Inspection of Nursery Education
Inspection Report
| Name of setting | Birkenhead School |
| Setting number | 534147 |
| Address | 55 Shrewsbury Road |
| Oxton | |
| Wirral | |
| Merseyside | |
| Postcode | CH43 2JA |
| Person responsible for the day-to-day management of the setting | Mrs J A Skelly |
| Position | Headteacher |
| Name of RgNI | Hazel Hopper |
| RgNI’s registration number | 24158 |
| Date(s) of inspection | 1/02/2000 |
| Inspection number | 1012010 |
The inspection took place as pan of a national programme of inspection of the educational provision for three year olds, or three and four year olds. It was commissioned by the Office for Standards in Education (OFSTED}, a department of central government.
NURSERY EDUCATION INSPECTION REPORT
ABOUT THE INSPECTION
The purpose of the inspection is to identify strengths and weaknesses so that providers can improve the quality of educational provision and help children to achieve the desirable outcomes for children's learning on entering compulsory education, (i.e. by the age of five)- It is also to assure parents and the public that nursery education funded by the state is of an acceptable quality. The inspection report must be made available to all parents.
If the setting has been inspected previously, an action plan will have been drawn up to tackle issues identified. This inspection, therefore, must also assess what progress has been made in the implementation of this plan.
INFORMATION ABOUT THE SETTING
Birkenhead Preparatory School is part of Birkenhead School an independent day school for boys, founded in 1860. It is a member of H.M.C. and of the Independent Schools Inspectorate. The preparatory school provides full time education for 350 boys, aged between three and eleven years old. The
Pre-Prep was established in 1993, as an integral part of the school, which operates from 9.00 am to 3.15 pm every week day for 36 weeks a year. A 'drop off’ facility is available from 8.30 am for children of working parents, and an after school facility is provided from 3.15 pm to 5.45 pm as an optional extra. The children who attend the school come from a wide geographical area and many have siblings already attending. They reflect a wide range of family lifestyles, cultures and religions. There are currently 32 boys who are in receipt of government funding. Nine of them are three years old and are accommodated in the
Pre-Prep, and 23 are four years old and are accommodated in the two first form classes. There are no funded children who have identified special educational needs, although the school supports children for whom English is an additional language. Located in Oxton, a residential area of Birkenhead in the Wirral, the
Pre-Prep class occupies the ground floor of the original school boarding house, which is Victorian.
The first form classes are accommodated in a purpose built premises, designed specifically for the Infant children. The school is set in attractive, secure grounds and in addition the boys have safe access to the facilities in the preparatory school, including an assembly hall, gymnasium. chapel, and dining room. There are eleven members of staff who work closely with the three and four year old children. Five of these are qualified teachers, and the others all have relevant qualifications or training and experience in child care and education.
1. MAIN FINDINGS OF THE INSPECTION
The strengths and weaknesses of the educational provision
Birkenhead School provides many worthwhile activities which stimulate and motivate the boys. Staff create a lively, stimulating, happy environment in which the boys are developing a love of learning. The ethos of the school promotes caring, sharing attitudes, and mutual respect. By the time they are five years old, most boys are likely to achieve the desirable outcomes in the six areas of learning, and many are likely to achieve beyond this. The programmes for personal and social development, language and literacy and mathematics are very good. They are given a high priority and are strengths of the work in the school.
Staff actively promote the boys’ self-esteem and confidence, and they have high expectations for acceptable behaviour and manage the boys well. As a result, they are confident, cooperative and very well-behaved. The boys are always purposefully engaged and they concentrate and persevere well. A particular strength of the work in this school is the many opportunities provided for the boys to develop an understanding of people in the wider community, who are less fortunate than themselves. Language and literacy skills are promoted very well though all activities. The boys are very articulate, use a good range of vocabulary and listen well to each other and adults. Staff create a literacy rich environment in which the boys understand that words convey meaning and that writing has a variety of purposes. A well-planned programme for mathematics ensures that the boys are developing skills, knowledge, and understanding through a wide range of practical, first hand experiences. They use mathematical language well and demonstrate good skills in simple problem solving.
The programme for knowledge and understanding of the world is very good. Staff provide many first hand experiences which stimulate the boys' natural curiosity and lively interest in the world. Many well-planned activities, based on their own interests, are provided for them to explore, investigate and discover the natural and living world, and their own environment. Technological resources are good and are used effectively to support the boys' learning. The programme for physical development is very good. Children are developing physical skills and competencies through a well-planned programme of activities. Their skills with their hands are good. The programme for creative development is very good. Staff provide many sensory. tactile experiences which stimulate the boys' imaginative ideas. Imaginative play and music are particular strengths of the provision in this area of learning. A good balance between free expression and adult directed art and craft work is achieved successfully.
Planning of the educational programme is very good and ensures that the boys are offered a broad and balanced programme of activities. Written curriculum plans are detailed and effective. They reflect the six areas of learning and clearly indicate what the boys are intended to learn from activities. As a result, teaching is clearly focused. Plans build on the boys' previous experiences and on their existing knowledge, skills and understanding, and the whole school approach to planning helps to ensure progression and continuity in their learning.
The quality of teaching is consistently very good. The school benefits from strong, effective leadership, and is very well-managed and well-organised. Staff are secure in their knowledge of the six areas of learning and the desirable outcomes, which is reflected in their approach to teaching, assessment and planning. They work very well as a team, sharing knowledge, skills and expertise. The way in which staff are deployed is very effective, ensuring that boys' learning is supported well. There are well-planned opportunities for one-to-one, small group and large group work throughout the sessions. Relationships with the boys are very good. Assessment and record keeping procedures and documentation are good. Staff use them effectively to support the boys' progress in learning from the time they enter Pre-Prep. Monitoring of planning, teaching and assessment is very good.
All the boys have equal access to the staff resources and activities. Even though this is an all boys school care is taken that the children are not offered a male biased curriculum, and that they have good opportunities to explore non gender roles. Boys for whom English is not their first language are supported well. The school is very well equipped to support the six areas of learning, and the quality of accommodation, both indoors and outdoors, is very good overall The outdoor area for the Pre-Prep is used well for outdoor play, although it is not used to its full potential and there are plans to develop this. Both the accommodation and the resources are used effectively to support children's learning.
The partnership with parents and carers is very good and they are clearly valued as partners in the care and education of their children. Many strong, effective links have been established with them which help to keep them informed and involved in all aspects of their children's learning attainment and progress.
2. KEY ISSUES FOR ACTION
There are no significant weaknesses to report as key issues, but the following points should be considered in the action plan:
I Implement plans to develop the outdoor area for the Pre-Prep to ensure that it is used more effectively
The provider must draw up an action plan within 40 working days of receipt of this report showing how the key issues or points for development detailed above will be addressed. The action plan must be made available to all parents1 and to the Local Education Authority if required. An evaluation of the action taken will form part of the next inspection.
3. SUMMARY OF JUDGEMENTS
A. QUALITY OF EDUCATIONAL PROVISION
Personal and social development: Promotes the desirable outcomes
Language and literacy: Promotes the desirable outcomes
Mathematics: Promotes the desirable outcomes
Knowledge and understanding of the world: Promotes the desirable outcomes
Physical development: Promotes the desirable outcomes
Creative development: Promotes the desirable outcomes
B. CHILDREN'S SPIRITUAL, MORAL, SOCIAL AND CULTURAL DEVELOPMENT IS FOSTERED APPROPRIATELY
C. OUTCOME AND RECOMMENDATION OF THE INSPECTION
Taken overall, the quality and standards of the educational provision are acceptable in promoting the desirable outcomes for children’s learning The action plan should show how the provider will address the key issues within 12 months of the inspection.
It is recommended that the next inspection occurs within two to four years.
4. CONTENT OF THE EDUCATIONAL PROGRAMME
The strengths and weaknesses of personal and social development
The programme for personal and social development is very good. It is given a high priority and is a strength of the work in the school, where the ethos promotes caring and sharing attitudes and mutual respect. A wide range of well-planned activities and daily routines, which are appropriate to the ages and stages of development of the boys, is used well. Staff actively promote their confidence and self-esteem. Praise and recognition are frequently offered for effort, achievement and acceptable behaviour. As a result, the boys are happy, confident and cooperative, both in large groups, in activities such as physical education and story, and with each other, in activities such as role-play. Children are very well-behaved and polite. Staff have high expectations and manage children's behaviour well. They use appropriate strategies for helping the boys to understand the difference between right and wrong. In the Pre-Prep, stories such as the Three Bears' are used effectively, whilst the first form boys are encouraged to explain why some behaviour is inappropriate. Relationships are very good. A strong emphasis is placed on developing mutual care and respect. The boys show care and consideration for each other, the staff and their environment. They handle books, toys and equipment with care and are encouraged to respect other people's belongings. They are actively involved in tidying away at the end of sessions, and the younger boys help to feed the wild birds in the outdoor area. The boys have a good understanding of cultural and religious diversity, which is promoted effectively through well-planned topics, activities, and assemblies. Their spiritual, moral, cultural and social development is fostered appropriately. The boys are always purposefully engaged, and concentrate and persevere well with all activities. In the Pre-Prep, the boys are able to select their own activities and resources with confidence, and to work independently in imaginative play, water play and sorting and matching activities. This is reflected in the attitude of the first form boys, many of whom are well on the way to being independent learners. Staff provide many activities which encourage children to talk about their feelings and experience a range of emotions. Assemblies are also used well as a focus for this. The boys demonstrate high levels of personal independence. They dress themselves after physical education, put on their own coats, take care of their own belongings and use the bathroom unsupervised,
The strengths and weaknesses of language and literacy
The programme for language and literacy is very good. It is given a high priority and is a strength of the work in the school. Discussion is an integral part of all activities. The boys are very articulate and use a good range of vocabulary. Staff actively promote language skills as they introduce and explain new words to the boys through activities appropriate to their ages and levels of understanding. New vocabulary is identified in planning. Many activities are provided to promote speaking and listening skills. The boys listen well to staff and to each other. Staff use effective strategies to sustain their interest, such as Emily, a large doll used in the Pre-Prep class. There are many good opportunities for the boys to listen to and enjoy stories. They clearly demonstrate that they understand how books are organised, and enjoy looking at them for pleasure. Planned library times encourage them to choose books to take home, and books are used well on displays in all the classrooms. A whole school Book Day when children and staff dress up as different book characters, supports and extends the boys' interest well The boys enjoy making up stories and taking part in role-play in small groups in the home corner and shop The imaginative play areas are frequently changed, for example, into the Three Bears' house, to allow the younger boys in particular to explore different roles and develop new language
Staff create a literacy rich environment. The boys understand that words convey meaning and that writing has a variety of purposes. A well-planned programme of activities is effective in supporting the development of the boys skills in reading and writing. Well-equipped writing areas are freely available in all the classrooms and the boys express their thoughts, ideas and experiences well through drawing and writing. Appropriate reading and writing materials are provided in the imaginative play areas, and displays and equipment are very well-labelled. The boys recognise their own names confidently and are learning to write them accurately. Many of the older boys are able to write them unaided, and they all have reading books which they take home. A well-planned programme of activities is provided for the boys to learn the shapes and sounds of the letters of the alphabet, and for them to associate these with words and rhymes. The younger children are encouraged to bring items from home for the ‘sound of the week' box, and discuss the initial sounds of their names. The older children also contribute items to the 'sound table', and frequently make things in craft, linked to the sound of the week, such as masks for ‘m’ and hats for 'h', which are attractively displayed and used effectively to enhance their learning. The younger boys are familiar with a range of songs and rhymes, whilst the older boys are learning to build words using letter sounds Many of the older boys are on the way to being independent readers. A variety of worksheets, and the computer and software, are used appropriately to consolidate their learning.
The strengths and weaknesses of mathematics
The programme for mathematics is very good. It is given high priority in the overall programme and is a strength of the work in the school. Staff integrate mathematics well into all activities, particularly in their work with the younger boys in the Pre-Prep, which provides a firm foundation for them when they move into the first forms. The boys use mathematical language with understanding, and staff promote this well through appropriate activities and first hand experiences. For example, in the Pre-Prep many worthwhile activities, including the language of size and comparison, sorting, matching, ordering and sequencing activities, have been imaginatively planned around the story of ‘The Three Bears'. Well-planned activities are regularly provided for the boys to recognise and recreate mathematical patterns, through art and craft activities and using commercially produced materials and equipment. Good quality resources are provided for the boys to sort, match and order, and sequence. The younger boys sort and match toys and equipment as they tidy away. and as they play in the home corner, and they learn about sequence through stories such as the 'Enormous Turnip'. Well-planned activities are provided to encourage children to count, and to recognise and record numbers. The younger boys are learning to count to ten accurately, and older boys count to ten and beyond confidently. They are learning to recognise and use numbers in real life contexts, through recording the day and date, using the telephone in the home-corner and reading notices, such as '3 in the sand'. Numbers are used well in the 'shops' where items are clearly labelled and priced, The boys are learning that numbers have purpose and meaning. Number songs and counting rhymes, such as '1, 2, 3,4, 5, once I caught a fish alive' and 'Ten green bottles', number stories such as the 'Three Bears', and games with dice, are used well to encourage the boys to learn to count forwards and backwards and to discover what happens when one thing is added or taken away each time. Activities which encourage them to solve problems are good. The boys complete jigsaws, bake, and play with sand and water, so discovering about shape, space. weight, capacity and volume. They are learning to add and subtract through practical activities and are able to apply their learning to a variety of situations, such as play in the shop, where they are also learning about money and value. The staff in Pre-Prep encourage the boys to discuss how many children are left at the water tray when one leaves, and how many bubbles are left to be popped as they use a computer programme. The older boys are learning to 'add one more', using real objects and in everyday situations. A series of graded work books and the computer and software, which cover all aspects of the mathematical programme, are used appropriately to consolidate and support many well-planned first hand experiences.
The strengths and weaknesses of knowledge and understanding of the world
The programme for knowledge and understanding of the world is very good. Using a well-planned, topic based approach, staff actively encourage the boys' lively interest and natural curiosity in the world. Topics include growth and change, new life, travel, the seasons and the weather. A wide range of activities, including visits, walks in the grounds, displays, photographs and visitors, is used effectively to encourage them to talk about their families, the local area and recent events in their lives. The boys are developing a good understanding of the difference between the past and the present. Snack-time is used well in the Pre-Prep as a focus for discussion about birthdays, events at home and things that have happened during the day, whilst the older boys are currently looking at and discussing old and new toys. Their discussions are supported well by photographs and attractive displays. A variety of role play, and small world play with cars, garages, train sets and farm-sets, help the boys to explore features of their own environment. Many well-planned activities are provided for the boys to explore and investigate living and natural things, and made objects. They go for walks in the grounds, collect autumn leaves and observe seasonal changes in nature, grow seeds and bulbs, explore the properties of sand and water. and bake. They explore using magnets, taste different foods, and make porridge. Discussion is an integral part of all activities, and the boys often record their observations in pictures and words, and through simple charts. The younger boys observe, discuss and record the weather as a routine activity. There are many opportunities for them to ask how things work and why things happen, such as the displays of mechanical toys in the first form classrooms. Good quality materials and equipment are provided for the boys to build and make models. The older boys make moving toys, arid use scrap materials to make models. Technological resources are good and are used effectively to support the boys' learning. The younger boys are learning to use the computer mouse, and the older boys use the computer independently, to support learning in mathematics and language and literacy.
The strengths and weaknesses of physical development
The programme for physical development is very good. A well-planned programme of activities is provided which encourages the boys to develop confidence in movement and an awareness of space and of others. It provides opportunities for them to develop and practise skills such as running and skipping, jumping and hopping, throwing and catching, bending and stretching, stopping and starting, and balancing and climbing. It is carefully structured to ensure that these skills are challenged and extended appropriately, according to their ages and abilities The boys are encouraged to move imaginatively, in physical education and through music and movement, developing body control and co-ordination skills. The younger boys enjoy vigorous outdoor play using wheeled toys and small apparatus, and playing ring games and parachute games, where staff interaction is effective in extending their skills. They negotiate around each other well when using tricycles and playing with balls, or balancing quoits on their heads. The older boys enjoy physical education in the gym, where they practise and develop a range of skills including climbing and balancing, crawling, jumping and hopping. A well-planned programme of activities ensures the development or the boys' skills with their hands, using a variety of tools and equipment, such as scissors, pencils and paint brushes, threading, construction, using the computer 'mouse' and working with dough. Action songs. such as 'This is how I drive my car, are used well to develop these skills, The boys' pencil control skills are good.
The strengths and weaknesses of creative development
The programme for creative development is very good. Attractive displays reflect a variety of activities and achieve a balance between the boys' own work and adult directed activities. A wide range of sensory experiences and activities, appropriate to the ages and stages of their development, stimulate and motivate the boys. They enjoy a variety of sand and water play, using different toys and equipment, bake, go for walks, make porridge, and taste different foods. Staff encourage them to use a variety of materials to express their imaginative ideas creatively. The younger children explore different colours and shades using paint, and enjoy free painting, whilst the older children explore a variety of painting techniques. In craft, the younger boys make and decorate cylinders and cones and explore different materials and textures through collage, as for example they make the 'three bears'. The older boys often make things linked to the sound of the week, such as hats for 'h' and masks for ‘m'. All the boys have good opportunities to explore sound, as they play instruments and sing, and music is a particular strength of the programme. The boys express their imaginative ideas well in role-play, which is particularly good, as they make up stories in the home corner and shop, and with small world toys and puppets, or act out familiar stories. The boys' skills in observational drawing are good, for example, their drawings of narcissi, paintings of their favourite toys, and paintings of themselves. Music and movement features regularly in the programme and provides the boys with good opportunities to listen, respond and move imaginatively. The boys often take part in simple drama,
5. PLANNING OF THE EDUCATIONAL PROGRAMME
The strengths and weaknesses of the overall planning of the educational programme
Planning of the educational programme is very good and supports teaching effectively. Written curriculum plans are detailed and comprehensive. They reflect the six areas of learning clearly indicate what the boys are intended to learn from activities, and identify how activities will be organised and managed. Plans build on the boys' previous experiences, and on their existing knowledge skills and understanding. The whole school approach to planning helps to ensure progression and continuity in their learning. The boys are offered a broad and balanced curriculum, with priority being given to all aspects of personal and social development, language and literacy and mathematics, which are integrated well into all other areas of learning. Planning ensures that teaching is clearly focused. Attractive displays and children's work clearly indicate that plans are effective in practice. Detailed evaluation is an integral part of the planning process, so that staff are able to provide activities and work which meet individual needs. All aspects of planning are effective in supporting and promoting children's learning in the six areas, and ensure that individual learning needs are met effectively. Daily planning is effective. and supports teaching well. It ensures that teaching is well-organised and that children's learning is supported appropriately at all times.
6. QUALITY OF TEACHING AND ASSESSMENT
The strengths and weaknesses of teaching and assessment
The quality of teaching is consistently very good, particularly in language and literacy, and mathematics. The school benefits from strong, effective leadership, and is very well-managed and organised. Staff work very well as a team, sharing information, ideas and expertise. They are confident in their understanding of the six areas of learning and in their knowledge of the desirable outcomes, which is reflected in their teaching, planning and assessment. They are skilful at identifying and developing spontaneous learning opportunities. The way in which staff are deployed is effective. It ensures that there is always a member of staff available to support and extend the boys' learning, and provides many opportunities for small group and individual work throughout the day. The boys' learning is managed effectively and staff provide a well-balanced programme of activities which are appropriate to the ages and stages of their development. Relationships are very good. Staff interact well with the boys, treating them as individuals and valuing and respecting their ideas and opinions. They provide a secure and safe environment in which the boys are free to explore and discover, supported effectively by clear explanations and demonstrations. Staff frequently check out the boys' understanding, which supports the boys for whom English is not their first language particularly well. All staff question the boys very effectively, asking many questions which encourage more than one word answers. Even though staff provide a very structured programme of imaginative and stimulating activities, there are many opportunities for the boys to initiate their own ideas and there is a good balance between adult led activities and those chosen by the boys themselves.
Procedures for the assessment of the boys' progress are good. Assessment is based on observations of the boys as they work and play and on discussions between staff and with parents and carers. Assessments and records are used effectively to inform future planning and ensure that activities provided for the boys are based on their existing knowledge, understanding and skills, particularly in the areas of language and literacy and mathematics. Staff use them effectively as the boys move from one class to the next, which helps to ensure continuity and progression in their learning, and to ensure that individual children's learning needs are met appropriately.
Monitoring of planning, teaching and assessment is very good. The head has overall responsibility, but all the staff share the responsibility for planning and evaluation, and for assessment and recording. The staff are very enthusiastic and committed, continually evaluating systems and the educational provision, to ensure that the existing high standards are maintained. Monitoring is also managed well through appraisal, regular staff meetings and team meetings. Staff training needs are identified and met appropriately.
The strengths and weaknesses of equality of access and opportunity
All the boys have equal access to the staff, resources and activities. Even though this is an all boys' school, care is taken to ensure that the children are not offered a male biased curriculum and that they have good opportunities to explore non-gender roles. Staff manage the boys well, ensuring that they take turns and share toys and equipment, and giving every child an opportunity to contribute to discussions and share their ideas. The boys are gently reminded, and encouraged not to shout out, but to put their hands up and wait to be invited to contribute to larger group discussions. Staff plan and provide activities which meet the needs of children with a range of ages and at different levels of ability. This is clearly taken into account in planning and is reflected in practice. For example, boys who are able to write their first names unaided are encouraged to write their surnames, whilst other boys are still copying from name cards. The boys are often grouped for activities so that they are working at similar levels. For example, in a mathematics activity which involved adding one more, some boys worked with simple worksheets, whilst others solved and recorded simple problems of addition, The boys work at their own pace with an appropriate level of adult support. There are no funded children who have identified special educational needs. The way in which the school is organised and managed would ensure that any boy could be supported effectively. The school has a detailed policy and procedures which reflect the NEE 1994 Code of Practice for identifying and supporting children with special educational needs. Boys for whom English is not their first language are supported well through the high level of small group and one-to-one work, particularly in language and literacy and mathematics.
The strengths and weaknesses of the learning resources and accommodation
The school is very well equipped to support the six areas of learning. A wide range of good quality books, toys and equipment is available and these are attractive and well maintained. Resources are well organised and easily accessible to the children. They are appropriate for children with a wide range of ages and different levels of ability, including those who have identified special educational needs and those for whom English is an additional language. Staff make imaginative and innovative use of all the resources to support the boys’ learning in the six areas, particularly to promote skills and understanding in the areas of personal and social development, language and literacy. and mathematics. For example, in the Pre-Prep, the teacher uses a life sized doll as a focus for discussion about clothes for warm and cold weather, and to tell the story of the 'Three Bears'. In the first forms, the teachers use displays, such as 'Jack and the Beanstalk', as a teaching aid to help children understand the concept of 'adding one more', Technological resources are good and are used well. The quality of the indoor accommodation is very good. The classrooms are light, bright, and spacious, and allow staff to provide a range of activities. The first form boys have direct access to a well-equipped music room and library. The Pre-Prep boys have the use of three large rooms, which are organised well. Staff make imaginative use of the stairwell in the large entrance hall for circle time and story. The gym and large apparatus are used effectively for physical education for the first form boys. Displays throughout the school are attractive and interesting, and indicate a high level of child involvement. Books are used effectively to support displays. There is a secure outdoor play area for the older boys, which is accessible directly from the school, and which is shared with the other infants. It is well laid out with playground games, such as hopscotch, and spirals and lines for the boys to practise balancing skills, and is used well for planned activities using small apparatus. The Pre-Prep has a separate, large, secure outdoor area, which is directly accessible from the classroom. It is used well for outdoor play, although it is not used to its full potential, and there are plans to develop this. The attractive school grounds are used well. Overall, the school provides a welcoming, stimulating, caring environment which has a positive effect on children's learning.
7. PARTNERSHIP WITH PARENTS AND CARERS
The strengths and weaknesses of the partnership with parents and carers
The partnership with parents and carers is very good. Many strong links have been established which help to keep them informed and involved in all aspects of the boys' learning attainment and progress. Staff clearly value them as partners in the care and education of their children. There are effective systems in place for providing parents and carers with feedback about their children's progress and attainment and for them to share their observations of their children. They receive informal feedback on a daily basis, and more formally through twice yearly reports, parents' evenings, and open afternoons. Parents and carers are welcome in the school at any time, and are invited to help with fundraising events, to join in social events and special events, and to contribute to topics. The boys are encouraged to take library books home and the older boys also have reading books. Parents and carers are invited to share their comments and observations of the boys' progress. They are well informed about the goals for children's learning, and about the current topics. They know what the boys are doing in school through informal daily contact with staff and through the boys themselves. Newsletters are sent home regularly, providing details of the topic and sound of the week, and in addition in the Pre-Prep, providing the words of songs and rhymes, as well as 'activities at home' sheets. The Pre-Prep booklet, 'starting School', provides some helpful information about letter sounds, letter formation, number recognition and counting, and handy hints on preparing the boys for school. The boys are supported well in their transition from home to Pre-Prep, and from Pre-Prep to school.
B. IMPLEMENTATION OF THE ACTION PLAN
Not applicable.
(c) Crown Copyright 2000. This report may be reproduced in whole or in part for non-commercial educational purposes, provided that all extracts quoted are reproduced verbatim without adaptation and on condition that the source and date thereof are stated.
29 February 2000
