. We operate two centers, one in Hong Kong Central and the other in Kowloon Jordan. Our Hong Kong Centre caters to children who are on the government waitlist in our regular program. On the other hand, the self-financed Jordan center, partially subsidized by the Community Chest, admits children by direct application to Watchdog. We also offer Saturday Self-financing Programmes at both centers since 1999 to fill the critical service gap for children to receive appropriate timely training and therapeutic service at their earliest possible age. Watchdog aims to provide intensive and well-rounded early intervention and therapy services for pre-school children with special educational needs, helping them to fulfill their full potential at the earliest possible age. To provide individual and group educational and therapeutic programs to pre-school children with special education needs, helping them to achieve a well-rounded development in speech and language, physical, intellectual and social aspects, preparing them for entry into the mainstream school system. To offer support services for parents and caregivers, ensuring their children can receive appropriate home-based training and care. Services include educational talks or workshops on childcare, counseling and nutrition advice, special needs education school visits, and lending services at toy libraries, etc. Watchdog is an early education center in Hong Kong that runs separate programs for both English and Cantonese-speaking children with special educational needs (SEN). We provide a variety of individual and group educational, and therapeutic programs to pre-school children with special education needs, helping them to achieve a well-rounded development in speech and language, physical, intellectual and social aspects. We also offer support services for parents and caregivers, ensuring children can receive appropriate home-based training and care. Our programs are provided by highly qualified early interventionists specialists who are professionally trained in fields associated with special education, early education, and psychology. Our staff members include an educational psychologist special needs teachers speech, occupational, physio, and music therapists special child care workers, and social workers. View full school
  12. At Chapel End, we have a wonderful environment into which we welcome your child for the start of their education. We aim for the time your child spends with us to be happy and successful and provide a firm foundation on which they can build for the future. To achieve this we firmly believe that home and school should work together and we look forward to a positive and supportive relationship with you – the parents and carers. Your child will be taught by highly committed teachers and early years practitioners who encourage a high standard of achievement and individual development in a secure and supportive atmosphere. Our most recent OFSTED (June 2017) stated that the leadership team has maintained a good quality of education in the school since the previous inspection, establishing a strong learning atmosphere that provides pupils with an oasis of calm. As a result, pupils are positive about learning and enjoy helping each other in class. Our nursery provides part-time education nursery places and full-time day-care places for 2, 3, and 4-year-olds. If you are unable to find the information that you are looking for on our website please do not hesitate to contact the school directly. To provide the children of Chapel End with a high-quality educational experience within a nurturing environment, giving them the best possible start to their lifelong learning journey. We will nurture confident and resilient children by: Creating a culture of achievement in a safe and caring environment Offering an engaging and inclusive curriculum that makes the most of our outdoor green space Giving all of our children the confidence and skills they need to realize their potential Providing challenge, praising effort, and encouraging everyone to be the best that they can be. Caring, sharing, and trying our best. We take care of each other. We share our time, enthusiasm, and skills. We try our best in all we do. We celebrate, value, and respect diversity within our school community. This year we have introduced the Cornerstones Curriculum into Year 1 and Year 2. This is a broad and balanced, knowledge and skills-based curriculum with a creative edge, comprising of themed projects mapped to the national curriculum. Each theme will last for approximately half a term and will support all aspects of the curriculum except for reading which is taught through the reading, Write Inc Programme, and Maths which is taught through the Abacus Maths Scheme although links to both these areas are built into the curriculum. View full school
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