Welcome to Reception
Your child’s first year at school helps to build a secure base and foundation for their future learning.
In Reception, as we do in Pre-School, have seven areas of learning and development. Each area is important and inter-connected.
There are three Prime Areas. These areas are fundamental in igniting children’s curiosity and enthusiasm for learning, building their capacity to learn, form relationships and thrive.
Personal, Social and Emotional Development
The children is centered around three areas:
Self-regulation, Managing Self and Building Relationships.
Communication and Language
This is centered around Listening and Attention and Understanding, as well as Speaking.
This is centered around Gross Motor Skills and Fine Motor Skills.
There are four Specific Areas. These areas provide opportunities for the children to broaden their knowledge and skills.
This has three main focuses – Comprehension, Word Reading and Writing
This has two main focuses – Number and Numerical Patterns.
Understanding the World
This looks at three areas:
- Past and Present
- People, Culture and Communities
- The Natural World
Expressive Arts and Design
This has two main focuses – Creating with Materials and Being imaginative and Expressive.
We have two Reception classes that work as one cohort. Our provision enables the children to develop their knowledge and skills across all of areas of learning and development. It also provides open-ended opportunities, where children can guide their own learning and build their characteristics.
In our provision you can find:
Fine Motor Area – where children can build strength, dexterity and control. A playdough table is also available where they can manipulate malleable materials.
Creative Area – where childen can develop their creativity and artistic skills. Children can explore a wide range of materials to build and create with, using their imagination and ideas or using an inspiring natural material laid out for them.
Maths Area – Here children can set up their own investigations or practise the skills they have been taught during maths lessons and group work.
Writing Area – This area is filled with cards, envelopes, post it notes and a variety of mark making materials. Children can use writing in a purposeful way, while embedding the skills taught in Phonics and Literacy lessons.
Reading Corner – A calming, snuggly space where children can share a range of books, including classic stories and those learnt in Literacy.
Role-Play Area – The role play area changes depending on our topic. Children can use this area to act out their favourite stories or to play their chosen characters in their own adventures.
Construction Area – Children can design, build and evaluate in this area, using a range of different construction materials.
Throughout all of our areas of learning and development are the Early Years Foundation Stage ‘Characteristics of Effective Learning’ – ‘Playing and Exploring’, ‘Active Learning’ and ‘Creating and Thinking Critically’. These are at the heart of our curriculum, planning and provision. Learning through play is one of the best ways for children to engage in their learning and contextualise what they are doing. Our indoor and outdoor provision is planned to ensure it is stimulating, engaging and interactive. It encourages the children to discover for themselves and to explore their environment and be challenged.
Using the Little Wandle phonics scheme the children are introduced to four new sounds each week. For each new phoneme the children learn the corresponding grapheme, as well as how to orally blend, independently blend and segment.
Alongside the lessons, the children also apply the skills taught in Phonics in their guided read sessions, three times per week.
There are links to phonics and the sounds that we are learning throughout our provision.
Literacy and Numeracy:
We have taught sessions on the carpet with our class. Throughout the week children will work in smaller ability groups to check understanding of the skills and knowledge taught in previous sessions.