1. Welcome to the EYFS at Maltese Road Primary School
Welcome, thank you.
Brief outline of the EY curriculum & what a typical day at MR will look like.
Hopefully answer lots of Qs as we go, if not please feel free to catch me at the end.
Bear with me…!

2. We want your child to… Be happy! Form positive relationships
Develop a love of learning
Make good progress
- 1st year at primary school most important = happy!
Work hard to quickl;y develop strong relationships
Transition to building is smooth – sharing photos and progress, talking
- Many children’s favourite year is Reception - learn through play & don’t realise learning!
- Skilled teachers & TAs - challenge and move learning on -

3. What is the EYFS?
Early Years Foundation Stage – learning and development stages for children from 0-5 years
Based on the knowledge that children learn best through playing, exploring, being active, creative and asking questions
- EYFS statutory framework used in any early years settings 0-5
Outlines what we need to do to support your child.
‘curriculum’ for R year at school. Move on to KS1 of the NC in Year 1.
17 ELGs chn will work to at the end of the year.
4 key themes:
A Unique Child- different interests, grow and develop differently in different areas. Tailor teaching to class, groups and individuals so all make good progress.
Positive relationships – help learn to be strong & independent. Spend time getting to know chn, collecting info & setting clear boundaries. Have high expectations. Deliver fun, exciting and engaging teaching. Strong partnership with school/home.
Enabling environments - Safe, stimulating, environment. New resources more to come! Ch feel happy secure and excited to learn.
When 3 areas are successful it enables Learning & Development to occur. !

4. Baseline 2015
First few weeks of school as part of getting to know children
When children are settled
A starting point for learning and progress through school
Government introduced a new baseline assessment to measure progress in primary schools.
This is not different from how we assessed chn on entry previously, just given us a standardised structure for doing so.
Collect info by observing chn, not removing chn from learning. For example, one of things I’ll be looking at ‘is child willing to try out new things’? So…. Yes/no
If not there, ok, just a starting point so we can plan for individual needs
Begin challenging straight away

5. Areas of learning Prime areas; Specific areas;
Personal, Social and Emotional development
Physical Development
Communication and Language
Specific areas;
Literacy
Mathematics
Understanding the World
Expressive Arts and Design
3 prime areas, fundamental skills
4 specific areas, include essential skills and knowledge for chn to participate successfully in society

6. Personal, Social and Emotional development
Children will be learning to;
form positive relationships with other children and adults
be self confident
try new things
become independent
know what their own needs are
tell the difference between right
and wrong.
What this might look like:
playing games
turn taking
following rules
circle times
giving chance to explore their feelings and how to manage them
books, stories, role play,
rewards for positive behaviour - stickers, certificates, Star of day, Magnificent Malteaser award – celebration assembly

7. Physical development Children will be learning to; move confidently
control their body
understand the importance of being healthy
handle equipment safely
What this might look like:
moving in a range of ways
opportunities to take risks - climbing, balancing
Structured PE lessons - gym, dance, games, athletics
gross motor skills – large movements - riding bikes, throwing balls, running
fine motor skills –small muscle movements - dough disco, funky fingers, threading, finger printing, using tweezers etc
(these 2 are hugely important in a child’s development and we will have timetable daily sessions to work on GMS & FMS
Aim to successfully use & manipulate pencils/scissors & other tools

8. Communication and Language
Children will be learning to;
Listen attentively in a range of situations
Follow instructions and answer questions
Talk confidently and clearly
Use past, present and future forms accurately
Enjoy listening to stories, songs and poems
What might look like:
Listening games
Stories – listening, understanding & retelling
Music, songs, familiar rhymes
Assembly
Following instructions
Understanding humour/jokes
Imaginative play- role play area, puppets, dolls and figures
Show & tell

9. Literacy Children will be learning to;
Hear and say sounds in words and link them to the alphabet
Use phonic knowledge to decode words
Write with clearly identifiable letter shapes
Read, write and understand simple sentences
Develop a love for reading
Phonics:
Document called ‘Letters & Sounds’
Daily phonics session
Individual sounds – c = /c/
Blend sounds - /c/a/t/ = cat
Workshop in autumn term.
Handwriting:
taught patterns and rhymes to remember letter formation,
From large movements to small: ribbons, painted water, in sand, gloop, slime, chalk, paint, rollers, then pencils & pens!
Reading:
Book to take home within first few weeks, as we deem appropriate.
Pictures 1st > then with words
Reading workshop in Autumn term
Please try not to compare – unique child.
Experience of sharing a book = a special time for you and your child.
Other literacy experiences:
reading and following recipes
writing shopping lists
going on treasure hunts
bingo, snap or lotto games

10. Mathematics Children will be learning to;
Develop an understanding of mathematics through stories, songs, games and imaginative play
Count reliably and say which number is one more and one less than a given number
Recognise, create and describe patterns
Be aware of shapes and space
Use their knowledge of maths to solve problems
What this might look like:
- exploring properties of shape and space by building a castle
- having a race with cars and labelling 1st, 2nd 3rd
- recording scores of a game
- measuring ingredients using scales
- counting how many children would like snack
- number or shape hunts
- setting up a shop using real money
- stories and songs about number and shape
Have fun, practical, games, not sitting down at desks etc

11. Understanding the World
Children will be learning to;
Explore and find out about the world around them
Build with different materials, know about everyday technology and learn what it is used for
Find out about past events in their lives and their families’ lives
Find out about different cultures and beliefs
What this might look like:
- Visits to local area
- Talks from visitors – jobs/lives
- Science investigations
- ‘adventures’ to far away lands -moon, Antartica
- involvement in traditional British celebrations like Christmas, pancake day Mother’s day
- festivals and celebrations from other cultures.
So this learning area is, if you like, geog, history, RE combined, learning about the world around them. This might be explored through trips and visits out into the local area, ‘adventures’ to far away lands like the moon, or antartica, special visitors coming in to talk about their jobs or lives, partcipating in a variety of traditional British celebrations like Christmas, pancake day Mother’s day, and festivals and celebrations from other cultures.

12. Expressive Arts and Design
Children will be learning to;
Making things using a variety of different tools and techniques
Explore colour and texture
Make music, songs and dance
Express their ideas through role play
Where children will be exploring media and materials and using their imagination
Working together to build a pirate ship or café, or a superhero pod! – CHns interests very much drive themes and topics we learn through in Rec,
Singing songs as a fun way of learning eg phonics jingles, counting songs, - expect to find yourself singing songs your children come home with!
In PE exploring dances linked to topics
Paint, junk modelling, craft resources will be accessible to chn at all times
Chn will come back messy every now & then learning through play
Very much moved away from traditional ideas in primary school where everyone will make an identical xmas card, more about SKILLS & PROCESS of creating

13. Induction week Wednesday 2nd September – 8.45 – 12.00
Thursday 3rd September – 8:45 – 12.00
Friday 4th September – 8:45 – 1:15 (after lunch)
Monday 7th September – 8:45 – 3:05 (and onwards)
??? Where to say goodbye?? Do parents come into classroom?
Gates open at Chn need to be lined up outside classroom by 8.45.
Gate locked at 9 – late – M office
Bus – leave Maltese at 8.20, get chn here for Early - into classroom
- Collecting at 12, 1.15 be there promptly but mot early.

14. A typical day in Reception 
8.45
Self register and explore
9.00
Carpet time – GMS and direct teach
9.20
Activities
10.30
Snack
10.50
11.30
Phonics
12.00
Lunch
1.00
Carpet time – FMS and direct teach
1.20
2.30
Carpet time –story/discussion/singing/games
3.05
Home
Gate opened at - say goodbye & straight into classroom
Gate locked – after this go to office
Less formal reg to settle them etc
Welcome songs, calendar, gross motor skills with dance/MM then a short, pacey, engaging direct teach
Time to explore – independent, challenge – CT/LSA working with sm grps, 1:1 or interventions as nec
Snack – ECC provide fruit/milk
We ask for £1/week contribution towards snack that will be prepared/cooked by groups of chn each day.
Something healthy like cheese & crackers, banana muffins etc Opp to try new foods, basic skills, maths, language, social (progression from nursery)
Hand to Miss S on Monday morning (start on first full week)
Snack in circle
Lunch time.
Entitled to free school meal
Menus online week before or can request a paper copy from office
Can bring packed lunch if wont eat meal
Usually eat different foods in school than they might at hom
Chn play on small pground with Meadgate Y1 v good role models, with LSAS they know at all times – take good care
FMS – Dough Disco – youtube!
Unlock gates
Please wait outside classroom to be matched
Please let us know if somebody dif – ring ahead
Mini bus – escorted by a member of staff approx at MR
CAN BUS CHN NOT LEAVE AT 3?

15. Things to bring in first week
Book bag
Packed lunch (if not having school meal)
PE kit (plain white t-shirt, black shorts, plimsolls)
Snack money - £1
Spare clothes (if you think necessary)
Wellies, waterproof jacket, sun cream
A big smile! 
Please ensure everything that comes into school is named!!

16. Things to note…
Sickness, please allow children time to recover if unwell
Medication, please complete relevant form at office, clearly labelled
Allergies – please keep us up to date
Footwear – we love velcro!
Jewellery – please leave at home
Advise 24 hours after any sickness or diareah. Please ensure your contact details are up to date, if we need you in an emergency, let us know of any changes
If child needs medicine through day, please fill out form from office, label with name, dosage required.
No laces or sandals of any kind
ECC requirement chn cant do PE with earrings in….

17. Next week – last transition session, Teddy bear’s picnic No evening meeting on 8th July Any questions, please don’t hesitate to ask, or phone
“See you in September!”
Teddy bears picnic – if chn could bring their favourite bear and a snack.
Miss Sutterby Mrs White Mrs Story Mrs Stubbings