Early Years

Early Years
Early Years/Reception curriculum
The Early Years curriculum is based upon the three characteristics of effective learning:
Playing and Exploring - finding out and exploring; using what they know in play and being willing to have a go
Active Learning - being involved and concentrating
Creating and Thinking Critically - having their own ideas; using what they already know to learn new things and choosing ways to do things and finding new ways.
These are the threads that link all of the seven areas of learning and development set out in the Development Matters guidelines.


THREE PRIME AREAS:
Communication and Language
Physical development
Personal Social and Emotional development


FOUR SPECIFIC AREAS:
Literacy
Mathematics
Understanding the World
Expressive Arts and Design.


The children are assessed when they enter Reception to give us a baseline. The children are assessed throughout the year against the age related guidance and given a level at the end of Reception of; Emerging, Expected or Exceeding. These levels are moderated with other schools in the Ashford area to ensure consistency in judgements and accuracy across schools. This information is discussed in transition to Year One so that their progress may continue as they move through the School.


Billy Class daily routine:
• Each morning the children chose an activity set out in the different areas of the room as they enter school and we do the register during this time.
• They then have a whole-class 20-minute Phonics session. The Phonics programme that we use for our Literacy work is Letters and Sounds and we aim to cover as far as Phase three by the end of the Reception year.
• The class is split into five groups. We complete teacher-led Mathematics and Literacy based activities daily. The class teacher will lead a focus group which will last around 15 minutes per group and will focus on developing their skills in the specific areas of learning. During this time the teaching assistants will observe and interact with child initiated learning. The focus groups rotate throughout the day so that the children have a good mix of teacher led time and child initiated play to extend and apply their knowledge and understanding. The adults in the room also listen to children read either 1:1 or as part of a guided reading group.
• During the morning the children will sit together on the carpet to enjoy their healthy snack whilst listening to a story.
• The indoor and outdoor learning environment is planned for in such a way that it will encourage children to apply their ongoing learning through their own play.
• Throughout the day the children also have opportunity for whole class interaction, singing, carpet games, circle time and Show and Tell time. The children are encouraged to be as independent as possible with regards to selecting their own resources, tidying away, managing their own hygiene and collecting their things for going home.
• Each day we choose a Super Star of the Day to end.


Our Reception Class always start off the Year with the topic ‘All about me’ to support with settling in and learning about our new friends. Throughout the year, a class newsletter is sent home each term detailing the new topic and additional information for parents to support their child in their learning. Homework tasks are given out as appropriate with their age and a Home/School diary is kept between parents and staff. Class teachers will write home every week to share with parents what the children will be learning and activity ideas for them to try at home. This is also acknowledged through 'WOW moment' apples that parents are encouraged to bring in and share with staff and these are displayed in the classroom to celebrate home achievements.

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