Kindergarten Handbook

2023 - 2024
 Headteacher’s Welcome

Dear Parents,

Welcome to Rainbow International School Uganda (RISU), a place where curiosity knows no bounds,
friendships bloom, and the joy of learning fills every corner. We are delighted to have you and your
child as part of our vibrant and nurturing Early Years school setting, where we focus on cultivating the
foundations of lifelong learning and character development.

At RISU, we understand that these early years are incredibly formative, laying the groundwork for your
child's future success and happiness. Our commitment is to provide an environment that supports
holistic growth, embraces the rich cultures that attend our school, and fosters a love for learning.

One of our primary focal points is the UK Early Years Foundation Stage (EYFS) framework, which
guides our approach to early childhood education. This framework emphasises the seven key areas
of learning and development, including communication and language, physical development,
personal, social, and emotional development, literacy, mathematics, understanding the world, and
expressive arts and design. Through play-based activities and hands-on experiences, we aim to
nurture your child's abilities across these domains.

Moreover, we strongly believe that learning is not confined to the classroom alone. Your child will
have the opportunity to explore, discover, and develop essential life skills through hands-on
experiences, inquisitive exploration, and creative expression. We encourage a strong work ethic,
instilling values of perseverance and responsibility from an early age.

Our school is not just a place of education; it is a community where relationships are built, friendships
are formed, and children develop a sense of belonging. We promote a warm and loving atmosphere
that values every child's uniqueness. We believe that children thrive when they feel safe, valued, and
understood.

Another exciting aspect of RISU is our affiliation with the International Primary Curriculum (IPC),
which broadens horizons and fosters global perspectives. Through this framework, your child will
explore a wide range of subjects and themes, promoting curiosity and a love for learning about the
world around them.

As you embark on this wonderful journey with us, please know that our doors are always open. We
encourage your active involvement in your child's education and the school community. We look
forward to partnering with you to provide the best possible foundation for your child's future.

Once again, welcome to Rainbow International School. Together, we will inspire and nurture the
brightest minds, kindest hearts, and most curious spirits.

Warm regards,

Richard Mottram, Head of Primary ([email protected])

 Introduction

In Kindergarten we welcome the children to the next phase of their learning after Nursery. Our main focus is
on every child being happy and ready to learn.
The children’s previous experiences whether at home, in Nursery or indeed other educational settings are all an
important basis for us to build upon and enable all the children to progress and develop to the best of their
potential.
The children’s personal, social and emotional development is vital as it impacts on all areas of their lives. This
provides a sound foundation for success in learning. The Kindergarten class offers a safe, secure, supportive
and caring environment, which is vital for children to maximise their all round development. The children are
offered a range of experiences and opportunities through active learning. The children learn through play and
investigation. They are encouraged to talk, observe, plan, question, investigate and explore, through a variety of
activities which are continually adapted to suit learning needs and styles. Through using the classroom and
outdoor environments children learn and develop their skills, knowledge and understanding. The children are
encouraged to talk, discuss and share their learning experiences. They are offered stimulating and exciting
learning opportunities where they learn as a class, in groups, or as individuals. Children are treated as individuals
and learn at their own level and pace to achieve their full potential. Each child is encouraged to be as
independent as possible and to become confident in their own abilities.

Our Learning Focused School

At RISU we talk about what the children are learning as opposed to what they are doing.

Each child is an individual and we are interested in how they progress and achieve rather than attainment. We
assess children throughout the year to measure their learning; the change that occurs in their knowledge, skills
and understanding as a result of the learning experiences they have.

Within RISU, we are a learning focused community. Both the staff and children continually develop their
learning, this in turn brings the school community together.

Teaching staff in Kindergarten:

Each class in the Primary section has a full time class teacher and a full time teaching assistant;

CLASS CLASS TEACHER TEACHING ASSISTANT

Kindergarten Miss Racheal Nabulime Ms Agatha Batenga

 Principles of Learning

At RISU we believe learning is most effective when learners:

invest in the value of learning are actively involved and make meaningful choices

are given a safe space to rehearse can use the appropriate subject vocabulary or key words

are given the opportunity to reflect can use the language of learning and demonstrate their
learning in a variety of ways

negotiate risk can transfer the new into a variety of different situations

Knowledge Skills and Understanding

At RISU we believe that differentiating between knowledge, skills and understanding is crucial to the development
of children’s learning.
 KINDERGARTEN CURRICULUM MAP

Kindergarten Term 1a Term 1b Term 2a Term 2b Term 3a Term 3b

Around the world Olympics

Topic name All About Me Buildings Once upon a time Growing and changing
Dance & Gymnastics
Phase 1
Phase 1
Aspect 4: Rhythm and rhyme Phase 2 Phase 2 Phase 2
Aspect 1: Environmental sounds Phase 2
Aspect 5: Alliteration Introduce and teach set 3 and 4 Introduce and teach set 5 and 6 Introduce and teach set 5 and 6
Aspect 2: Instrumental sounds Introduce and teach set 1 and set
Aspect 6: Voice sounds letters:- g,o,c,k,ck,e,u,r letters:- h,b,f,ff,l,ll,s,ss letters:- h,b,f,ff,l,ll,s,ss
Phonics Aspect 3: Body percussion 2 letters:-,p,a,s,t, m,i,n,d
Aspect 7: Oral blending and Begin reading words Begin reading words and captions Begin reading words and Captions
Aspect 4: Rhythm and rhyme
segmenting

Ongoing phonics application: Jolly Phonics songs, blending & segmenting; phoneme counting
Story: She’s Got This by Nina
Mata
Story: Owl Babies by Martin Story:
Nadia The Girl Who Couldn't Sit
Waddell Story: How to make an apple pie Story: One Big Building by The Lion and the Mouse Story: When I GRow Up
Still by Karlin Gray
Goldilocks and the Three Bears and see the world by Marjorie Michael Dahi Jack and the beanstalk https://www.youtube.com/watch
Rhymes:
by Audrey Daly Priceman Little red riding hood ?v=UNDaAXIH66w
English The Olympic song
Rhymes: London Bridge is
I have a very busy body
Rhymes: Rhymes: falling down Rhymes: Rhymes: There so many things
Heads shoulders knees and toes
If You’re Happy and You Know It's a small world after all. Hey Diddle Diddle. that grow grow grow
Here we go round the mulberry
It Ten in the Bed.
bush
Follow the leader
It’s me 1.2.3 To 10 and beyond
Getting to know you Building 5 and 6 Sharing and grouping
Circles and triangles Growing 4,5 How many now?
Match, sort and compare Explore 3D shapes Visualise, build and map
Maths Shapes with 4 sides Length, height and time Manipulate, compose and
Talk about measure and patterns To 110 and beyond Making connections
Alive in 3 Building 4 and 5 decompose
It’s me 1,2,3 How many now? Consolidation
Mass and capacity Sharing and grouping
Olympics
IPC All About Me Buildings Growing and changing
Around the world Dance & Gymnastics
(Science, History, My Emotions My home Lifecycles
My country Once upon a time What is the Olympics?
Geography and Mybody Materials for building How humans grow
My classmates countries Fairy tales and traditional tales Where will it be?
International My senses Buildings in the past How plants grow
Celebrations and culture Olympic song
Mindedness) My Body Buildings around the world
Olympic games
Being My Best
PSHE Valuing Differences Keeping Myself Safe Growing and Changing Growing and Changing
Rights and Responsibilities Me and My Relationships
Body, home & friend songs High & low Songs about buildings songs found in stories Songs about growing The Olympics song
Music
High & low Sing along Loud & Quiet Fast & Slow long & short sounds
Gross motor movements Gross and fine motor movements Gross and fine motor Gross and fine motor movements Gross and fine motor movements
Toileting
Dance Dance movements Manipulating tools Manipulating tools
Physical Independence and self-care
Manipulating tools Manipulating tools Manipulating tools Healthy eating Healthy eating
Development Taking turns
Healthy eating Healthy eating Healthy eating Water confidence/Big mountain Water confidence/Big mountain
Water confidence/water play
Water confidence/Big giant walk Water confidence/Big giant walk Water confidence/Big Mountain float float
Managing feelings Managing feelings Managing feelings
Settling into routines Embedding routines Self-care
PSED Belonging & adjusting behaviour What I can do What I can do
Managing feelings Managing feelings Managing feelings
to situations (jobs/responsibilities) (jobs/responsibilities)
Ball skills Ball skills Gross & fine motor games Athletics Athletics
International Dance
PE/ Swimming Hand-eye coordination Direction, speed & climbing Balancing & using equipment & Gymnastics & Gymnastics
Water confidence/water play
Water confidence/Big giant walk Water confidence/Big giant walk Water confidence/Big Mountain Water confidence/Big Mountain Water confidence/Big Mountain
A listening walk around school Elmer Day
Country colour dress up day Talent show
Trips/visits/gue Orange day celebration Brown day celebration Fairytale character day Sports Day
Feast of nations Big Splash
st speakers Family fun morning Construction day Family fairytale show Olympic Games
Farm trip
International Day Graduation
 EYFS Curriculum Overview
Learning within Early Years is carefully planned and structured to help your child’s development. This is undertaken
through the Early Years Foundation Stage curriculum. The Early Years Foundation Stage curriculum is organized to
take care of and develop the whole child and not just their academic learning. Our Foundation curriculum covers the
following:-

● Personal, Social and Emotional Development;

● Physical Development
● Communication and Language;
● Literacy;
● Mathematics;
● Understanding the World;
● Expressive Arts and Design.

The prime areas begin to develop quickly in response to relationships and experiences, and run through and support
learning in all other areas. In addition, there are four specific areas of learning. The specific areas include essential
skills and knowledge. They grow out of the prime areas, and provide important contexts for learning.

EYFS and IPC

The children use the ‘Learning Goals’ of the International Primary Curriculum as a basis for their learning.

The principles of the IPC can be summarised as follows:

- The overriding purpose of Early Years education is to help children develop the skills and attitudes they
will need both at this level and throughout a lifetime of learning
- Children need a holistic educational experience that doesn’t create artificial boundaries between different
 aspects of their development
- Play is an essential part of children’s learning and general development
- The activities undertaken by the Early Years children should help them start to work towards the subject,
personal and international goals at Milepost 1 of the International Primary Curriculum (IPC)

The learning of children in Kindergarten is fostered, promoted and developed through these four learning strands:

Independence and interdependence Exploring

Communicating Healthy living

The IPC units this year for Early Years are:

● All about me
● Around the world
● Buildings
● Once upon a time
● Growing and Changing
● Olympics

Two key elements within the IPC are International Mindedness and Personal Goals. These are not taught as stand
alone subjects, instead they are interconnected into our curriculum subjects, whole school focused events and
weekly assemblies.

International Mindedness

Each thematic IPC unit of work includes specific tasks related to International as a subject in its own right, as well
as encouraging schools to explore the unit from the perspectives of both the ‘host’ country (the country ‘hosting
the school’) and ‘home’ country (the country which children call ‘home’).

Our definition of International Mindedness here at RISU is:

International Mindedness is the ability to respect and value the cultural and linguistic diversity of our
school community, by developing an understanding through learning about, from and with each other.
Personal Goals

Throughout Early Years we aim to make the children develop an understanding of these goals by using age
appropriate language. Each of the goals are linked to an animal to help the children remember what they mean.

Adaptable A communicator A collaborator

I can cope with unfamiliar I can understand how others feel

situations and see things from their point of I can play well together with my
friends
view

Empathetic Ethical Resilient

I know right and wrong and do I try my best to behave accordingly

I can find out about things

Respectful A thinker

I can look after things I can share

 Language Development in EYFS

Language development is of vital importance in Kindergarten. The child’s speaking and listening skills are
emphasised, supported and developed at all times. Children will be encouraged to talk about themselves, share special
events, recall recent experiences, predict what might happen and relay simple messages. Adults will encourage
discussion by initiating, participating in and extending conversations. The children will be encouraged to use
appropriate language when involved in different situations and be introduced to specific vocabulary.

The children experience reading and writing through a wide range of activities. Through the use of books, rhymes and
poems, we aim to nurture a positive attitude towards reading, and familiarity with books and their format. Children
are encouraged to choose books to share. They will begin to develop an awareness of print and the recognition of
their own name, labels and text in their environment. The children will be encouraged to make marks using a variety
of materials and use emergent writing skills in play when making lists, writing notes or messages.

They will be taught to listen carefully following phase one of the ‘Letters and Sounds’ programme currently used in
England and Wales. The children’s language learning in the Kindergarten will prepare them for the introduction of
more reading and writing skills in Reception. All English lessons are linked to the IPC units covered within the term
apart from phonics, which is taught as stand alone subject.

ENGLISH UNITS TAUGHT WITHIN KINDERGARTEN

Term 1 IPC Units

1a All About me
1b Around the world
Storytelling , Book handling , Role play, Responding to familiar sound
reading and talk, book narrative, rhyme, alliteration, responding, print
culture, blending, segmenting, writing letters)

Phonics
Phonological awareness
Letters and Sound Phase 1:- ( Aspects 1 - 7)

Term 2 IPC Units

2a:- Buildings
2b:- Once upon a time
Stories settings, sequences, picture reading, rhymes and alliteration
book narrative, responding, handwriting, linking letters to sounds

Phonics
Letters and Sounds phase 2 ( set 1, 2,3 and 4)
Letters:-,p,a,s,t, m,i,n,d,g,o,c,k,ck,e,u,r
Begins reading words
Term 3 IPC Unit
3a:- Growing and Changing
3b:- Olympics
Handwriting, speech sound discrimination, rhyme, alliteration, oral blending,
non-fiction, reading words and sentences

Phonics
Letters and Sounds phase 2 ( set 5 and 6)
Letters:- h,b,f,ff,l,ll,s,ss
Begin reading words and sentences

Mathematical in EYFS

Practical Mathematical experiences occur daily in Kindergarten and are integrated and linked to learning in other
areas. The children use equipment for sorting, classifying, comparing and counting. They also use counting songs to
develop their counting skills. They are encouraged to problem solve, investigate and talk about their experiences and
explain reasons for their choices. They will be introduced to mathematical language.

MATHS UNITS TAUGHT WITHIN KINDERGARTEN

Term 1 Getting to know you

Match, sort and compare
Talk about measure and patterns
It’s me 1,2,3
Circles and triangles
1,2,3,4,5
Shapes with 4 sides
Alive in 5
Mass and capacity

Term 2 Growing 6,7,8

Length, height and time
Building 9 and 10
Explore 3D shapes
To 10 and beyond

Term 3 To 10 and beyond

How many now?
Manipulate, compose and decompose
Sharing and grouping
Visualise, build and map
Making connections
Consolidation
 Assessment

Assessment in the EYFS is of two main types

(i) Formative assessment (on-going assessment) which is what practitioners do on a daily basis to make decisions
about what the child has learned or can do already so as to help the child move on in their learning. This informs the
next steps that are planned with the child and the parent.
(ii) ‘Summative assessment – outcomes of this assessment are recorded and parents and practitioners use the
information gained to identify a child’s strengths and their learning needs.This ‘sums up’ all the different information
from on-going assessments that have been made about the child.

Observations are a vital part of the assessment procedure within Early Years. As each child has a unique set of abilities
and talents, observations in different situations capture these first hand. The starting point is always with the child.
Observing what children choose to do, what their interests are and who and what resources they enjoy playing with,
provides adults with reliable information about children as individuals.. Observations also provide opportunities to
gauge children’s needs and so more accurately plan next steps in their learning. Observations take place on a regular
basis as part of daily routines. Discussing these with the child, their parents and team members gives a starting point
for a holistic approach that will ensure that the child is always central to what is planned.

Assessment overview for Reception

Term 1 Term 2 Term 3

- Learning & development - Learning & development - Learning & development

overview overview overview
- Maths (EYFS) - Maths (EYFS) - Maths (EYFS)
- Picture & mark making - Picture & mark making - Picture & mark making
- Phonics - Phonics - Phonics

PSHE
We are developing a more structured and formal pedagogy towards the teaching of PSHE across the Primary School
and it has been given dedicated time within the timetable. We are also developing the culture within the school and
wider school community to support the ethos behind the teaching of PSHE. We are promoting cross-curricular links
within the wider curriculum, in particular IPC. We will also be running workshops for parents over the year. The
PSHE curriculum helps the children to develop a variety of skills and understanding across a range of topics
concerning Personal, Social, Health and Economic education. Each term will bring a new unit within which these
themes will be covered:

Learning Week - Being My Best - Growth Mindset/ Personal Goals / Keeping myself healthy
Term 1a - Me and My Relationships - What makes me special /People close to me /Getting help
Term 1b -Valuing Difference - Celebrating differences / Showing kindness
Term 2a- Keeping Myself Safe -Keeping my body safe / People who help to keep me safe
Term 2b - Rights and Respect- Looking after myself and things around me
Term 3 - Growing and Changing - Life stages / Growing independence
PSHE education aims to develop skills and attributes such as resilience, self-esteem, risk-management, teamwork and
critical thinking in the broad contexts of health and wellbeing, relationships and living in the wider world. It
emphasises how the elements of PSHE education penetrate all that we do and empowers learners to become
empathetic, self-aware, responsible and conscientious global citizens. It aims to develop knowledge, skills and
understanding of concepts within these topics to empower pupils to know how to keep themselves safe and healthy
whilst preparing them for work and life in the wider world.

Assessment in PSHE is not based on levels, grades, passing or failing. PSHE is a sensitive area of the curriculum to
assess and therefore assessment will be undertaken using ongoing observations by all staff while in contact or
engaging with pupils within the school. It is child centered and practical in order to support the growth of the
children. Relevant recording will be done through forecasts and feedback to parents will be communicated within
their school reports.

Computing
In Kindergarten, the children will have weekly Computing lessons where they will begin to develop key computing
skills which link directly to the EYFS early learning goals. They will use a range of devices including desktop
computers, tablets and floor robots. The children will learn how to use different input devices, such as a mouse,
keyboard or touchscreen, to control a variety of programmes as they create digital art, take photographs, record
videos, make music and much more.

Music
Specialist Music lessons occur once per week in Kindergarten and extend the musical development that happens
regularly in the classrooms. It is an opportunity for children to explore sounds and how they can be controlled.
Children will be encouraged to sing and respond to a range of action songs which aid the development of language
and motor skills.
They will be introduced to and experience playing a range of tuned and untuned percussion instruments. Children will
be taught specific listening skills and begin to understand the basic elements of music – beat, rhythm, pitch, tempo
and dynamics.

Students will often work collaboratively in groups and will have many opportunities to develop their confidence in
performing to their peers and others.

Some of the topics we will be studying are:

- “The Seven Little Penguins” - music and literacy, stories and sounds
- Growth and Change - loud and quiet
- All about me - Beat and tempo
- Going places - high and low
- Exploring pitch, pulse and rhythm through singing games and rhymes
- How are sounds made?
 Physical Education (PE)
In Kindergarten the Physical Education Program at Rainbow focuses and develops safe and appropriate movement.
A specialist PE lesson takes place once a week (with additional follow up from the class teacher). This ensures that
the children will learn to enjoy a variety of activities in a supportive environment, they will become more confident
and competent movers. Spatial awareness, thought and language collectively form a basic understanding of
movement concepts in the stages of early learning.
Following the Early Years IPC curriculum, the students will be covering gymnastics, athletics/fitness, ball skills,
net games and movement to music. Within these 6 categories, it is expected that students will:

● Develop a variety of fine and gross motor basic movements (general coordination, balance, direction)
and manipulative skills (throwing, catching, kicking and striking)
● Develop positive social skills and the ability to get along with others in movement
environments e.g. take turns, share equipment, move safely and cooperate behavior
● Increase kinesthetic awareness (spatial and body awareness) and be confident and safe movers
● Improve early stage problem solving and movement creativity while using a variety of manipulatives
(balls, hoops, beanbags, racquets, parachutes and general PE equipment)
● Develop and maintain acceptable levels of physical fitness through moderate and vigorous physical
activity
● Enjoy and seek out physical activity for lifelong wellness

Swimming
Swimming is an essential life skill and part of the Primary P.E. curriculum. All children are expected to participate in
the school’s swimming programme, which aims to broadly develop a child’s water confidence leading to coordination
and safety in deep water (a life skill); develop their stroke development technique, introduce the child to water safety
and develop their independent and team skills.

The programme followed at Rainbow International School are appropriate to each individual child’s ability and needs.

In early years we particularly focus on having fun in water, safety and water confidence. These
activities are taught through the following areas:

- Water games eg. walking in the swimming pool, playing with balls, using noodles, floating objects
- Saying out loud and showing best safety ways of how to get into the swimming pool
- Moving step by step as they show how much confidence they have in the swimming pool e.g Telling the
teacher and showing what they can do, going to the level group they are familiar with in terms of
confidence
- Saying out the swimming pool rules loud and clear e.g no pushing, no running around the pool no
pushing others in the pool

Learning Support
The Primary Learning Support department caters for ALL children in Primary, ensuring that they are monitored on a
regular basis and those who do not meet the Year Group objectives are supported, following individualised targets.
Intensive support is given if a child has a learning difficulty that calls for special educational provision to be
made. Support is also given for social, behavioural and emotional needs, as well as for difficulties in fine motor,
processing, memory and reasoning skills, among others. For children in the EYFS programme, support is provided
within their regular classroom environment.
New non-English speakers start out in an intensive ESL programme tailored to enable them to communicate basic
needs in English as well as to express themselves sufficiently in their interactions with their peers and teachers.
Otherwise, children who are learning English as an additional language are given in-class support or targeted
instruction in the ESL room based on their proficiency in the English language. Non-English speakers in EYFS are
catered for as part of the continuous provision programme whilst being monitored by the Primary Learning Support
department .

Children who require specialised services/therapies such as speech and language, occupational or physiotherapy
are referred to professional therapists for evaluation, following which, intervention is made possible here at
school under the guidance of the SEND Coordinator.

School Counsellor
While some students who seek counselling have chronic emotional difficulties, most are dealing with normal life
events and are simply in need of an objective listener. Any student can see the counsellor of their own initiative or
can be referred by SLT, class teachers or any member of the teaching staff. Preventative workshops can also help the
students to stay focused by supporting them to make the right choices and addressing their reactions to certain
situations. Through educational activities during focused sessions the students will learn to become a better version
of themselves and to help others in making the right choices.

Home Learning
Home learning tasks can play an important part in consolidating children’s attainment, developing independent
learning habits and involving parents in the education of their children.
In Nursery, Kindergarten and Reception, we ask all parents to read to and with your child every day. A home learning
activity will be given each week which will increase in amount as the children move through the Early Years
department to ensure they are ready to meet the expectations on Year 1 when the time comes.

Parents as Partners
Parents are the prime educators of their children, therefore parents and teachers need to work together in the best
interests of the child. Our goal is for your child to feel happy, secure, confident and curious, embracing new
experiences with interest and creativity.
At RISU we value the contribution parents make and we hope to work closely with you.

You can support your child at home by:

• Speaking in your home language

• Talking to your child about their day, “ What have you learnt today?”
• Sharing in the learning your child brings home by asking them about it…..eg how did you do it?
What did you enjoy? Were you learning by yourself or with friends?
• Using positive and encouraging words when your child is learning something new
• Encouraging your child to be independent
• Encouraging your child to be resilient and have a go at something new or challenging
• Reading and sharing books together
• Taking your child on visits that could link with your IPC units
• Encouraging your child to look carefully at the world around them – discuss what they see,
counting items that they see, describing colours of things that they see
• Helping your child share any special festivals or celebrations with us
• Working together with school to have a consistent approach to challenging behaviour eg. not
wanting to share
• Spending time with your child, e.g. cooking together, going for a walk, riding bicycles or other
physical, practical activities
Staff are always happy to meet with you to answer questions and to discuss the progress of your child/ren
throughout the year. Feel free to send questions or ideas to us; we are always willing to listen. If anything arises
concerning your child, please talk to us… if it is on your mind then it is important to us.

As you will appreciate, because of our teaching and supervision commitments, staff are not always immediately
available to meet in person. To ensure that a staff member is able to see you, please either telephone, email the staff
member or write to the teacher in question, to arrange a suitable appointment.

Class Teacher Miss Racheal Nabulime [email protected]

Head of EYFS Mrs Annie Butera [email protected]

Primary Head Mr Richard Mottram [email protected]

Primary Deputy Head Mrs Roslyn Andrewartha [email protected]

Principal Mr Derek Jones [email protected]

Primary Secretary Justine Kyomuhendo [email protected]

Whole School Reception Tracy Onapa [email protected]

0393 266 697
0758 032 501

We hope your child has a happy and successful year in Kindergarten