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Pre-Primary Phase

 “You can never make a greater impression on people than when they are in their early childhood years”. (Anon)

What matters to us:

  1. The uniqueness of your child - As teachers, we develop a personal relationship with your child. We mould your child into his/her own unique shape, rather than shape all the children into “1 size fits all”
  2. A holistic approach to education – We focus on the social, emotional, physical, intellectual and spiritual areas of each child’s development. This prepares them for a life-time.
  3. Their individual strengths and weaknesses - Particularly in Grade 0, where a School Readiness programme is followed, each child undergoes a Search and Teach screening test, early in February, which highlights the child’s areas of strength and vulnerability. Individual therapy may be implemented to get the child ready for formal learning. We make use of professional therapists to assess, recommend and, if necessary, remediate any shortfall in the learning process.
  4. How your child assimilates knowledge -We adjust teaching methods to accommodate maximum learning. It’s a teacher’s job to provide a challenging environment where children can learn through first hand experiences. They may experience difficulties from time-to-time, but this is the foundation for building coping strategies for greater challenges in life.
  5. ‘Forward thinking’ in preparing the pupils for the 21st century opportunities -A bank of 24 iPads, with individual headphone sets, are available for iPad learning. Digital projectors and wifi are available in each classroom, as well.
  6. Outdoor Play: The gross motor equipment consists of a large sandpit, an extensive jungle gym, swings, various balancing and climbing apparatus, a cycle track, a mud kitchen, a painting wall and vertical chalkboards, a ball court, sensopathic texture trays and water trays. This outdoor learning area is aimed at developing and refining the co-ordination of a child’s large muscles.
  7. Fantasy Play: Exploration and experimentation leads to curious and confident children. The enjoyment of daily, free play indoors and outdoors leads to real learning, as children are encouraged to learn through a natural process of ‘trial and error’. Dressing up and taking on different roles develops a child’s verbal and listening skills, imagination and enhances the mastering of essential life skills, such as negotiation, compromise, teamwork, patience, tolerance.
  8. Gross Motor Co-ordination: The ‘Learn to Swim’ programme is taught by external qualified coaches, twice a week, during the first and fourth terms, in the large school pool. This programme enables children to become water-safe and learn the correct swimming techniques and strokes from an early start in their lives. The ‘Developmental Programme’, also taught by external qualified specialists and this gross motor curriculum takes place during the second and third terms. The cost of these programmes is included in the school fees.
  9. Fine Motor Co-ordination: In addition to informal activities, structured activities are implemented, honing in on refining small muscle movements. Creative tasks cover the entire range of fine motor skills. They take place on a daily basis, where pupils are able to express themselves in an individual manner. Classrooms are always colourfully decorated with each pupil’s creations!
  10. Cognitive Development: A variety of educational equipment (fiction and non-fiction books, puzzles, educational games, construction kits, technology etc) and activities are available to enhance and extend each learner’s intellectual potential.
  11. Transition to the Junior Phase: The Grade 0 pupils are included in Junior Primary assemblies, Inter-house gala and Inter-house athletics, thereby familiarising these learners with the next phase of their schooling. The Grade 0 teachers, in particular, work closely with the Grade 1 teachers, so as to ensure a smooth transition from Pre-Primary to formal schooling in the Junior Primary phase of this private school. This informal integration makes for an easy adjustment to “big school” and the learners are able to move confidently into the Junior Primary Phase of their education.
  12. Reporting on a child’s progress: 2 formal Teacher : Parent interviews take place in March & September; 2 formal typed reports are issued, electronically in June & December. We have an ‘open door’ policy, where a parent is free to raise any issue with a teacher or the Head of Phase, at any time, provided that an appointment is made prior to the meeting.