1. Chatelherault Primary School Nursery Class
Bouncy Castle Fundraiser
An enterprising approach to developing skills for learning, skills for life and skills for work.
Skills: developing confidence in talking to others, handling money, using a timer, ensuring safety,

2. At the January Parent Forum meeting, parents suggested that we linked our Castles theme with a fundraising event. We decided to hire a Bouncy Castle. The Nursery children helped to plan and organise the event. The Nursery children were given responsibilities on the day.

3. Counting children on/off castle Recognising 3 minute duration
Successful Learners
Counting money
Counting children on/off castle
Recognising 3 minute duration
Confident Individuals
Talking to older children and adults in large and small groups.
Asking questions and responding to others.
Responsible Citizens
Ensuring safety rules are in place.
Effective Contributors
Taking on roles and responsibilities
Assisting with planning and organisation of tasks.

4. Enterprise in the Nursery

5. Testing out the Castle We had to make sure that:
Mats were placed around the castle.
Shoes were taken off
Up to 10 children only were on the castle.
Adults were there to help us to keep safe.

6. Up to 10 people on the Castle!

7. We collected £1 from each pupil.
We had to collect £1.
We got 50 p, 20 p, 10p to add up to £1.
I am developing my awareness of how money is used and can recognise and use a range of coins.
MNU 0-09a

8. Mats made the castle safer to use.
The children in the school enjoyed the Bouncy Castle.

9. We had to count up to 10! The other children had to wait their turn.
Shoes off / shoes on
We had to count up to 10! The other children had to wait their turn.

10. We used a 3 minute timer for each group.
I am aware of how routines and events in my world link with times and seasons, and have explored ways to record and display these using clocks, calendars and other methods.
MNU 0-10a

11. We drew while we kept an eye on the 3 minute timer.
I have begun to develop a sense of how long tasks take by measuring the time taken to complete a range of activities using a variety of timers.
MNU 1-10c

12. We talked to the children and teachers. We asked them questions.
We gave everyone a sticker and said ‘Thank You’ for coming to the Bouncy Castle.
We talked to the children and teachers. We asked them questions.

13. The stickers were very popular
The stickers were very popular. They helped us to talk to others about the activity and about themselves.
Representing my class, school and/or wider community encourages my self-worth and confidence and allows me to contribute to and participate in society. HWB 0-12a

14. We played with balls while we waited. Good shot Jack!
We had to wait our turn and we thought of ways to have fun whilst we waited. Some of the other children were collecting money, giving out stickers, using the timer and asking questions.

15. More Bouncing!
We were allowed to bounce for 3 minutes at a time.

16. Everyone had fun.
Through contributing my views, time and talents, I play a part in bringing about positive change in my school and wider community.
HWB 0-13a
I value the opportunities I am given to make friends and be part of a group in a range of situations.
HWB 0-14a

17. We talked to the school children and asked them if they had fun
We talked to the school children and asked them if they had fun. We gave them questions to answer.
As I listen and talk in different situations, I am learning to take turns and am developing my awareness of when to talk and when to listen.
LIT 0-02a / ENG 0-03a
When I engage with others, I know when and how to listen, when to talk, how much to say, when to ask questions and how to respond with respect.
LIT 1-02a

18. Mrs Livingston in the office is putting the money in the bank
Mrs Livingston in the office is putting the money in the bank. It will help to pay for our Nursery trip.

19. Well done everyone!

20. Evaluation
The children could appreciate that sometimes 3 minutes seemed longer than other. Time appeared to be quick when they were busy.
The children grew more confident in giving others instructions as they familiarised themselves with the routine.
Parent helpers and teachers were very positive about the children’s involvement and encouraged them to be ‘in charge’.
Most children were very patient while waiting, watching and taking turns. Some children were very pro active in talking to the customers about the event.
Working in pairs/trios helped the less confident children participate particularly when talking to ‘strangers’. Repeating common phrases helped shyer children – e.g. Please wait in the bench, please take your shoes off, thank you for coming.
The children soon recognised that the donations were increasing their funds as the coin tub became heavier. Lots of discussion revolved around the various ways to total £1.
The children used the timetable to recognise which class was due next. They recognised some of the children and teachers from previous visits with the timetable.