British education, at both the school and university level, has achieved a worldwide reputation for quality.
The approach is progressive: each stage builds upon what has come before. Certain key principles, starting from the early years, run through the whole of the education system: the notion that each child is unique and that this is important; an emphasis on developing positive relationships (with teachers, parents, peers); a focus on enabling environments (learning does not happen exclusively in the classroom); and finally, learning and development – looking at outcomes and results, but only as one part of a child’s education.
A British education emphasizes the development of the whole student, and particularly at the primary level there is a great deal of scope for creativity and individuality in the classroom.
The KG. Department in FIPS provides high-quality structured education for boys and girls between the ages of 4 and 5 so that they are able to develop in a happy and caring environment. They are encouraged to progress to the best of their ability, and at their own personal rate, establishing basic learning patterns for their future years. The KG classes provide a relaxed atmosphere, enabling parents to leave their children in the care of qualified and experienced staff with complete peace of mind. Parents can be sure that their child will be encouraged to become confident amongst other children, and will learn the vital social skills necessary for their future school life.
We work in close partnership with parents to ensure that all our children feel secure in a comfortable and stimulating environment. Parents are encouraged to discuss their children’s development and progress on a regular basis. The approach we use has very close ties to the Early Years Foundation Stage framework.
Whole class, group work and individual time on:
Outdoor play, drink, snack, lunch and rest time are incorporated into each day.In the Early Years Foundation Stage, children’s development is closely monitored through constant observations both formal and informal. The underpinning philosophy of the Kindergarten is that each child is an individual and will develop at their own pace. We aim to further the children’s development according to their individual needs.
We provide children with experiences and support which will help them to develop a positive sense of themselves and of others; respect for others; social skills; and a positive disposition to learn. Weaim to support each individual child’s emotional wellbeing in order to help them become confident in themselves and what they can do.
We support and further children’s learning in communicating, speaking and listening, reading and writing. They are provided with opportunities to use these skills in a range of situations and for a range of purposes.
We provide opportunities for the children to become confident and competent in learning andusing key skills. This area of learning includes counting, sorting, matching, seeking patterns, makingconnections and recognizing relationships, working with numbers, shapes and measures. Thechildren’s understanding is developed through stories, songs, games and imaginative play.
The children are supported in developing their knowledge, skills and understanding that help themto make sense of the world around them. We offer opportunities for them to use a range of toolssafely; encounter creatures, people, plants and objects in their natural environments and in real lifesituations. They undertake practical ‘experiments’ and work with a range of materials.
We encourage children’s physical development by providing opportunities for them to be activeand interactive and to improve their skills of coordination, control manipulation and movement.
They are supported in developing an understanding of the importance of physical activity andmaking healthy choices.
The children’s creativity is extended by supporting their curiosity, exploration and play. We provideopportunities for children to explore and share their thoughts, ideas and feelings through a varietyof art, music, imaginative and role play/drama activities.
Children are continually monitored against the early learning goals laid down in the EYFS. Thepartnership between home and school is of paramount importance and we are very keen to keepparents appraised of every aspect of their child’s progress. A profile which recordsevents and goals in each child’s day, is kept electronically and is available to parents.
Records of reference are kept of each individual child’s progress towards each learning goal and areshared with parents. During the first six weeks in EYFS the children are formally assessedusing Performance Indicators which provides a baseline assessment against which to compareprogress throughout the Primary School.
FIPS gives an indication of individual student needs in early literacy and numeracy development. The assessment predicts future performance and assists teachers to identify students who might benefit from early intervention or extension programs. The final assessment provides information on how well students have progressed during the year relative to their starting point. FIPS will use this data to monitor and revise the teaching programs in the next year of schooling. Assessment is conducted in a supportive environment, and is an integral part of the teaching and learning cycle. The results are used to inform teaching practices relevant to the needs of the individual child.