New Entrants

We extend a very warm welcome to you and your family, and look forward to you becoming a part of our school community. 

The following information is about our “Transitioning to School” process for our new entrants.

We encourage our new entrants to have two classroom visits prior to starting school to help make the transition to school as smooth as possible. Visit dates will be sent to you about 4-6 weeks before your child’s 5th birthday. For each visit, it is best to arrive 15 minutes before the bell to allow your child time to meet and greet their teacher and socialise with the other children.

Visits are usually from 8:55 – 10:40am.  This allows the children to become familiar with their teacher and fellow classmates, and gives them an introduction to school routines and expectations. These visits are of maximum benefit when you support your child in developing independence.  Therefore, we strongly advise you to leave your child in the care of the teacher as much as possible during these visits, just as you would if they were at a pre-school centre.

If you feel you need to stay initially, please be appreciative of the following points:

  • The teacher is trying to run a normal programme for all students, including the visitors, so it is not appropriate to remain in the classroom if you have younger siblings or babies with you.

  • Cell phones need to be turned off during the time you are in the classroom, as they are a distraction for the teacher and the students.  This is school policy.

  • The students need to focus on the teacher and on their learning, so please keep background conversations to a minimum.

We want pre-school visits to be a positive experience for all concerned.

Your child will need some morning tea as there is a sit-down eating time at 10.30am. We ask that your child’s morning tea includes a small snack of fresh fruit or vegetables. This snack needs to be cut up and ready to eat. You and your child are most welcome to remain for our morning break, which is from 10:40 to 11:10.  

While your child is visiting the classroom and meeting their teacher our Principal, Mr John Petrie, will take you for a walk around our school and discuss our school vision on the first visit. During the second visit, you can meet with our teacher in charge of new entrants, Toni Howard, who will give you the opportunity to experience how students learn to read, write and do maths in a modern new entrant class.

Parent help is much appreciated and welcomed, but teachers do have a roster for this.  If you are able to help once your child has started school please discuss this with the teacher.  Some children are best left to settle into school for a few weeks before you begin helping out in the classroom, so please do not be offended if the teacher suggests a few weeks wait before you come in as parent help.

Thank you for your consideration with the points mentioned above.  If you have any concerns or queries, including class placement, please do not hesitate to contact us.  The person in charge of New Entrant visits and placement is Toni Howard.

We look forward to welcoming your child to our school.

 

 

Many parents ask us what their child needs to know to make the transition to school easier.  Here is a list of the goals we are striving for with our children in their first 5 or 6 years of life.

Some items on this list, your child will find easier than others.  This is perfectly normal.  We do not expect children to know all these things or to have had all these experiences.  

Using the partnership between home and school we encourage and reinforce these goals.

We ensure children are safe and happy during their visits to school and in their first few weeks of school.  We then begin to assess their abilities.

PERSONAL CARE

The child can......

  • dress and undress themselves i.e. buttons, zips, laces,buckles, can turn clothes and sleeves the right way out.
  • go to the toilet by themselves (boys can use the urinal).
  • pack their own school bag.
  • open and close their lunch box, drink bottle and school bag.

EATING AND DRINKING

The child knows......

  • that they sit to eat.
  • that they eat one or two things for morning tea and save the rest for lunch.
  • that they take unwanted food back home.
  • that they put their rubbish in the bin.
  • that their food is for themselves and not their friends.

KEEPING SAFE AND HAPPY

The child knows......

  • that they can go to their teacher and other staff members for help. 
  • that the school bell means to go inside their own classroom.
  • that they stay in the classroom during school time. 
  • that at break times they stay in the school grounds.
  • who will be picking them up at 3pm or how they are getting home.
  • their full name, address and telephone number.

Keeping Healthy

The child......

  • Knows the routine of getting up and getting ready to be at school by 8.45 - 8.55am.
  • Has the opportunity to get a good night’s rest and three balanced meals a day. 
  • Wears appropriate clothing for the weather.
  • Has a balance between inside play (including computers and TV) and outside play.
  • Knows how to blow their nose and cover their mouth when coughing.

 

The child...... 

  • Has many opportunities to play by themselves and with others. 
  • Is able to share with other children, wait their turn and use their manners e.g. please, thank you, excuse me. 
  • Knows that they listen to, and respect their peers, their teacher, and other staff members. 
  • Knows that they don’t touch other people’s things without asking first and being given permission.
  • Knows that there are work times, quiet times, sitting still times, times when they are directed, choosing times and play times.

The child......

  • Has had many opportunities to discuss and question the world around them e.g. shopping, out in the car, in the garden, going for a walk, at the library, in the bush, at the beach/pools, on a farm, doing the housework, while playing.
  • Has heard many stories being read/told.
  • Has had many opportunities to sing, dance, dress up and take part in imaginary play.
  • Has had many opportunities to touch and look at books.
  • Has had many opportunities to talk about letters, words, numbers. 
  • Can identify several colours  
  • Has had many opportunities to use mathematical language e.g. more, less, over, under, beside, between, in front, behind, top, bottom.
  • Has had many opportunities to develop their large muscle groups e.g. block, water, sand play, climbing, swinging, running, jumping, hopping, skipping, swimming, large ball play.
  • Has had many opportunities to develop their fine motor control and eye to hand co-ordination e.g. drawing, painting, colouring in, ‘writing’, puzzles, using scissors and tweezers, working with play dough, bead threading and small ball play.
  • May be able to recognise their name or the first letter of their name. 
  • May be attempting to write their name.  (When attempting to write their name write it with one capital letter at the beginning and the other letters in the lower case e.g. Tom not TOM).
  • May be able to count forwards and backwards to 10 or beyond. 
  • May be able to identify numbers to 10 or beyond.
  • May be able to count groups of objects up to 10.
  • May be able to identify some shapes (e.g. circle, triangle, square, oblong).

AttachmentSize
Chair Bag Pattern670 KB