The official recognition given to pre-primary education in the National Policy

on Education (Federal Government of Nigeria, 1977) combined with a number of

factors to give rise to an unprecedented expansion in the provision of child care

and pre-primary education institution or nursery schools in the country. Nearly all

the pre-primary education in the country, however, is provided by private

proprietors. Some of these establishments go by the names ‘day care centres’ or

‘playgroups’ and take care of the children while their parents are at work or go for

other engagements but most of them are nursery schools for providing early

childhood education. Variations in provision make the registration of these

institutions somehow difficult for Ministry of Education officials. Very few of the

establishments operate as child-care or child-minding units only; others operate as

both child-care units and nursery schools. What is in vogue now is for these

establishments to operate as nursery schools for two years or a bit more and

subsequently apply for license to operate as both nursery and primary schools.

Most of them accept children aged two into their nursery sections who later transit

to the primary sections of the same establishments at the age of five or even less.

The number of children in these institutions varies widely from one or two in the

newly established ones to over 300 in the older ones. However, owing to the high

demand for pre-primary education by parents, it does not take a long time for

newly established pre-primary institutions to grow and develop. A study of one of

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such institutions in Ibadan by this Group revealed that it started as a nursery school

with only two children in 1995. In 1996 the number increased to 5 and in 1997,

when it was approved to operate as a nursery school, it had 54 children and six

teachers. The institution sought and was granted approval to operate as a nursery

and primary school in 1999 with a total of 105 children and 12 teaching and non-

teaching staff. By the end of the school year in 2004 the number of children had

increased to 280 with 24 teachers and eight non-teaching staff.

Nowadays nursery schools are located in various places and buildings –

campuses of some universities and colleges, premises of some industrial and

business organizations, church premises, residential buildings some part or the

whole of which are hired for use as nursery schools only or both nursery and

primary schools, and so on, while some are set up mainly in some towns as full-

fledged nursery and primary schools with their own building and premises. The

physical structures vary widely in terms of quality and aesthetics from one

establishment to another. So do the facilities and equipment. With the possible

exception of the few nursery schools established by some universities, colleges of

education, companies and a few rich individuals, teacher quality is generally low. It

is only a few of the nursery schools especially those owned by educational

institutions, private companies and wealthy individuals that can afford to engage

the services of university graduate teachers and the holders of Nigerian Certificate

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of Education (NCE) qualifications. Most others employ a few N.C.E. teachers (if

any at all), who are usually underpaid, while others employ mainly Grade Two

teachers and secondary school leavers with the School Certificate or General

Certificate (Ordinary Level) qualification. The nursery schools that engage the

services of qualified teachers, especially those owned by private individuals

usually charge high fees while those that charge relatively low fees usually employ

unqualified teachers. Employing unqualified teachers who receive low pay is a

strategy used by many proprietors to make their services affordable to a great

majority of parents and at the same time maintain a satisfactory profit margin.

Although the National Policy on Education prescribes that the child in the pre-

primary institution should be involved in active learning, the document detailing

guidelines on provision and management of pre-primary education in silent on the

curriculum contents of such an institution (Federal Ministry of Education, 1987).

In the absence of such guidelines and copies of the curriculum for pre-primary

education, proprietors and teachers resort to curricular of their choice. The

curriculum of a typical nursery school owned by most private individuals includes

alphabets, numbers, nursery rhymes, colouring and story time and, in some cases,

rudiments of reading, writing and arithmetic. The emphasis of most is on the

intellectual development of the children. Much more time is devoted to the

learning of alphabets and memorization of facts, information, poems and some

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short passages from various books in English language than to recreational and

social activities. Emphasis is laid on children’s intellectual development. This is

because the yardstick for assessing the quality or effectiveness of nursery schools

by parents seems to be the age at which the children attending them are able to

count, recognize the alphabet, read and, in particular, recite memorized

information, poems, verses and passages. The younger the age at which children

attending a particular school can do these, the higher the quality of the school is

adjudged to be by members of the public, and the more patronage it is likely to

receive from parents if the fees charged are not excessive. In the attempt to show

how effective their nursery schools are, the proprietors of some combined nursery

and primary schools admit children at the age of two and allow them to transit to

the primary section of such schools at the age of five or even four, both of which

are below the official school-going age. This transition to primary education below

the official entry age often receives a nod from those parents who wish to show

how fast their children can progress through the educational system, and how

intelligent they are.

 Our Vision

We envision of Superior Nursery and Primary school is to be a potent

community tool and a vehicle through which it would contribute its own quota

towards nudging up literacy levels and standards of Education in Nigeria.

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 Mission Statement
The mission of Superior Nursery and Primary school is to provide excellent and

qualitative services to our pupils in a friendly environment, using qualified and

experienced personnel (teachers), with appropriate technology.

 Superior Nursery and Primary school Colors

In choosing our official school colors, we have been guided by the

need not only to reflect a lively community of school children, but to

provide such a conducive and enabling environment that would

guarantee delivery of sound scholarship. This is why the two colors of

Purple and Yellow have been chosen.

 Purple is a blend of blue and red colors and is very rich

secondary color. It is always associated with wealth, dignity and

purposefulness.

 Yellow as a color is noted not only for its tenderness and

brightness but also for its cheerfulness.

The adoption of the two colors against the background of our motto and logo is

therefore a projection of the school's philosophy to enhance sound educational

services within a lively and sparkling atmosphere.

OUR SERVICES

 Primary School

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Subjects Taught at the Primary School Level are:
 Mathematics  Indigenous culture and traditions

 English  Social Studies

 Moral instruction  Home Economics

 Health Education  Christian Religious Knowledge

 Computer Science  Physical and Health Education

 Elementary Science  Handwriting

 French Language

 Nursery School

Subjects Taught at the Nursery School Level are:

 Social Norms Phonics

 Letter work

 Number Work

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 Superior Nursery and Primary school Operating hours

The School opens daily from Monday to Friday except on Public holidays.

Children must have their breakfast and should be in school by 7.30am. The

Nursery closing hour is 12.30pm while the Primary School Section closes at

1.30pm.

 Security and Guidance

The security and safety of our pupils is of paramount importance,

hence no one is allowed to collect a pupil before the official closing

time and even then, there is going to be a signatory book which must

be signed prior to the release of the pupil to his/her parent or guardian.

 School Calendar

The School calendar is in accordance with the Oyo State Ministry of

Education's Program. All public holidays are observed.

 Admission

Superior nursery and Primary School offers a highly qualitative education to all

children from three years for Nursery and five years for Primary school. Religious,

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ethnic, political or any other form of social discrimination has no place in our

institution.

 Registration for Admission

Prospective parents/guardians wishing to register their children/wards in the school

must obtain a copy of the school's prospectus together with appropriate registration

forms from the Headmistress’s Office.

Extra-Curricular Activities

Interesting programmes such as musical concerts, science exhibitions, excursions,

debates, Scouting and Brownies are organized for the students to promote a healthy

and more balanced development of the children.

 School Uniform

All Pupils must be in their school uniforms during school sessions. At least two

sets of uniforms are recommended for each student and children in primary school

section are to dress in sport wears and local wears on Wednesdays and Fridays

respectively. Details relating to the procurement of the school uniform could be

obtained from the Headmistress's Office.

 Pupil's Welfare

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Children must have their breakfast before coming to school and where possible

come with packed light snacks for their mid-day meal. The School should be

informed in writing of pupil's absence from school and should be notified

whenever any child is sick. Parents should keep the school authority abreast of any

change of address as well as that of the family doctor. The management must be

briefed in confidence of any peculiar sickness/ailment which any pupil may be

suffering from, as this will help the management in cases of emergency. Two

medical staffs had been employed to man our sickbay in order to attend to

emergency cases that may occur during school period. A Suggestion Box has been

provided to elicit parent/guardian’s views, suggestions and other helpful advice on

improvement of general welfare of the school.

 Entertainment and Sports

Various entertainment programs are lined up for the children e.g. end-of- term

activities, end-of-year party, sporting activities, cultural displays etc. Regular

sports and games are organized and pupils are encouraged to participate fully as a

means of developing interests and nurturing the spirit of sportsmanship.

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SCHOOL FEES

Our School fees are quite reasonable compared to the facilities provided. Fees

should preferably be paid in advance, but where this is not possible, it should

however be paid not later than the end of the first week into the new term. Details

of the current regime of school fees can be obtained from the office of the

Headmistress. Fees are to be paid by means of "Teller" into the designated School

Bank Account. Pupils whose fees are not paid within the stipulated period will be

advised to stay at home until such fees are paid in full. The school official receipts

should be obtained for every payment made.

Moreover, the first term will run from January to April, the second term from April

to July while the third term runs from September to December. The school will go

on the end of session break till when the school resumes again in late January.

The students in last stage of their primary education will be mandated to take the

common entrance examination. They are required to register for four subjects

(Mathematics, English, quantitative Reasoning and Verbal Reasoning). This

examination will be conducted at both level of the federal ministry and the state

ministry of education depending on the student choice of examination.

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THE MARKET

 Customers and Competition

In terms of competition, we are fully aware of the fact that other nursery and

primary schools exist in the country (about 18,338 as at 2006) and in particular at

our choice of location, however, only few of these schools measure up to

acceptable global standards. As a standard nursery and primary school with a

desire to advance human wellbeing through quality education, the quality we

would offer stands out so that every parent/guardian who wants the best for his/her

ward would find it unquestionable to do business with us. Nonetheless, we

wouldn’t just sit back and expect these students to come around so, we would

embark on aggressive publicity and partner reputable media organizations both

within and outside the shores of the community where we are located. The content

of our publicity wouldn’t be geared towards downgrading existing schools, but

instead, we are devoted to making people see reasons and believe in the realism

that we are simply the best on offer in terms of providing educations in the society

and that was the reason we named the school SUPERIOR NURSERY AND

PRIMARY SCHOOL.
 Market Size and Trend

The Demand for education in Nigeria has being increasing overtime, considering

the rising population which characterizes the country and the increasing awareness

of Nigerians on the need to acquire quality education as a means of escaping the

abject poverty levels that has plagued the country over the years. The unending

record of students poor performance in public examinations, has also led to

increasing demand for, not just education, but standard and highly qualitative

education, especially among the influential and the elite class.

Moreover, the location of the school has implications for marketing of the service

rendered, at least to a given extent. Having realized this, it was given attention to,

in our choice of location. The area-Ajibode community in Ibadan is a fast

developing area with the bulk of its inhabitants, consisting of influential, elite, high

class business men and women especially lecturers and staffs of the University and

Polytechnic. Also, the desire of the school to make provision for school buses will

expand the market for our service as interested parents outside the said location can

have their children enrolled in the school. Intensive advertisement involving the

use of internet, print media, broadcasting houses (television and radio), and posters

amongst many others are also embarked upon to create awareness to those outside

the location.

Estimated Market Share

Superior nursery and primary school is a well-equipped school with a lot of

learning facilities, with a conducive learning environment. Based on these, the

school projected about 165 pupils for the first one year of operation and a

consequent increased of five percent (5%) in the second year of operation. This

projection was based on the fact that most of our competitors are not adequately

equipped and their staffs are not qualified as ours. The primary target customers of

superior nursery and primary school are the residents of Ajibode community. The

secondary target customers are people of Abadina in university of Ibadan and it’s

environ. Ajibode falls within the Akinyele local government area. It is the 9th

highest populated local government in Ibadan estimated to have about 211,359

people. The market is reasonably large.

 Sales Projection

The market for educational services is expected to increase

annually and the project assumes that the revenue items including

school fees are assumed to increase by 10% in year 2-3 and by 12 %

in year 4-5. The partners have agreed that before the commencement

of operation, they would carry out an advertisement to sensitize the

public. This awareness will be done in order to give information

concerning the services to be rendered by superior nursery and

primary school.