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

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

3. Our Team
Sarah Pearce
Headteacher
Nina Mackay
Deputy Headteacher

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

5. Louise Courriere
PPA cover teacher
Faye Jenkins
PPA cover teacher

6. Hayley
Leopards
Louise
Tigers
Sam
Hippos
Michelle

7. 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

8. ‘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.

9. 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.

10. 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.

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

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

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

14. Independence

15. 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)

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

17. 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

18. 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

19. 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

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

21. 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

22. 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

23. Ideas – www.pinterest.co.uk

24. Developing pencil control1
Fisted grip or Palmar Supinate Grip
Developing pencil control 2
Digital Pronate grip
Quadripod grip or 4 finger grip 3

25. 4 5 6 Static Tripod grip Inverted Tripod grip Triangulation/
pincer grip 6

26. 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

27. 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!

28. 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

29. 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

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

31. 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

32. 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)

33. 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

34. 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.

35. 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

36. 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

37. 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.

38. 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.

39. 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.’

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

41. 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.

42. 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

43. 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.

44. 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!

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

46. Any Questions?