School Policies
Curriculum
By Dolphin School
Aug 24, 2009 - 2:17:58 PM

Our greatest resource is our highly qualified, dedicated and innovative staff. They are all abreast of current trends in the teaching profession and of developments in their specialist fields. They are highly flexible and enjoy teaching as a team. On the other hand, careful thought is put into all new ideas before they are implemented. There is a high degree of integration between departments at Dolphin; no subject is taught in isolation and all teachers use cross-curricular links to enrich their own teaching. Two striking examples of this are our integrated studies programme for Reception and Years One and Two and the residential yearly field trips in which every child over the age of seven participates.

Our EYFS curriculum is the foundation for all that we do at Dolphin and in these formative years the children not only cover the six areas of learning but also embrace the rich and varied curriculum including frequent day trips that are on offer at Dolphin. Further details of the programme followed in these early years can be found in the Nursery section on our website or in the Nursery itself. The Reception extended synopsis is available in the Reception class or on our website

A yearly weekend conference is held at Oxford or other venues and is attended by all the staff. Here they assess the curriculum and review their attitudes, methods, successes and failures. Targets are set for future long and short-term development in many areas and all are regularly monitored. The progress of each child in the school is carefully monitored throughout the term. Every child from Year Five/Six upwards has a mentor who has an overall view of the progress and needs of no more than five children in the school.

From the age of five, children receive a broad-based education in the arts and sciences, including drama, music, technology, design, laboratory science, information technology, architecture, astronomy, craft and a wide variety of physical activities. At the same time special attention is devoted to the core subjects (mathematics and English), each of which has a minimum of 210 minutes a week. By the time a child is ten we expect to have decided, in consultation with his/her parents, what his/her particular needs for the next three years will be.

The thriving Senior School (Years Six to Eight, i.e. ages ten to thirteen) prepares the older children for life in both the academic and the real world and they have a special programme designed to meet their needs. Thirteen is the normal age for leaving the Dolphin School and all schemes of work and preparation for examinations operate on this assumption.

We prepare the children for entry into both public and state schools. Very able children are prepared for scholarship and some early G.C.S.E. examinations. We have had outstanding results with our scholarship candidates throughout the last forty years. We expect that our children will cope with Common Entrance as a matter of course. Our children are well ahead of the attainment targets of the National Curriculum at both Key Stage One and Key Stage Two.

We are proud of our excellent school library (housed in the departments as well as in a specialist room for fiction) from which children are encouraged to borrow extensively. The fiction library is open at lunch and break time for borrowing books and supervised study. A comprehensive topic catalogue of books in the library on a data based computer system allows children undertaking a project easily to discover all the books in the school which contain information on that topic.

PASTORAL CARE AND DISCIPLINE

The happiness of the individual child is of paramount importance and we have a strong pastoral structure. The staff know each child very well and problems, real and perceived, are treated seriously and action taken. The atmosphere in Dolphin is a pleasant one; the environment well-ordered and maintained so that both children and staff may give of their best. Rules are few but enforced: discipline is firm but fair.

Children are encouraged to develop self-discipline and to take responsibility for their own actions. They are expected to listen to others and consider others’ needs. This cannot happen over night but is an on-going progression. Staff work in partnership with parents to ensure that children develop socially and continue to be happy at school. Older children are encouraged to take positive leadership roles.

PSHE

The children have one formal lesson of PSHE each week, following a course that has been specially written by the staff to suit the aims of the school. The content of the course is continually assessed by the teachers to meet the changing needs of the children. This curriculum is split up into four main areas: Citizenship, Health, Social and Personal Education.

We aim to educate children who have a positive attitude towards enjoyment in learning, are confident and courteous, self aware and self motivated, caring and conscientious, who have integrity and compassion and who have a good understanding of what is required to lead a healthy, enjoyable life. They will be aware of the needs of others, able to empathise and work in group situations and understand the responsibilities that they face as future adults.

By the beginning of Year Six, each child has a mentor who is a member of the Dolphin teaching staff. This member of staff will assume this responsibility for up to only five children and he aims to build up a close relationship with both the child and his family.

The mentor meets together with the child at least twice each term (sometimes more frequently) and is aware of the child’s progress in the different areas of the curriculum as well as of any social or family problems. By talking together, the mentor is able to build up an overall picture of the child and to liase between the child, the other staff and the family on any pertinent issue. The mentor endeavours to empower the child to take the responsibility for his own learning and the consequences of his own actions as well as being another adult to whom the child can turn during school hours.

SCHOOL ORGANISATION -

The school has a PrePreparatory section which includes the Montessori Nursery, Reception and Years One and Two of the Upper School and there is a Head of Pre Prep. The children in the early years are taught in small teaching groups. From Year One (age five) maths, English, French, science and music are taught by graduate specialists. In Year Two nearly all subjects are taught by specialists although each class has its own form teacher who teaches approximately one third of its timetable.

From Year Three the children are organised in year groups of between twenty-eight – thirty six children taught in two groups, but meeting together as a form for form time, PSHE lessons, lunch and other activities. Each form has two (sometimes three) form teachers, usually a woman and a man, who generally remain with their form for Years Three to Eight. Additionally every child from Year Six has a mentor who is not his form teacher.

Since the ability range of our children is average and above, our teaching groups are not setted and they change yearly. However, we can set separately for English, mathematics, French and later other subjects as appropriate. Exceptionally able children are very, very occasionally placed in the year band above their chronological age if they would be working at the top of that band, but this is rarely necessary. With small classes and able children we are able to differentiate within all lessons so that even the most able are encouraged and stimulated to work to their potential.

FIELD TRIPS

Every child from age seven upwards participates in a yearly residential field trip. The syllabuses of most of the departments are carefully related to these trips so that the work covered on a trip in, for instance, geography, will still be used in class geography lessons several years later. The field trip programme is the spine around which we build most of our cross-curricular integration in Years Four to Eight. The last two trips bring together all the strands which the children have studied throughout their school career.

The work undertaken on a field trip is a combined project in at least three subjects with specialist staff from each. The trips are in a carefully planned sequence which builds up certain themes, topics and skills. In addition, each offers a careful study of a very different area of the British Isles. The trips are also very valuable from a social aspect. For instance, the children learn to help in a youth hostel, co-operate in a group situation and cope with communal living.

These trips are not optional and form a part of the school term, although notionally occurring during ‘holiday time’ to cause the least disruption to the academic programme. The children are formally assessed on all aspects of the trip.

There are also four or five optional walking trips each year, ranging from a four day junior trip for eight and nine year olds in the Brecon Beacons, to the senior trip - a five to twelve day mountain walking trip in Cumbria, Scotland or the Alps. Every child may participate each school year in one appropriate trip if he has successfully completed the previous trip. The Brecon Beacons, Lakes and Snowdonia walking trips for Years Five/Six/Seven also incorporate multi-activities whilst the Alps trip involves practice camping weekends in Britain as part of the preparation. These trips are carefully graded and staffed by staff trained in mountain leadership and who know the area very well. Accompanying the trips are professional mountain leaders. All children are assessed on each trip before being allowed to progress to the next. An introductory programme of walks is offered to children in Year Four.

Day visits, field trips, walking trips and mini trips are included in the fees. However, parents are asked for a contribution towards, the Alps walking trip and for the Year Eight field trip when its venue is Italy or Greece rather than Ireland or Arran. The parents of German or Spanish students in Year Seven/Eight may pay for an optional visit to Berlin or Barcelona, and a French trip in Year Seven would also incur a cost.

In line with the National Curriculum the Physical Education department organises an outward bound course in Wales to give the older children experience in climbing, scrambling, abseiling, canoeing and mountain biking. This, and Dolphin holiday camps and courses and sports tours, are not included in the fees.

OTHER TRIPS

In addition to the main field trips and numerous day visits there are mini field trips to Stratford, York, and Boulogne.

ENGLISH
English at Dolphin is a vibrant and creative subject. We aim to foster lively, enquiring minds, and enable the children to see themselves as independent writers, discriminating readers and confident speakers. Literature is at the centre of our curriculum, and the children are introduced to a wide range of novels, plays, poetry and stories during their time at Dolphin School. A variety of authors are regularly invited in to inspire the children and run writing workshops; a biennial poetry cabaret evening has become a firm favourite; and a variety of reading initiatives, such as the Drop Everything and Read scheme are well established.

Language is an integral part of our teaching in the department. It is through language that we begin to explore and make sense of the world and our place in it. Children are encouraged to develop their ability to express themselves fluently, accurately and persuasively.

The children are encouraged to discuss, question and assess their own learning, and in so doing become active participants in their own education.

Ultimately our aim in the English department is to create engaged learners who will leave us as critical thinkers, keen to take part in the world around them.

MATHEMATICS

We have two main aims in the Mathematics department at Dolphin: to instil in every child a love of this subject and give all our children the ability and confidence to use mathematical skills efficiently in every aspect of daily life.

The emphasis of the National Curriculum is on the ‘uses and applications’ of maths, so that it is not seen as a subject in isolation but an integral and vital part of the education of the rounded individual. As well as teaching all the basic skills, we do investigative work in which the children are encouraged to seek out the solution to a wide range of problems in a logical and methodical way.

If possible, we introduce each new topic in a practical way so that the child experiences the ideas in a number of ways; tactile and manipulative as well as intellectual form. The children are encouraged to progress as far as possible in the subject and are not constrained by the relative abilities of their peers. Mental arithmetic strategies are encouraged and developed and we work with other departments in the school to share problem solving techniques.

From the age of seven the children are placed in ability groups so that they receive the stimulus and help applicable to their present level of understanding. Movement between groups enables progression and we hope that our children become highly numerate and relaxed in their use of mathematical ideas.

The Mathematics department makes full use of the computers within the school. From an early age the children use mathematical programs and support material, enter and extract information from a database and learn to use data in an appropriate format.

SCIENCE

Small teaching groups give pupils more opportunity to design and carry out their own experiments. We aim to make science an interesting and enjoyable activity for all our children.

Scheduled science lessons at Dolphin begin at the age of five years. They are taught by specialist teachers and cover a wide range of topics. Emphasis is given during the early years to training in scientific skills such as: encouraging logical thought, detailed observation, hypothesising and experimentation. Many skills important to the child’s general development are also included. For example, measurement, precise use of vocabulary, manipulating apparatus and problem solving. We have a wide range of equipment and extensive grounds, well-used for ecological studies.

From the age of nine pupils study the three sciences - biology, physics and chemistry. Our science course is based on the Common Entrance syllabus, which provides many opportunities for practical investigations and extension activities. Although the factual and written content of lessons is given greater emphasis as pupils progress through the school, we still stress the need for creative thinking, observation and experimentation through the practical experience..

LANGUAGES

We are very proud of our ‘foreign language’ programme. The children begin a carousel of modern languages in the Nursery, where listening and language skills are developed through games and songs. At this early age children are able to acquire thought patterning and a perfect accent, which are harder to achieve at a later stage.

Formal classes begin in Reception, where children have three language lessons each week. A little written French is introduced before the age of eight years when they learn to read and write as French children would. From the age of eight in Year Four, the children are divided into ability groups where they are given the opportunity to develop and progress at their own pace.

The French, German and Spanish classes are conducted mostly in the target language and offer various stimulating activities where all the pupils are involved and have the opportunity to work to their potential. Differentiated tasks help achieve this. These include the use of computers which allow the children to work individually at any level.

An important part of our French programme is foreign exchanges. We encourage Dolphin families to arrange exchanges with families they know in France from the time their children are seven or eight. The Modern Language department is able to help with finding families in France and Germany for those who have no contact abroad.

Yearly visits to the Europa Centre are planned for French (Year Six). Children also benefit from the long French weekend which the Language department organises for the nine year olds in Boulogne. On this occasion the children have the opportunity to go to French shops and markets and enjoy good meals in French restaurants. They also visit the old town of Boulogne including its cathedral, maritime museum and castle (which houses excellent items of Egyptian and Greek art).

Children may begin the study of German or Spanish in Year Seven.

CLASSICS

Latin is studied by most children in Year Six and many opt to continue it in Years seven and eight instead of a second modern language. Greek is also available as a third (optional) language for these children. Formal classical studies lessons are included in the programmes of all children up to the age of ten years. These enrich the work undertaken by the history, English, art and languages departments. The classical studies syllabus includes not only traditionally ‘classical’ topics but, for example, the early church in Britain and Ireland, and Celtic life and literature. Classical studies plays a crucial role in integrating the work of many subjects and works especially closely with the art, DT and mathematics departments. The year seven Northumbria Field Trip is the jewel of the classical studies programme.

Year Five undertake a special unit in which they study Greek, Roman and Romanesque architecture and engineering, providing a vital foundation across the curriculum and for life.

HISTORY

The principal aim behind history teaching at Dolphin School is that children not only learn about history but, more importantly, learn how to learn about history. Children are encouraged to develop and employ increasingly more of the many skills demanded of the historian and archaeologist as they progress through the school. There is persistent encouragement for children to question the value of evidence, to understand key historical concepts (such as bias), to ask not simply ‘what do we know’ but ‘how do we know’. Children at Dolphin, in time, learn not only how to construct an historical argument but develop the ability to present that argument in a variety of formats: in written, oral, pictorial and dramatic forms. Similarly, the methods by which the children learn are equally varied. Traditional school approaches are supplemented by the use of role play, games which simulate historical episodes, debates, research and, increasingly, the use of video and suitable computer software. Two cornerstones of the historical programme at Dolphin are the frequent site and field trips to places of relevant historical interest. Field trips in particular offer the opportunity to integrate the study of history with that of other disciplines. Moreover, history constitutes a key component of the integrated studies programme.

A spectrum of periods is covered, from the Stone Age right through to early modern history. The history of non-European civilisations, including an in depth study of Ancient Egypt, is also part of the curriculum. There is an extensive history library.

Children sitting the Common Entrance examination employ the skills developed previously in order to interpret source material and write structured essays. This enables Dolphin historians to meet confidently the demands of evidence based courses which form the foundation of GCSE history. In addition pupils should be equipped to evaluate critically the increasingly vast amount of information available to us today and have an understanding that many present day situations are the result of historical events.

GEOGRAPHY

Our study of geography follows much of the National Curriculum and then the Common Entrance syllabus but we extend and broaden topics whenever necessary and according to the children’s needs and interests. We also have the flexibility to be able to discuss geographical issues as they occur in the world.

In the first three years we link our work with Integrated Studies but children are encouraged to understand geographical concepts that exist in their local environment, contrasting UK localities and the world. They do this by discussion, looking at video, photographs, maps and other resources and also by visiting local sites. These strands are extended in ensuing years and wherever possible day trips are taken so that pupils can see ‘for real’ and ‘in the field’ what they have been studying.

On the yearly trips much valuable field work and observation is carried out and pupils and teachers have opportunities to extend their geographical knowledge. This is then built upon and reinforced back in the classroom. In Year Seven each pupil conducts an extensive survey about a geographical topic (for instance, shopping patterns or river processes) and produces a course work project.

ART

Art is taught as an exciting, enjoyable subject. It is an important complement to the academic side of school life often working with other subjects in a cross-curricular programme. We have a large art room which is equipped to enable the children to explore and appreciate a variety of crafts. These include clay, sculpture, work in wood, and various kinds of printing including textile printing, Batik and dyeing.

Drawing and painting skills are taught to a high standard not only as an end in themselves but also to increase the children’s visual awareness of the world around them. We aim to teach techniques well, to develop pupils’ capacity for imaginative and original thought, to encourage experimentation so that all children can feel pride in their artistic development and gain a love of the subject.

As part of the art course children are shown how to appreciate and analyse painting and sculptures: they visit museums and art galleries both in this country and abroad (on the foreign field trips). Our senior field trip sometimes visits Italy for a twelve day tour of Naples, Florence and Rome.

DESIGN TECHNOLOGY

The aim of Design Technology at Dolphin is to encourage creative thinking, the application of scientific laws, team work, personal responsibility and persistence. Children work with a variety of materials and tools, developing skills and knowledge. The National Curriculum structure is used as a guide for our curriculum. Work is done through projects which are often cross-curricular.

In some years the Science department works together with the DT department in this subject so that topics can be covered in depth. Our aim is to ensure that at all levels children are able to succeed in putting their ideas into practice and that they have a firm grasp of all aspects of this subject.

INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)

Our children first meet computers in the Nursery and Reception classes. They learn how to log on to a network with their own user name, use a variety of educational programs which improve their computer skills and have time to explore and become familiar with computers.

From Year One they learn how to use a painting package and a text editor, and then progress to managing files and operating the computer and printer independently. Training in desktop publishing, web page creation, data logging, control technology, using a digital camera, scanning pictures, using a photo editing programme, touch typing and the use of spreadsheets follow so that the pupils are thoroughly competent at producing their own publications and handling data.

The children, for the most part, work individually on the computers in the ICT suite. There are also computers in most of the other classrooms in the school where the children can access specialist subject programmes.

Computer skills taught in ICT lessons are integrated into course work across the curriculum. The children are encouraged by all subject teachers to see the computers as a tool to be used where appropriate. They use computers to carry out investigations, develop new insights, present course work attractively and produce items for display. For example, data logging is covered in the Science department, and in Geography the data collected from surveys is entered into a spreadsheet to create a useful visual display.

From an early age the children are taught to use the internet as another useful resource tool. They are encouraged to view information found on the internet critically and to question sources. They are directed to specific educational sites that are helpful for their topic of research. They are taught research skills and learn how to use information found on the internet to enrich project work, presentations and essays. The reference library is housed in the ICT suite to enable children jointly to use both books and the web to research topics. Our digital cameras and flip video cameras enable the children to produce illustrated reports on field trips, day trips and walking trips and the older children learn about video editing. They also acquire the skills of simple website design. They get an opportunity to take computers apart, label the components and re-assemble them, which gives them an insight into how to upgrade a computer.

From Year Three the children start to learn to touch type and they are assessed on their speed and accuracy from Year 5.

DRAMA

Drama begins in Nursery, and from the age of six children are taught by a drama specialist. In every child we attempt to develop confidence, physical control, skills in verbal and non-verbal communication, and an awareness of himself and of the needs of others.

As children progress through the school they will be introduced to specific theatrical styles, they will experience the work of various playwrights and they will have the opportunity to experiment with various media.

Drama is a subject in its own right and is also an invaluable tool in almost all subjects where active learning is encouraged.

In addition to drama lessons Dolphin also offers a range of extra-curricular activities in the form of clubs and workshops. Each year there are at least two major school productions. Productions span a range of curricular activities: pupils may act, play in the orchestra, dance, be in charge of lighting or sound effects, paint scenery or organise props. Senior productions have ranged from Shakespeare’s ‘A Midsummer Night’s Dream’ and Aristophanes’s ‘Frogs’ to Mark Twain and Charles Schultz’s ‘Good Grief Charlie Brown’; while the Christmas plays by younger children have been our own creations drawn from wide sources such as children’s classics to Indian mythology. Each year group enjoys at least one theatrical experience per year ranging from theatrical workshops to the Year Eight weekend at Stratford.

MUSIC

All children are involved in music. Every child has two music periods each week and is encouraged to play at least one instrument in addition to the recorder which all members of Years Two, Three and Four learn. A very large number play violin, recorder, guitar, viola, ‘cello, flute, clarinet, saxophone and all brass instruments. We cannot promise to provide lessons on any particular instrument. Violins and small ‘cellos are provided by the school.

Instrumentalists can participate in ensemble playing and, when they have reached a reasonable standard, join the school orchestra. Percussion work and music appreciation (which covers different composers, periods or genres of music as well as specific works, and instruments of the orchestra) are incorporated in the group singing lessons. There are usually two main concerts each year apart from frequent entertainments in assembly, several piano recitals and at least one musical play. The more advanced pupils could receive extra theory lessons when working for the Grade V theory examination.

Children are encouraged to compose their own music and have use of sophisticated synthesisers which enable them to record their compositions.

PHYSICAL EDUCATION

The interests and abilities of children vary considerably and the Dolphin Physical Education programme sets out to provide a wide range of activities at different levels in order to motivate and encourage the children to develop both their physical and social skills.

During the academic year children will have the opportunity to take part in the following activities: netball, football, lacrosse, table tennis, hockey, rugby, dance, gymnastics, basketball, cross-country, tennis, cricket, rounders, athletics, swimming and health-related fitness. During PE lessons the emphasis is on the development of individual skills and children are urged to set their own targets and goals; therefore success is achieved at all levels and not only for the gifted few.

PE also plays an important role in the social development of the children, emphasising the need for co-operation, self-discipline, determination, organisation, teamwork and, above all, fair play. The opportunity for all children to test their skills against others in friendly competition is provided by the school’s house competitions. We run teams in the major sports at all levels, playing other schools and clubs. Team coaching takes place in the relevant after-school clubs. School teams also take part in local and national competitions. Our sports teams have had notable success in recent years particularly in athletics, cricket, judo, netball and football.

The school grounds include a teaching pool, all weather tennis and netball court and playing fields. Cricket matches and net practice take place on the nearby Hurst ground, a county standard pitch. Outdoor pursuits are covered in walking trips and “adventure” courses.

RELIGIOUS EDUCATION and CULTURAL STUDIES

Dolphin School remains committed to its humanist philosophy; our assemblies are completely secular and there is no doctrinal classroom teaching. However, knowledge of world religions and the Bible should be an important element of every person’s cultural background. We have developed a cultural studies syllabus and children are introduced to a rich programme of cultural knowledge throughout the course of their school career. This will involve the study of world religions as well as looking at the influences that religion has had upon architecture, art, literature and philosophy.

CHESS

We believe that an early introduction to chess and game playing strategy enhances problem solving skills. As well as an after school chess club, we have a timetabled chess lesson every week for our Year Four children.

CONSTRUCTION GAMES

It is very important that children have the opportunity to use both sides of their brain. We have introduced an hourly lesson every week for Year Three where they work on their construction skills through play.

INTEGRATED STUDIES

Integrated Studies is a key subject in Reception and Years One and Two. Each term a topic is studied across the curriculum integrating the following subjects: geography, history, science, English, art and design technology and, where applicable, French, classical studies and music. Study in each subject area meets the National Curriculum attainment targets for EYFS and Key Stage 1. The aim of Integrated Studies is to encourage the children to be active learners, good listeners and to ask thoughtful questions in order to develop a broad awareness of their world.

Every term the children are given first hand experience by visiting museums, sites and places of interest to study the topics first-hand. Expert speakers (often parents) are invited to school to talk about aspects of the topic and to show artefacts. Topics are sometimes looked at through drama or visiting drama companies such as ‘Learning through Action’ or puppet shows. There is a large reference library for the children’s use and a well-stocked and researched resource base. Each topic is supplemented with museum packs, DVD, television programmes, videos, cameras and computer software.

Topics covered in Reception are All about Me, Festivals, Dinosaurs, Food, Mini Beasts, Growth and the Sea, Year One topics are Homes, Under the Ground, Water and Rivers. Year Two topics are the Victorians, Settlements, Trees and Conservation. From Year Three onwards while integrated studies is not a subject in its own right there is an extremely strong and carefully planned policy of integrated studies across the departmental disciplines.

In the early years of the Upper School our education entails a concrete ‘hands on’ activity based approach. Although education in the later years is more classroom based and traditionally academic, there is still a very heavy emphasis on doing, discovering, visiting and experiencing. Our teaching is to small classes and allows each child time to express his own ideas as well as providing careful monitoring by his teachers.

TRADITIONAL GAMES

Small children need resources with which to play outside and we teach some of the traditional games to Year Two as part of their regular curriculum.

PHILOSOPHY

Philosophy and thinking skills are taught as part of an integrated programme throughout the school. The children are encouraged to explore philosophical ideas in group discussion and to plan and analyse strategies for solving a wide variety of problems. In Year Eight the children study philosophical ideas in greater depth. They learn about some of the great philosophers and they follow an intensive course where philosophical discussion is generated from a variety of stimuli.

ASTRONOMY

Astronomy is a subject particularly suited to the minds and interests of able children. Children in Year Five receive an introductory course in this exciting discipline, where they investigate the night sky and predict the movement of the stars

CLUBS AND ACTIVITIES

We have a wide range of lunch-time and after-school activities which both supplement the curriculum and give children the opportunity to further develop their interest in a specific activity and to participate in school teams. These include the orchestra and sports such as netball, football, rugby, badminton, basketball, cricket, tennis, dance, gymnastics, hockey, athletics, cross-country, rounders, and swimming. There are also clubs from a selection of the following: chess, art, craft, drama, orienteering, cookery, gardening, stitchcraft, French, current events, debating and homework. After-school activities take place from 3:00/3.30 pm until 4:45 pm with later finishes for some matches. There is no charge for clubs, with the exception of judo which is taught by an outside specialist.

Clubs are primarily aimed for the older children who have a heavily academic timetable and for members of orchestra and teams. We believe the younger children should go home whenever possible at 3.00 pm or 3.30 pm and limit their club activities to one or at most two days a week. One of the clubs available for older children is a supervised homework club on every day of the week.

AFTER SCHOOL CARE

An after school care facility is available between the hours of 3.00 pm - 5.30 pm each day for all children who have reached their fifth birthday. Activities are arranged and include a homework session and refreshments. There is also a morning care session between the hours of 8.00 am - 9.00 am.

Revised 1 October 2003; August 2009

Reviewed October 2009

Revised January 2010; May 2011