1. Welcome to Reception

2. The Foundation Stage is the stage of education for the children from birth to the end of the Reception year. The Foundation Stage Curriculum is based on the recognition that children learn best through play and active learning and that every child is unique! What is the Foundation Stage?

3. Prime Areas  Personal, Social, Emotional Development  Communication, Language and Literacy  Physical Development Specific Areas  Literacy  Mathematics  Understanding of the World  Expressive Arts and Design The curriculum is organised into 7 areas of learning and development

4.  This guidance helps us to understand and support each individual child’s development pathways.  Learning objectives are grouped into age brackets and we assess the children on their learning journey. Development Matters

5.  Observations  Photographs  Teacher assessment  Plan for children’s next steps  Individual targets How do we keep track of children’s learning?

6.  Early Excellence Baseline assessment – only test to rely on teacher judgement, does not involve any pre-set tasks or tests!  The purpose of the Reception baseline assessment is; - to establish an accurate starting point from which to measure progress and provide a strong predictor of KS1 and KS2 attainment. - when pupils reach the end of KS2, the DfE will use the reception baseline score to calculate how much progress the children have made compared to others with the same starting point. https://eexba.com/ Early Excellence Baseline

7. Making the curriculum fit our children

8. We plan for whole class adult led sessions. These cover all aspects of the curriculum including;  Literacy  Mathematics  Phonics  Handwriting  Topic  Funky Fingers What is whole class teaching?

9.  Adults work with a small group of children to direct their learning.  Each week the children will extend their writing and mathematics learning during one of these sessions.  Throughout the week we also plan specific, focused adult led tasks in other areas of the curriculum. What are adult focused activities?

10. Continuous provision Areas which are always in our room or outside:  Reading  Writing  Sand  Water  Creative  Maths  Construction  Role play  Small world What is continuous provision?

11. Enhanced provision Activities are planned and set up to enhance the continuous provision areas. Enhanced provision targets the next steps that the children require in their learning. What is enhanced provision?

12. What is independent learning time?

13. Morning  Independent learning and register time  Phonics  Free flowing snack time (no set break time)  Adult focus groups and Independent learning  Mathematics  Lunch time A typical day in Reception

14. Afternoon  Register time  Literacy/Topic/Handwriting  Adult focus groups and Independent learning  Story and Reflection time  Home time A typical day in Reception

15.  As children grow older they will begin to understand the different sounds in languages and join in with stories, songs and rhymes by clapping, stamping and singing along!  This is an important stage – the ears are beginning to tune into the important sounds they can hear and discriminate between them.  Over time your child will begin to distinguish between different speech sounds (phonemes) and they will match the sounds to letters (graphemes). This is called phonic knowledge. Importance of speech sounds

16. We follow ‘Read, Write, Inc’ and use this scheme to help the children hear, say, recognise and write sounds within words. RW Inc is a phonics programme which is systematic, structured, fast paced and fun. It is a multisensory programme which develops both reading and writing skills in children and has proven successful in our school. Phonics

17. P honics- Teaching P honics- Teaching Phonics are taught throughout school. In Reception and Year 1 children are organised into small groups according to their stage of development. Phonics are taught each morning and our aim is that all children have mastered phonetic skills and are fluently reading by the end of Year 1. No children are left behind. The one to one tutoring programme ensures that children from Year 2 upwards are fully supported.

18. Phonics- Assessment Assessment is rigorous and effective. Ongoing daily assessment informs the next days teaching and summative data is collected half termly to highlight attainment and progress. Please see the RWInc website for ideas and resources to further support your children.

19. Children’s writing develops best when they are fully engaged and are given the opportunities to write about things that excite and interest them!  Developing confidence  Linking sounds to letters  Spelling  Letter formation  Writing for different purposes  Independent and teacher led writing Writing

20.  Cutting with scissors, for example, collage area.  Playing musical instruments.  Cooking – real or play-stirring, kneading, cutting.  Pouring water.  Bat and ball games.  Painting – various sized brushes, finger painting.  Using clay tools.  Drawing – felt-tips, chalk, pencils, crayons.  Make patterns in wet or dry sand with fingers.  Pegging dolls’ clothes onto a washing line.  Small world toys.  Use malleable materials, for example, clay, play-dough, compost, plasticine, shaving foam, pasta, with a variety of tools, for example, chopsticks, cutters, scissors, potato mashers, rolling pins.  Lacing and threading, for example, lacing beads onto string, pegboards. Hand-eye co-ordination and Fine Motor Control

21. Gross Motor Control The gross motor sessions will involve activities such as:  Riding bikes  Rolling tyres  Painting with big brushes and rollers  Chunky chalks  Balancing games  Parachute games  Obstacle courses  Ball games- throwing and catching, rolling, passing  Big art  Tape activities – children to jump over the tape, balance on the tape etc.

22.  Children read individually and in small groups  Guided reading sessions  Children will read every day in other ways; phonics, big books, words, signs, classroom resources etc.  Whole class teaching – through big books, talk partners, comprehension, role play, sequencing stories, missing words, matching games etc.  Children’s home reading books – developing children’s comprehension skills Reading

23.  Find a comfortable quiet place to read together. Read with your child every day.  Let your child choose their own book, even if they’ve read it 100 times!  Try not to interrupt by correcting every mistake. Encourage children to read for meaning, does it make sense? What could the word be?  Encouraging your child to use strategies for reading; sounding out words (being careful that they are words that can be sounded out)key word recognition. What you can do at home

24. A quick overview of key numeracy skills your child will be developing throughout their time in Reception.  Recognising numbers  Counting  Calculations  Shape  Measurement Numeracy

25.  The learning environment in Year 1 is similar to that of Reception.  We aim to provide an environment both indoors and outdoors which is stimulating and inviting, in order to provide opportunities that will engage and challenge children.  There are daily opportunities for children to be independent, having access to their own resources and taking responsibility for caring for the environment. Transition to Year 1

26. Our Outdoor Environment Our Outdoor Environment Year 1 Autumn Days

27.  The workspace in the classroom is flexible and is changed and adapted throughout the year.  There is a gentle introduction to a slightly more formal curriculum as the year progresses for those children that are ready.  Changes are made gradually so the transition, based on daily assessment, feels natural, not forced. Our Classroom Our Classroom

28. The end of Year 1 The end of Year 1  By the end of Year 1, children are independent learners; happy and ready to enter their last year of KS1.

29. We hope you have found this evening useful and if you have any questions please just ask ! Thank you