Stork Club

What is the Stork Club?
Exercise and Pregnancy
Physiology and Pregnancy
Finding a School
 

What is the Stork Club

The Stork Club is a mini Club within the Park Club available to all members who wish to join - especially created for new mothers and fathers. We hold regular seminars, informal meetings and courses for mothers-to-be and new mothers, covering a range of topics such as First Aid, Baby Massage, Nutrition for Mothers-to-be and Nutrition for Babies, focusing on the benefits of Healthy Eating. As a registered Stork Club member you can receive £150.00 worth of Stork Club vouchers 2 months after your new baby is born*.

The seminar series, which sits at the heart of the Stork Club, is comprehensive and designed to complement, rather than replace, the sessions provided by NCT and other preparatory groups. While many of these talks have been targeted at the antenatal mother, we have had an overwhelming number of requests for us to extend the programme to include subjects relevant to parents of older children.

The seminars are hosted by a variety of people, some of whom are members of The Park Club. As part of the Stork Club we set up consultations with the Gym Physiologists who can provide you with guidance on what exercise can and can't be done, before, during and after pregnancy. Members may dip in and out of the programme of seminars as they wish.

Registration with The Stork Club will also give you information about The Ark in the Park and all the Programmed Activities they offer, information on schools, activities, local information, parental survival and more. Please do mention it to us if there are any other topics you think we might have forgotten, which you would like us to explore. As the Stork Club's membership grows, further services will be added. Members will need to register with the Club to get access to its services. Please download the registration form here [Stork Club](/media_item_attachments/0000/0023/stork_reg.pdf) and email it to Katie Edwards, or one can be completed at reception.

*Terms & Conditions apply

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**EXERCISE & PREGNANCY** Pregnant ladies are often anxious about whether they should exercise, how much and how often. We aim to provide an insight into the answers and the services and support that is available at the Club. **Guiding Statement** The American College of Obstetricians and Gynaecologists suggest that women who are currently participating in a regular exercise programme can continue their training during their pregnancy without major modifications. In practice, many women choose to modify their programme in terms of intensity, duration or frequency due to changes in their comfort level and for other specific reasons. Women that wish to start exercising after becoming pregnant are advised to seek advice first from their doctor. Following this a low impact, low intensity aerobic programme would be the most suitable type of regime to follow. The Gymnasium Physiologists at The Park Club all possess knowledge and understanding in the issues involved with exercise and pregnancy. For the majority exercise is safe and can be beneficial. In tandem with the expectant mother's General Practitioner, the Club and its staff can offer great assistance and benefit. **Does Exercise Help During Pregnancy?** Regular exercise promotes muscle strength and endurance. This can help the expectant mother to carry the weight gained during pregnancy, whilst preparing the body for the physical stress of labour. Exercise before pregnancy and to a degree during pregnancy will aid in the body recovering from labour. Unfortunately there is no evidence to suggest that regular exercise shortens labour! Other acknowledged benefits include: • Enhanced psychological well-being that may help counter feelings of stress, anxiety or depression frequently experienced during pregnancy. • Establishment of permanent healthy lifestyle habits. • A more rapid return to pre-pregnancy weight, strength and flexibility levels. • Fewer obstetric interventions. • Less weight gain. • Greater energy reserve. • Reduced 'post-partum belly'. • Reduced back pain during pregnancy. **Can Exercise Be Dangerous During** **Pregnancy?** There are identified medical concerns, which is the reason that you should consult your GP. But it is generally accepted that healthy women with an uncomplicated pregnancy do not need to limit their exercise for fear of adverse effects. No consistent differences have been reported between exercisers and non-exercisers in terms of whether or not they experience a normal full term labour. It has been identified that high intensity exercise or vigorous exercise which impose substantial respiratory challenges on the expectant mother may lead to somewhat lighter birth weight babies, although these deliveries are well within normal limits and are due in part to less baby fat. As in all things, moderation helps. **Exercise and Pregnancy at The Park Club** During pregnancy, your changing hormone balance can make you feel very unusual, and exercise might seem the last thing that you want to do. Although this is perfectly natural, exercise does have the ability to calm and stabilise, and a person can come away from exercise feeling much better. We have an extensive team of highly trained and experienced Physiologists. All are highly proficient in exercise planning and use the guidelines laid down by The American College of Obstetricians and Gynaecologists and The American College of Sports Medicine. Once you are aware of your pregnancy, contact either your current exercise mentor, or the Health and Fitness Manager, to revisit your exercise plan. A series of appointments will be scheduled with you. During these the Gymnasium Physiologist will discuss with you a plan that is realistic, and sustainable, whilst offering practical advice for any questions that you may have. As you go through your pregnancy, changes to your exercise plan will need to be made to reflect your progress. Your inclusive monthly personal training sessions can be used to make these changes, and we always recommend regular communication with your Gymnasium Physiologist. The Club's Gymnasium Physiologists consider a formal set of guidelines when discussing exercise plans with expectant mothers. A summary of the more important points is included below for interest, but we encourage you to discuss your plans with us first. 1. During pregnancy, women can continue to exercise and derive health benefits even from mild to moderate exercise routines. Regular exercise (at least three times per week) is preferable to intermittent activity. 2. Exercising in the supine position (lying on your back) should be avoided after the first trimester. Long period of motionless standing should also be avoided. These positions can cause difficulties with your circulation. 3. There is less oxygen available for aerobic exercise during pregnancy. Women should be encouraged to modify the intensity of their exercise plan according to how they feel. 4. Pregnant women should stop all exercise when fatigued and should never exercise to exhaustion. 5. Weight bearing activities (such as stepping, running or cross-training) may under some circumstances be continued at intensities similar to those prior to pregnancy. Non-weight bearing activities (such as swimming and cycling) will lower the risk of injury and might make life easier. 6. As the body shape changes during pregnancy, some types of exercise become naturally more difficult. Avoid them, especially in the third trimester. 7. Any exercise involving even mild abdominal pain should be avoided. 8. Pregnancy requires you to take in an additional 300 calories per day, so women who exercise during pregnancy should be careful to ensure they eat and drink enough. 9. Pregnant women that exercise should do more to cool down, so the baby stays cool. Try: * Drink regularly * Wear layered thin clothing * Exercise in cool areas * Monitor your heart rate and try to keep within 140 beats per minute (this is just a guide and of course you must seek help here) * Exercise intensity should not exceed an Rate of Perceived Exertion (RPE) value of 4 to 5 (remember the scale on the gymnasium walls) * Exercise time should be limited to 15-minute periods of exercise, before resting and drinking 10. As stated above, we always encourage you to consult your GP. As a guide, the following problems could well mean that the risks of exercise outweigh the benefits. Please check: * High blood pressure * Pre-term labour during the prior or current pregnancy * Bleeding * Diabetes * Extremes of body weight * Irregular heart rhythms * Multiple pregnancy *Cardiac problems _____________________________________________________________________________

**PHYSIOLOGY & PREGNANCY** This section of the site gives detailed information on the changes that occur to the mother's body during pregnancy. It describes the phases of change over the three so-called trimesters, and looks in detail at specific body functions and how they are affected by the developing child. **Introduction** Pregnancy is a natural process that involves big changes in a woman's body. It is different for everyone. Some women have long, difficult and uncomfortable pregnancies that can change their lives right from the start. Others have fairly easy pregnancies and their daily routines may not change until the last few weeks before delivery. Pregnancy normally lasts for 40 weeks, divided in to three terms called trimesters. These last for approximately three months each. Although the gestation period for human beings lasts nine months, the foetus has a recognizable form by the twelfth week of development. The development of the foetus relies on the ability of individual tissues to differentiate themselves in order to complete their formation. The vital organs are not sufficiently developed to sustain life outside of the uterus until the seventh month. **The First Trimester** **Weeks 1 to 12** During the first trimester the following changes occur: * Menstruation stops or becomes very light * The breasts become enlarged * The volume of blood circulating doubles * The uterus enlarges to approximately three times its normal size * Fatigue, nausea and sickness may be experienced * Vaginal bleeding can occur * Constipation and heartburn are possible **Week 1 to 2** The sperm and the egg join in the fallopian tube to form a unique human being. 46 chromosomes join to determine a person's entire physical characteristics. 30 hours after fertilization the developing embryo, called a zygote, is the size of a pinhead. It floats down the fallopian tube towards the uterus. **Weeks 3 to 5** Once inside the uterus the developing embryo, now called a blastocyst, burrows beneath the surface of the uterus. During this time blood cells are developing as well as the backbone, spinal cord and nervous system. By week five the embryo's heart has begun to beat. Due to the spine and spinal cord growing quickly, it appears that a tail is forming. **Week 7** Facial features become visible including a mouth and a tongue. The eyes have a retina and a lens. At this stage, due to muscle development, the foetus practices movement. **Week 8** The foetus is half an inch long at this stage and is protected by the amniotic sac filled with fluid. Brain waves can now be measured. **Weeks 10 to 12** The heart is almost complete. As the foetus is breathing via the placenta, the blood is shunted away from the lungs. Twenty tiny baby teeth are forming in the gums. The foetus will keep its eyelids closed to protect delicate optical fibres. The brain is fully formed and the foetus can now feel pain. **The Second Trimester** **Weeks 13 to 24** The second trimester is often more comfortable for a woman, as the discomforts experienced in the first trimester pass. It is during the second trimester that people start to notice the pregnancy. The radiant glow that a lot of women take on during pregnancy is caused not only by excitement, but also by increased levels of hormones that affect the skin. Other physiological changes can include: * Water retention * Movement of the foetus * Nosebleeds and nasal congestion * Breast enlargement and discharge * Haemorrhoids and varicose veins * Heartburn, indigestion and constipation The following summarises some of the more detailed changes throughout the second trimester. **Weeks 14 to 15** The mother will start to feel the first movements of the foetus as the muscles continue to develop and lengthen. The foetus has mature taste buds and may be able to savour the mother's meals. **Week 16** The foetus is five to six inches tall, weighs approximately six ounces and hair begins to appear. Movements continue to be developed and might include grasping with the hands and kicking with the feet. Somersaults are not uncommon. **Weeks 17 to 24** Ongoing development of the foetus continues, along with increased movement. The foetus can now hear and recognise the mother's voice. Though still very small and fragile, it could possibly survive if born at this stage. With the use of ultrasound, sex organs are visible should parents wish to know the sex of their unborn baby. **The Third Trimester** **Weeks 24 to 40** During this period, the shape of the abdomen changes significantly a few weeks before the onset of labour as the foetus drops towards the opening of the pelvis. Other changes include: * The foetus can be seen moving from the outside * The navel pushes out * Some women experience back pain * In order to accommodate additional weight gain, walking patterns change **Week 26** At six months old the unborn child is covered with fine downy hair called lanugo. A waxy substance called vernix protects its tender skin. Some of the substance may still be on the child's skin at birth, at which time it will be quickly absorbed. The child practices breathing by inhaling oxygen rich amniotic fluid into its developing lungs. **Week 30** For several months the umbilical cord has been the baby's lifeline to the mother. Nourishment is transferred to the foetus from the mother's blood through the placenta and the umbilical cord. **Week 32** The foetus sleeps 90-95 percent of the time and sometimes experiences rapid eye movement - an indication of dreaming. **Week 40** The baby now weighs approximately seven-and-a-half pounds and is ready for life. At birth the placenta will detach from the side of the uterus and the umbilical cord will cease working as the child takes his or her first breath. The automatic breathing will trigger changes in the structure of the heart and the blood will now be forced to the lungs to become oxygenated. Physiological Changes in the Mother Physiological and anatomical alteration develops in many organ systems during the course of pregnancy and delivery. Early changes are due, in part, to the metabolic demands bought on by the foetus, placenta and uterus, and in part to the increasing levels of pregnancy hormones, particularly progesterone and oestrogen. **The Cardiovascular System** The pregnancy-induced changes in the cardiovascular system develop primarily to meet the increased metabolic demands of the mother and foetus. **Blood Volume** The blood volume increases progressively from 6 to 8 weeks in to the pregnancy and reaches a maximum at approximately 32 to 34 weeks with little change thereafter. Most of the added volume of blood is accounted for by an increased capacity of the uterine, breast and vascular systems, with no evidence of circulatory overload in the healthy pregnant woman. The increase in blood plasma (straw-coloured liquid in which the blood cells are suspended) is 40 to 50% and is relatively greater than that of red cell mass (20 to 30%) resulting in a decrease in haemoglobin concentration. Intake of supplemental iron and folic acid is necessary to restore haemoglobin levels to normal 12g per decilitre. The increased blood volume serves two purposes. Firstly, it facilitates maternal and foetal exchanges of respiratory gases, nutrients and metabolic substances. Secondly, it reduces the impact of maternal blood loss at delivery. Typical losses of 300 to 500 millilitres for vaginal births and 750 to 1000 millilitres for caesarean sections are thus compensated with the so-called 'auto transfusion' of blood from the contracting uterus. **Cardiac Output** Cardiac output is the volume of blood transported in the circulatory system per minute, normally expressed as litres per minute. There is a similar increase in cardiac output to that of blood volume. During the first trimester cardiac output is 20 to 30% higher than in the non-pregnant state. Steady rises are shown with an average of 6.7 litres per minute at 8 to 11 weeks up to 8.7 litres per minute at 36 to 39 weeks. This is primarily due to an increase in stroke volume (the amount of blood pumped from the heart each beat) by approximately 35 per cent and an increase in heart rate by approximately 15 per cent. There is a steady reduction in blood flow resistance which contributes towards a more effective circulation of blood during pregnancy. During labour and its associated pain, catecholamines are secreted causing cardiac output to increase. This increase can be blunted with the intake of labour pain suppressants. Also during labour, there is an increase in intra-vascular blood volume by 300 to 500ml from the contracting uterus to the venous system. Following delivery this auto transfusion compensates for the blood loss and tends to further increase cardiac output by 50% of pre-delivery values. At this point, stroke volume is increased while heart rate is slowed. **Cardiac Size and Position** There are both size and position changes which can lead to changes in electrocardiograph readings. The heart is enlarged by both blood flow and natural development during pregnancy. An upward movement of the diaphragm caused by the enlarging uterus has a knock on effect causing the heart to move to the left and slightly deeper into the body. **Blood Pressure** Blood pressure is the pressure or force by which blood travels through the circulatory system. Pregnancy is associated with three types of elevated blood pressure or hypertension. Women can have high blood pressure before becoming pregnant and only become aware of it during their first prenatal check. Such hypertension can hurt the unborn baby's health. Women with chronic hypertension are also more likely to get pre-eclampsia. Women that have exercised regularly before becoming pregnant greatly reduce these risk factors. Hypertension can be controlled through drugs during pregnancy and often extra ultrasound scans are taken to check the unborn babies development. Following the birth, blood pressure will normally stay elevated and depending on the severity will be controlled either through medication or diet and / or exercise. Pre-eclampsia is a disease of the placenta. It often develops after 20 weeks and is more common with first babies and with women with a family history. It is characterised by high blood pressure, protein in the urine and sometimes by swelling in the hands and feet. Having one of these symptoms does not necessarily mean that you have pre-eclampsia but two or more risk factors will suggest otherwise. You can have pre-eclampsia and feel well, but it is possible for the symptoms to worsen very quickly leading to severe headaches, disturbed vision and pain in the upper abdomen. At this stage it is highly likely that closer monitoring at hospital will be required. Following the delivery of the baby, blood pressure will normally return to normal after a period of 6 to 12 weeks. Transient hypertension arises when women suffer from elevated blood pressure as a result of becoming pregnant especially near the end of the pregnancy. During this time there is very limited risk to the mother or the unborn baby. The condition normally needs no treatment, but regular monitoring will be required to eliminate actual pre-eclampsia. Following the birth of the baby, blood pressure will normally return to normal within 6 to 12 weeks after the birth. **The Respiratory System** As the baby grows the uterus will rise causing a four-centimetre rise in the diaphragm. This can lead to shortness in breath. However to compensate for this the body will release the hormone relaxin into the blood stream to aid in the loosening of ligaments in the chest. From the moment of conception the breathing rate will also change. On average breathing rate will increase by three breaths per minute and each breath last up to 40 per cent longer. Oxygen consumption increases gradually as the needs of the growing foetus rise, culminating in a rise of at least 20 per cent per trimester. This rise will peak at approximately 60 per cent during labour as a result of the exaggerated cardiac and respiratory workload. **Thermoregulation System** The body's ability to regulate temperature is critical to sustaining life. The temperature of structures below the skin and subcutaneous tissue should be maintained between 36.4 and 36.7 degrees centigrade to remain healthy. The foetus is about 1 degree hotter than the mother. This small difference in temperature is to allow for efficient heat exchange between the foetus and the outside world. In other words, the foetus relies upon the mother to cool down. An increase in the metabolic rate increases the production of heat. There are several factors that may cause the metabolic rate to rise. Exercise raises the metabolic rate as much as fifteen times its base level during exercise. In trained athletes this might increase to as much twenty times. Hormones impact upon the metabolic rate. The thyroid hormone, thyroxin and triodothtromine are the main regulators of the body's metabolic rate. Testosterone and human growth hormone also elevate the metabolic rate. Whilst under extreme stress and anxiety the body's nervous system stimulates the release of chemicals that raise the metabolic rate. The body's temperature will affect the metabolic rate. A one-degree increase in body temperature will result in a 10 per cent increase in the metabolic rate. Whilst eating and immediately post eating the metabolic rate increases by up to 10 to 20 per cent. The increase is greater for protein than it is fat or carbohydrate. **The Musculoskeletal System** Changes in the breasts and the abdomen alter the centre of gravity making the body unstable. The enlargement of the abdomen places extra strain on the postural muscles, especially those of the abdomen and lower back. The extra weight at the front tilts the pelvis forward increasing the curvature of the lower back. As a result many women experience back pain late on in pregnancy. Changes to the skeletal system include the elevation of the ribs to make room for the baby and the pelvis region widens to aid birth. Relaxin, a pregnancy hormone produced by the ovaries and the placenta, loosens the ligaments around the joints in the pelvis too permit delivery. The body achieves this by the gradual re-modelling of a tissue called collagen causing it to have higher water content. Collagen is found in all ligaments as well as the muscle tendons and sheaths that surround muscles. Relaxin can be produced in the mother's body as early as the second week of pregnancy and reaches a peak by the end of the first trimester. This allows plenty of time for the important ligament re-modelling to take place. _____________________________________________________________________________

**FINDING A SCHOOL** This section of The Stork Club's information area provides some insight into the task of selecting a school for a child. It is primarily designed for those selecting a first school for a first child, but could be useful for those relocating or finding an alternative school for a sibling. Most schools have a priority policy to allow sibling places - though by no means all. For complete information on local schools, including OFSTED reports, league tables, contact information and more, please navigate to our Information on Schools section. **First Steps** One philosophy suggests that you should start thinking about finding a school for your child when he or she is about three - much younger and she and the schools may have changed so much by the time she's ready to start that your research has been wasted. Leave it much beyond that and you may not have time to do adequate research - and you may be too late to get your child into your first choice of school. For those seeking private education, an alternative and safer philosophy is to start looking before your first child is born and put their name down immediately they exist. This normally attracts a non-returnable registration fee which ranges from £30-£100. This fee does not guarantee you a place at the school, but a place in the queue. If you do this several times the cost can quickly add up, but you improve your chances of getting admitted to the school you later decide is right for your child (and which makes a place available to you). You will be unlikely to know which school is right until you have met and understood your child. In practice, some schools interview you, some the child and some neither. Most claim to use a ballot system to allocate places. As many people do opt to secure places in multiple schools, being low down the list does not have to be the end of the world. The unwanted places get released at the last minute and do become available. State, Private and Home Schooling Most people have definite ideas about the kind of school they want for their child. However, if you haven't yet decided, here are some points to consider: **Costs** State primary schools are, of course, free - although you may be asked to make a contribution to the parents' association, or help out with fundraising. Independent schools charge termly fees. However, it may be possible to get financial help with these. Expect to pay from £1,500 - £2,300 per term for a primary and anything from £3,000 upwards for a secondary place per term. With home schooling, there are no fees as such, but you will need to provide books, and a lot of time and expertise, plus perhaps the cost of day trips to museums and so on. **Quality** Some people assume that independent schools give a higher quality of education than state ones. This may not always be the case, though. You should take into account the catchment areas of the schools, and whether the independent schools are selective or not before you jump to conclusions. The quality of home schooling really depends on the expertise and commitment you are able to bring to it. **Social Interaction** For some people, part of the point of sending children to an independent school is to provide an environment where they stand the best chance of meeting certain kinds of people - whether this looks like imposing a limitation or providing an enhancement rather depends on one's point of view. Others may welcome the opportunity some state (and, of course, some independent) schools give children to meet the widest possible range of people. Home schooling provides a different kind of challenge - here, parents must ensure their children socialise enough; there are local organisations in many areas to help with this. **Uniform** Many parents prefer their children to wear school uniform, since they feel it looks smarter, leads to less competition among fashion conscious children, and improves morale and pride in the school. On the other hand, some parents feel that some uniforms aren't really that practical, may lead to a loss of individuality, and that children take pride in themselves and their schools for reasons other than the clothes they wear. Some schools have begun to find a middle way, by having a school sweatshirt or tee-shirt, perhaps with a dress code (such as "no trainers") as well. **The School Visit** Once you've looked at the school brochures and consulted the other sources of information, you'll be in a position to make a short list of schools to visit. **DO** Make an appointment - and bear in mind that you may not be able to visit the very next day. Read the brochure thoroughly beforehand, so you know what to look for and what questions to ask when you visit. Talk to other parents in the area to see what they think (you might like to leave this till after your visit, though, so you view the school with an open mind). Turn up on time and report to the School Secretary's office. **DON'T** Turn up without an appointment and expect to be shown around. Wander round the school unaccompanied. Miss your appointment without warning. Be overly antagonistic or timid when asking questions **Looking around the school** Trying to find out all about a school in one short visit may seem a bit daunting at first, but you can help yourself to make a good decision if you realise that you're looking for evidence of two basic things: a good atmosphere (though this includes many different things), and a high standard of work. Suitability to your child might be the most important thing to bear in mind. **Signs of a happy school with high morale:** A welcoming atmosphere around the school entrance. Cheerful, friendly children. Staff and children lingering at the end of the day. Work displayed with pride. A relaxed attitude between children and staff and among the staff (not just the teachers, but the secretaries, classroom helpers and other support workers). An atmosphere of concentration and hard work (though don't expect absolute silence in most modern primary schools!). A high level of parental/carer involvement. **Bad signs:** Staff who seem harassed or unwilling to talk (though most teachers are very busy, so use your judgement). Too much noise - particularly shouting (by either the children or the teachers!) Poor displays of work, especially if they haven't been changed in a long while. Rudeness or hostility on the part of the children. Signs of a good standard of work at the school Children who answer and ask questions. Children who can explain not only what they are doing, but why. Children who aren't afraid to get things wrong once in a while. Displays - both of work and of information - that have a high level of content. A variety of work - both in content and method (e.g. practical activities as well as writing). Bad signs Too much work that has obviously just been copied out of books. Children who can only give rote answers. Beautiful displays of children's work that actually have very little content. Questions to ask your child's prospective teacher If you can, try to talk to your child's prospective teacher. Some things you might want to find out about are suggested below, but you should also try to decide if this is someone your child (and you!) will like and respect. Quite apart from that, you might want to think about whether there's a good fit in terms of style between your child and the teacher. Some children are timid, and a brusque manner will simply intimidate them; others are a bit more dominant, and may need a firmer hand or a more formal style. How long has the teacher been in the school/In the teaching profession? If this isn't a reception class, did the teacher move up with the class last year? Does he/she expect to do so again next year? On the plus side, this can make for a stable relationship with a teacher who knows her class really well; on the minus side, when the class does eventually get a new teacher, the break up can be much more painful than it would otherwise be; also, if a particular child doesn't get on with the teacher, both parties can have a very bad time, for a very long time. Whether this policy is used depends upon the school. How long has this teacher been teaching this year group? Does she - or he - want to move to another year group? What does the teacher think of her class? Of their discipline? Of their work? Do her answers match what you see around you? Does the class seem happy and productive? Is the classroom a stimulating and pleasant environment? Would you like to work there five days a week? With this teacher? Expect to be shown around the school, possibly by the head or the deputy head. Don't be afraid to ask questions. You may also get a chance to talk to the teacher your child will be with and perhaps to classroom helpers, secretaries and children. All of this can help you to gain an impression of the school. The following are some points you might like to consider. Strengths and weaknesses Asking about the schools strengths is a good place to start, since it will allow the head to talk about areas where they feel relaxed. You can either let this drift into weaknesses (and don't accept the idea that there are none - reading the Ofsted report should have given you a good idea about them) or leave that till later on. Literacy and numeracy How is the school implementing the Literacy and Numeracy Hours? Are the teachers enthusiastic about implementing them? Religious Education How does the school handle religious education? If the school is strongly multicultural, is this reflected in their religious education policy? Physical Education Does the school have a qualified PE teacher? Do they do organised team games? If they do, do they compete with other schools? Resources Does the school have a good library? What about computer provision? Science and art? Any other specialties, such as photography? Out of school and after school Is there an after school or homework club? Are teachers encouraged to take classes out on day trips (and if so, what kind of trips - do they have much educational value?), or to use local resources? Are there good links with the local community - arts centres, businesses, and perhaps religious organisations and public services such as the police? Parental Involvement Is there an active Parent/Teacher Association (PTA)? Are parents welcome in the school? What about parent helpers in class? Behaviour and Discipline Does the head teacher consider discipline to be a problem in the school? Does the school have a policy on bullying? Have they ever excluded or expelled a child? In the head teacher's opinion, are there particular kinds of problematic behaviour? Are these on the increase or decrease? Staffing and Class Sizes How are classes organised (some schools mix year groups, for instance)? How big are the classes, and what support (support teachers, special needs teachers, ESL teachers, classroom helpers) do class teachers get? Is there a rapid turnover of staff? Questions to ask the children What do they like doing best? What do they not like doing? Do they enjoy school? What do they want to do when they grow up? This may tell you something about their self esteem, and hence the morale of the school. Applying for a place In theory, you can apply for a place at any school. In practice, some schools are more popular than others. Your child is more likely to get a place at a popular school if they live close by, and/or if they have a brother or sister already at the school. However, neither of these guarantees a place. This means it's a good idea to apply for places at more than one school - including the one closest to your home. The individual schools will be able to tell you exactly how to apply. If you don't get the state school of your choice, you can appeal against the decision. If you want to do this, contact your local education authority. Where to find out about state schools The weblinks that follow provide full contact details and the Education League Tables for LEAs local to The Park Club. Simple navigation will take you to other boroughs if required. These league tables need to be read with care, and with the understanding that some schools in more disadvantaged parts of the country are doing a better job for their children than their scores might suggest. The second set of links take you to the most recent OFSTED report for the school. These are very comprehensive government reports (though they can be up to six years old) on the school’s strengths, weaknesses and relative performance. Ealing is due to be re-inspected in 2002. The section includes contact details and thorough analysis of private nursery and pre-primary establishments. Schoolsnet is a very useful general resource for schools and further information sheets on state schools can be found there. The contact details are more up to date than with the league table or OFSTED sites as they are not historic. The highlighted link takes you to their search-equipped homepage. Boroughs In case you are unfamiliar with the local boroughs: Ealing includes Acton, W3, W5, W7, W13, UB1, UB2, UB5 and UB6. Hammersmith & Fulham includes Shepherds Bush, W6, W12, W14 and SW6. Hounslow includes Chiswick, Grove Park, Brentford, Lampton, Isleworth, Heston, Feltham, W4, TW3, TW4, TW5, TW7, TW8 and TW13. Kensington & Chelsea includes Notting Hill, W11, W8, SW3, SW5 and SW10. Nursery Schools OFSTED reports (LEA maintained nurseries) London Borough of Ealing London Borough of Hammersmith & Fulham There are no state maintained nurseries in Hounslow. Royal Borough of Kensington & Chelsea Primary Schools LEA league tables London Borough of Ealing London Borough of Hammersmith & Fulham London Borough of Hounslow Royal Borough of Kensington & Chelsea OFSTED reports London Borough of Ealing London Borough of Hammersmith & Fulham London Borough of Hounslow Royal Borough of Kensington & Chelsea Secondary Schools LEA league tables London Borough of Ealing London Borough of Hammersmith & Fulham London Borough of Hounslow Royal Borough of Kensington & Chelsea OFSTED reports London Borough of Ealing London Borough of Hammersmith & Fulham London Borough of Hounslow Royal Borough of Kensington & Chelsea OFSTED reports for special schools, all LEAs Where to find out about Independent Schools This is harder. Independent schools do not all belong to one regulatory or representative body, so no list on the internet is all-inclusive. The following links do provide a full view when taken together. OFSTED is similarly of little help because the Children’s Act requires only establishments catering for under-8s to be assessed. This does of course mean that nurseries and playgroups are thoroughly covered. The list therefore commences with the OFSTED reports on all private, voluntary and independent nursery schools, playgroups and Montessori schools in The Park Club’s environs. Nursery & Montessori School & Playgroup OFSTED reports London Borough of Ealing London Borough of Hammersmith & Fulham London Borough of Hounslow Royal Borough of Kensington & Chelsea Preparatory Schools London Borough of Ealing London Borough of Hammersmith & Fulham London Borough of Hounslow Royal Borough of Kensington & Chelsea Secondary Schools London Borough of Ealing London Borough of Hammersmith & Fulham London Borough of Hounslow Royal Borough of Kensington & Chelsea Other helpful sites can be found linked below. These lead you to further information on independent schools. http://www.indschools.co.uk/index.htm http://www.isuk.org.uk/ http://www.iscis.uk.net/ Other sources of information include: Brochures issued by the schools Talking to other local parents (and their children - it might be interesting to see how opinions differ!)