1. September 2018
Reception at Lawnside
What to expect…

2. Aims of the meeting What to expect in the Reception Year Our Aim
Daily overview
Phonics and writing
Maths
Home learning- Show and tell

3. Our Aim Learning in Early Years
Our main aim is to ensure that children enjoy coming to school and that they become independent and excited learners. That they feel safe and secure, become absorbed and engaged and that they develop to their full potential .
Learning in Early Years
‘The ways in which the child engages with other people and their environment — playing and exploring, active learning, and creative and thinking critically—underpin learning and development across all areas and support the child to remain an effective and motivated learner’ (Curriculum Guidance for the Foundation Stage , 2012)

4. Children are at the centre of everything we do at Lawnside Lower
Children are at the centre of everything we do at Lawnside Lower. During their Foundation Stage they will have the opportunity to:
 Explore learning experiences that help them to make sense of their world
 Develop ideas, concepts and skills
 Learn self control and understand the needs for rules
 Play alone or cooperatively, talking about their ideas
 Solve problems and learn from mistakes
 Think creatively and imaginatively
 Explore fears and other feelings in a controlled, safe place.
The adults role is to support this by:
 Providing a challenging and stimulating learning environment
 Supporting children’s learning though planned activities, provision and play.
 Extending children’s own learning and exploration.
 Developing children’s language and communication skills including their ability to listen and respond to others in a positive way.
 Observing, assessing and reporting on children’s progress, giving additional support and challenge where necessary.
 Developing effective partnerships with parents.

5. Daily organisation What will your child do?
8.50 Children and parents wait on the playground where one of the team will come and collect the children. Children to put lunchboxes and water bottles on the trolley outside.
The children hang their coats and put their book bags away
Table top activities and reading time
Registration time, Maths or Phonics input

6. Daily organisation
Child initiated play and focus activities differentiated activities and snacktime.
11.30 Group time and time to get ready for lunch.
During the morning children have fruit and milk provided.
12.00 lunchtime – packed lunch or school dinner, followed by stories, games, songs and lunchtime play.
1.20 Registration-Story, creative activities, child initiated play, forest school, individual or group reading.
3.00 Group time - Story and singing.
PE takes place on a Wednesday and Thursday
A busy day! Your child will feel tired by the end of it!!
Our aim is to build up adult led activities throughout the year, to prepare them for the year 1 curriculum.

7. Phonics
We use magnetic boards, white boards , interactive activities to develop the children’s skills

8. Phonics
Phonics is a way of teaching children how to read and write. It helps children hear, identify and use different sounds that distinguish one word from another in the English language. Written language can be compared to a code, so knowing the sounds of individual letters and how those letters sound when they’re combined will help children decode words as they read.
Understanding phonics will also help children know which letters to use when they are writing words.
Phonics involves matching the sounds of spoken English with individual letters or groups of letters. For example, the sound k can be spelled as c, k or ck .
Teaching children to blend the sounds of letters together helps them decode unfamiliar or unknown words by sounding them out. For example, when a child is taught the sounds for the letters t, p, a and s, they can start to build up the words: “tap”, “taps”, “pat”, “pats” and “sat”.
Children have daily phonic sessions in groups

9. Reading at home
Children will all bring a sharing book home. Please share this book with your child, reading to them and encouraging them to talk about the story/information.
Children will be given high frequency words
to practice at home.
A reading scheme book will be sent home when a child is ready, having recognised
some initial key sounds and a few key words.
Show types of book that children will bring and reading diary.

10. What you can do to help!
Ensure children share books when brought home and comment in the reading diary.
Read bedtime stories!
Look at and talk about printed language in their environment, on food packets, road signs, labels and leaflets. Encourage children to draw, paint etc
Show children your writing, shopping lists, things to do, birthday cards.
Make scrap books, write postcards, party invitations.
Develop fine motor skills by cutting, sewing, dot- to-dots etc.
Handouts to take if wish

11. Early writing skills
Using imagination and , working together on a large design

12. Writing
Learning to write requires children to use multiple physical and mental processes at the same time. Writing combines many skills and relies on development in areas not just specific to writing. It requires well developed fine motor skills—the ability to use muscles in the fingers and hands; the attention to concentrate for periods of time; memory to generate ideas and remember what sounds look like to write words; and the language to be able to express themselves.

13. Ways in which you can help
Ways in which you could help your child with writing at home
Provide lots of attractive writing equipment, e.g. fancy pens, chalk, crayons and pencils, paper and notebooks etc. will help to inspire them to mark make and write.
Try to encourage them to writing for a purpose following their interests —label their buildings or their pictures, make signs, postcards, shopping lists, cards or invitations. Encourage them to read back their writing to you.
Write down the things your child says to support their developing understanding that what they say can be written down and then read and understood by someone else.
Encourage them to sound words out as much as possible, even if they can only write the initial sound or a couple of sounds in a word. Gently show your child the letter formation— this is tricky for young children to grasp. They need to know where to start the letter and to write in a cursive script.
We begin by teaching the children to write in lower-case letters and only introduce capital letters for the beginning of names and then at the beginning of a sentence. It is useful if you can follow this at home too.
Encourage your child to have a go at writing and praise any attempts at writing.

14. Mathematical Development
Writing numbers and addition sums

15. Mathematical Development
Counting, sorting, matching, patterns, problem solving.
Children work with numbers, shape, space and measures.
Children learn through stories, songs, games and imaginative play.
Resources to show

16. What you can do to help
Point out numbers around you, on houses, cars, television channels, cookers and microwaves,
Say number names in order as you climb the stairs, count teddies on a bed, plates on the table.
Compare quantities, who has the most sweets, which shopping bag is heavier?.

17. Our Topic this term. Do you want to be friends?
This topic looks at friendships, new environments, families and
our senses.
We will send home a topic overview to help you support your child in their learning.
Do you want to be friends?

18. LOREM IPSUM DOLOR SIT AMET, CONSECTETUER ADIPISCING ELIT

19. Behaviour Sun, cloud and raincloud.
All classes at Lawnside follow the same behaviour system. It is very visual and allows children to reflect upon their behaviour choices.
All children start the day on the sunshine
If a child has needed several reminders about inappropriate behaviour then their name is moved to the cloud. A child can move from the cloud back on to the sun when appropriate behaviour is demonstrated.
A child is moved to the raincloud if they have repeatedly been on the cloud. If they have hurt another child, or other serious behaviour. A child can move back up the chart as they demonstrate appropriate behaviours. Parents will be informed if their child goes on the raincloud.
Behaviour policy is on website.

20. Show and Tell
Supports the areas of Communication and Language and also Personal, Social and Emotional development.
Show and tell sheet will be in the pack.

22. And finally
The parent pack supplied has various different activities and ideas for you to be able to support your child in their learning.
Please ensure children have a PE kit in school and a change of clothes when accidents occur
Please make sure all clothing is labelled .

23. Thank You!
Any questions ?