1. Meet the Teacher event 24th September 2019 Class Teacher: Ms Hilinska
Higher Level Teaching Assistant: Mrs Morcombe

3. Personal, social and emotional development:
Making relationships:
Early Learning Goal
Children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children.
Self-confidence and self-awareness:
Early Learning Goal
Children are confident to try new activities, and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don’t need help.
Managing feelings an behaviour:
Early Learning Goal
Children talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations, and take changes of routine in their stride.

4. Communication and language:
Listening and attention:
Early Learning Goal
Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity.
Understanding:
Early Learning Goal
Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.
Speaking:
Early Learning Goal
Children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events.

5. Physical Development:
Moving and handling:
Early Learning Goal
Children show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing.
Health and self-care:
Early Learning Goal
Children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.

6. Specific area: Literacy
Reading:
Early Learning Goal
Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.
Writing:
Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.

7. Specific area: Numeracy
Number:
Early Learning Goal
Children count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit number and count on or back to find the answer. They solve problems, including doubling, halving and sharing.
Shape, space and measure:
Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.

8. Characteristics of effective learning
In Reception the children complete lots of different activities.
They work with adults to do focused tasks.
Lots of their learning also comes through play, this learning is observed and enhanced by other adults.
The skills the children learn are the skills that will follow them throughout their lives.
Our expectations:

9. Tuesdays and Thursdays– PE
Our daily routine
8:45 – Children come in and self-register 9:00 – Dough disco 9:15 – Activities introduced 9: 20 – Choosing time and group activities 10:00 – Playtime 10:15 – Phonics 10:35 – Choosing and group activities 12:00 – Lunch and break time 1:00 – Understanding the world 1:20 – Choosing time and creative group activities 2:45 – Assembly on Monday, Tuesday and Thursday 3:00 – Story time and Star of the day
Tuesdays and Thursdays– PE

13. Indoor and outdoor provision
Indoors:
Writing area
Maths area
Understanding the world
Construction area
Small world
Malleable
Sand/ water tray
Book corner
Role play
Outdoors:
Writing table
Maths table
Physical development
Construction
Sand/ water tray
Creative area
Understanding the world table

14. Phonics
“Research shows that when phonics is taught in a structured way – starting with the easiest sounds and progressing through to the most complex – it is the most effective way of teaching young children to read and is particularly helpful for children aged 5 to 7
Children who have been taught phonics also tend to read more accurately than those taught using other methods, such as ‘look and say’. This includes children who find learning to read difficult, for example those who have dyslexia.”
Department for Education

15. How we teach phonics 1) First we learn the pure phoneme sounds.
We don’t learn these in alphabetical order, but start with the simplest sounds. This means that children can start reading and writing words much sooner!
The pictures in the letters help the children to remember what they look like, and how to form them correctly.
2) Next we start to learn to blend.
Meet Fred
He can only talk in sounds. He says j-a-m not jam.
Fred helps the children to learn oral blending

16. The importance of reading
At early stages, children develop an awareness of how to handle books, turn pages, understand that text is read from left to right, explore illustrations and the meaning
Supports phonics; children learn new sounds and the skills of segmenting and blending words which in turn supports reading
Reading allows children to develop cognitive skills – through retaining information from the text, inferencing and deducting what may happen next.
Reading encourages children to become risk taking and active explorers of the opportunities around them
Children develop a sense of understanding of the wider world through open ended questioning whilst reading.

17. Reading in Reception
Monday/ Wednesday/ Friday – your child will receive a guided reading book on those three days. Please return them on the next ‘reading day’.
Reading records – please share with us any comments about your child’s reading and exploration of a book, as well as questions asked (these will be collected alongside the guided reading book).
1-to-1 reading

18. Behaviour Park Community School operates a yellow and red card system.
House point system is used to praise and encourage positive behaviours.
Class point is used to encourage team work.
‘HEART’ at Park-awards for our Park values (achieve, effort, respect, courage, and taking responsibility).
Celebration assembly –each Friday morning, two children from each year group will be awarded with a ‘Star of the week’ certificate. The parents will be invited to join the celebration.

19. Gold Land Keeping it green!
Star of the week!
Effort is crucial!
Gold Land
Keeping it green!
On a Friday we have an assembly at 8:45am to celebrate the star of the week.
Blue – St Andrew
Red – St George
Yellow – St David
Green – St Patrick

20. Attendance and punctuality
We expect children to have an attendance and punctuality of 96% or above. If for any reason your child cannot come to school – please call the office to let us know.

21. Home learning
Homework - (goes out on a Friday, children to bring them back on a Wednesday)
Phonics - Each week you will have a sheet with the sounds the children have learnt each week and the opportunity to practise the letter formation with a small phrase to accompany it.
Reading – please read with your child regularly, children will receive a new book on a Monday, Wednesday and a Friday
Reading records
Learning logs – Autumn Two

22. WOW moments!
To help the children achieve these characteristics of effective learning we need your help!
When your child achieves something that you consider a wow moment could you fill in a wow moment to share with us at school.
Examples of WOW moments: learning to ride a bike, got dressed by themselves, tried to write at home, counted all their shoes etc.

23. Other remainders… We require passwords for dismissing
Birthday celebration –own clothes, nut free cake
Healthy lunchboxes –no fizzy drinks, chocolate, sweets, crisps
Volunteers –reading with children, if you are interested please sign the form at the end.
We will have a number of workshops available throughout the year –please read the newsletter regularly to find upcoming events
Parents Showcase
Lost property –the box goes out every morning and afternoon; it is children’s responsibility to check these regularly.
ParentMail –new communication system –the office can help you set it up
Communication with teachers –if you have any questions, or concerns please contact the office to book an appointment
When you have an appointment it is crucial that you let the office aware
Any medications need to be given to the office with a form about when/how to administer it
Please make appointments outside of school hours, it can impact learning and social time in school.