Reception

Welcome to Reception class. We are very lucky to have several adults that work with us during the week. Miss Barrett is our class teacher and Miss Morrell and Mrs Githuka are our Teaching Assistants. In Reception we love to explore the indoor and outdoor environments and play with all of our friends.

Enabling Environments

We plan a learning environment both indoors and outdoors that encourages a positive attitude to learning. Indoor spaces are planned so that children can independently access a variety of resources and appropriate range of activities are provided. The outdoor space is planned to give children opportunities for doing things in different ways and on different scales. Our classrooms have workshop areas with a stock of essential related resources. Specific enhancements are added according to interest, theme and learning priorities. Children are set challenges to extend their self-initiated learning. Open-ended child-initiated activities encourage independence and self-motivated learning. Our children have many opportunities to explore our wider outdoor environment such as the wildlife garden. 

 

EYFS Curriculum at St Paul’s

We aim to provide a broad, balanced, differentiated curriculum which addresses every child‘s social, emotional, physical, intellectual, moral and cultural development within a safe, secure, stimulating indoor and outdoor environment. Our provision is based on the individual needs, interests, and development of each child. We use our knowledge of each child to plan a challenging and engaging learning experiences in all areas of learning and development. Our curriculum enables every child to learn and develop skills, attitudes and understanding in the 3 prime and 4 specific areas of learning and development as set out in the educational programmes in the new framework (2021). All areas of learning and development are important and interconnected.

Communication and Language

Listening, Attention, Understanding and Speaking –

Children are supported to listen attentively and respond to what they hear when being read to and during whole class discussions and small group interactions. Make comments about what they have heard and ask questions to clarify their understanding. Hold conversation with their teacher and peers.

We want children to be able to participate in small group, class and one-to-one discussions, offer explanations for why things might happen, making use of recently introduced vocabulary from stories, non-fiction, rhymes and poems when appropriate. Express their ideas and feelings about their experiences using full sentences, including use of past, present and future tenses and making use of conjunctions, with modelling and support from their teacher.

Personal, Social and Emotional Development

Self-Regulation, Managing Self and Building Relationships –

We support the children’s PSED by engaging in social play times, role play lots of stories, circle time and set routines. Children will show an understanding of their own feelings and those of others, and begin to regulate their behaviour accordingly. They will set and work towards simple goals, being able to wait for what they want and control their immediate impulses when appropriate. Give focused attention to what the teacher says and show an ability to follow instructions involving several ideas or actions. We want the children to be confident to try new activities and show independence, resilience and perseverance in the face of challenge. Explain the reasons for rules, know right from wrong and to manage their own basic hygiene and personal needs, including dressing, going to the toilet and understanding the importance of healthy food choices.

Physical Development

Gross Motor – We have a great outdoor learning area which helps children to negotiate space and obstacles safely, with consideration for themselves and others. To demonstrate strength, balance and coordination when playing and to move energetically, such as running, jumping, dancing, hopping, skipping and climbing. We also have weekly PE lessons.

Fine Motor – Through our provision children will be able to hold a pencil effectively in preparation for fluent writing, use a range of small tools, including scissors, paintbrushes and cutlery and begin to show accuracy and care when drawing.

 

Literacy

Comprehension and Word Reading – We follow the Rocket Phonics scheme from the beginning of reception which continues to Year 2. The children have daily phonics lessons where they learn decoding for reading and segmenting for writing skills. We have literacy lessons throughout the week which focus around a story book, this involves all sorts of role play opportunities, shared writing and book talk!

Writing – Children will see themselves as capable writers and develop a varied writing skill set. They will learn to write recognizable letters, most of which hare correctly formed; spell words by identifying the sounds in them and representing the sounds with a letter or letters; write simple phrases and sentences that can be read by others.

Maths

Number and Numerical Patterns –

We follow the White Rose Maths scheme to teach Maths. Children will develop a deep understanding of number to 10, including; composition; subitizing up to 5; number bonds up to 5 and some to 10; doubling facts. They will be able to confidently verbally count beyond 20; recognize the pattern of the counting system; compare quantities up to 10 in different contexts; recognize when one quantity is greater than, less than or the same as another; explore and represent patterns within numbers up to 10, including evens and odds, double facts; learn how quantities can be distributed equally.

Understanding the World

Our topics throughout the year all give opportunities for the children to develop relevant skills and knowledge in each of these area of learning, setting them up for being ‘historians’, ‘scientists’ and ‘geographers’ as they progress through the school.

Past and Present -

We want our children to talk about the lives of the people around them and their roles in society; know some similarities and differences between things in the past and now, drawing on their experiences and what has been read in class; understand the past through settings, characters and events encountered in books read in class and storytelling.

People, Culture and Communities –

We provide lots of opportunities for the children to describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps; know some similarities and differences between different religious and cultural communities in this country, drawing on their experiences and what has been read in class and explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, non-fiction texts and (when appropriate) maps.

The Natural World –

Children will explore the natural world around them, making observations and drawing pictures of animals and plants; know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class and understand some important processes and changes in the natural world around them, including the seasons and changing states of matter.

Expressive Arts and Design

Creating with Materials –

Our children can safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function; share their creations, explaining the process they have used and make use of props and materials when role playing characters in narratives and stories.

Being Imaginative and Expressive -

Our children will invent, adapt and recount narratives and stories with peers and their teacher; sing a range of well-known nursery rhymes and songs and perform songs, rhymes, poems and stories with others, and (when appropriate) try to move in time with music

Reception class visit Lewes Castle - February 2023

 

Reception class twinning with Yr 4 for 'PGL' type activities!