Welcome to Reception!
We know how important the first year of school is for you and your child. To help parents of new pupils, any member of the Reception team or the learning mentor will be able to provide a detailed description of Early Years provision.
The Reception class at Fulwood St Peters is a learning environment which aims at all times to be happy (because we know that happy children are responsive, receptive and enthusiastic to learning) and challenging (because we know children are capable and keen to learn, and enjoy the challenge and the achievements that come with it).
Through planned, purposeful play, children are able to discover, practise and refine their skills in literacy and mathematics as well as find out about themselves and their environment. In a broad and balanced way, our provision ensures coverage of the seven areas of learning (see below) and responds to the needs and interests of all our children. At all times, we consider characteristics of effective learning which promote positive attitudes to learning, an enthusiasm for knowledge and the confidence to become successful learners.
We follow the principles set out in:
Supporting your child: Home and school working together
We’re keen to work as closely as possible with you all the way through your child’s time at primary school, and perhaps Reception is the most important time to get this right. Like other teachers, Reception staff are available to speak with you at the start and end of the day. There’s usually a chance to have a quick word with one of the Reception team when you drop you child off in the morning, or collect them in the evening. When you’re in for our regular parent afternoons, you’re welcome to have a look through your child’s books, too.
The Reception team are keen to hear from you about experience with your child – times when they do something that especially surprise or impress you. Use our DoJo service and assessment tool Tapestry to keep in touch with school. As well as a great way to celebrate your child’s development, knowing about these moments will mean staff can make sure they encourage your child to practise or apply the skills they’ve shown.
Sharing information about what your child enjoys and is interested in is important. The Reception team take on board the interests of the class and plan future topics around them.
See the Transition section below for how we work with you to secure a positive start to your child’s primary school years.
Supporting your child: Characteristics of effective learning
We place a good deal of importance on the characteristics of effective learning:
Our assessment data for older children shows that those children who demonstrate strong characteristics of effective learning are more likely to enjoy and achieve at a higher level as they get older. Support your child to develop these characteristics just as much as you support the academic side of things. It might help you get an idea of how you can support your child to develop good ‘learning behaviour’. Talk with Mrs Thomas and Mrs Anderson for more ideas.
Supporting your child: Expectations for learning
There are seven areas which form the basis of the curriculum. These areas are made up of prime areas and specific areas (listed below). Each area of learning has a set of related expectations for typical development through the Early Years. Most children will start Reception being secure in the knowledge, understanding and abilities within the 30-50 month phase and beginning to demonstrate the knowledge, understanding and abilities within the 40-60 month phase. By the end of Reception, most children will have reached the Early Learning Goals (ELGs) at the expected level. Some might still have knowledge skills and understanding which is emerging whilst others may be exceeding these Early Learning Goals in some areas. (The terms ‘expected’, ‘emerging’ and ‘exceeding’ are how we communicate your child’s level of development at the end of the Reception year.)
The prime areas are:
The specific areas are:
Transition: Starting and leaving Reception
Change can be difficult. We want to make sure the transition into our Reception class and then the transition to Year 1 and beyond is as smooth and comfortable as possible.
Once your child is offered a place in our Reception, the series of transition events take place.
Moving to Year 1 is perhaps a less significant change for children, and that’s because we’re a happy place to learn where we all know each other. Throughout the year Reception children will have some lessons taught by the Year 1 and Year 2 teacher as part of our themed approach. In the Summer Term the children spend two full days with their new teacher in their new class which means they are fully prepared for their new class in September.
To support you, we have an open afternoon, followed by coffee and biscuits, in the last three weeks of the final term. This gives you a chance to see your childs classroom and get to know the class teacher a little better.
Early Years concepts
There are different areas in the Reception classroom (both indoors and the outside). These are known as the ‘areas of provision’: different places set up in different ways. These might vary from time to time, but typically include areas for role-play, reading, writing, maths, sand, creative development, technology… come and have a look! Each area has lots of resources which allow children to learn independently or with an adult to support. Look out for all the different learning challenges in the areas, too – these are prompts for specific learning which could take place.
We believe effective learning in the Early Years is the result of a balance between:
Research shows that the best outcomes for children’s learning occur where most of the activity within a child’s day is a mixture of child-initiated play (actively supported by adults) and focused learning (with adults guiding the learning through playful, rich experiential activities). As the Reception year progresses, and the children become more mature and ready for Year 1, the balance will gradually shift to more adult-led and adult-guided learning.
A key aspect of the Early Years Foundation Stage is to move the learning from what children already know to what children want to know and what children need to know (and there’s often an overlap between the two). Staff in Reception find out what children want to know – what interests them, sparks their natural curiosity, engages them to be effective learners – by making lots of observations of the children and having discussions with children and parents to inform the direction of learning. This will usually influence future topics in the class. What children need to know also derives from observations but staff make sure they use Early Years and Key Stage 1 curriculum documents to make sure we are aware of expectations so children are challenged appropriately.