Welcome to the EYFS at Maltese Road Primary School Welcome, thank you. Brief outline of the EY curriculum & what a typical day at MR will look like. Hopefully answer lots of Qs as we go, if not please feel free to catch me at the end. Bear with me…!

We want your child to… Be happy! Form positive relationships Develop a love of learning Make good progress - 1st year at primary school most important = happy! Work hard to quickl;y develop strong relationships Transition to building is smooth – sharing photos and progress, talking - Many children’s favourite year is Reception - learn through play & don’t realise learning! - Skilled teachers & TAs - challenge and move learning on -

What is the EYFS? Early Years Foundation Stage – learning and development stages for children from 0-5 years Based on the knowledge that children learn best through playing, exploring, being active, creative and asking questions - EYFS statutory framework used in any early years settings 0-5 Outlines what we need to do to support your child. ‘curriculum’ for R year at school. Move on to KS1 of the NC in Year 1. 17 ELGs chn will work to at the end of the year. 4 key themes: A Unique Child- different interests, grow and develop differently in different areas. Tailor teaching to class, groups and individuals so all make good progress. Positive relationships – help learn to be strong & independent. Spend time getting to know chn, collecting info & setting clear boundaries. Have high expectations. Deliver fun, exciting and engaging teaching. Strong partnership with school/home. Enabling environments - Safe, stimulating, environment. New resources more to come! Ch feel happy secure and excited to learn. When 3 areas are successful it enables Learning & Development to occur. !

Baseline 2015 First few weeks of school as part of getting to know children When children are settled A starting point for learning and progress through school Government introduced a new baseline assessment to measure progress in primary schools. This is not different from how we assessed chn on entry previously, just given us a standardised structure for doing so. Collect info by observing chn, not removing chn from learning. For example, one of things I’ll be looking at ‘is child willing to try out new things’? So…. Yes/no If not there, ok, just a starting point so we can plan for individual needs Begin challenging straight away

Areas of learning Prime areas; Specific areas; Personal, Social and Emotional development Physical Development Communication and Language Specific areas; Literacy Mathematics Understanding the World Expressive Arts and Design 3 prime areas, fundamental skills 4 specific areas, include essential skills and knowledge for chn to participate successfully in society

Personal, Social and Emotional development Children will be learning to; form positive relationships with other children and adults be self confident try new things become independent know what their own needs are tell the difference between right and wrong. What this might look like: playing games turn taking following rules circle times giving chance to explore their feelings and how to manage them books, stories, role play, rewards for positive behaviour - stickers, certificates, Star of day, Magnificent Malteaser award – celebration assembly

Physical development Children will be learning to; move confidently control their body understand the importance of being healthy handle equipment safely What this might look like: moving in a range of ways opportunities to take risks - climbing, balancing Structured PE lessons - gym, dance, games, athletics gross motor skills – large movements - riding bikes, throwing balls, running fine motor skills –small muscle movements - dough disco, funky fingers, threading, finger printing, using tweezers etc (these 2 are hugely important in a child’s development and we will have timetable daily sessions to work on GMS & FMS Aim to successfully use & manipulate pencils/scissors & other tools

Communication and Language Children will be learning to; Listen attentively in a range of situations Follow instructions and answer questions Talk confidently and clearly Use past, present and future forms accurately Enjoy listening to stories, songs and poems What might look like: Listening games Stories – listening, understanding & retelling Music, songs, familiar rhymes Assembly Following instructions Understanding humour/jokes Imaginative play- role play area, puppets, dolls and figures Show & tell

Literacy Children will be learning to; Hear and say sounds in words and link them to the alphabet Use phonic knowledge to decode words Write with clearly identifiable letter shapes Read, write and understand simple sentences Develop a love for reading Phonics: Document called ‘Letters & Sounds’ Daily phonics session Individual sounds – c = /c/ Blend sounds - /c/a/t/ = cat Workshop in autumn term. Handwriting: taught patterns and rhymes to remember letter formation, From large movements to small: ribbons, painted water, in sand, gloop, slime, chalk, paint, rollers, then pencils & pens! Reading: Book to take home within first few weeks, as we deem appropriate. Pictures 1st > then with words Reading workshop in Autumn term Please try not to compare – unique child. Experience of sharing a book = a special time for you and your child. Other literacy experiences: reading and following recipes writing shopping lists going on treasure hunts bingo, snap or lotto games

Mathematics Children will be learning to; Develop an understanding of mathematics through stories, songs, games and imaginative play Count reliably and say which number is one more and one less than a given number Recognise, create and describe patterns Be aware of shapes and space Use their knowledge of maths to solve problems What this might look like: - exploring properties of shape and space by building a castle - having a race with cars and labelling 1st, 2nd 3rd - recording scores of a game - measuring ingredients using scales - counting how many children would like snack - number or shape hunts - setting up a shop using real money - stories and songs about number and shape Have fun, practical, games, not sitting down at desks etc

Understanding the World Children will be learning to; Explore and find out about the world around them Build with different materials, know about everyday technology and learn what it is used for Find out about past events in their lives and their families’ lives Find out about different cultures and beliefs What this might look like: - Visits to local area - Talks from visitors – jobs/lives - Science investigations - ‘adventures’ to far away lands -moon, Antartica - involvement in traditional British celebrations like Christmas, pancake day Mother’s day - festivals and celebrations from other cultures. So this learning area is, if you like, geog, history, RE combined, learning about the world around them. This might be explored through trips and visits out into the local area, ‘adventures’ to far away lands like the moon, or antartica, special visitors coming in to talk about their jobs or lives, partcipating in a variety of traditional British celebrations like Christmas, pancake day Mother’s day, and festivals and celebrations from other cultures.

Expressive Arts and Design Children will be learning to; Making things using a variety of different tools and techniques Explore colour and texture Make music, songs and dance Express their ideas through role play Where children will be exploring media and materials and using their imagination Working together to build a pirate ship or café, or a superhero pod! – CHns interests very much drive themes and topics we learn through in Rec, Singing songs as a fun way of learning eg phonics jingles, counting songs, - expect to find yourself singing songs your children come home with! In PE exploring dances linked to topics Paint, junk modelling, craft resources will be accessible to chn at all times Chn will come back messy every now & then learning through play Very much moved away from traditional ideas in primary school where everyone will make an identical xmas card, more about SKILLS & PROCESS of creating

Induction week Wednesday 2nd September – 8.45 – 12.00 Thursday 3rd September – 8:45 – 12.00 Friday 4th September – 8:45 – 1:15 (after lunch) Monday 7th September – 8:45 – 3:05 (and onwards) ??? Where to say goodbye?? Do parents come into classroom? Gates open at 8.40. Chn need to be lined up outside classroom by 8.45. Gate locked at 9 – late – M office Bus – leave Maltese at 8.20, get chn here for 8.45. Early - into classroom - Collecting at 12, 1.15 be there promptly but mot early.

A typical day in Reception  8.45 Self register and explore 9.00 Carpet time – GMS and direct teach 9.20 Activities 10.30 Snack 10.50 11.30 Phonics 12.00 Lunch 1.00 Carpet time – FMS and direct teach 1.20 2.30 Carpet time –story/discussion/singing/games 3.05 Home 8.45 - Gate opened at - say goodbye & straight into classroom 9.00 - Gate locked – after this go to office Less formal reg to settle them etc Welcome songs, calendar, gross motor skills with dance/MM then a short, pacey, engaging direct teach Time to explore – independent, challenge – CT/LSA working with sm grps, 1:1 or interventions as nec Snack – ECC provide fruit/milk We ask for £1/week contribution towards snack that will be prepared/cooked by groups of chn each day. Something healthy like cheese & crackers, banana muffins etc Opp to try new foods, basic skills, maths, language, social (progression from nursery) Hand to Miss S on Monday morning (start on first full week) Snack in circle 12.00 - Lunch time. Entitled to free school meal Menus online week before or can request a paper copy from office Can bring packed lunch if wont eat meal Usually eat different foods in school than they might at hom Chn play on small pground with Meadgate Y1 v good role models, with LSAS they know at all times – take good care FMS – Dough Disco – youtube! 3.00 - Unlock gates 3.05 - Please wait outside classroom to be matched Please let us know if somebody dif – ring ahead Mini bus – escorted by a member of staff approx. 3.30 at MR CAN BUS CHN NOT LEAVE AT 3?

Things to bring in first week Book bag Packed lunch (if not having school meal) PE kit (plain white t-shirt, black shorts, plimsolls) Snack money - £1 Spare clothes (if you think necessary) Wellies, waterproof jacket, sun cream A big smile!  Please ensure everything that comes into school is named!!

Things to note… Sickness, please allow children time to recover if unwell Medication, please complete relevant form at office, clearly labelled Allergies – please keep us up to date Footwear – we love velcro! Jewellery – please leave at home Advise 24 hours after any sickness or diareah. Please ensure your contact details are up to date, if we need you in an emergency, let us know of any changes If child needs medicine through day, please fill out form from office, label with name, dosage required. No laces or sandals of any kind ECC requirement chn cant do PE with earrings in….

Next week – last transition session, Teddy bear’s picnic No evening meeting on 8th July Any questions, please don’t hesitate to ask, email or phone “See you in September!” Teddy bears picnic – if chn could bring their favourite bear and a snack. Miss Sutterby Mrs White Mrs Story Mrs Stubbings