Welcome to the Reception Parents Meeting 26.9.18

Reception Routine & structure of the day Independence… Lunches Bags, books and trays Water bottles Coats & cardigans Its important for your child to be as independent as possible in everything that they do. We encourage this through allowing them to manage the above. If you think for a moment about what they are processing during this tasks Eg recognising their name, spatial awareness, gross motor control, follow instructions.

Early Years Foundation Stage Curriculum There are 7 areas of learning in the EYFS curriculum and 17 Early Learning Goals (ELG’s). 3 Prime areas Communication and Language, Personal, Social and Emotional Development, Physical Development 4 Specific areas Literacy, Maths, Understanding of the World, Expressive Arts and Design The prime areas underpin all areas of learning and these are the ones that need to be secure in order to achieve the specific areas.

See DfE “What to Expect When” document The prime areas underpin all areas of learning and these are the ones that need to be secure in order to achieve the specific areas. See DfE “What to Expect When” document

Characteristics of Effective Learning The ways in which children engage with other people and their environment: Playing and exploring Active learning Creating and thinking critically These underpin learning and development across all areas and support the child to remain an effective and motivated learner. This is very much HOW the child learns and access the classroom and curriculum. Both reception classes have displays that explain this further. Ask team to point you in the right direction if you haven’t already found it.

Ourselves Christmas Author Animals & minibeasts Our world Moving on Our year Ourselves Christmas Author Animals & minibeasts Our world Moving on This is very much HOW the child learns and access the classroom and curriculum. Both reception classes have displays that explain this further. Ask team to point you in the right direction if you haven’t already found it.

Whole class learning Current daily activities include: Fine motor development Registration Phonics 5-a-day Snack time Number work Story “Handwriting” Assembly Fridays – Forest Friday or PE This is the time we when we discuss the seasons, number of the date, what was yesterday, what day comes next, months. Time for speaking, listening and attention skills to be used and concentrated on. This will be where we listen and respond to the chn’s interests. Display!!! This will be whole class/groups to practise GMS and FMS to music. To support grip. These are many more opportunities for the chn to express their views and opinions as well as practising listening and attention and speaking skills.

Focused group activities Two or three activities throughout the day in a small adult led group Centred around a “theme” Hands on Practical Fun! Developing skills more tailored to their needs This is the time we when we discuss the seasons, number of the date, what was yesterday, what day comes next, months. Time for speaking, listening and attention skills to be used and concentrated on. This will be where we listen and respond to the chn’s interests. Display!!! This will be whole class/groups to practise GMS and FMS to music. To support grip. These are many more opportunities for the chn to express their views and opinions as well as practising listening and attention and speaking skills.

Continuous Provision This takes place throughout the day inside and outside the classroom. The children take ownership of their learning and independently access opportunities provided, which are sometimes initiated by them but are always planned for and scaffolded by the adults. Eg a child wants to make a card for a relatives birthday so they collect the resources they need in order to achieve their goal. This is why the classroom is set up as it is. Nearly everything is accessible to the children.

Phonics We follow Letters and Sounds – split into 6 phases until the end of KS1 Children learn that spoken words are made up of different sounds (phonemes) and these can be link to letters (graphemes). To read, the children are taught to say the sounds of the letters in the word and then put them together (blending) To spell, the children are taught to say the word, split the word into sounds and write a letter/letters for each sound (segmenting). You will find the pronunciation of the ‘pure’ sounds at this website: https://www.youtube.com/watch?v=P-eT08L3t40 This is taught formally some time in October in whole class/groups and discretely(when it arises or when a child has a specific need) It is important that both reading and phonics are fun and exciting and are not just done in the same way. All ch. Learn at different speeds and it is not a race-most ch. Will learn to read by the end of Reception but some children do not read until year 1 because they are not ready

Phonics Phase 1 is made up of 7 different areas: Environmental sounds Instrumental sounds Body percussion Rhythm and rhyme Alliteration (words that begin with the same sound) Voice sounds Oral blending and segmenting This is taught formally some time in October in whole class/groups and discretely(when it arises or when a child has a specific need) It is important that both reading and phonics are fun and exciting and are not just done in the same way. All ch. Learn at different speeds and it is not a race-most ch. Will learn to read by the end of Reception but some children do not read until year 1 because they are not ready

Phonics Phase 2 Children learn to recognise sounds and use the to blend (read) and segment (spell) Blending The separate sounds are spoken aloud, in order, all through the word, and are then merged together into the whole word. The merging is called blending, and is a vital skill for reading. Eg: c-a-t = cat Segmenting Children will also learn to do this the other way round. Eg: cat = c-a-t The whole word is spoken aloud and then broken up into its sounds (phonemes) in order, through the word. This is called segmenting, and is a vital skill for spelling. This is taught formally some time in October in whole class/groups and discretely(when it arises or when a child has a specific need) It is important that both reading and phonics are fun and exciting and are not just done in the same way. All ch. Learn at different speeds and it is not a race-most ch. Will learn to read by the end of Reception but some children do not read until year 1 because they are not ready

Phonics Learning the sounds Children will learn the basic sounds from the alphabet They will also learn that some ‘sounds’ are made up of more than one letter, eg: “ll” as in b-e-ll “ck” as in l-u-ck Your child will be taught how to pronounce the sounds correctly to make blending easier Sounds should be sustained where possible (eg, sss, mmm, fff) If not, ‘uh’ sounds after consonants should be reduced where possible (eg, try to avoid saying ‘b-uh’, ‘c-uh’) Always use the letter sounds not the letter names Word Work will be sent home throughout the year each week so you know what your child has been learning in school. There will be suggestions of activities you can do at home to support their learning. This is taught formally some time in October in whole class/groups and discretely(when it arises or when a child has a specific need) It is important that both reading and phonics are fun and exciting and are not just done in the same way. All ch. Learn at different speeds and it is not a race-most ch. Will learn to read by the end of Reception but some children do not read until year 1 because they are not ready

Phonics Phase 3 The main individual sounds have now been learnt, and children are reading and writing CVC words independently Phase 3 teaches children to learn the sounds made up of more than one letter, eg: ‘oa’ as in boat Many words will initially still have just three sounds: m-oo-n c-oa-t r-ai-n t-or-ch This is taught formally some time in October in whole class/groups and discretely(when it arises or when a child has a specific need) It is important that both reading and phonics are fun and exciting and are not just done in the same way. All ch. Learn at different speeds and it is not a race-most ch. Will learn to read by the end of Reception but some children do not read until year 1 because they are not ready

Phonics Phase 4 Children learn to hear and use blends in reading and writing e.g. fl-a-t bl-o-ck m-i-st Not discrete – taught in Reception alongside Phase 3 NEXT YEAR…. Phase 5 Children learn alternative ways to make the sounds they know e.g. Night/ pie/ file/ try Phonics screening in Year 1 including “alien words” This is taught formally some time in October in whole class/groups and discretely(when it arises or when a child has a specific need) It is important that both reading and phonics are fun and exciting and are not just done in the same way. All ch. Learn at different speeds and it is not a race-most ch. Will learn to read by the end of Reception but some children do not read until year 1 because they are not ready

Phonics Tricky words Your child will also learn several tricky words; those that cannot be sounded out Eg: the, to, I, go, no, was Plus common words – those that occur most frequently Eg: and, in, it, on, can Sight words – fast recall helps build reading fluency and confidence At the end of each half term, we will send a list home of the tricky words we have learnt and decodable ones the children can read for you to practise at home. This is taught formally some time in October in whole class/groups and discretely(when it arises or when a child has a specific need) It is important that both reading and phonics are fun and exciting and are not just done in the same way. All ch. Learn at different speeds and it is not a race-most ch. Will learn to read by the end of Reception but some children do not read until year 1 because they are not ready

Reading Children will access books independently, in groups, in whole class story sessions and library visits. We want to ensure that reading is for pleasure, enjoyment and that children are aware that there are fiction (story) and non-fiction (information) books. Children need to be confident and feel secure in their phonic knowledge so they will achieve in this area of learning. Reading books will be mainly decodable in Reception as children develop their knowledge of sounds Reading books will be changed on Mondays, Wednesdays and Fridays but please send them in your child’s bag every day as we try to listen to them read whenever possible in school too. This is taught formally some time in October in whole class/groups and discretely(when it arises or when a child has a specific need) It is important that both reading and phonics are fun and exciting and are not just done in the same way. All ch. Learn at different speeds and it is not a race-most ch. Will learn to read by the end of Reception but some children do not read until year 1 because they are not ready!!!!!!!!

Reading We appreciate that you’re busy, but here are two things that will make the biggest difference to your child’s progress in reading. EVERY NIGHT: Read a bedtime story to your child. Your child will bring home lovely books from the school library. Read these to your child – don’t ask them to read the story themselves as this is beyond their current reading stage. Listen to your child read the reading book we send home. Please take time to read each book more than once. Re-reading stories helps to develop fluency, word recognition and confidence on every reading. Please do not say: “This book is too easy!” Praise your child for how well they read it – celebrate what a great reader they are. They’ll sometimes bring home previous stories they have read too. This is taught formally some time in October in whole class/groups and discretely(when it arises or when a child has a specific need) It is important that both reading and phonics are fun and exciting and are not just done in the same way. All ch. Learn at different speeds and it is not a race-most ch. Will learn to read by the end of Reception but some children do not read until year 1 because they are not ready!!!!!!!!

Learning Journeys Over the year each child will build up an amazing Learning Journey book Enhanced by their Workbook All showing progression over the year Available to view ANYTIME! Your input…… Soon you will receive login and password details in order to access your chd’s LJ. We are in the process of uploading learning from the past 2 weeks. Thankyou for being patient while we learn how to use this tool. The school is nanny netted so that chn should not be able to access any forbidden websites. Any games/app to play at home we recommend will be from safe sites. Tapestry- because this is an online LJ access is for the family only but please be aware that NONE of these photos which include other children must be uploaded to any social media sites!!!!!!!!!!!!!!!!!!!

Bits and Bobs Connexion Zone – half termly Buddies Mr Brown Parents evenings & open events Friday letter -> Learning logs Getting in touch At the door Home school books Email us Trips- If you have any skill or job that you think will be useful to our learning but let us know.

You can always ask to arrange teaching staff after school or if it URGENT then please catch one of the class team in the mornings.