Welcome to the Ducklings 

The Ducking Class

 A warm welcome to our Duckling class and Intake Farm Primary School. We're thrilled to be starting this new chapter with you and your children. We're committed to creating a safe, supportive, and inclusive environment where every child feels valued and encouraged to learn and grow.

The teachers are: 

Mrs Helen Cox  - Deputy headteacher, Teaches Duckling class Monday and Tuesday 

Here is a little information about me 

• I  have a Bed Hons from Manchester Metropolitan University and specialised in the EYFS at university, alongside history and drama.
• I am the deputy designated safeguard lead and have been the deputy Headteacher here for seven years.
• I have been teaching for twenty-eight years, most of the time in the Early Years, but have taught in KS1 and KS2.
• I have helped advise local schools about their Early Years practice in conjunction with the LEA.
• I have Makaton level 2 training.
• I have been awarded by Nottinghamshire LEA an Early Years Exceptional Practitioner award 2024.
• I am currently studying for my NPQEYL.
• email hcox@intakefarm.notts.sch.uk

 

Miss Natalie Poole - HLTA and Language Lead - works in class every day and leads the teaching on a Wednesday.

Mrs Lisa Lamb  email lamb@intakefarm.notts.sch.uk - teaches in class on a Thursday and Friday

Mrs Libby Thacker will also be supporting in FS1 everyday. 

Fresh Air 

We do Fresh air activities every day, so please bring appropriate clothing e.g. sun hat or raincoat

Please remember to label all your items, including water bottles and lunch bags.

See the fresh air link on the sidebar for more details 

DEIB 

In the Duckling class, fostering Diversity, Equity, Inclusion & Belonging (DEIB) means creating a welcoming environment where all children feel valued and respected, regardless of their background or abilities. This can be achieved by actively promoting inclusivity in the curriculum, creating an inclusive environment, and ensuring all children have equal opportunities. We celebrate all our similarities and differences in Ducking Class. We do this through books, music, food, visits and visitors.

See the DEIB link on the sidebar

 

Uniform

We do not insist on uniform in the Duckling class, we ask for the children to come dressed ready for active learning and appropriate for the day's activities. We spend the majority of the day outside, so a coat is always necessary. 

P.E is on a Thursday this term. Dress in leggings, joggers or shorts. All jewellery is to be taken out for the day and not covered.

Homework

Letter of the week. Can you find something in your house that starts with the letter of the week and bring it in for the phonics table?

Reading books and phonic cards are changed and checked on a Tuesday. Please remember to sign your reading record book.

Love of reading books (library books) are changed on a Wednesday.

We set fun activities linked with the topic we are doing, we ask that you upload your photo to Dojo (our parent platform) or bring it into class. Look at the current homework menu on the sidebar.

 

 

British Values in the Foundation Stage. 
 

Intake Farm Primary School  

Foundation Stage promotes the 9 fundamental British values within the setting. 
The fundamental British values are: 

1. Democracy 
2. The rule of law 
3. Individual liberty 
4. Mutual respect 
5. Tolerance of those with different faiths and beliefs 

We promote these values within the whole Foundation Stage, and these are at the heart of our setting. 

 

 

 

1. Democracy – we all have a voice; we all promote change for the better 

•Everyone at Intake Farm is treated equally 
•We support and raise children’s confidence 
•Developing an awareness of our own emotions and feelings and having an understanding of other people’s emotions and feelings 
•All resources should be accessible to all children who attend the setting 
•Letting children lead activities and practitioners follow their lead 
•Developing children’s understanding of rules and boundaries within the setting 
•Using visual cues 
•practitioners being consistent in all approaches – behaviour strategies / SEND strategies / routines and rules and boundaries 
•Giving children time to communicate 
•Allowing children choices 

2. The rule of law - we all need to follow rules and laws. Laws are put in place to protect us. 

•Having rules displayed, so the children can visually see them 
•Practitioners are consistent in the approaches they use within the room 
•Positive reinforcement 
•Supporting children’s understanding of self-regulation (managing their own feelings) 
•Supporting children’s understanding that their actions have consequences 
•Develop an understanding of right and wrong 

3. Individual liberty 

•Giving children the opportunity to explore and learn about the local community around the setting and locally to the setting 
•Encouraging and promoting that every child has a voice and a right to be heard 
•Everyone has opinions, and it’s OK for them to be different to someone else 
•Encouraging children to look after their resources in the setting 
•Encouraging children to respect each other 
•Encouraging children to listen to each other 
•Building trusting relationships with the children in our care 
•Ensuring children feel safe and protected 
•Supporting children’s understanding of our rules and boundaries 

4. mutual respect - being respectful to all, ensuring everyone has a voice and to ensure everyone is treated fairly. 

•Encouraging sharing 
•Learning about respect and being respectful to others 
•Understanding it is OK to be different 
•Being part of the wider community 
•Celebrating special moments 
•Treating others like you would want to be treated 
•Learning about similarities and differences 
•Maintaining rules and boundaries in the setting 

5. Tolerance of those with different faiths and beliefs 

•Valuing all faiths and cultures 
•Respecting all faiths and cultures 
•Celebrating difference 
•Learning about the wider community 

 

 

Protective characteristics in the Foundation Stage 

All children In the Foundation Stage feel valued and respected regardless of their individual characteristics; this is done by incorporating diverse representation in the curriculum, actively addressing any discriminatory behaviour, and ensuring staff training on equality and inclusion issues.  

                                                                5 
 
Curriculum and learning environment: 

 
Diverse representation 

We include stories, pictures, and activities featuring characters from various backgrounds, ethnicities, abilities, and family structures. 

 
Language 

We use inclusive language and avoid gender stereotypes in our daily interactions and activities. 

 
Accessibility 

We ensure the learning environment is physically accessible for children with disabilities. 

 
Cultural awareness  

We integrate celebrations and traditions from different cultures into the curriculum. 

 
 
Positive role modelling 

We encourage staff to actively demonstrate inclusive behaviours and address any discriminatory language or actions. 

 
Parent engagement 

We actively involve parents in discussions about diversity and inclusion and seek their input on how to better support their children. 

 
Observations 
Our Observations, Dojo, and floor books show specific examples of how we incorporate diversity into daily interactions and activities with children. 

 
Child-led learning 

We observe and record instances where children show positive interactions and acceptance of differences. 
Self-evaluation: We regularly reflect on our practices and identify areas for improvement regarding inclusivity and equality. 

 
Physical Needs 
We work with parents to provide adapted equipment and activities for children with physical needs.  
We include children with disabilities in group activities and ensure peer support.  
We work closely with parents and specialists to understand individual needs.  

 
Race and ethnicity: 
We read stories featuring diverse characters and discuss cultural differences.  
We celebrate cultural holidays and traditions with appropriate activities.  
We ensure staff are familiar with and use children's correct names and pronouns.  
 
Gender 

We avoid gender stereotypes in activities and language.  
We encourage children to participate in activities traditionally associated with both genders.  
We discuss gender equality and respect for all gender identities.  

 
Continuous Professional Development for all staff 
We regularly review our practices and ensure we are actively promoting equality and inclusion for all children.