Albany Montessori School | Admissions | St Albans Nursery School

Albany Montessori School Admissions & Term Dates
Nursery School & Preschool St Albans

Admissions & Enrolment

Although admission is possible from the age of 2 years, parents are invited to visit with their child and complete a Registration form at the earliest reasonable opportunity.

It is our intention to make our setting accessible to children and families from all sections of the local community. We aim to ensure that all sections of our community have access to the setting through open, fair and clearly communicated procedures.

Registration Forms + Terms & Conditions

Albany Montessori School Term Dates

SUMMER TERM 2021

Monday 12th April 2021 – Friday 16th July 2021

Half Term
Monday 31st May 2021 – Friday 4th June 2021

Bank Holiday (school closed)
Monday 3rd May 2021

AUTUMN TERM 2021

Monday 6th September 2021 – Friday 17th December 2021

Half Term
Monday 25th October 2021 – Friday 29th October 2021

SPRING TERM 2022

Monday 10th January 2022 – Friday 1st April 2022

Half Term
Monday 14th February 2022 – Friday 18th February 2022

SUMMER TERM 2022

Tuesday 19th April 2022 – Friday 22nd July 2022

Half Term
Monday 30th May 2022 – Friday 3rd June 2022

Bank Holiday (school closed)
Monday 2nd May 2022

AUTUMN TERM 2022

Monday 5th September 2022 – Friday 16th December 2022

Half Term
Monday 24th October 2022 – Friday 28th October 2022

SPRING TERM 2023

Monday 9th January 2023 – Friday 31st March 2023

Half Term
Monday 13th February 2023 – Friday 17th February 2023

SUMMER TERM 2023

Monday 17th April 2023 – Friday 21st July 2023

Half Term
Monday 29th May 2023 – Friday 2nd June 2023

Bank Holiday (school closed)
Monday 1st May 2023

Please note that these dates are subject to change.

Procedures

We ensure that the existence of our setting is widely advertised in places accessible to all sections of the community.

We are flexible about attendance patterns to accommodate the needs of individual children and families, providing these do not disrupt the pattern of continuity in the setting that provides stability for all the children.

We ensure that information about our setting is accessible, in written and spoken form.

We describe our setting and its practices in terms of how it enables children and/or parents with disabilities to take part in the life of the setting.

We describe our setting and its practices in terms of how it treats each child and their family, having regard to their needs arising from their gender, special educational needs, disabilities, social background, religion, ethnicity or from English being a newly acquired additional language.

We monitor the gender and ethnic background of children joining the group to ensure that our intake is representative of social diversity.

We describe our setting and its practices in terms that make it clear that it welcomes both fathers and mothers, other relations and other carers, including childminders.