Saturday, December 14, 2013
Thursday, December 12, 2013
Christmas gathering
A Christmas get together was held in Oakville academy. Mothers along with their kids participated in the games and competition held by the school and santa clauss distributed gift packets amongst the children.kids sang along with the melodious tune of jingle bells .
Friday, September 20, 2013
yellow day at school today
The children understanding and identifying
yellow.
Picking all that is yellow.
To sit on chairs that are yellow.
All dressed up in dresses with yellow on it.
Outside the office a collage of the
inaugural pictures.
Tuesday, August 20, 2013
The school
The school building as it looks from outside
The inaugural day
Vineeta Dhanani with Mr R.I.Thornton (director Bishop Westcott Group of Schools)
The cutting of ribbon
All about the school
The formation of the School has been inspired by an educationist who has been associated with a very reputed School, for many years in Ranchi. The School is managed by a Board of Partners, responsible for reviewing and implementing policies, practices, strategic decisions and selecting faculty to ensure that, the School meets the standards required for imparting sound education, discipline and development, of good moral character of its students.
The School offers sessional care for children aged 2 years and above from classes Pre-Nursery onwards, situated in a purpose built setting having large and comfortable classrooms with indoor as well as outdoor play area, within the boundary of the School premises.
Our Aims
provide high quality care and education for children in a safe, secure and stimulating environment.
work in partnership with parents to help children learn and develop.
offer children and their parents a service that values diversity and works within a framework that promotes equality for all children and families.
encourage independence, develop self-esteem and self-confidence.
concept of obedience and self discipline that would enable the child to adjust naturally in any environment
above all ensure that there is no discrimination whatsoever, in respect of caste, colour, creed or community of the child.
Our Staff
The school has a professionally qualified, experienced and friendly staff team.
Each staff member has a group of children for whom she/he is particularly responsible and discusses your child’s likes and dislikes with you and any routine that your child may have and will help your child to settle in. They will also make sure that the care and education we provide is right for your child’s particular need and interest and will also be responsible for observing and monitoring your child’s development and updating parents about their child's performance. Parents should be confident that any matter discussed with any member of staff would remain confidential.
Recognition of Achievement
The School keeps records about each child, including observations about their experiences and achievements. These help us to celebrate together her/his achievements and to work together to monitor progress and plan the next steps in line with your child’s interests. We believe that parents know their children best and we ask them to contribute to their learning, by sharing information about what their children like to do at home and how they, as parents, are supporting development.
Daily Routine
The School has a routine, which includes free play, structured activities, songs and stories, physical play and refreshment breaks. Children under 3 yrs are provided with stimulating activities, encouraged to share with others and integrate with the older children.
Group activities
The School organises its sessions so that children have a range of activities allowing them to build up their ability through different tasks to its completion. They are also helped and encouraged to take part in small and large group activities that introduces them to new experiences and helps them to gain new skills and learn to work with others.
Outdoor Activities
Outdoor activities contribute to children's health, their physical development and their knowledge of the world around them. The children have the opportunity - and are encouraged - to take part in outdoor child- chosen and adult-led activities.
Arriving at and Leaving School
Arrivals and departures can be busy times, and parents should endeavour to send the child to School 10 minutes before starting time which is 9:00am and arrange to collect the child/children at the end of School session. It is essential that you telephone the School to let us know if you are delayed, however, such delay must not be more than 15 minutes beyond collection time.
Attendance
Please ensure that your child regularly attends classes and advance notice, alongwith reason is given in case of intended absence and medical certificate in case of illness beyond two days.
What to bring when your child starts School
Uniform, Spare clothes/nappies
In addition to wearing the normal uniform, children up to Nursery will need to bring a set of spare clothes in case they become wet or dirty. If your child is in nappies, please remember to bring in spares, wipes and creams.
Name Labels
For purpose of identification and security of the children, every child will necessarily wear a name tag on his/her uniform/clothing while attending School.
Settling In
It is important for parents and staff to work together to help your child feel confident and secure in the group, as an unhappy child, is unable to play or learn properly. This can take longer for some children than for others and parents should not feel worried if their child takes a while to settle.
Parents
The School recognises parents as the first and most important educators of their children. All staff see themselves as partners with parents in providing care and education for their child and parental involvement, such as exchanging knowledge with the staff about the child's activities & interests and guiding the child in activities to be prepared at home, are considered to be an essential part of our School.
Admission Procedure
Admission to the School is open to children coming from all walks of life subject to making an application in the prescribed format during the period of admission and subject to meeting the admission criteria.
INSIGHT TO THE FOUNDATION CURRICULUM
We plan activities and experiences which will encourage and support all children, based on the framework within the Early Years Foundation Stage Curriculum. There are seven areas of learning and development that must shape educational programmes in early years setting.
The Prime Areas
Communication and Language
Listening and attention : Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relative comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity.
Understanding : Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.
Speaking : Children express themselves effectively, showing awareness of listener's needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events.
Physical development
Moving and handling : Children show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing.
Health and self care: Children quickly learn the importance of physical exercise and a healthy diet for good health and tend to adapt themselves to the same. They also manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.
Personal, social and emotional development
Self-confidence and self-awareness: Children are confident to try new activities, and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don’t need help.
Managing feelings and behaviour:
Children talk about how they and others show feeling, talk about their own and others behaviour and it’s consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations, and take changes of routine in their stride.
Making relationships:
Children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others needs and feelings, and form positive relationships with adults and other children.
Specific Areas :
Literacy
Self Reading: Children read and understand simple sentences, They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.
Writing: Children use their phonic knowledge to write words in ways which match their spoken sounds, They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.
Mathematics
Numbers:
Children count reliably with numbers from 1 to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.
Shape, space and measure:
Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.
Understanding the world
People and communities:
Children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.
The world:
Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes.
Technology:
Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.
Expressive Arts and Design
Exploring and using media and materials:
Children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
Being imaginative: Children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories.
In conclusion, the aforesaid are latent capabilities which, under proper observation, monitoring and guidance, develop with the growth of the child and therefore form a crucial part of the curriculum.
The School reserves the right to change and/or modify this prospectus and its contents from time to time at its sole discretion without referring the same to any parent or child.
Management
OAKVILLE ACADEMY
"Imparting education, is not a service rendered by an educationist to the youth, in fact, it is a mission he voluntarily undertakes, to put his ward on the road to success in life."
Mr. R. I. Thornton
Principal ; Bishop Westcott Boys' School
OAKVILLE ACADEMY
Aara Gate, Mahilong, Purulia Road, Ranchi-835103, Jharkhand
Phone : 09334700409, 07250255256, e-mail : oakvilleranchi@gmail.com
The School offers sessional care for children aged 2 years and above from classes Pre-Nursery onwards, situated in a purpose built setting having large and comfortable classrooms with indoor as well as outdoor play area, within the boundary of the School premises.
Our Aims
provide high quality care and education for children in a safe, secure and stimulating environment.
work in partnership with parents to help children learn and develop.
offer children and their parents a service that values diversity and works within a framework that promotes equality for all children and families.
encourage independence, develop self-esteem and self-confidence.
concept of obedience and self discipline that would enable the child to adjust naturally in any environment
above all ensure that there is no discrimination whatsoever, in respect of caste, colour, creed or community of the child.
Our Staff
The school has a professionally qualified, experienced and friendly staff team.
Each staff member has a group of children for whom she/he is particularly responsible and discusses your child’s likes and dislikes with you and any routine that your child may have and will help your child to settle in. They will also make sure that the care and education we provide is right for your child’s particular need and interest and will also be responsible for observing and monitoring your child’s development and updating parents about their child's performance. Parents should be confident that any matter discussed with any member of staff would remain confidential.
Recognition of Achievement
The School keeps records about each child, including observations about their experiences and achievements. These help us to celebrate together her/his achievements and to work together to monitor progress and plan the next steps in line with your child’s interests. We believe that parents know their children best and we ask them to contribute to their learning, by sharing information about what their children like to do at home and how they, as parents, are supporting development.
Daily Routine
The School has a routine, which includes free play, structured activities, songs and stories, physical play and refreshment breaks. Children under 3 yrs are provided with stimulating activities, encouraged to share with others and integrate with the older children.
Group activities
The School organises its sessions so that children have a range of activities allowing them to build up their ability through different tasks to its completion. They are also helped and encouraged to take part in small and large group activities that introduces them to new experiences and helps them to gain new skills and learn to work with others.
Outdoor Activities
Outdoor activities contribute to children's health, their physical development and their knowledge of the world around them. The children have the opportunity - and are encouraged - to take part in outdoor child- chosen and adult-led activities.
Arriving at and Leaving School
Arrivals and departures can be busy times, and parents should endeavour to send the child to School 10 minutes before starting time which is 9:00am and arrange to collect the child/children at the end of School session. It is essential that you telephone the School to let us know if you are delayed, however, such delay must not be more than 15 minutes beyond collection time.
Attendance
Please ensure that your child regularly attends classes and advance notice, alongwith reason is given in case of intended absence and medical certificate in case of illness beyond two days.
What to bring when your child starts School
Uniform, Spare clothes/nappies
In addition to wearing the normal uniform, children up to Nursery will need to bring a set of spare clothes in case they become wet or dirty. If your child is in nappies, please remember to bring in spares, wipes and creams.
Name Labels
For purpose of identification and security of the children, every child will necessarily wear a name tag on his/her uniform/clothing while attending School.
Settling In
It is important for parents and staff to work together to help your child feel confident and secure in the group, as an unhappy child, is unable to play or learn properly. This can take longer for some children than for others and parents should not feel worried if their child takes a while to settle.
Parents
The School recognises parents as the first and most important educators of their children. All staff see themselves as partners with parents in providing care and education for their child and parental involvement, such as exchanging knowledge with the staff about the child's activities & interests and guiding the child in activities to be prepared at home, are considered to be an essential part of our School.
Admission Procedure
Admission to the School is open to children coming from all walks of life subject to making an application in the prescribed format during the period of admission and subject to meeting the admission criteria.
INSIGHT TO THE FOUNDATION CURRICULUM
We plan activities and experiences which will encourage and support all children, based on the framework within the Early Years Foundation Stage Curriculum. There are seven areas of learning and development that must shape educational programmes in early years setting.
The Prime Areas
Communication and Language
Listening and attention : Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relative comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity.
Understanding : Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.
Speaking : Children express themselves effectively, showing awareness of listener's needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events.
Physical development
Moving and handling : Children show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing.
Health and self care: Children quickly learn the importance of physical exercise and a healthy diet for good health and tend to adapt themselves to the same. They also manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.
Personal, social and emotional development
Self-confidence and self-awareness: Children are confident to try new activities, and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don’t need help.
Managing feelings and behaviour:
Children talk about how they and others show feeling, talk about their own and others behaviour and it’s consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations, and take changes of routine in their stride.
Making relationships:
Children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others needs and feelings, and form positive relationships with adults and other children.
Specific Areas :
Literacy
Self Reading: Children read and understand simple sentences, They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.
Writing: Children use their phonic knowledge to write words in ways which match their spoken sounds, They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.
Mathematics
Numbers:
Children count reliably with numbers from 1 to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.
Shape, space and measure:
Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.
Understanding the world
People and communities:
Children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.
The world:
Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes.
Technology:
Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.
Expressive Arts and Design
Exploring and using media and materials:
Children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
Being imaginative: Children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories.
In conclusion, the aforesaid are latent capabilities which, under proper observation, monitoring and guidance, develop with the growth of the child and therefore form a crucial part of the curriculum.
The School reserves the right to change and/or modify this prospectus and its contents from time to time at its sole discretion without referring the same to any parent or child.
Management
OAKVILLE ACADEMY
"Imparting education, is not a service rendered by an educationist to the youth, in fact, it is a mission he voluntarily undertakes, to put his ward on the road to success in life."
Mr. R. I. Thornton
Principal ; Bishop Westcott Boys' School
OAKVILLE ACADEMY
Aara Gate, Mahilong, Purulia Road, Ranchi-835103, Jharkhand
Phone : 09334700409, 07250255256, e-mail : oakvilleranchi@gmail.com
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