1. Welcome to Saint George’s Church of England Primary Phase

2. Welcome and Introductions
Mr Stephen Carey – CEO of Aletheia Anglican Academies Trust
Mrs Sue Tunnicliffe –Executive Headteacher
Mrs Helen Palmer – Early Years/Key Stage One Leader
Mrs Tracy Macfarlane - SENCO
Miss Emily Pennington & Mrs MicheleTodd – Teaching Assistants
Molly Rampling, Amy Yelland, Anna Troth - Breakfast/After School club Staff
Natasha Bianchet – Office Administrator
Tanya Willcocks & Christina Lewis – Catering Team
SGA representative

3. What is the Early Years Foundation Stage?
The Early Years Foundation Stage (EYFS) sets standards for the learning, development and care of children from birth until 5 years old, or until the end of the Reception year in school.
There are four themes which underpin the EYFS;
A unique child +
Positive relationships +
Enabling environments =
Learning and development
There are seven areas of learning which are all interconnected.

4. Prime Areas
Personal, Social and Emotional Development
Communication and Language
Physical Development
These areas develop quickly in response to relationships and experiences. These areas support learning in all other areas.
Specific Areas
Literacy
Mathematics
Understanding the World
Expressive arts and design
These areas include essential skills and knowledge. They grow out of the Prime Areas and provide important contexts for learning.

5. PSED Personal, Social and Emotional Development
Making friends
Playing co-operatively and taking turns
Forming positive relationships with adults
Learning daily routines
Confidence to share own ideas
Confidence to choose an activity for themselves
Having an awareness of others
Working as part of a group
Understanding boundaries and following rules

6. PSED - How can you help at home?
You can help by encouraging your child to use the toilet independently, wash their hands, dress and undress themselves, put on and fasten their coats and use a knife and fork
Playing games together which encourage sharing and turn taking, will help your child to build their social skills

7. PD Physical Development
Gross and fine motor skills – Write-dance and Funky Fingers
Good control and co-ordination
Malleable area
Mark making area – pencil control
Use of scissors
Shoes and coats
PE – getting dressed and undressed
Dance/BEAM/yoga/Forest School
Outdoor area – sand, large mark making, bikes, construction
Awareness of how to be fit and healthy
Manage own basic hygiene and personal needs successfully

8. Physical Development – How can you help at home?
Give children time to run, jump, climb and play outdoors
Encourage children to carry out activities such as building, drawing, threading beads, or filling and emptying containers in the water/bath, – all of which develop manipulative skills.
Support children to go to the toilet and dress and undress by themselves

9. CL Communication and Language
Listening to stories and responding to what they hear
Listening and responding to others
Following instructions
Asking and answering questions
Expressing themselves effectively through speech
Developing own narratives

10. Communication and Language– How you can help at home?
Reading stories to your child and talking about events, character’s, feelings, etc
Singing songs and nursery rhymes
Taking time to listen to them talking about things they’ve done and answering their questions

11. L Literacy Reading and sharing books Phonics Rhyme Mark making
Reading and writing own name
Reading and writing simple words and sentences

12. Literacy – How can you help at home?
Reading and sharing books, stories, information books, newspapers, magazines, comics, signs, leaflets and encouraging your child to join in and talk about what you are reading/sharing together
Reading and sharing school books daily
Singing songs and nursery rhymes
Supporting children with mark making – this doesn’t have to be on paper. It can be brushes dipped in water outside on the ground.

13. M Mathematics Counting Recognising numbers and what they mean
Calculation
Problem solving
Shape
Pattern
Measuring
Comparing quantities

14. Mathematics – How can you help at home?
Talk about the shapes you can see in the environment
Comparing things which are heavy and light or long and short
Pointing out numbers all around
Singing counting songs and rhymes
Counting, adding and subtracting anything and everything - socks, cars, shopping, cutlery, fingers and toes!

15. EAD Expressive Arts and Design
Singing songs
Making music
Dance
Using a variety of tools, materials and techniques
Using imagination through role-play, music, art, design and technology and stories

16. Expressive Arts and Design – How can you help at home?
Talk with your child about their imaginative play and join in if possible!
Encourage children to be flexible in their thinking and praise them for their efforts when making and creating new things

17. UW Understanding the World
Exploring
Investigating
Observing
Learning about other cultures and places
Talking about past and present events
Technology – selecting and using for particular purposes

18. Understanding the World – How can you help at home?
Talk with your child about the places they visit and the things they see in the world around them
Answering and asking questions - What if…? Why do you think…? How did you…?
Letting children join in with everyday activities - washing up, cooking, shopping, helping in the garden, cleaning the car…
If possible let them have access to ICT, CD players, mobile phones, computers

19. EYFS Curriculum
Consists of both adult led and child initiated learning
Adults observe children, analyse these observations and plan next steps for each child
Children’s learning will be shared through an online journal system ‘Tapestry’ which parents will have secure access to
Workshops linked to the EYFS curriculum and Tapestry will take place in Term one

20. Promote children who are independent, confident and resilient learners
Free-flow between the indoors and outdoors
Creative curriculum- planning comes from the children and their interests.
Learning is fun!
Children love school!

21. Parental Involvement
Parents are involved in their child’s learning through;
Termly invites into school to take part in stay and play sessions, reading sessions, weekly open door afternoons
Daily communication through contact books
Tapestry – online journal. Parents will receive notifications of when observations have been carried out on their child
Parents evenings
Weekly class newsletters
Regular school newsletters

22. Home Learning
Children will begin by learning letters and the sounds they make
Children will bring home reading books to share. Initially these will be for you to read and share with your child
Phonetically based reading books will then be sent home to share so children can practice reading the words for themselves
Phonetic books are sent home after October half-term
Reading books are changed weekly to enable plenty of practice at home
Practical maths activities/ideas will be sent home
Weekly home journal to develop speaking and listening
During the Summer Term there will be more focused home learning to prepare children for year one

23. General Information
School day am-8.55am staggered entry. Finish at 3.10pm
Breakfast club will run from 7.30am. After school club will run until 6.00pm
School dinners- all children are entitled to a free school lunch in years R, 1 and 2. These will be produced on the school site. Please complete free school meals paperwork
Packed lunches – please ensure your child’s lunch box is named and that it is a healthy lunch box. No nuts, chocolate or fizzy drinks.
Please report all absences to the school office.

24. Uniform Uniform required – list has been sent to you
Other items – PE kit, forest school, wellies, cold and hot weather to include, hats, sun cream, etc
Spare underwear, socks, tights in book bags in case of accidents
Uniform can be purchased from school
Please ensure all uniform/items sent in to school are named as they all look the same!
Book bags can have a recognisable key ring on them to help your child identify them easily

25. Transition into school
Pre-school visits to visit child in pre-school setting and meet child’s current key person
Activity session took place today. Children had the opportunity to meet key members of staff, other children within their class and spend time in their classroom environment. It was lovely to spend some time with them!
Home Visits
Throughout the week beginning Monday 2nd September
Opportunity to meet with child and parent in your home setting
Settling into school questionnaire/opportunity for questions
Activities and books for children to enjoy

26. Week 1 – Week beginning Monday 9th September children begin school
Week 1 – Week beginning Monday 9th September children begin school. Doors open at 8.40am
Parents are able to come into the classroom with their child and settle them initially.
Adults will reassure children on their first day (and beyond) and allay any worries or concerns that children (or parents) may have
Children will be collected at 12 noon this week
Week 2 – Week beginning Monday 16th September children in school until 1.15pm (lunch and play time)
Parents invited to their child’s first lunch in school on Monday 16th September at 12 noon (Letter in pack)

27. Questions and thank you
Week 3 – Week beginning Monday 23rd September children will stay all day in school
Parents to collect children at 3.10pm
General
Speak with school staff if worried or concerned about anything, even if it seems small.
Morning snack - £3 per term
Parent helpers – help with reading, books bags, helping in class
Please complete and return forms this evening
Power-point on website if needed
Questions and thank you