Welcome to Saint George’s Church of England Primary Phase

1. Welcome to Saint George’s Church of England Primary Phase

2. Welcome and Introductions • Mr Stephen Carey – CEO of Aletheia Anglican Academies Trust • Mrs Sue Tunnicliffe –Executive Headteacher • Mrs Helen Palmer – Early Years/Key Stage One Leader • Mrs Tracy Macfarlane - SENCO • Miss Emily Pennington & Mrs MicheleTodd – Teaching Assistants • Molly Rampling, Amy Yelland, Anna Troth - Breakfast/After School club Staff • Natasha Bianchet – Office Administrator • Tanya Willcocks & Christina Lewis – Catering Team • SGA representative

3. What is the Early Years Foundation Stage? The Early Years Foundation Stage (EYFS) sets standards for the learning, development and care of children from birth until 5 years old, or until the end of the Reception year in school. There are four themes which underpin the EYFS; A unique child + Positive relationships + Enabling environments = Learning and development There are seven areas of learning which are all interconnected.

4. Prime Areas • Personal, Social and Emotional Development • Communication and Language • Physical Development • These areas develop quickly in response to relationships and experiences. These areas support learning in all other areas. • Specific Areas • Literacy • Mathematics • Understanding the World • Expressive arts and design • These areas include essential skills and knowledge. They grow out of the Prime Areas and provide important contexts for learning.

5. PSEDPersonal, Social and Emotional Development Making friends Playing co-operatively and taking turns Forming positive relationships with adults Learning daily routines Confidence to share own ideas Confidence to choose an activity for themselves Having an awareness of others Working as part of a group Understanding boundaries and following rules

6. PSED - How can you help at home? You can help by encouraging your child to use the toilet independently, wash their hands, dress and undress themselves, put on and fasten their coats and use a knife and fork Playing games together which encourage sharing and turn taking, will help your child to build their social skills

7. PDPhysical Development Gross and fine motor skills – Write-dance and Funky Fingers Good control and co-ordination Malleable area Mark making area – pencil control Use of scissors Shoes and coats PE – getting dressed and undressed Dance/BEAM/yoga/Forest School Outdoor area – sand, large mark making, bikes, construction Awareness of how to be fit and healthy Manage own basic hygiene and personal needs successfully

8. Physical Development – How can you help at home? Give children time to run, jump, climb and play outdoors Encourage children to carry out activities such as building, drawing, threading beads,or filling and emptying containers in the water/bath, – all of which develop manipulative skills. Support children to go to the toilet and dress and undress by themselves

9. CLCommunication and Language Listening to stories and responding to what they hear Listening and responding to others Following instructions Asking and answering questions Expressing themselves effectively through speech Developing own narratives

10. Communication and Language– How you can help at home? Reading stories to your child and talking about events, character’s, feelings, etc Singing songs and nursery rhymes Taking time to listen to them talking about things they’ve done and answeringtheir questions

11. L Literacy • Reading and sharing books • Phonics • Rhyme • Mark making • Reading and writing own name • Reading and writing simple words and sentences

12. Literacy – How can you help at home? • Reading and sharing books, stories, information books, newspapers, magazines, comics, signs, leaflets and encouraging your child to join in and talk about what you are reading/sharing together • Reading and sharing school books daily • Singing songs and nursery rhymes • Supporting children with mark making – this doesn’t have to be on paper. It can be brushes dipped in water outside on the ground.

13. MMathematics Counting Recognising numbers and what they mean Calculation Problem solving Shape Pattern Measuring Comparing quantities

14. Mathematics – How can you help at home? Talk about the shapes you can see in the environment Comparing things which are heavy and light or long and short Pointing out numbers all around Singing counting songs and rhymes Counting, adding and subtracting anything and everything - socks, cars, shopping, cutlery, fingers and toes!

15. EADExpressive Arts and Design Singing songs Making music Dance Using a variety of tools, materials and techniques Using imagination through role-play, music, art, design and technology and stories

16. Expressive Arts and Design – How can you help at home? Talk with your child about their imaginative play and join in if possible! Encourage children to be flexible in their thinking and praise them for their efforts when making and creating new things

17. UW Understanding the World Exploring Investigating Observing Learning about other cultures and places Talking about past and present events Technology – selecting and using for particular purposes

18. Talk with your child about the places they visit and the things they see in the world around them Answering and asking questions - What if…? Why do you think…? How did you…? Letting children join in with everyday activities - washing up, cooking, shopping, helping in the garden, cleaning the car… If possible let them have access to ICT,CD players, mobile phones, computers Understanding the World – How can you help at home?

19. EYFS Curriculum • Consists of both adult led and child initiated learning • Adults observe children, analyse these observations and plan next steps for each child • Children’s learning will be shared through an online journal system ‘Tapestry’ which parents will have secure access to • Workshops linked to the EYFS curriculum and Tapestry will take place in Term one

20. Promote children who are independent, confident and resilient learners • Free-flow between the indoors and outdoors • Creative curriculum- planning comes from the children and their interests. • Learning is fun! • Children love school!

21. Parental Involvement • Parents are involved in their child’s learning through; • Termly invites into school to take part in stay and play sessions, reading sessions, weekly open door afternoons • Daily communication through contact books • Tapestry – online journal. Parents will receive notifications of when observations have been carried out on their child • Parents evenings • Weekly class newsletters • Regular school newsletters

22. Home Learning • Children will begin by learning letters and the sounds they make • Children will bring home reading books to share. Initially these will be for you to read and share with your child • Phonetically based reading books will then be sent home to share so children can practice reading the words for themselves • Phonetic books are sent home after October half-term • Reading books are changed weekly to enable plenty of practice at home • Practical maths activities/ideas will be sent home • Weekly home journal to develop speaking and listening • During the Summer Term there will be more focused home learning to prepare children for year one

23. General Information School day - 8.40am-8.55am staggered entry. Finish at 3.10pm Breakfast club will run from 7.30am. After school club will run until 6.00pm School dinners- all children are entitled to a free school lunch in years R, 1 and 2. These will be produced on the school site. Please complete free school meals paperwork Packed lunches – please ensure your child’s lunch box is named and that it is a healthy lunch box. No nuts, chocolate or fizzy drinks. Please report all absences to the school office.

24. Uniform Uniform required – list has been sent to you Other items – PE kit, forest school, wellies, cold and hot weather to include, hats, sun cream, etc Spare underwear, socks, tights in book bags in case of accidents Uniform can be purchased from school Please ensure all uniform/items sent in to school are named as they all look the same! Book bags can have a recognisable key ring on them to help your child identify them easily

25. Transition into school Pre-school visits to visit child in pre-school setting and meet child’s current key person Activity session took place today. Children had the opportunity to meet key members of staff, other children within their class and spend time in their classroom environment. It was lovely to spend some time with them! Home Visits Throughout the week beginning Monday 2nd September Opportunity to meet with child and parent in your home setting Settling into school questionnaire/opportunity for questions Activities and books for children to enjoy

26. Week 1 – Week beginning Monday 9th September children begin school. Doors open at 8.40am • Parents are able to come into the classroom with their child and settle them initially. • Adults will reassure children on their first day (and beyond) and allay any worries or concerns that children (or parents) may have • Children will be collected at 12 noon this week • Week 2 – Week beginning Monday 16th September children in school until 1.15pm (lunch and play time) • Parents invited to their child’s first lunch in school on Monday 16th September at 12 noon (Letter in pack)

27. Week 3 – Week beginning Monday 23rd September children will stay all day in school • Parents to collect children at 3.10pm General • Speak with school staff if worried or concerned about anything, even if it seems small. • Morning snack - £3 per term • Parent helpers – help with reading, books bags, helping in class • Please complete and return forms this evening • Power-point on website if needed • Questions and thank you