Headington Quarry Foundation Stage School is a non-denominational state school, which also houses St. Andrew’s Church of England. Primary School Reception Class. We offer universally funded education places for 15 hours per week over 5 days. We also offer some extended entitlement (30 hours ) places over 5 days, according to our admissions policy. These places can be supplemented by paid wraparound daycare from 8.00-6.00 each day and during the school holidays.
The school was originally in Beech Road in Headington and moved to the William Kimber site in 1958. In July 2003 we were fortunate to be able to move into our current, much larger site.
Please see Local Authority Nursery Schools admission policy in the Policies section.
We offer universally funded education places of 15 hours over 5 days per week, term – time only for 25 morning and 25 afternoon children. From September 2017, we have started offering 30 extended entitlement places for 30 hours per week. These places may be added to by paid wraparound daycare from 8.00-6.00 each day and during the school holidays.
The school accepts children aged 3-5 years, admitting children in the term after their third birthday.
If you would like your child to attend Headington Quarry Foundation Stage School, you should register his/her name on the Admission Waiting List as soon as possible after he/she is two years old by contacting the school office.
We follow the Local Authority advised Nursery School’s admissions’ policy (see link above). We prioritise local children and those with special educational needs, social needs and other Local Authority agreed criteria. Children and families at Headington Quarry School are from a very wide range of social, cultural, economic, linguistic and racial backgrounds. The children include those who may have special educational needs. We respect and value this diversity and much of our curriculum springs from this richness. We believe that all children should grow up together learning to enjoy a nd accept other people’s differences.
Parents will need to apply separately for a Primary School place in the academic year in which your child turns 4 years old , in order for your child to begin Primary school (F1/ Reception Class) in the academic year in which they turn 5 year. Oxfordshire County Council will send application information to parents in the autumn term.
We aim to give children at least three terms here before they go to Primary school –this gives children a good opportunity to make relationships with adults and children, to become established members of the school community and to have plenty of time to build on their learning.
If you require further information e.g. on age of entry for your child to school, call
- Oxfordshire County Council’s Early Years Information Line on 01865-815630
- Oxfordshire’s Children’s Information Service 882288
Parents are their child’s first educators and we believe that parents and staff are partners in children’s education and close home/school links are vital. We have an “open door” policy, so that parents can spend time with their children while they are here. We send regular newsletters so that parents are kept informed about all that is going on.
Please let us know if you have any concerns, large or small, about your children’s progress or happiness. Staff are available briefly at the beginning of each session but it is usually easier to talk to your child’s key person at the end of the session. Either the key person or the headteacher will always try to be available on the same day on which you wish to speak to them
Parents/ Carers in the school
You are most welcome to spend time in School with your child, and it is helpful for all the children if we have extra adults to get involved with them in their play. We usually find that it works best if you come in after your child’s first term, so that they are securely established on their own before your visits.
You may like to stay and do a specific job, e.g. cooking, helping with woodwork, etc. We always need extra people to read books to children in the book-corner. If you would like to do this please talk to your child’s group leader. (Grandparents, Aunts or Uncles are welcome too!). Please let us know your skills, enthusiasms and talents- more or less any interest will be something children will enjoy sharing.
If you are happy to help on a regular basis you will be very welcome. We will need to obtain Disclosure and Barring Service clearance for you if you are helping regularly.
Parent support at home
Ways to support your child at home include:
- Talking to and listening to them
- Sharing activities you both enjoy
- Sharing activities you both enjoy
- Playing with him/her
- Supporting young children’s early reading and phonics: http://www.oxfordowl.co.uk/home/reading-owl/expert-help/what-is-synthetic-phonics
- How to help your child with phonics: Parents-Leaflet-First-steps
- Internet Safety for Children: https://www.thinkuknow.co.uk/
- Games to play together:Play free Phase 1 and Phase 2 phonics games together http://www.phonicsplay.co.uk/freeIndex.htmPlay free number games together http://www.maths-games.org/counting-games.html
- Supporting young children’s language and literacy: http://www.wordsforlife.org.uk/
- What to expect when document- https://www.foundationyears.org.uk/files/2015/03/4Children_ParentsGuide_2015_WEB.pdf
- Letting your child help you with your activities such as shopping, cooking and thereby developing their ‘apprenticeship’ skills.
- Watching some appropriate programmes on the television with your child and talking about them
- Participating in school life
When children start school they join a group of children with a Key Person who is specifically trained to work with young children. The children remain with the same Key Person during their time in the Nursery to support their emotional security and to help staff get to know families better.
At the beginning of each session the children join their Key Person for registration and a short group-time session. The Key Person then explains the activities available for that day and talks to the children about what they could do.
There is always a variety of activities on offer to cover all seven areas of the Early Years Foundation Stage Curriculum. The large outdoor area is as important a classroom as the inside area, and children are encouraged to try activities from all areas of the curriculum outside as well as in and the children have access to indoor and outdoor activities most of the time .
Towards the end of the session, children help to tidy up and then rejoin their Key Group for story, singing, music or discussion.
We follow Oxfordshire school term dates and have 5 In-service training days for staff (INSET days) during the year. These are determined on an annual basis and you will receive prior notice of term dates.
|8.30 a.m. – 11.30 a.m. (ladybirds and caterpillars)
9.00am (bumblebees, dragonflies and butterflies)
Key Group times for 20minutes after the session starts.
Session finishes at 11.30 with a singing and story-time.
|12.30 p.m. – 3.30 p.m.
Key Group times from 12.30pm – 12.50pm
Session finishes at 3.00/3.30 with a singing and story-time
Outline Curriculum Plan – Summer 2015
A revised Early Years Foundation Stage was put in place from September 2012 which is used in all early years settings for children from Birth to 5 years.
We believe that children learn best through play by active investigation and exploration with time to discover, wonder and use their senses to find out about the world around them.
We provide a curriculum which caters for all aspects of the child’s development-social, emotional, creative, physical, intellectual and linguistic. It includes the early stages of reading and writing, maths, science and humanities, and wide variety of creative skills.
The four themes of the Early Years Foundation Stage are firmly embedded into our practice and daily planning:
A Unique Child: based on the principle that every child is a competent learner from birth who can be resilient, capable, confident and self-assured
Positive Relationships: children learn to be strong and independent from a base of loving and secure relationships with parents and/or key person
Enabling Environments: The environment plays a key role in supporting and extending children’s development and learning
Learning and Development: children develop and learn in different ways and at different rates and all areas of Learning and Development are equally important and inter-connected
There are seven areas of the curriculum at the basis of our planning which we develop from the ongoing observations of the children. These outlines of each area of the curriculum describe what many children will be achieving when they are five to five and a half years old: some may achieve all of it sooner, others may need longer.
- Personal, Social and Emotional Development
- Understanding the World
- Communication and Language
- Physical Development
- Expressive arts and design
Parents, together with your child’s Key Person, complete a form when children make an initial visit to school. This gives an opportunity to explain about each child’s interests and talents and anything which parents feel might be a concern.
During their time in school, each child’s key person keeps detailed observational profiles on the children in their groups and contribute to records on all children. They also have regular discussions with parents to check that their impressions of children’s progress are borne out by parents’ observations. Close observation of children enables teachers to plan appropriately for their next steps.
When your child leaves the Nursery you will receive a report summarising his/her achievements in all areas of the curriculum as well as their ‘Special book’ which is a record of their experiences at our school. A profile/report for each child will be forwarded to the next school/setting which your child will attend.
We are a welcoming and inclusive school.
Governors, staff and families are committed to working together to provide a high quality approach to education and care for young children. We believe every child matters and strive to provide rich experiences that support each child’s unique development.
Our school is special because:
each child is known, valued and respected.
we plan experiences which stimulate children to wonder about the world and to think creatively
varied, enticing environments encourage independent, exploratory learning through play
experienced and knowledgeable staff are life-long learners and are committed to developing excellent practice based on early childhood principles
staff observe children closely in order to support, extend and scaffold learning based upon strengths and interests
community groups and school events help to build strong relationships with families and the wider Headington area
HQFSS has an integrated OFSTED inspection for daycare and the Nursery school on a regular basis. In May 2015 we were inspected and the report is now available to view on the OFSTED website.
We were rated as Outstanding at our last inspection. Here are some quotes from the report:
‘All staff are passionate advocates of high quality early years provision. They are very experienced and well qualified and strive constantly to hone and improve their skills.’
‘Teaching is outstanding, which results in all children achieving exceptionally well.’
‘All groups of children make excellent progress in their learning. Most reach and many exceed typical levels for their age by the time they leave.’
‘Children behave exceptionally well. Together with their parents they feel very safe and happy at nursery and trust and respect the staff.’