
E
H
T
M
P
-P
S
P
’ H
S
CHOOL
S
ECRETARY
..........020
7924 6000
B
URSAR
..............................020
7924 6000
G ENERAL E NQUIRIES ..........020
7924 6000
S CHOOL F AX N UMBER .......020
7924 1530
W
EBSITE
www.eatonhouseschools.com

C
ONTENTS
E THOS
………………………………………………………………....... 3
A
DMISSIONS
P
OLICY
……………………………………………………. 3
F
ORMS
………………………………………………………………….. 3
T HE S CHOOL DAY
………………………………………………………. 3
KINDERGARTEN ENTRY
…………………………………………………. 4
A
RRIVAL AND
D
EPARTURE
…………………………………………….. 4
E ARLY A RRIVALS
………………………………………………………. 4
T HE S CHOOL B US
………………………………………………………. 5
A
FTER
S
CHOOL
A
CTIVITIES
………………………………………….... 5
A
TTENDANCE
…………………………………………………………... 5
H EALTH AND M EDICINE
……………………………………………….. 6
B
REAK AND
L
UNCH
…………………………………………………….. 6
S
PECIAL
D
IETS
…………………………………………………………. 6
U NIFORM AND E QUIPMENT
…………………………………………….
6
L OST P ROPERTY
………………………………………………………..
7
S
ECOND
H
AND
U
NIFORM
………………………………………………. 7
C OMMUNICATION
………………………………………………………. 7
S CHOOL D ATES AND E VENTS
…………………………………………..
7
R
EPORTS
………………………………………………………………... 8
A
SSESSMENT
…………………………………………………………… 8
T RANSFER TO P REP S CHOOL
…………………………………………... 8
P
ARENTS
’ E
VENINGS
…………………………………………………… 8
H
OMEWORK
……………………………………………………………. 9
G AMES
………………………………………………………………….. 9
I NDIVIDUAL M USIC L ESSONS
…………………………………………... 9
S
PECIAL
E
DUCATIONAL
N
EEDS
………………………………………... 9
E DUCATIONAL V ISITS AND W ORKSHOPS
……………………………… 10
H OUSES
…………………………………………………………………. 10
D
ISCIPLINE
……………………………………………………………… 10
A
NTI
-B
ULLYING
P
OLICY
……………………………………………….. 11
S AFEGUARDING P OLICY
………………………………………………... 11
C
ONCERNS AND
C
OMPLAINTS
………………………………………….. 11
H
EALTH AND
S
AFETY
…………………………………………………... 12
F UNDRAISING
…………………………………………………………… 12
S CHOOL R ULES
…………………………………………………………. 12
T
HE
C
URRICULUM
……………………………………………………… 13
O
UTLINE OF THE
K
INDERGARTEN
C
URRICULUM
……………………… 13
O UTLINE OF F ORM O NE C URRICULUM
………………………………… 14
O
UTLINE OF
F
ORM
T
WO
C
URRICULUM
………………………………… 15
O
UTLINE OF
F
ORM
T
HREE
C
URRICULUM
……………………………… 16
A CADEMIC S TAFF
……………………………………………………….. 18
S
CHOOL
S
TAFF
………………………………………………………….. 18
P
ERIPATETIC
S
TAFF
…………………………………………………….. 19
V ISITING S TAFF
…………………………………………………………. 19
U SEFUL G UIDELINES W HEN H EARING C HILDREN R EAD
……………… 20
H
ANDWRITING
…………………………………………………………... 22
2

E
THOS
All schools in the Eaton House group are broadly Christian, non-denominational schools.
They provide a caring and secure environment where the emphasis is on treating each child as an individual so they can blossom academically, socially and behaviourally.
A
DMISSIONS
P
OLICY
Eaton House The Manor Pre-Preparatory School is a non-selective day school for boys aged 4
- 8. The main entry point is in the Kindergarten year, at age 4. Boys wishing to join during or after the Kindergarten year are asked to spend a day in school for an assessment, before a place is offered, if a place is available.
F
ORMS
There are three forms in each year group, divided by age. Boys generally stay in the same form group for the duration of their time in the Pre-Prep School. Depending on numbers, the forms are normally split as follows:
KG3 – autumn birthdays – progress to 1C, 2C and 3C
KG2 – spring birthdays – progress to 1B, 2B and 3B
KG1 – summer birthdays – progress to 1A, 2A and 3A
Boys attend school full-time in the Kindergarten, unless they are in KG1 where, during the autumn term, you have the option of taking the boys home on Wednesday and Friday afternoons, if you so wish.
T HE S CHOOL D AY
S CHOOL O PENS ....................................... ............ 8.30
AM
M
ORNING REGISTRATION
.... ............................ 8.40
AM
A SSEMBLY ........................................................... 8.50
AM
L ESSONS B EGIN ................................................... 9.10
– 10.10
AM
B
REAK
................................................................. 10.10
– 10.40
PM
M ID MORNING L ESSONS ..................................... 10.40
12.10
PM
L UNCH (KG AND F ORM 3 BOYS ) ........................ 12.10
– 12.40
PM
L
UNCH
B
REAK
(F
ORM
1
AND
2
BOYS
) ................ 12.10
– 12.40
PM
L UNCH (F ORM 1 AND 2 BOYS )……...…… .......... 12.40
– 1.10
PM
L UNCH B REAK (KG AND F ORM 3 BOYS ) ........... 12.40
– 1.10
PM
A
FTERNOON
R
EGISTRATION
.......................... .... 1.10
– 1.20
PM
A FTERNOON L ESSONS ........................................ 1.20
– 3.20
PM
S TORY T IME ........................................................ 3.20
– 3.30
PM
L ESSONS E ND ...................................................... 3.30
PM
L
ATE
R
OOM
/F
ORM
T
HREE
H
OMEWORK
C
LASS
3.30
4.00
PM
C LUBS .................................................................. 4.00
– 5.00
PM
Each form is responsible for one assembly a term, which parents are welcome to attend.
3

K
INDERGARTEN
E
NTRY
Prospective Kindergarten boys are invited into school for an afternoon, in the summer term, to meet their form teacher and their fellow classmates.
The September term starts on a Thursday and for the first two days boys need only attend for the morning sessions. Please do make an appointment to see the form teacher, if you need to share any relevant information. From then onwards all boys should attend full time, with the option of collection after lunch on Wednesdays and Fridays, in the autumn term, for the youngest children in KG1.
A RRIVAL AND D EPARTURE
The doors are opened each day at 8.30am and the Pre-Prep Headmistress, Mrs Cawthorne, will be outside the Pre-Prep to welcome you. Boys should arrive between 8.30am and 8.45am, accompanied by parents or carers and go via the cloakroom to their classrooms, in time for registration. We do have an ‘Open Door’ policy but you will understand that there is not a lot of time for you to talk to the form teacher in the morning, as they need to get their class settled.
Bikes and scooters, which should be CLEARLY NAMED , may be left at school and parked neatly to the left of the area at the side of the Pre-Prep classrooms. Please supervise the boys in this task, as bikes and scooters can be a significant hazard if they are left lying on the ground.
Buggies are not allowed into school, so any younger siblings should be walked or carried into school. Any siblings left outside the Pre-Prep are not supervised and are not the responsibility of the school.
At 3.30pm the front door is opened and parents or carers may go to the classrooms to collect the boys. Boys are dismissed from their classes at 3.30pm. There is a late room, which runs from 3.45 – 4.00pm, for those boys who take the bus or are staying for a club. There is a
Form Three Homework Class, from 3.30 – 4.00pm.
No child must leave the school without saying goodbye to a member of staff and identifying the adult taking him. Prompt collection is also encouraged. Please do not hesitate to contact the school even if you are delayed, to prevent your son feeling anxious.
When picking up children, please ensure that they stay with you at all times until they are off the premises. If you are waiting for older siblings, who finish later, please do supervise your children carefully while they are playing.
If your son is to be collected by someone other than yourself, please ensure that the arrangements are given to the form teacher in writing.
E ARLY A RRIVALS
There is a before school club, which operates from 8.00am – 8.30am, supervised by two
Nursery teachers. Advance booking is not necessary and there is a charge of £1.20 per session, per child, charged half-termly in arrears.
4

T
HE
S
CHOOL
B
US
The following bus service currently operates. Places on these must be booked before the beginning of term and any changes on a particular day should be sent in writing to the form teacher.

Eaton House Belgravia - Eaton House The Manor
Leave Belgravia at 8.00 am Leave school at 4.00pm and 5.00pm
£220 per term

Parsons Green – Eaton House The Manor
Leave Belgravia at 8.00am Leave school 4.00pm and 5.00pm
£220 per term
Parents using the services must be in time to collect their children as there are no arrangements for them to be supervised on arrival.
A FTER S CHOOL A CTIVITIES
A wide variety of clubs take place every weekday afternoon, from 4.00pm to 5pm.
Information about these clubs is sent out each term, for the following term. There is an extra charge for these clubs and this will be added to your bill, in arrears. Parents must ensure that pupils are collected at 5.00 pm promptly, from extra-curricular activities. If pupils are repeatedly collected late they may be excluded from the activity.
A
TTENDANCE
If your son cannot attend school, because of illness, please telephone the Office before
8.45am on the day concerned or e-mail your son’s form teacher. It is particularly important that you inform the school if your son has an infectious disease, so that we can notify other parents.
Attendance at school is compulsory for all children of school age. If a child is away for any reason, the absence must be explained in writing; this is now a legal requirement and without this the absence will be recorded as unauthorised. Absence for reasons other than illness is only acceptable if unavoidable.
Parents are requested to make dental appointments, wherever possible, in the school holidays and to take their annual holiday only when the school is not in session. If your son needs to have time off for medical/dental appointments please write a note to the form teacher. If your son requires time off for any other reason please write to Mrs Cawthorne. If holidays are taken during term time staff cannot be expected to make exceptional arrangements to cover work missed.
If a boy falls ill whilst at school, he will be taken to the sick room. He will be looked after there until collected or until he returns to the classroom, if feeling well enough.
5

H
EALTH AND
M
EDICINE
All medical forms, which contain contact details and health notes, should be returned to school as soon as possible. If your child is required to take medicine at school, please ensure that it is in the original container from the pharmacy and that it is clearly named with the following:







The child’s name
Form
Name of medicine
The dose
When to be given
Any other instructions
Phone number of parents or adult contact
Parents should complete a medicine form (available from the form teacher) listing these points.
B REAK AND L UNCH
For the morning break, boys are allowed to bring in a snack. This must be healthy, such as a dry plain biscuit, fresh fruit or vegetables and should not include chocolate, sweets or fizzy drinks. We would also prefer it if your son did not bring in yoghurt.
Eaton House the Manor is a nut free school – please do not send your son into school with any food which contains nuts.
The snack should be contained in a snack box clearly labelled with your son’s name and if any containers are used, these should be labelled too.
All lunches are cooked on site and packed lunches are not permitted. In order to ensure a healthy and balanced diet, boys are encouraged to eat a little of everything. It is really useful if boys are encouraged to use a knife and fork before starting school.
S
PECIAL
D
IETS
Arrangements can be made for vegetarians and for children with special dietary requirements, to receive appropriate food at lunch-time. Please write to the school, with full details of your son’s requirements.
Any general enquiries regarding food should be directed to Mr Clayton, the Catering
Manager. His e-mail address is: dclayton@eatonhouseschools.com
U
NIFORM AND
E
QUIPMENT
Boys must be neatly turned out at all times and should take pride in their appearance. Blazers and caps are to be worn to and from School every day. Hair should ideally be cut short and certainly not hang below the shirt collar.
A full uniform list is available from the school office and from our uniform supplier, Perry
Uniform, who provide us with an efficient internet service at www.perryuniform.co.uk.
6

Please assist your son by ensuring that all uniform is clearly named. Games kit should be named on the outside, on the right as you look at it – we
The boys are provided with all books and stationery, which they will need in school. We request that boys do not bring in their own toys or books unless asked.
All belongings brought to the school must be clearly marked with your son’s name.
Boys should not borrow from others, except in an emergency and then only with the full agreement of a member of staff.
L
OST
P
ROPERTY
Items of clothing and property found around school are put into the lost property bin, which is situated in the main cloakroom. This bin is checked periodically, in order that lost kit may be returned to its owner but if it is unnamed it may be disposed of.
S ECOND H AND U NIFORM
Second hand uniform sales, run by parent volunteers, are held regularly. Details are sent to parents before the sale day.
C
OMMUNICATION
As a rule, the staff and I much prefer to see you in person to discuss any queries or concerns which you may have about your son’s schooling. Where this is not possible please do get in touch by e-mail or telephone.

The school office is open from 8.00 am until 5.30 pm but you may leave a message outside these times.

You can e-mail the school at admin@eatonhouseschools.com

Staff e-mail addresses consist of the teacher’s initial and surname, without any dots followed by the school address e.g. pcawthorne@eatonhouseschools.com

The school website www.eatonhouseschools.com
is updated regularly and contains much useful information about the school, such as term dates, calendar of events and policies.

Letters are sent out on a regular basis and the boys bring these home in their reading folders.

The School Magazine is distributed in September each year and there are occasional newsletters.
S CHOOL D ATES AND E VENTS
During the school year, there are a number of functions to which parents are invited. There are Parents’ Evenings, when you will be able to look at your son’s books and discuss his progress with his form teacher, information evenings and various social events. The Carol
Service in December and Sports Day in the summer term, are major events in the school calendar.
A termly calendar is issued to all boys and their parents on the first day of each term and this is also listed on the school website, along with the dates of school holidays.
7

R
EPORTS
Reports are written at the end of each term and sent home, via the boys, in a sealed envelope.
It is important that the Report book is signed and returned to the form teacher on the first day of the next term. If your son has a final report from his Nursery it would be most helpful to have a copy.
A
SSESSMENT
The boys are assessed regularly in English and maths. We use National Curriculum levels to track pupil progress, starting in the Spring Term of Form One. Results are discussed with parents at Parents’ Evening and recorded in the termly reports. Results are not given to the boys.
T
RANSFER TO
P
REP
S
CHOOL
In the spring term of Year Two, the class teachers and Mrs Cawthorne meet to discuss each individual boy’s progress. By that stage we know the boys extremely well and can gauge who will make a straightforward transition to the Prep School. Most boys are offered a place, at that stage but there may be a small minority who are struggling with certain aspects of the curriculum. If this is the case, we monitor their progress and perhaps suggest extra support or an Educational Psychologist’s assessment, so that we can find out what is holding someone back. If a boy has made sufficient progress by the end of the summer term of Year 2, he may be offered a place in the Prep School and there is an 8+ entrance examination in the spring term of Year Three, for those who have not been offered a place in Year 2.
Scholarship examinations, for the Prep School, are taken in Form Three and are currently offered in the following categories: academic, all-rounder and sport.
P ARENTS
’ E
VENINGS
An Introductory Evening is held at the beginning of the autumn term for each class. This is an opportunity for parents to meet the Form Teachers, who give a talk outlining the curriculum content for the year.
There are Parents’ Evenings in the autumn and summer terms, for all classes. A list is put up outside classrooms for parents to choose an interview slot. It is important that these timings are adhered to, as many parents need to be seen in the course of an evening. If more time is needed for discussion of your son’s progress, a separate appointment should be made after the
Parents’ Evening. The Headmistress is available for general discussions on these occasions but a more formal appointment may be made, in advance, with the School Secretary.
It is the aim of the school to provide a partnership, with parents, for the support of the boys.
We have an open door policy and hope that small queries do not turn into problems but you will understand that there is not a lot of time at the beginning and end of the school day for indepth discussions. Parents can always make appointments to see staff, if necessary, before or after school.
8

H
OMEWORK
Homework, in the form of reading exercises, begins in the Kindergarten, with a more formalised approach from Form One. From the Summer Term of Form One onwards all boys are given a Homework Diary in which to record their homework. Homework is allocated as follows:
Kindergarten: 10 minutes reading, each night.
Form One: 15 minutes written/learning homework 3 times a week, 10 minutes reading, each night.
Form Two: 20 minutes written/learning homework 4 times a week, 10 minutes reading, each night.
Form Three: 30 minutes written/learning homework 5 times a week, 10 minutes reading, each night. There is Homework Club, from 3.30 – 4.00 pm in the boys’ classrooms from Monday to Thursday.
The boys reach a high standard of reading in the Pre-prep. Boys read to a teacher regularly and this is recorded in their Reading Diary. Parents should initial the Reading Diary every night after hearing their son read.
G
AMES
The main sports are:
Autumn Term Football
Spring Term Football and Tag
Rugby
Summer Term Cricket
Matches are listed on the termly calendar and team lists are posted on the Games notice board.
Parents are welcome to attend matches at Home and Away. There is a full programme of fixtures throughout the term.
Parents supporting Away matches are able to take their own children home after match tea as long as the teacher in charge is aware of this arrangement. Parents may only take another child home if permission has been given by the child’s parents. Parents can give this permission by informing the School Office.
I
NDIVIDUAL
M
USIC
L
ESSONS
Individual instrumental or singing lessons may be arranged, in school, with peripatetic teachers. Please talk to the Head of Music in the Pre-Prep, for more details. There is an additional cost for these lessons.
S PECIAL E DUCATIONAL N EEDS
One of the implications of Eaton House The Manor’s non-selective entry policy in the
Kindergarten, is the need to provide support for those children who are subsequently found to have difficulties of an academic, social or emotional nature.
9

In the Kindergarten, the Form Teachers will keep a close eye on the progress of each boy and will liaise with the Special Educational Needs Co-ordinator, as necessary. Boys are screened for dyslexia and other learning difficulties in Form One, if we have any concerns about their progress. The school makes every effort to identify and meet any needs within the framework of the normal timetable. If appropriate, individual lessons, with the SENCo, can be arranged to help address any specific learning difficulties and an Individual Education Plan will be drawn up with detailed strategies for teachers to help the boys make progress. Outside specialists may be called upon to provide a detailed assessment of a child, if necessary. The school will liaise with the relevant Borough to arrange assessment where it is deemed to be necessary. If a statement of Special Educational Needs is granted, annual review meetings will be held with relevant staff.
Children for whom English is not their first language are supported within the classroom by the Form Teacher and the Assistant Teacher.
We would like to feel that all boys at Eaton House The Manor will flourish. However, where effective provision cannot realistically be secured, it may be in the child’s best interests to transfer to another establishment where his problems can be addressed without any loss of self esteem. There is a comprehensive policy for Special Educational Needs and the provision for children with English as an Additional Language, which may be viewed on request.
E
DUCATIONAL
V
ISITS AND
W
ORKSHOPS
Boys go on a wide variety of educational visits and there are a number of curriculum-linked workshops that take place during the year. You will receive all necessary details about any trip organised for your children by means of a letter. The cost of these trips and workshops will be added to your school bill, in arrears. Boys in Form Three participate in a residential, outdoor activity, trip in their final term.
All educational visits are in accordance with our Educational Visits Policy which is available to parents on request.
H OUSES
There are four Houses in the School: Arundel, Balmoral, Stirling and Windsor. All boys belong to a House; brothers are automatically placed into the same one. Houses meet at least fortnightly and they play a vital role in the day-to-day life of the school and pastoral care of the boys. Each term there are a number of House Competitions, which are always fiercely contested!
D
ISCIPLINE
All pupils are expected to behave with respect and good manners to those whom they meet, both in the school and community and to show a proper respect for the environment. All pupils and parents are required to know the school rules which are displayed throughout the school premises.
Boys are rewarded for good work, good behaviour and good manners. This is done through a system of House Points, merit badges (for effort – worth 3 housepoints) and good shows (for achievement – worth 5 housepoints). At the end of each term, cups, prizes and colours are awarded.
10

In order to encourage good behaviour, we have a session of ‘Golden Time,’ usually at the end of the week. Boys start each week with 30 minutes of ‘Golden Time,’ which consists of time when they can play any games and activities of their choice. If a boy misbehaves then he will receive a warning, followed by loss of ‘Golden Time,’ taken away minute by minute. During the ‘Golden Time’ activities, the boys will then sit quietly, unable to participate for a while.
From Form 2, if a boy misbehaves or produces work of a poor standard, then he will be reprimanded and may lose a housepoint. If a boy loses three housepoints in a week, he will be sent to his House Master or Mistress and will have a detention with the Headmistress.
A pupil may be permanently excluded or temporarily suspended for such a period as the
Headmistress deems fit at any time, if the Headmistress is reasonably satisfied that the pupil’s conduct has been prejudicial to good order, school discipline or the reputation of the school.
The Headmistress will act fairly in accordance with the procedures of natural justice and will not exclude any pupil other than in grave circumstances. There is a policy for school discipline, which you may view on request.
A
NTI
-B
ULLYING
P
OLICY
At Eaton House The Manor we believe that all members of the school are entitled to a safe and happy environment. Bullying is not tolerated and every effort is made to deal with incidents immediately. We aim to create an environment where boys are confident and secure enough to tell a member of staff if they think they are being bullied.
We define bullying as any form of behaviour, which is intended to hurt, upset, threaten or frighten another person. In the Pre-Prep, with such young children involved, any such behaviour is not normally intended to hurt anyone but we still take any issues seriously. If you think a child is being bullied, please tell the Form Teacher immediately. The Form Teacher will inform the Headmistress who will speak to the bully and the victim. If bullying persists, pupils are put on a behaviour report. Parents may be involved if it is felt to be appropriate.
Reassurance and continuing support will be given to the victim and the bully without, for the latter, condoning the action. Where necessary, advice from outside agencies is sought. If, after intervention, the inappropriate behaviour persists the parents may be asked to withdraw their child. There is a comprehensive Anti-Bullying Policy in school, which you may view on request.
S
AFEGUARDING
Eaton House The Manor schools fully recognise their responsibilities for child protection and take the safeguarding of the children in our care extremely seriously. Full details of our
Safeguarding Policy can be found on the school website and a paper copy may be viewed, on request.
C
ONCERNS AND
C
OMPLAINTS
Parents who are concerned about any matter, however small, are asked to raise it informally, and at an early stage with either the Form Teacher, Deputy Headmistress or the Headmistress.
If parents prefer, the matter can be put in writing. All concerns will be dealt with promptly and feedback given to parents, as soon as the matter has been investigated. There is a comprehensive Complaints Policy in school, which you may view on request.
11

H
EALTH AND
S
AFETY
There is a school Health and Safety Policy, which is regularly updated and an Educational
Visits Policy, with detailed information about health and safety on school visits, which may be viewed, on request.
If a child suffers from asthma, or any other allergy, he should take his inhaler to all physical activity lessons. Where applicable, three Epipens must be kept in school (one remains in the boy’s form room, one is kept in the year group’s medical bag and one kept in the main office).
All members of staff are subject to CRB (Criminal Records Bureau) checks.
Regular Fire Practices take place.
F UNDRAISING
Boys are encouraged to give to charitable causes on a number of occasions during the academic year.
S
CHOOL
R
ULES
All boys are expected to follow the school rules as well as their classroom rules.
1.
B
E
K
IND
Take care not to hurt others when playing
Always tell the truth
Say sorry if you upset someone
Think about other people’s feelings
2.
B
E
P
OLITE
Remember to say please and thank you
Hold doors open for teachers and visitors
Arrive on time for school and lessons
Remember your table manners at lunch
3.
B E C AREFUL
Line up quietly when asked to
Walk sensibly in the corridors
Make sure a teacher knows where you are at all times
4.
B
E
T
IDY
Pick up litter in the playground
Look after your own and other people’s belongings
5.
B E S MART
Wear your blazer and cap to and from school
Keep your shirt tucked in and your socks pulled up!
12

T
HE
C
URRICULUM
Boys from Kindergarten to Form Three, are taught principally by their Form Teacher, but are taught by subject specialists for PE, Music and French. There is a Curriculum Policy which may be viewed, on request.
Outline of the Kindergarten Curriculum
The boys follow the Early Years Foundation Stage curriculum, building on previous learning.
Three class teachers and their teaching assistants work with the children as a whole class, a group or individually, with a focus on the acquisition of literacy and numeracy skills.
Children are taught by specialist teachers from the Kindergarten onwards in PE, French, ICT, and Music.
We welcome children into the Kindergarten in the September following their 4 th birthday.
The boys are divided into the classes according to their age. As well as use of all the schools’ facilities, there are three Kindergarten classrooms and an additional shared Creative
Playroom.
Within the curriculum, there are seven areas of learning; three prime, and four specific areas.
The prime areas cover the knowledge and skills which are the foundations for children’s school readiness and future progress, and which are applied and reinforced by the specific areas.
Prime Areas:
Communication and Language:
We work on developing the boys’ confidence and skills in expressing themselves; and to speak and listen in a range of situations.
Physical Development:
We provide opportunities for the children to be active and interactive and to develop their coordination, control, and movement. The boys participate in at least three sessions of sport per week of games on the Common and PE in the gym. The key sports are football (Autumn
Term), tag rugby (Spring Term), and cricket (Summer Term).
Personal, Social and Emotional Development
We help the boys to develop a positive sense of themselves, and others, to form positive relationships and develop respect for others, to develop social skills and learn how to manage their feelings, to understand appropriate behaviour in groups and to have confidence in their own abilities. We have circle time on Thursdays to discuss topics such as school rules, playing with friends and turn taking.
Specific Areas:
Mathematics
The boys are given opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems and to describe shapes, spaces, and measures.
Literacy
13

Literacy development involves encouraging the boys to link sounds and letters and to begin to read and write. We follow the ‘Letters and Sounds’ phonic scheme which determines systematic high quality phonics work.
Understanding of the World
Understanding the world involves guiding the boys to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment. We use the Wildlife garden to carry out simple experiments and topic work. We also include visits from the local community during this time, for example the Police and the Dogs Trust. In Religious Studies we cover the main Christian festivals and stories and also look at other celebrations such as Diwali. We encourage boys to have a respect and knowledge for their own beliefs and those of others. In ICT, boys use the computer suite at least once a week, working on predominately Mathematics and Literacy programs, developing their control of the mouse and keyboard skills.
Expressive Arts
The boys explore and play with a wide range of media and materials and we provide opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role play, and design and technology.
Child Initiated Learning
Three afternoons a week, the seven areas of learning are combined in order to consolidate and bring together concepts covered in the mornings. They are designed so children can access their own skills and knowledge independently. The activities are planned around the child’s individual interests. Children are free to move between all the Kindergarten rooms and the outdoor areas.
Homework
Children are expected to spend 10 minutes each night to consolidate letters, words or numbers learnt that day.
How Parents Can Help

 Encourage independence. Every boy should be able to go to the loo by himself, on entry into the Kindergarten. Encourage your son to get dressed and undressed by himself and get him used to sitting at a table for meals, using a knife and fork. Let him bring his reading folder into the classroom etc.
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 Let your son know who is picking him up and whether he is staying for a club.
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 Refer to the information posted outside the classroom, so that you are aware which skills are being practised. (Bus boys will have this information in their reading folder)
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 Support with reading and number work at home, reinforcing comments made by the teacher in the reading record book.
O UTLINE OF THE F ORM O NE C URRICULUM
Boys begin to take more responsibility for themselves and their work. We aim to increase their self-confidence in all areas, encourage good working habits and an attitude of perseverance, when they find concepts difficult. In Year One we continue to encourage the boys to look after their own belongings and to remember their daily routines.
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Literacy is taught through set texts. Within these lessons, boy are taught basic punctuation, grammar and comprehension skills. Maths lessons are focused upon sequencing numbers, simple addition and subtraction sums, number bonds, money handling and counting in 2s, 5s and 10s, which leads to the introduction of times tables. A practical approach is taken to learning about 2D and 3D shapes, comparing different types of measurement and weight, reading the time, data handling and problem solving.
The curriculum also covers a wide variety of different subjects. In Science they learn to develop their scientific skills through topics which include changing materials, forces and movement, health, variation and animals in the local environment.
Our Topic lessons are divided into History and Geography. In History we learn about homes, analyse the change in toy design and construction and seaside holidays from the past. In
Geography we investigate the area around school, discuss holidays through Barnaby Bear’s travels and examine how we can make our local environment a safer place in which to live.
Art/Design Technology is taught each week, linked directly to the topics which the boys are covering in other lessons.
Homework and Assessment
20 minutes written/learning homework twice a week, weekly spellings and 10 minutes reading, each night.
The boys are assessed each term in English and arithmetic and the results will be given to you at the parents’ evenings and in the termly reports.
How Parents Can Help

Listen to the boys read daily and encourage them to read all types of books. Visits to your library can be useful.
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Help the boys to learn their spellings, number bonds and times tables through regular practice.
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Foster a positive approach towards written homework.
O UTLINE OF F ORM T WO C URRICULUM
In Year Two the boys quite often experience a big change in their school life. There is more work to do and we really strive to make the boys more independent and responsible in both their work and their general organisation. We build on concepts learnt in Year One but lessons allow the boys to explore different areas of the curriculum in greater depth and apply their skills in more challenging tasks. One thing that is very noticeable and is something the boys absolutely love is the involvement in sports squads, including playing regular matches and tournaments against other schools.
English lessons are based around a range of different texts and films, using an excellent scheme, which is designed to help the boys understand the many different aspects of writing a story. Creative writing is traditionally something that boys tend to struggle with, so we hope that the work we do can enable them to access these concepts with greater understanding.
Comprehension, grammar and drama are also taught through these texts. Spelling is taught through phonics three times a week and we also have guided reading lessons.
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In maths we are really committed to ensuring that the boys have a high level of understanding of all the concepts. The scheme that we use employs many visual and practical elements to help every different type of learner within the classroom setting. We cover different methods of addition, subtraction, multiplication and division. Place value and number bonds are also very important and are key skills which, when mastered, can allow boys to build upon them effectively. We also study time, 2D and 3D shape, measurement, data handling and money.
In science lessons the boys learn about a varied range of topics including materials, magnets and springs, helping plants grow well and light and shadow. Topic lesson are divided half termly between geography and history. In geography we learn about The Isle of Coll, St
Lucia and The Seaside, and in history we study The Great Fire of London, Florence
Nightingale and Ancient Egypt. Our design technology and art lessons are often based around some of these subjects. We explore materials when making puppets in DT and build fire engines to tie in with our Great Fire of London topic. In Art we look at light and shadow when painting winter landscapes and use 3D elements to make hieroglyphic collages to build on knowledge of Ancient Egypt.
As well as this, boys have Music, ICT, PE and French with subject specialists and separate lessons for drama and chess.
Homework and Assessment
Homework is given four times a week and is split between English and Maths activities.
Boys will also have reading to do and spellings to learn every night. We recommend that boys spend around twenty minutes on written homework and ten minutes on reading every night.
All boys are assessed every term in English and maths to give them a National Curriculum level. As well as these tests, we use other reading, spelling, English and maths assessments to gain a deeper understanding of their progress.
How Parents Can Help
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Reading is so important to the boys’ understanding and ability to access all areas of the curriculum. Reading fluently is essential, but we also really want them to have a love of books of all different kinds, to explore fiction and non-fiction texts, to gain a full understanding of the text and to read with, expression and intonation of voice.
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Learning spellings each week is also very useful. It is fantastic when you see that boys have learnt a spelling rule or pattern, but it is also important for them to recognise common words.
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Try and make sure the boys have everything they need on a daily basis. Things like reading books, homework diaries and PE kit are all really important to have.
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Finding books or objects related to the topics we study in history, geography and science.
O
UTLINE OF
F
ORM
T
HREE
C
URRICULUM
In Form Three we like to encourage a growing sense of independence and responsibility in both the boys’ work and their own personal organisation. We concentrate on the revision, consolidation and extension of skills taught in Form Two. It is our aim to make the boys’ transition to the Prep School a smooth and confident one.
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In Maths the focus is to reinforce and ensure that the boys have a clear understanding in all areas. The expectation is that they will have a sound knowledge of their number bonds and times tables by the time that they leave the Pre Prep. A variety of ways of learning the multiplication and division tables are investigated in lessons. Within our teaching there are open-ended activities that focus upon mathematical processes, providing the children with an opportunity to explore and develop different maths skills. An emphasis is put on realistic and everyday situations and investigations, to help to develop the boys’ confidence and enjoyment, whilst learning and reinforcing mathematical concepts.
English lessons are predominantly based around a text, which enables a creative approach to meeting curriculum objectives, ensuring that lessons are fun. The boys will also be learning about a range of different types of poetry, as well as non-fiction writing. Boys are given differentiated spelling words to learn and are tested on a weekly basis.
Boys learn about a range of scientific subjects, including moving and growing, circuits and conductors, habitats, forces and solids and liquids. In Form Three boys will develop scientific concepts and carry out investigations. These lessons involve much discussion in order to develop a bank of scientific vocabulary, build on prior knowledge to make sensible predictions and initiate curiosity. W e encourage children to reflect on their answers and ways that they could improve their investigations.
In our topic work, Form Three encourages independent learning. The boys are given tasks which encourage development of their research skills. Boys are taught to work both independently and collaboratively to extract information from a range of sources and then organise and communicate this knowledge confidently. There is a strong focus on environmental issues in the topics which we cover. In the summer term, boys carry out a project on Clapham, which enables them to demonstrate the skills they have learnt throughout the year.
Homework and Assessment
In Form Three, boys are set 30 minutes of homework each night together with ten minutes reading. There is a homework club, which enables boys to complete their homework at the end of the school day. They will take their homework home with them so that parents can check their progress and help reinforce concepts learnt in class. The boys are assessed each term in English and arithmetic and the results will be given to you at the parents’ evenings and in the termly reports.
How Parents Can Help
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Hear the boys read. The boys are asked to read for at least five minutes each evening. Be positive and encouraging. The books should be at a suitable level so that the girls can enjoy the stories.
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Read to the boys. It widens their horizons and gives them a better vocabulary base.
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Help your sons learn their times tables.
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Your son will have a diary in which he will write down his homework. He will bring this home, along with the homework that has been completed in school. Do help him, if he is unsure and perhaps check that he is on the right track.
T IMETABLE
A copy of your son’s timetable will be sent home at the beginning of each year.
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A
CADEMIC
S
TAFF
Headmistress
Deputy Headmistress
Form Teachers
Name
Mrs Torica Back
Mr Rupert Back
Mrs Jacquie Whittingham
Mrs Elisabeth Milton
Mrs Jane Doxford
Mr Tyrone Milton
Mrs Michele Quinlan
Mr Derek Clarke
Mrs P T M Cawthorne
Miss Charlotte Blenkin
Responsibility
Miss Jenny Biggart
Mrs Jude Hawes
Early Years Co-ordinator
Form Teacher
Miss Helena Cooper
Mrs Jo Darley
Form Teacher
Form Teacher
Mr Harry Chambers Form Teacher
Miss Clara Rugman
Mrs Helen Moore
Form Teacher and Year Co-ordinator
Form Teacher and Director of Studies
Miss Lauren Smith Form Teacher
Mrs Anouska George Form Teacher, French Teacher and
Mr James Honey
Year Co-ordinator
Form Teacher
Miss Katie Miller
Mr Simon Cassell
Form Teacher
Form Teacher
Other Teaching/Support Staff
Name
Mr Mark Barnes
Mrs Jane Burgess-Harcourt
Mrs Rebecca Sprague
Mrs Elizabeth Middleton
Miss India Young
Miss Raqual de Frietas
Miss Lucy Boobyer
Miss Emily Cama
Miss Lorraine Gallagher
Miss Philippa Watson
Miss Hayley Wallace
School Staff
Name
Mrs Hilary Harper
Mrs Luchie Cawood
Responsibility
Head of P E
Head of Music
All subjects
Classroom Assistant
Classroom Assistant
Classroom Assistant
Classroom Assistant
Classroom Assistant
Classroom Assistant
Classroom Assistant
Form Teacher
For
Kindergarten
Kindergarten
Kindergarten
1A
1B
1C
2A
2B
2C
3A
3B
3C
Special Educational Needs Co-ordinator
Responsibility
Principal
Director
Director
Head of Communications and Marketing
Bursar
Registrar
Headmistress’ PA
School Secretary
Accounts
Head of Maintenance
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Mr David Clayton
Mr John Lambert
Mr Frank Baker
Mr Parry Nicholl
Peripatetic Staff
Name
Mr D. Grant
Mr M. Maunder
Mr D. McQueen
Mr M. Warden
Mr M. Szymanski
Mr T. Freer
Mrs S. McQueen
Mrs S. Mann
Mr N. Hassall
Mrs F. Newbery
Miss L. Peacock
Miss P. Wyatt
V ISITING S TAFF
Name
Miss Joanna Lindley
Miss Chloe Watkins
Miss Jessica Griffing
Coaching Staff
Mr D Lam
Mr R McLean
Mr R Mackenzie
Catering Manager
Maintenance
Maintenance
Maintenance
Responsibility
Drums
Guitar
Piano/Brass
Voice
Guitar
Piano/Recorder/Oboe
Piano/Voice
Piano/Theory
Flute/Saxophone/Clarinet
Cello
Piano
Violin
Responsibility
Speech and Language Therapist
Speech and Language Therapist
Occupational Therapist
Rugby Coach (West London Sharks)
Rugby Coach (West London Sharks)
Rugby Coach (West London Sharks)
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ANNEX A
USEFUL GUIDELINES WHEN HEARING CHILDREN READ
Reading should be an enjoyable experience for your son. You may remember as a child how good it felt to have that special one to one with a listening adult. It is so important to hear your son read on a daily basis.
Some points to help;

Make sure that the area you work in is comfortable, light and quiet.
How to help your son learn new vocabulary and build words

Practise high-frequency words.
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Practise specific words from a text out of context
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Practise the suggested words on the reading record card/book.
 Reinforce any consonant or vowel blends that have occurred in text e.g. ‘ai’ – pain or ‘ch’ – church.
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Look at patterns in words.
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Play games with the words and build simple sentences. Can he make substitutions? Can he make up his own sentences? (They can be silly ones!)
 Use ‘Post Its’ with key words on and ask your son to match them to the text, then read them to you.

Encourage your son to sound out the first one or two letters and use picture clues to help guess at new words.
 Encourage your son to split up long words into ‘chunks’.
 Can he tell you the words that rhyme on page….?
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Encourage your son to read beyond an unknown word and to guess at it from context and picture clues.
How to help your son gain meaning from the text

When a child comes to you show an interest in their current book by asking open ended questions about the book. ‘What’s happened so far?’ ‘What’s the best part so far?’ ‘Why is it called…?’ ‘Why does it have that picture on the cover?’ ‘I love this book what do you think?’ Encourage older children to read the blurb on the back of the book, to see what the book is about. This type of questioning will give a good indication of their level of comprehension.
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Check meanings of specific words
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Predict the next page / ending
How to help your son read with appropriate expression and fluency

Take note of full stops, question marks, exclamation marks (shouting marks) and use of speech marks. Try to draw parallels between the lessons at school and the text i.e. if the child is learning about speech marks, discuss this with them on an individual
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basis. If there are key sounds or tricky words draw attention to them and spend a little time discussing them.
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Please use a marker beneath the lines to help keep him place. Encourage younger boys to point at the words to help them keep on track.
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Look at the speech marks carefully, noting the position of them and punctuation within them. Remember how to read what is inside them
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Discuss how to read words written in BOLD and italics.
Meaning of Text & Follow-up Work (for weekends or holidays)
Encourage your son to question older members of the family on themes or ideas in the book. For example encourage him to ask an older family member to tell him what life was like when he was a little boy. Use books, the Internet or a museum trip to find out more about topics arising from a book. Ask your son to tell you the story so far or ask them specific questions. For example;

Can he remember the name for a man who sells meat?
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Does he remember what a plumber does?
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How do you think the character felt? Why do you think the character felt like that?
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Why did the character do that? (Encourage a discussion of reasons for actions)
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Who are the main characters in the story?
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Have you ever done that? What happened? (Encourage empathy with the character)
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Can he predict the last page?
We hope that this is a useful guide to getting the most out of your son read.
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ANNEX B
H ANDWRITING
Our aim is for boys to develop a neat, cursive script, which will enable them to write quickly and legibly.
The use of entry/exit strokes
At Eaton House The Manor Pre-Preparatory School we teach every letter with an entry stroke, starting from the base line; a strategy which is good for developing a neat, cursive script.
Entry/exit strokes give the child a consistent starting place for each letter and makes learning the joins easier later - it has also been proved that it is much more difficult for children to reverse a letter that has a 'lead-in,' so this style is beneficial for dyslexic children too and is recommended by the Dyslexia Institute, UK.
Boys are taught individual letters in Kindergarten and short words. The joins are taught, at first, in relation to movement groups. As soon as children are able to write in cursive handwriting, they should begin to use this for all their written work, so that, with practice, it becomes ‘automatic.’ When cursive handwriting becomes ‘automatic’ it may also have a
‘spin-off’ for spelling, as familiar words are then written in one movement sequence, which becomes imprinted on the movement memory.
Handwriting is practised during handwriting lessons to ensure that a neat cursive script is being maintained.
The Language of Handwriting
Letters should be referred to as capital letters (A) or small letters (a).
The ascenders are known as sticks and the descenders as tails .
WHAT PARENTS CAN DO TO HELP
Getting it right from the start
Before starting to write formally, children need to acquire a range of perceptual and motor skills and will benefit from activities that develop these.
Handwriting related activities
Scribbling, drawing, and colouring do not directly help a child to write but they are important in developing confidence and pencil control. Presented in the right way they can also help children understand more about written communication – my picture tells a story to the
‘reader’. These activities also offer children the opportunity to experiment with a range of pencils, crayons, felt-tips and paper, which they enjoy greatly.
General pre-writing activities
Bead threading, modelling, weaving, finger play, play-dough, silly or ‘thinking’ putty, cutting and pasting strengthen the hands, help with in-hand manipulation, and improve hand-eye coordination.
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