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Welcome to Foundation Stage Reception class

Welcome to Foundation Stage Reception class. Dec 2007. The Curriculum. Nursery and reception classes together form what is known as the Foundation Stage and together they have been following the Curriculum Guidance for the Foundation Stage (Dfes 2000). Six areas of learning:

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Welcome to Foundation Stage Reception class

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  1. Welcome to Foundation StageReception class Dec 2007

  2. The Curriculum Nursery and reception classes together form what is known as the Foundation Stage and together they have been following the Curriculum Guidance for the Foundation Stage (Dfes 2000). Six areas of learning: • Personal, social and emotional development • Communication, language and literacy • Mathematical development • Knowledge and understanding of the world • Physical development • Creative development

  3. Early Years Foundation Stage curriculum (EYFS) • This September sees the introduction of the EYFS • Still based on the 6 areas of learning but it is now based on a continuum of development from birth to the end of Foundation Stage • Split into developmental stages 0-11months, 8-20 months, 16-26 months, 22-36 months, 30-50 months, 40-60+ months • Helps practitioners to plan care and learning that is right for each child at each stage of their development

  4. Commitments • EYFS consists of 16 commitments • The 6 areas of learning are only 1/16 of this. Other areas include health, safety, partnerships with parents, the learning environment, the importance of play • Key workers – class teacher still has overall responsibility. Class may be split into key worker groups so TA may talk to parents, flag up a child’s needs, etc

  5. The six areas of learning are reflected in how the classroom is laid out and used. • Book corner Maths area • Construction area Writing area • Creative area Outdoor area • ICT area Role play area • Investigating area Small world area • Listening post Water area • Literacy area Nursery area In the first few weeks we aim to show the children where the resources are kept and how to use them, so they can use everything independently in their learning.

  6. Learning through play

  7. Work is play and play is work! • Both adult led and child initiated activities are play based and involve active learning • In play children make connections, take risks and explore with confidence • Child initiated play (CIP time) – children choose from a range of adult selected resources. These are selected for a purpose e.g. to develop particular areas of learning, to consolidate learning following on from an adult led activity. Activities can be linked to the EYFS areas of development. • The new Early Years Foundation Stage (EYFS) says we should have 80% of the children’s observations done during their play. This is when we see them actually applying their skills and knowledge. In Reception class the children need 1 hour in the morning and 1 hour in the afternoon of Child Initiated Play time. • Adult role – to ask the right questions and set challenges to take the learning forward • Recommendation that 85% of curriculum coverage should be through child initiated play. Only 15% should be through adult led activities.

  8. Cranborne Foundation Stage (Nursery) Equipment for indoor child-initiated activities, self-registration and story time Monday Tuesday Wednesday Thursday Friday

  9. Outdoor learning “The best classroom and the widest cupboard is roofed by the sky” Margaret McMillan “Well planned play, both indoors and outdoors, is a key way in which children learn with enjoyment and challenge” Curriculum Guidance for foundation stage (QCA DFEE 2000)

  10. How the day is structured • Self- registration – fine motor skills/reading activities • Literacy focus/maths focus • Child Initiated Play • Maths focus/literacy focus • LUNCH • Self- registration – reading/co-operation skills • Creative and Knowledge and understanding activities (art, history, geography, science, design and technology, music, PSHE) • Child Initiated Play • Story and home time PE is twice weekly

  11. Assessment for learning We are continually assessing the children through both structured and independent activities. This informs our teaching and enables us to cater for each child’s needs. We measure where the children are against the developmental stepping stones of the EYFS. In Reception class the children’s progress is recorded on the Foundation Stage Profile (QCA 2003) At Cranborne we believe in a learning partnership between the school and home.

  12. House keeping • Names in all clothing • Uniform – same as nursery • P.E. kit – in a P.E. bag - White T-shirt, black shorts and black velcro plimsoles • Bags – book bag • Jewellery – only small stud earrings, which must be removed at home on P.E days • Letters and money – in clearly labelled envelopes

  13. Wellington boots – Named and with strings on for hanging up! • Snack – fruit and vegetables, water (water bottle) or milk (ordered through office) • Lunch time – school dinners or packed lunches • End of the day – meeting your child • Medication

  14. Helping at home • Self-help skills – dressing, going to toilet, washing hands • Read to your child • Look and talk about the shapes and patterns around in every day life • Talk with them about everyday things • Food - Where does it come from? Where does it grow? Grow something at home. • Why the television needs plugging in? Where does the bathwater go? • Visit different places • Encourage them to ask questions and be observant. • What happens if? How do you? Why? Where?

  15. Read with children daily • Count with them and write numbers • Help them to recognise letters of the alphabet and the sounds they make • Play I spy • Help them write letters • Help them learn words • Do not spend your time comparing your child to the other children in their class. All children develop at different rates.

  16. Involving parents At Cranborne we believe in a learning partnership between the school and home. • Induction meetings • Information evening in September • Parents evening in Spring Term • Reports and Foundation Stage Profile in the Summer Term • Exhibition evening in the Summer Term • Make appointments at other times

  17. Staggered intake • Thursday 4th September – 8.55am to 11.30am • Friday 5th September – 8.55am to 11.30am • Monday 8th September – 8.55am to 11.30am • Tuesday 9th September –8.55am to 1.00pm • Wednesday 10th September – 8.55am to 1.00pm • Thursday 11th September – 8.55am to 1.00pm • Friday 12th September – 8.55am to 3.15pm • Monday 15th September - 8.55am to 3.15pm

  18. Questions?

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