Welcome to Reception at St James Primary School

Staff Teacher and 3 TAs Key person 

EYFS Curriculum We follow the early years foundation stage (EYFS) curriculum which sets standards for the learning, development and care of your child from birth to 5 years old.

Areas of learning Your child will be taught through a combination of play, teacher-led whole class learning and structured activities. The 7 areas of learning are: Prime areas communication and language physical development personal, social and emotional development Specific areas literacy mathematics understanding the world expressive arts and design

Characteristics of effective learning Underpinning all areas of learning Engagement Motivation Creativity and critical thinking

Combination of child-initiated and adult-led activities adult-led activity daily all other activities are free choice activities for the children set up by the adults, with  learning intentions and encourage coel - sand, water, exploring table, writing, maths, making table, malleable, art, reading, construction, finger gym and role play most of which take place both inside and outside the classroom.

Planning half-termly topic rigorous but fluid planning based on requirements of EYFS curriculum and observations of the child – 5 per week so each child has an extended observation once each half term   incidental  following week’s planning is based on previous week’s observations

Eexat new assessment and tracking system observations recorded online on-line learning journal entirely safe – accessible by staff and parents password protected

Phonics taught discreetly 4 per week, recognition, know pure sound, blend sounds to read words, letter formation, breaking words into sounds to write Fred talk green words red words

How can you help your child? Saying the 44 English sounds in a pure way Knowing the letters and groups of letters (graphemes) used to read and write the sounds Understanding ‘Fred’ and how he helps with reading and spelling

Fred Fred helps children learn to read Fred can only talk in sounds... (Fred can only say c_a_t, he can’t say cat) We call this Fred Talk

Fred... If children understand Fred they can blend orally Blending is needed for reading

Fred... Fred helps children learn to spell as well! Children convert words into sounds They press the sounds they hear on to their fingers... We call this Fred Fingers

Reading Reception Start after half-term Weekly group reading Keep same book for the week. 1 RML and 1 Big Cat Book bag in every day Reading diary – parent     comment

How you can help at home By reading to your child lots of lovely stories and asking lots of questions! Use these prompts to help you: What do you think happens next? What is happening? What do you think that character is thinking? What is the character saying?

And... By talking to your child as much as possible and ‘feeding’ them new and different words: “Let’s eat our lunch now.” “Let’s munch our lunch now.” “Let’s scoff our lunch now.” “Let’s devour our lunch now!”

Handwriting taught alongside phonics correct formation Rml reminders eg  ‘Maisie mountain, mountain’ weekly handwriting in books - covering sounds of the week practise within lines Supported throughout week by fine motor control wrist and arm strengthening activities, letter writing activities eg sand, salt, implements, art

How you can help at home Encourage your child to use the correct pencil grip Encourage correct letter formation whenever writing

Maths maths throughout continuous provision daily maths session manipulating numbers mentally, sorting, pattern, shapes, addition, subtraction writing numerals correctly

How you can help at home In the street Recognising bus numbers Number plate hunt. Who can find a 7? Add the numbers up. Comparing door numbers Counting – how many lampposts on the way to school?  

And… Going shopping Reading price tags Counting items into the basket Finding and counting coins Comparing weights – which is heavier

And… In the home Counting in 2s – matching shoes Sorting by colour and size. Matching/pairing up socks. Find four shoes that are different sizes. Can you put them in order.

And… Time What day was it yesterday? is it today? tomorrow? Use timers, phones and clocks to measure short periods of time. Count down 10/ 20 seconds to get to the table/ into bed etc. Recognising numbers on the clock. If you cover a number, what number was missing?

And… Food! Can you cut your toast into 4 pieces? Can you cut it into triangles? Setting the table. Counting the right number of plates etc. How many more do we need? Can you make shapes/ patterns out of the knives and forks. Can you put them in the right place in the drawers? Helping with the cooking by measuring and counting ingredients. Setting the timer. Positional language at dinner time: what is on the rice, where are the carrots etc?

Literacy Plenty of opportunities for child-initiated writing in all areas throughout classroom Encourage independent sounding Spring term – shared writing and weekly literacy focus activity

Housekeeping Share treats for birthday Healthy snacks for snack time - not crisps nor cake No nuts, sesame or kiwi Show and tell – each child given a specific date Tuesday open house 3.30 to 4.00  Buttons, zips, laces - independence Not backpacks for peg – drawstring if poss Name clothes

Bring in used boxes, tubes, plastic trays for making table Newspapers and magazines Buttons, sequins, dressing up, small bottles, recycling Large boxes for outdoors that children can climb in and out