New Foundation Stage Parents Meeting Monday 1st October 2018 Jo Clay FS Team Leader Sarah Pearce Headteacher

Welcome To understand the EYFS curriculum How we can work together to make the transition to school as smooth as possible.

Our Team Sarah Pearce Headteacher Nina Mackay Deputy Headteacher

Jo Clay Leopards and Foundation Lead Tina Pritchard Tigers Alyson Plumb Hippos

Louise Courriere PPA cover teacher Faye Jenkins PPA cover teacher

Hayley Leopards Louise Tigers Sam Hippos Michelle

Can We Help? Please let us know via your class teacher or Mrs MacKay If you have any concerns about your child settling in If you have any previous information from other agencies via your Nursery or Pre-School If you feel your child might benefit from extra support or challenge Please let us know via your class teacher or Mrs MacKay

‘We try to keep within the Golden Rules and stay under the sun’ Our Golden Rules We are gentle We are kind and helpful We listen We are honest We work hard We look after property ‘We try to keep within the Golden Rules and stay under the sun’ The children join in with an end of the day treat if their names are all still under the sun.

Foundation Stage Curriculum This year is a continuation of the play based curriculum that is followed at pre-schools. Pre-school: Foundation Stage 1 1st year of school: Foundation Stage 2 A transition between pre-school and Year 1.

Characteristics of Effective Learning Children in the EYFS learn by playing and exploring, being active and through creative and critical thinking which takes place both indoors and outside. We are laying the vital Foundations of their education.

Characteristics of Effective Learning Playing and exploring – engagement Finding out and exploring Playing with what they know Being willing to ‘have a go’

Characteristics of Effective Learning Active learning – motivation Being involved and concentrating Keeping trying Enjoying achieving what they set out to do

Characteristics of Effective Learning Creating and thinking critically-thinking Having their own ideas Making links Choosing ways to do things

Independence

Curriculum – Early Years Foundation Stage Early Years Outcomes and Early Learning Goals There are 7 areas of learning 3 prime; Personal, Social and Emotional Development (PSED) Communication and Language (CL) Physical Development (PD)

Curriculum –Early Years Foundation Stage continued 4 others which follow on; Literacy (L) Mathematics (M) Understanding the World (UW) Expressive Arts and Design (EAD)

Curriculum - EYFS PSED – our main focus this half term! Making relationships - settling in and routines Managing our feelings and behaviour – expectations, Golden Rules, working together Self-confidence and self awareness – learning how to learn; directing their own learning by selecting resources Becoming more independent

Curriculum - EYFS CL – necessary before we start to read and write Listening and Attention - taking turns to speak and listening carefully Understanding – following instructions and answering questions Speaking – using sentences, retelling stories and rhymes. Making themselves understood in a variety of situations and to a range of audiences

Turn off the Screens! Talking to your child is the best possible support that you can give them. Interacting at meal times Reading stories to them Going for a walk and talking about what you see Making up stories from pictures Developing understanding of vocabulary

Research 3 year old with limited 3 year old’s brain interactions and stimulation

Curriculum - EYFS PD – moving and handling Gross motor skills - balance and co-ordination; moving and travelling in different ways; throwing and catching; riding wheeled toys and Write Dance Fine Motor skills including using tools such as scissors; pencil control and grip

Developing motor skills ‰ Playdough-pinching and squeezing with thumb & forefinger. ‘Who can make the longest snake?.......’ Threading – beads, pasta, straws. ‘Let’s all make a necklace.....’ Picking up small objects – use tweezers & pipettes / eye droppers. ‘How many peas can you put in this pot?’ Finger Rhymes, stretching, curling fingers Water play – using spray toys & spray bottles. ‘Let’s go outside & water the flowers’ Bath time fun- using the shaving foam on the tiles to create patterns, draw shapes, write letters etc Craft Activities – glue sticks and paint brushes. Make a collage with lots of fine papers and decorate it with decorate it with sequins. Decorating biscuits– using icing pens to push icing out, cut up edible laces for hair etc Strengthening activities – swinging from the climbing frame or grasping to climb & crawl

Ideas – www.pinterest.co.uk

Developing pencil control 1 Fisted grip or Palmar Supinate Grip Developing pencil control 2 Digital Pronate grip Quadripod grip or 4 finger grip 3

4 5 6 Static Tripod grip Inverted Tripod grip Triangulation/ pincer grip 6

Curriculum - EYFS Literacy-Reading Handling books, knowing that print conveys meaning wherever we find it Looking at picture books, finding clues in the pictures to tell the story, developing story language Predicting what might happen next in a story Telling their own stories and rhymes Enjoying rhymes and rhyming activities Knowing that in English print is read from left to right and top to bottoms

Curriculum - Reading Understanding story structures from being read to! Oral skills – hearing rhyme, hearing first sounds in words, singing nursery rhymes, blending sounds in words together eg c-a-t saying cat, segmenting sounds in words eg pig all sounds distinguised – p-i-g Only then are children ready to start phonics ready for reading!

Literacy- Writing Lots of pre-writing activities to develop both gross and fine motor skills essential for writing Developing language through storytelling Copying shapes and patterns When ready, correct handwriting formation of cursive letters which we will teach in school

Skills needed before writing Gross motor skills – balance, spatial awareness, upper body strength, pivots in shoulders and elbows, cross the midline Fine motor – pincer movement, pivots in fingers and wrists, pencil control, finger isolation Hand and eye co-ordination – copying shapes

Skills needed before writing Listening – hearing sounds Understanding language for writing Speaking – clear speech sounds Speaking in sentences Phonological awareness – link letters to sounds

Phonics Children will be introduced to phonemes (sounds of letters) and graphemes (letter shape) Do not teach letter names! Sing Jolly Phonics songs Link letter shape to pictures eg s – snake Learn ‘tricky for now’ words Daily phonics in Literacy Workshop at 9.00am More information at Phonics meeting Week commencing 12th November 2018

Curriculum - EYFS Mathematics Maths workshop everyday before lunch Numbers – recognition, ordering and writing, counting accurately and using numbers for calculating (e.g. 1 more) and to solve problems including addition and subtraction Shape, space and measure – patterns, shapes (2D and 3D), time, money, capacity, length, size, distance; using them all to solve problems There are a range of Parent pocket guides online with ideas to help! Look out for the Maths workshops on Monday 8th October (6.15pm)

Curriculum - EYFS UW includes; People and communities – having a sense of family history and an understanding of their own and other cultures The world – looking at similarities, differences, patterns and change Technology – essential in the modern world! Looking at what it can be used for and how

Curriculum - EYFS EAD Exploring and using media and materials – mixing colours, making models etc. Being imaginative - responding to experiences, role play, music, stories and dance Children learn through taking part in the process and therefore this is more important than the end product.

Assessing children’s learning Verbal feedback to the child during adult led activities Observations on Tapestry: taking photographs and noting what children say - information about individual next steps Foundation Stage profile which is used to track their progress Two parent consultations, a written report and an open evening

Home Learning It could be: A topic linked, maths, literacy or topic activity will be given via Tapestry. Share a photograph and include a note giving details of what they did and what they said. They will then share it with their class at school. Literacy workshop sound folder Reading activities: book, blending boards Number/shape activities

Reading home learning Start with picture books to encourage children to tell stories from the picture. When ready, reading books will be sent home for children to practise decoding words – 10 minutes every day. When books are sent home please write the date and title in the home school book and make a comment after hearing your child read. Please make comments relating to understanding of the story as well as decoding the words.

Reading home learning A child who reads for 15 minutes, four times a week at home will have spent the equivalent of 6 whole school days every year reading. That’s 42 whole days of reading during their primary school years.

Phonics Children will be grouped for phonics. Home learning will be set by their phonics teacher. Blending boards, reading and writing practise and learning to read and spell ‘Tricky for Now Words.’

Maths Home Learning Children will be grouped for Maths Workshop. Home learning will be set by their maths teacher. Activities are practical – use objects!

Topic Home Learning Areas of learning outside of maths and literacy. Fun activities eg going for an autumn walk, spotting materials around the house. Share a photograph on Tapestry so the children can talk about their experiences in class.

Learning Together Sessions Parents are invited into school for an hour at the beginning of the day (9.00am-10.00am) each term. Small groups Monday – Friday First opportunity week commencing 22nd October

Parents Consultations (Week commencing 19th November) The class teacher will meet with you for a 15 minute appointment. Our focus will be on how your child has settled in school, and their ‘learning characteristics’. Please do not wait until your parents consultation if you have a concern. Either send a message via Tapestry or speak to your child’s class teacher to arrange a mutually convenient time.time.

Can you help? Once the children are settled (after half term) we are always looking for extra help with reading, cooking, photocopying, anything - either regularly or as and when you can Help with topic areas/trips Supplying us with recycling for junk modelling Please let your child’s teacher know!

Keep up to Date School website Twitter @GTSchoolMK Parent Mail – please make sure the School Office has your email address

Any Questions?