TAPESTRY ACTIVATION VIDEO IS BELOW
Welcome to Reception
The class teachers: Mrs Gaulton/ Mrs Harrison
Our Early Years Foundation Stage Curriculum is based on the QCA Guidance for the Foundation Stage. There are seven areas of learning.
1. Communication and Language
2. Physical Development
3. Personal and social Development
6. Understanding the world
7. Expressive arts and design
These are the seven areas of learning and development that form the curriculum in our early years setting. All the areas of learning and development are important and inter-connected. The first three areas are particularly crucial for igniting children’s curiosity and enthusiasm for learning and for building their capacity to learn, form relationships and thrive.
• Communication and language development involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations.
• Physical development involves providing opportunities for young children to be active and interactive; and to develop their co-ordination, control, and movement. Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food.
• Personal, social and emotional development involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities.
The following four areas are in which the three main areas are strengthened and applied;
• Literacy development involves encouraging children to link sounds and letters and to begin to read and write. Children must be given access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest.
• Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measures.
• Understanding the world involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.
• Expressive arts and design involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology.
Our curriculum is very much based around children’s interests. We ensure that opportunities are provided which give the children a variety of practical hands on experiences to put learning into context. Where possible, we take a child centred approach to teaching and learning which encourages the children to become actively involved in their own learning.
We believe that well planned play, both indoors and outdoors is a key way in which children learn with enjoyment. Through play in a secure environment with effective adult support, children can:
- Explore, develop and represent learning experiences that help them make sense of the world
- Practise and build up ideas, concepts and skills
- Learn how to control impulses and understand the need for rules
- Be alone, be alongside others, co-operate as they talk and rehearse their feelings
- Take risks and make mistakes
- Think creatively and imaginatively
- Communicate with others as they investigate or solve problems
- Express fears or relive anxious experiences in controlled and safe conditions
Reception is very much part of the EYFS and we work closely with the Nursery throughout the year. We share our areas and we plan our topics together.
The guidance for the Early Years Foundation Stage identifies Early Learning goals that show the knowledge, skills, understanding and attitudes that children need to learn during the Foundation Stage. These Early Learning Goals are not age related, but it is expected that the majority of children will achieve them by the end of the Reception year.
All practitioners within the Foundation Stage are involved in the assessment of children’s learning. There will be regular observations of the children so that we can make informed assessments on their learning. In addition to this, there is a statutory form of assessment called the ‘Early Years Foundation Stage Profile’ which is recorded against the seven areas of learning for every child in the class during the summer term.
In Nursery and Reception we use software called ORBIT to observe and assess the children. All staff have ipods to take photographs and record observations of the children during the school day. These observations are shared with those parents who have signed up to join ORBIT regularly and we encourage parents to send us 'postcards' of things the children have been doing at home.
This year for the first time Reception staff will be carrying out an official baseline. This will involve lots of observations of your child to record where their starting point is.
The main aim is to encourage children to love books and enjoy reading. Children needs lots of experience of books before they start to read. We introduce the children to key words through daily shared reading activities, phonic games and guided reading sessions. The children will take home a reading book on a set day along with their reading record book. Please read the books with your child and talk about what is happening in the picture, how the characters are feeling or might be saying. You can record any questions or comments in the reading record book.
Encourage the children to make marks on paper- they will do this natuarally and gradually move on towards recognisable letters and shapes. We encourage the children to sound out the words they need to write a simple sentence. We do not expect them to be spelling accurately and we praise all attemps at writing independently. During the day we provide lots of opportunity for drawing/colouring/cutting out/handling dough/using construction to help develop fine motor skills needed for writing.
The children are involved in daily maths activities. These sometimes begin with a short oral/mental starter and are followed by some direct teaching related to a specific topic usually in small groups. We use a variety of activities to support maths, for example; board games, stories, songs, rhymes, finger games, cooking, shopping and imaginative play and more recently the children have been introduced to our new whole school resource- Numicon.
The topics we choose for the children are based on the children's interests. We observe the children and note down what they are interested in. This means that some topics can last a week and some can last up to a month. We go with the children and let them lead us with their learning. At certain times of the year some topics may begin with certain celebrations and festivals that we introduce to the children.
This term we will begin by starting off with the topic 'All About me'. This gives us an opportunity to get to know the children. We will also be completing a baseline on the children, so we know what starting point they are at. After half term we will be moving onto the topic 'Autumn' and then moving with the children's interests. We will keep you updated in our weekly newsletter about the topics we will be covering.
Through our school RE programme 'The Way the Truth and the Life' the children will be covering the topic 'God's Family' where we will be talking about Mary and the birth of Jesus.
The children need to bring their reading folders into school every day. Each child has a set day when their reading book is changed. this is written on the front of their reading diary and it is displayed on the class window. Children have a sound book with a new sound in every day. We will assess the sound books weekly. The children will be given additional homework on a Friday. This may be additional phonic work, number work or something linked to our topic.
P.E this term will be on Fridays. Kit is a white t-shirt, black or navy blue shorts and black pumps. Kit should be brought into school to be kept on individual pegs in a named bag and taken home at the end of each half term for a wash. Children will also be having weekly Yoga sessions with Mrs Harrison.
In reception we use a weather related reward system. The children all begin the day on the sunshine. If they have worked particularly hard or been extra helpful or kind their name may be moved up to the star. If for any reason the children have behaved inappropriately, their name will be moved onto the rainbow (they will receive a warning) and if this behaviour persists their name will be moved onto the raincloud. If this happens regularly, the child will be sent to see Mrs Furlong.
Each week we also have a star of the week who gets to take our class mascot- Spot the dog home for the weekend.
Each week you will receive a newsletter informing you of all the things your child has done that week in school. It will also give you important dates and homework information and the star of the week.
How can I help my child?
Encourage your child to become as independent as possible. For example, fastening coats and shoes going to the toilet unaided.
Give your child time to talk about his/her play and discuss what he/she has enjoyed next.
Encourage your child to write (make marks on paper). He/she will tell you what it says.
Look at books and pictures with your child. Talk to him/her and ask questions.
Most importantly, encourage your child in all he/she does and try not to criticise or compare your child with other children. They are all individuals and develop at their own pace.
Useful for pronunciation of sounds
Useful phonics games
More phonics games
useful BBC website for children
Have a look around our classroom and outdoor space...
If you have any questions or concerns, please feel free to call in and speak to one of our staff.