Welcome to Reception!
Reception Welcome Letter & Information
Firstly, I would like to say how AMAZING your children are! They have all settled in so well! Myself and Miss Bunce have been really wowed by them all!
The staff in Reception class are: Miss Knobbs (Teacher) and Miss Bunce (Teaching Assistant). Our overarching theme for this half term is “Marvellous Me”, where the children will be encouraged to develop relationships with each other and the adults, through activities including: creating and talking about self-portraits, family pictures, their favourite things, and how they have grown and changed.
The Statutory Framework for the Early Years Foundation Stage (EYFS) 2021 covers children from birth to age five. This document states:
Every child deserves the best possible start in life and the support that enables them to fulfil their potential. Children develop quickly in the early years and a child’s experiences between birth and age five have a major impact on their future life chances. A secure, safe and happy childhood is important in its own right. Good parenting and high quality early learning together provide the foundation children need to make the most of their abilities and talents as they grow up.
The overarching principals of the EYFS are:
Unique Child + Positive Relationships + Enabling Environments = Learning & Development
We acknowledge that every child is unique and enjoys, learns and develops in a variety of ways at different rates. Children thrive with positive, warm and loving relationships. The Indoor and Outdoor environments and resources are key factors in children’s enjoyment, learning and development. When all of these factors work together, children make progress whilst having fun and enjoying coming to school.
There are seven areas of learning and development. The three prime areas are: Communication and Language, Personal, Social and Emotional Development, Physical Development. The four specific areas are: Literacy, Mathematics, Understanding the World, Expressive Arts and Design. I have enclosed some information about the areas of learning and development, taken from the ‘Development Matters’ non-statutory curriculum guidance.
We also teach Religious Education following the scheme of work provided by the Archdiocese of Birmingham. This half term we will be learning about the Creation story and People Who Care for Us. We will also be learning about our class Saint – Saint Mary.
Phonics is taught following the Read, Write Inc programme, which focuses on teaching each sound individually, learning to blend sounds together to read, and segment sounds in words to spell. There is more information regarding Read, Write Inc to follow, including a meeting for parents of Reception children on: Thursday 23rd September at 2.30pm. This will be led by Mrs Wilkin, our Vice Principal.
We teach Mathematics using the Power Maths programme, which teaches the mastery approach. This means that each element is taught through small steps, using Concrete, Pictorial and Abstract resources and materials.
PE lessons are on Monday and Wednesday afternoon, and are taught by Mr Morgan, a sports coach from ASM. We have not attempted getting changed for PE yet. It would be great if you can encourage your child to dress and undress themselves at home in readiness for changing at school.
Water Bottles: Following healthy schools’ guidance, water bottles should only contain water, and will preferably be transparent.
Name labelling: We cannot stress enough the importance of every piece of uniform, PE kit, coats, water bottles, bags and anything else brought into school, being clearly marked with your child’s name.
Uniform & PE kits: Please see below/overleaf for a reminder of the correct uniform and PE kit.
Reading Diaries: You will have received a reading diary today, with a login for Class Dojo enclosed. Class Dojo is used for communication between parents and teachers. We have completed our introduction lessons for Read, Write Inc this week, and the children will begin learning the sounds next week. They will bring home the letter we are working on each day, to practise with you at home.
Reading books will be sent out once the children have been assessed.
If you have any questions, please do not hesitate to ask. If you have any concerns, or little niggles, please come and have a chat with myself or Miss Bunce, so that we can resolve these quickly. We are both very approachable, I promise!
Many thanks in advance for your support.
The Early Learning Goals
The Prime Areas
Communication and language
Listening and attention: 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: 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: 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.
Moving and handling: 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: 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.
Personal, social and emotional development
Self-confidence and self-awareness: 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 and behaviour: 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.
Making relationships: 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.
The Specific Areas
Reading: 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 (at the bottom of this page is a link to a site which can help you practise phonics).
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.
Numbers: children count reliably with numbers from 1 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 numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.
Shape, space and measures: 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.
Understanding the world
People and communities: children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.
The world: children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes.
Technology: children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.
Expressive arts and design
Exploring and using media and materials: children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
Being imaginative: children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role-play and stories.