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Reception

Summer 2017

Spring 2017

 

Curriculum Overview

In Spring term our topics are ‘Traditional Tales’ and ‘Changes’.

 

We have been exceptionally busy reading our favourite traditional tales such as; Cinderella, The Gingerbread Man, Little Red Riding Hood, The Three Little Pigs and Jack and the Beanstalk. At the beginning of the year we had the opportunity to watch a drama performance by a company called ‘Story Magic’. The children were inspired by the actors retelling the story ‘Cinderella’. In Literacy we had the opportunity to use the drama and communication techniques learnt by acting out the stories using role play props and different characters voices. In addition, during self-chosen time children have looked at designing story maps and using different art materials and tools to create a setting or a character representation.

 

In Numeracy we have learnt a lot of new concepts; we have looked at capacity, number bonds, weight and practicing our addition and subtraction strategies. We have all really enjoyed the challenge of doing some tricky work especially partitioning.

 

World Book Day has been a very exciting time, we all thought about which character from our favourite book we wanted to dress as. Everybody made a fantastic effort and we all looked amazing! We had lots of fun finding out about the author David Walliams, and we all really enjoyed reading the unit story The Enormous Elephant.

 

 

 

Pupil Premium Provision & Impact

There are 26% of children who are pupil premium children, 12% are involved with our school family worker Mrs. Becky Knox. As a result of the positive impact from last academic year of introducing a third teacher to the Reception year group, we have continued to split the Reception cohort into three classes. Across Literacy, Numeracy, Phonics and Guided Reading we have split the children into 7 focused ability groups. This has had a huge positive impact on both the teaching and learning taking place due to the fact that the children now receive teaching that is much more focused on individual children’s needs and targeting each child’s working level. All EYFS staff (teachers and TA’s) rotate every fortnight teaching all ability groups each half term.

 

We have a number of successful interventions across Nursery and Reception aimed to target both disadvantaged pupils and those at risk of not meeting ARE/GLD. Interventions include, BLAST, RML phonics, Speech Link, Fine Motor/ Name and Number. These are led by teaching assistants (Mrs Akhtar, Mrs Woodland, Mrs Foster) and teachers (Miss Ahmad, Mrs Heselwood and Miss Pearson).

 

Below is an outline of the results and progress made from Baseline to Spring A:

 

Reception - Pupil Premium

Baseline 2016

Reading

Writing

Number

SSM

 

5C

5C

5C

5C

Spring A 2017

Reading

Writing

Number

SSM

 

6C

6B

6C

6B

 

Reception - Non - Pupil Premium

Baseline 2016

Reading

Writing

Number

SSM

 

5C

5C

5C

5C

Spring A 2017

Reading

Writing

Number

SSM

 

6C

6C

6C

6C

 

At the end of Spring A, 56% of pupil premium children are on track to achieving the GLD in 12/17 areas of the development matters.

 

  • 12% of the pupil premium children in Reception are involved with our school family worker Mrs B. Knox.

  • 100% of disadvantaged pupils receive additional reading intervention.

  • 100% of disadvantaged pupils receive additional writing intervention.

  • 100% of disadvantaged pupils receive additional mathematics intervention.

     

     

Most Able Provision & Impact

Last term we focused particularly on helping our children understand how the adults assess their learning through high quality feedback and marking dialogues. All children in the unit are given verbal feedback and positive praise dialogues throughout the day which enables the children to reflect on their learning journey.

The more able children have been actively involved in their feedback and marking through the introduction of self and peer assessment strategies. We have found that these strategies have enabled the children to have more ownership of their learning as well as understanding their next steps making connections to their half termly targets.

 

The consistency of the teaching of Phonics (reading and writing strategies) is having a positive effect on the children's writing as they are becoming increasingly confident at orally segmenting words. They are beginning to write with greater fluency and they are becoming increasingly independent during writing focused activities and self- chosen time. In Mathematics the children are making strong progress and they are beginning to enjoy taking part in work that demands extra challenge.

 

British Values

 

Democracy
This is promoted through Personal, Social and Emotional (PSED) development. The children are given opportunities to develop their self-confidence and self-awareness. They are encouraged to make choices and explore how they are going to use the resources we've made accessible to them. They are encouraged to work together, share and collaborate. An example of this is 2 of the Reception boys who worked together to make a model. These two children spent a long time constructing and adding different materials in the creative area. They negotiated where they attached different pieces during the activity. The Reception children all enjoy learning and working together in both the indoor and outdoor learning environments. Outside they love building houses, castles, trains, etc. with the larger resources.
 


Rule of law
The children understand the importance of rules. They are fully aware of the classroom rules and try hard to follow them at all times. They follow the carpet rules at all times and they are aware of other expectations in the unit such as kind hands, feet and words. Most recently, the children have responded to heightened expectations in terms of the need for indoor walking and using indoor voices. They understand that the rules are there to help keep them safe.

Individual liberty
This is linked in the EYFS to Understanding of the World (UTW) People and Communities and PSED - (Self-confidence and self-awareness.) The children are encouraged to develop a positive view of themselves. This is done by fostering independence and encouraging the children to make their own choices. An example of this recently is mixing paint to create a painting and gathering leaves and sticks at Forest School to create their own pictures/ fairy houses. This gives the children time and space to explore their own feelings and responsibilities. Sharing favourite stories at the end of each day creates opportunities for the children to reflect on differences and it helps them to understand that we are all free to have different opinions.

Mutual respect and tolerance
This is also promoted through PSED and UTW. The children are taught to treat others as that want to be treated. They learn to manage their own feelings and behaviour and to form positive relationships with their peers and teachers. Through daily PSED and Religious Education teaching the children are taught to respect other people's opinions, faiths, cultures and races and they know that they are all valued. In reception each celebration is taught as it appears on the calendar. So far we have recognised Diwali, Christmas, The Chinese New Year and Lent. Each religion is compared with the children's own religions (mainly Islam and Christianity) and we try to identify the similarities and differences within these religions and the religions we are learning about.

 

 

 

 

       
 

 

     
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Attendance

Week Beginning

Miss Greenwood

Miss Ahmad

Mrs Heslewood

Miss Pearson

2nd January 2017

86%

94%

98%

97%

9th January 2017

89%

93%

96%

94%

16th January 2017

8%

95%

96%

95%

23rd January 2017

88%

98%

97%

98%

30th January 2017

92%

99%

98%

94%

6th February 2017

94%

97%

96%

92%

13th February 2017

89%

94%

97%

94%

27th February 2017

94%

96%

86%

97%

 

We continue to work hard on praising the children each day on their attendance. We aim to be above 97% and as you can see we are getting there!

Picture 1
Picture 2

Autumn 2016

Summer 2016

 

During this summer term our topics are ‘Animals’ and ‘Summer’. The Reception and Nursery have looked at different types of animals and looked at whether they are pets or wild animals. After this, each week we looked at a different type of animal; pets, dinosaurs, zoo animals and fish. We were really lucky as we went on a trip one week to the farm, we visited a farm called Smithills Open Farm. The children had such a good time feeding, petting and looking at all of the animals. There were lots of baby animals which we got to hold and we learnt some different names for the baby animals. When the Reception children arrived back at school we thought about what we could do to say thank you to the farmers for letting us visit. The children thought it would be a good idea if we wrote a letter to say thank you, everyone really enjoyed this and as a treat at the end of the week the children had a walk to the post office to post the class letters. The Nursery children practised retelling their trip to the farm using key vocabulary and explaining their thoughts using the conjunction ‘and’ or ‘because’.

 

This half term we will be focusing more on the Summer aspect of the topic and looking at summer holiday, camping, transport, clothing and the beach.
 
In Numeracy the Reception children have learnt a lot of new concepts and developed our knowledge of existing concepts. We have looked more closely at subtraction and using a number line to take away different amounts. The children were fantastic at talking about how they were subtracting and why their jumps were going the opposite way to addition number lines. We then looked at division, we used different objects practically to share them between different groups and towards the end of the week the children used drawings to work out division number sentences. This half term we have focused on distance and ordinal language, the children had the opportunity to play different games outside and record the times and the positions of each person. 

 

In Nursery the children have been developing their counting skills by reciting numbers through number songs and rhymes also learning counting strategies such counting in the correct order, counting out number of objects from a large group and also learning the 1:1 counting strategy. 

 

Last week, we took part in some fantastic activities at Springfield Park. The Local Authority organised a Book Start event where the children got to take part in craft activities. The children had a very long walk from School but as we arrived at the park we managed to find a lovely place to have a picnic.


Most Able Provision & Impact
We are hugely focusing on helping our children understand how the adults assess their learning through high quality feedback and marking dialogues. All children in the unit are given verbal feedback and positive praise dialogues throughout the day which enables the children to reflect on their learning journey.


The more able children have been actively involved in their feedback and marking through the introduction of self and peer assessment strategies. We have found that these strategies have enabled the children to have more ownership of their learning as well as understanding their next steps making connections to their half termly targets. 
 
The consistency of teaching of Phonics reading and writing strategies is having a positive effect on the children's writing as they are becoming increasingly confident at orally segmenting words. Children are constantly assessed on their red words, which they are beginning to apply more independently within their writing. They are beginning to write with greater fluency and they are becoming increasingly independent during writing focused activities and self- chosen time. In particular, blue group have been challenged to write independently, within teaching time and self-chosen time and applying there knowledge and skills. In Mathematics the children are starting to make steady progress and they are beginning to enjoy taking part in work that demands extra challenge.

 

Attendance
We need to ensure that we come to school every day so that we can try to get tuck shop! Some children within the unit have achieved 100% attendance over a number of weeks and due to this they have been rewarded with the attendance dojo point.
The new Class Dojo system has worked really well in terms of attendance expectations; children get to see dojo’s being added for this at the end of every week!
 
Throughout the school we celebrate our great attendance by having a whole school extra play time. During this time the year groups have extra time to play outside and engage in activities of their chose. This has really encouraged children to come to school more. Reception love playing outside on the big field with the other year groups. 
Linking with all of this, each reception class also has a class teddy bear which the ‘Star of the Week’ gets to take home. Any child with poor attendance for the week will be encouraged to come into school every day in order to receive the ‘Star of the Week’.

 

British Values
In Early Years we incorporate aspects of British Values through our curriculum and everyday routines.
 
Rule of law: understanding rules matter as cited in Personal Social and Emotional development
As part of managing feelings and behaviour:
• All members of staff model to children to correct behaviour that is expected of them in and order school. All children are aware of the correct behaviour and demonstrate positive behaviour and learning within school at all times.
• We have designed ‘four good things’ which are specific rules that are displayed around the unit that children are aware of and refer to them if they need reminding of the correct behaviour. These rules are good looking, good listening, good sitting and hands sit. Children use these rules especially at teaching time in order to remain on task and stay focused, developing their learning.
• Our school dojo system enables children to be rewarded for their positive behaviour and this continuously has a positive impact on the children’s learning. They are encouraged to demonstrate the correct behaviour in order to gain dojos and work their way up to receiving a reward/prize.
• All children in reception are aware of the rules and know that they must follow them at all times. They have all signed a scroll to highlight that they respect and follow the school rules.
 
Individual liberty: freedom for all
• As part of self-confidence & self-awareness and people & communities as cited in Personal Social and Emotional development and Understanding the World:
• Children develop a positive sense of themselves. All staff provide opportunities for children to develop their self-knowledge, self-esteem and increase their confidence in their own abilities, for example through allowing children to take risks in completing new activities such as team building challenges, using new equipment or talking about their experiences and learning with their peers and adults.
• Children are given the opportunity, especially during choosing time to select their own activities. They are then encouraged to approach and tackle tasks in their own unique way. This is valued by all members of staff and their peers, as they are able to show their work to others and add it to their learning journal. Children are always very proud of the work which they have produced and love to discuss the process involved in making their designs/work.
• All staff provide a range of experiences that allow children to explore the language of feelings and responsibility, reflect on their differences and understand we are free to have different opinions, for example during weekly circle time sessions. Children are given the opportunity to talk about how they are different and similar to others. Teachers encourage children to do things differently to other children, as we are all different and learn from others. The children within reception love learning from their peers and finding out how they do things differently from themselves.
 
 
Mutual respect and tolerance: treat others as you want to be treated
 
As part of the focus on people & communities, managing feelings & behaviour and making relationships as cited in Personal Social and Emotional development and Understanding the World:
• We create an ethos of inclusivity and tolerance where views, faiths, cultures and races are valued and children are engaged with the wider community. We have looked in detail at the way different religions say their prayer and their places of worships. We have also looked in detail at Ramadam and looked at how different religions celebrate different things. During this time we learnt how to respect the views of others and listen to others ideas.
• Children also acquire a tolerance and appreciation of and respect for their own and other cultures; know about similarities and differences between themselves and others and among families, faiths, communities, cultures and traditions and share and discuss practices, celebrations and experiences.
• Throughout our daily routines we encourage and explain to the children the importance of tolerant behaviours such as sharing and respecting other’s opinions. This aspect of British Values is also linked to our ‘Class Dojo’ behaviour ethos.
• During circle time we have focused on how to share, be good friends and understand that others needs might be different from ours but we should respect others.

Spring 2016

 

Curriculum Overview

During this Spring term our topics are ‘Traditional Tales’ and ‘Growth’.

We have been exceptionally busy looking at a range of fairytales such as; Cinderella, The Gingerbread Man, The Three Little Pigs and Jack and the Beanstalk. In Literacy we have had so much fun acting out the stories using role play props; we have really enjoyed taking on different characters. Also, we have looked a lot at characters, settings and the way that stories are structured. In Early Years we have been lucky enough as part of the growth topic to have planted our very own beans. We talked a lot about looking after and taking care of our plants, and they have now started to grow really tall!

 

In Numeracy we have learnt a lot of new concepts; we have looked at weight and measurement, tens and units (partitioning), doubling and addition and subtraction strategies. We have all really enjoyed the challenge of doing some tricky work especially partitioning.

 

More recently, as part of the ‘Growth’ topic, our unit have been looking after six eggs, which hopefully will have six chicks growing inside. We all love having the chicken eggs in our unit and we have found it really interest seeing how they are growing each day – not that you can see much just yet!

 

World Book Day has been a very exciting time, we all thought about which character from our favourite book we wanted to dress as. Everybody made a fantastic effort and we all looked amazing! We had lots of fun finding out about the author: David Walliams and we all really enjoyed reading the unit story: The First Hippo on the Moon.

 

Pupil Premium Provision & Impact

As a result of the positive impact of introducing a third teacher to the Reception year group this academic year, we have split the Reception cohort into three classes. Across Literacy, Numeracy, Phonics and Guided Reading we have split the children into focused ability groups. This has had a huge positive impact on both the teaching and learning taking place due to the fact that the children now receive teaching that is much more focused on individual children’s needs and targeting each child’s working level. All teachers and teaching assistants rotate on a regular basis teaching all ability groups across the year group.   

 

The children are making pleasing progress in Literacy and Mathematics.

 

Pupil Premium – Nursery

 

Reading

Writing

Number

SSM

Baseline 2015

4B

4B

4C

4C

Spring A 2016

5C

5C

4C

5C

 

Good

Good

Outstanding

Outstanding

 

Pupil Premium- Reception

 

Reading

Writing

Number

SSM

Baseline 2015

4A

5C

4A

5C

Spring A 2016

5A

6C

6C

5A

 

Outstanding

Outstanding

Outstanding

Good

 

Most Able Provision & Impact

Last term we have focused particularly on helping our children understand how the adults assess their learning through high quality feedback and marking dialogues. All children in the unit are given verbal feedback and positive praise dialogues throughout the day which enables the children to reflect on their learning journey.

The more able children have been actively involved in their feedback and marking through the introduction of self and peer assessment strategies. We have found that these strategies have enabled the children to have more ownership of their learning as well as understanding their next steps making connections to their half termly targets. 

 

The consistency of teaching of Phonics reading and writing strategies is having a positive effect on the children's writing as they are becoming increasingly confident at orally segmenting words. They are beginning to write with greater fluency and they are becoming increasingly independent during writing focused activities and self- chosen time. In Mathematics the children are starting to make steady progress and they are beginning to enjoy taking part in work that demands extra challenge.

 

British Values

In Early Years we incorporate aspects of British Values through our curriculum and everyday routines.

 

Rule of law: understanding rules matter as cited in Personal Social and Emotional development

As part of managing feelings and behaviour:

  • All members of staff model to children to correct behaviour that is expected of them in and order school. All children are aware of the correct behaviour and demonstrate positive behaviour and learning within school at all times.

  • We have designed ‘four good things’ which are specific rules that are displayed around the unit that children are aware of and refer to them if they need reminding of the correct behaviour. These rules are good looking, good listening, good sitting and hands sit. Children use these rules especially at teaching time in order to remain on task and stay focused, developing their learning.

  • Our school dojo system enables children to be rewarded for their positive behaviour and this continuously has a positive impact on the children’s learning. They are encouraged to demonstrate the correct behaviour in order to gain dojos and work their way up to receiving a reward/prize.

  • All children in reception are aware of the rules and know that they must follow them at all times. They have all signed a scroll to highlight that they respect and follow the school rules.

 

Individual liberty: freedom for all

  • As part of self-confidence & self-awareness and people & communities as cited in Personal Social and Emotional development and Understanding the World:

  • Children develop a positive sense of themselves. All staff provide opportunities for children to develop their self-knowledge, self-esteem and increase their confidence in their own abilities, for example through allowing children to take risks in completing new activities such as team building challenges, using new equipment or talking about their experiences and learning with their peers and adults.

  • Children are given the opportunity, especially during choosing time to select their own activities. They are then encouraged to approach and tackle tasks in their own unique way. This is valued by all members of staff and their peers, as they are able to show their work to others and add it to their learning journal. Children are always very proud of the work which they have produced and love to discuss the process involved in making their designs/work.

  • All staff provide a range of experiences that allow children to explore the language of feelings and responsibility, reflect on their differences and understand we are free to have different opinions, for example during weekly circle time sessions. Children are given the opportunity to talk about how they are different and similar to others. Teachers encourage children to do things differently to other children, as we are all different and learn from others. The children within reception love learning from their peers and finding out how they do things differently from themselves.

 

 

Mutual respect and tolerance: treat others as you want to be treated

 

As part of the focus on people & communities, managing feelings & behaviour and making relationships as cited in Personal Social and Emotional development and Understanding the World:

  • We create an ethos of inclusivity and tolerance where views, faiths, cultures and races are valued and children are engaged with the wider community. At the end of this term some children will be celebrating Easter and within school we are looking at how chicks grow in the lead up to Easter. We feel that it is important for all children to gain an insight into the Easter celebration, in order to develop their understanding about the world around them. This way children are able to respect the values and beliefs of other faiths and cultures, which reflects our school aims and ethos.

  • Children also acquire a tolerance and appreciation of and respect for their own and other cultures; know about similarities and differences between themselves and others and among families, faiths, communities, cultures and traditions and share and discuss practices, celebrations and experiences.

  • Throughout our daily routines we encourage and explain to the children the importance of tolerant behaviours such as sharing and respecting other’s opinions. This aspect of British Values is also linked to our ‘Class Dojo’ behaviour ethos.

  • During this half term we have designed a scroll to be displayed within school, relating to British values. We focused our design around the school rules and more specifically our dojo rules, as we feel that the children really relate to this system which is being used.

The staff promote diverse attitudes and challenge stereotypes, for example, sharing stories that reflect and value the diversity of children’s experiences and providing resources and activities that challenge gender, cultural and racial stereotyping.

 

Attendance

We need to ensure that we come to school every day so that we can try to get tuck shop! Some children within the unit have achieved 100% attendance over a number of weeks and due to this they have been rewarded with the attendance dojo point.

The new Class Dojo system has worked really well in terms of attendance expectations; children get to see dojo’s being added for this at the end of every week!

 

We have designed an attendance board which is displayed within the cloakroom for parents to see when bringing children into school or collecting them. This board clearly highlights children’s attendance, encouraging all children to attend school.

 

Linking with all of this, each reception class also has a class teddy bear which the ‘Star of the Week’ gets to take home. Any child with poor attendance for the week will be encouraged to come into school every day in order to receive the ‘Star of the Week’.

Spring Chickens!

 

Our Reception class have had the exciting opportunity to hatch their very own chicks over the last couple of weeks.

 

The children and staff have thoroughly enjoyed the experience and have done some amazing writing about their experiences.

Autumn Term 2015

 

Curriculum Overview

This term in Reception our topics are called ‘All about me’ and ‘Celebrations’.

In ‘All about me topic’ we have been finding out information about our families and friends. In PSE sessions we have been exploring how to keep healthy and how prepare a healthy lunch box. We have also shared information to find out how we are similar and different to our peers such as sharing our favourite colour and similarities in our appearance. In Numeracy we have been practising our counting and number recognition skills using a range of resources such as counting bears, multilink and counting on our fingers. In Literacy we focused on our family members and share our own special experience with our loved ones. We recorded our ideas in different forms such as in lists, mind maps, letters and cards.

 

As part of our ‘World Studies’ week we decided to focus on Great Britain. In Literacy the children gathered information from the internet and books about the Royal Family. Our main focus for Literacy was following and writing instructions on how to make a cheese and cucumber sandwich for our unit tea party. The children independently in their challenge time were asked to create a list of foods that they would like at the party. We had lots of fun singing the national anthem and watching the Changing of the Guard during our unit tea party.

 

 

Pupil Premium Provision & Impact

There are 15% of children who are pupil premium children. 20% are involved with our school family worker Mrs B Knox.

 

This year we have been delighted to have Mrs Towriss and Miss Wheeldon in the unit to help narrow the gaps in children’s learning. Both staff have been allocated time throughout the week to deliver bursts of high quality intervention sessions. Children who are on the provision map have one to one sessions to develop their confidence in basic skills such as letter formation, reading and number.

 

In addition to this we have an additional reception class teacher and a TA3 which has enabled us to deliver more focused teaching and learning, helping narrow the gaps in their learning.

 

Our new unit provides children with interesting challenges across the 7 areas of learning. The environment enables children to progress in their learning and feel safe. The children are gaining an understanding of risk through activities that celebrate and encourage them to explore their environment.

 

Most Able Provision & Impact

All staff in the Early Years Foundation Stage have gained the correct qualifications and have the skills and confidence necessary to successfully teach young children form low attainers to more able pupils. As a team we personalise children’s learning enabling them to achieve their personal best. One way that this is achieved is through effective and appropriate questioning which promotes new thinking as well as discussions and debates. Rather than accepting an initial answer, teachers probe further by asking children to explain how and why.

 

Additionally, we ensure that within our learning environment resources and challenges are differentiated to support lower attainers right through to the more able children. After teaching time input sessions, children are encouraged to independently transfer their new learning into the different learning zones and use several skills to complete the challenge activities set around the indoor and outdoor classrooms.

 

With the new staffing and unit structure in place, teachers are able to group children into ability for Literacy, Numeracy and Phonics to help cater for individual needs of different pupils, including providing appropriate enrichment and extension for gifted and talented children. This is successful in terms of ensuring intellectual stimulation and accelerating progress.

 

Furthermore, to support the more able children we plan to carefully dip into and work towards year 1 curriculum objectives. For example, when teaching the concept of addition staff will demonstrate and encourage the children to find alternative ways to answer an addition question through different forms and resources such as through word problems, finding the missing number within number sentences or using the counting on method on a number line.

                                         

British Values

In Early Years we incorporate aspects of British Values through our curriculum and everyday routines.

  1. Rule of law: understanding rules matter as cited in Personal Social and Emotional development

As part of managing feelings and behaviour:

  • Al staff ensure that children understand their own and other’s behaviour and its consequences, and learn to distinguish right from wrong. This is embedded within our unit timetable ‘Class Dojo’ time.
  • At the beginning of the academic year the staff work with the children to create the rules and the codes of behaviour, for example, to agreeing the rules about tidying up and ensuring that all children understand that rules apply to everyone.
  • Individual liberty: freedom for all

    As part of self-confidence & self-awareness and people & communities as cited in Personal Social and Emotional development and Understanding the World:

  • Children develop a positive sense of themselves. All staff provide opportunities for children to develop their self-knowledge, self-esteem and increase their confidence in their own abilities, for example through allowing children to take risks in completing new activities such as team building challenges, using new equipment or talking about their experiences and learning with their peers and adults.

     

  • All staff provide a range of experiences that allow children to explore the language of feelings and responsibility, reflect on their differences and understand we are free to have different opinions, for example during weekly circle time sessions.

 

 

  • Mutual respect and tolerance: treat others as you want to be treated

     

    As part of the focus on people & communities, managing feelings & behaviour and making relationships as cited in Personal Social and Emotional development and Understanding the World:

  • We create an ethos of inclusivity and tolerance where views, faiths, cultures and races are valued and children are engaged with the wider community. For example, this term our topic theme is based around ‘celebrations’where children have the opportunities to share and develop their knowledge on world faiths and culture traditions such as Eid, Christmas, Halloween and Diwali.

  • Children also acquire a tolerance and appreciation of and respect for their own and other cultures; know about similarities and differences between themselves and others and among families, faiths, communities, cultures and traditions and share and discuss practices, celebrations and experiences.

  • Throughout our daily routines we encourage and explain to the children the importance of tolerant behaviours such as sharing and respecting other’s opinions. This aspect of British Values is also linked to our ‘Class Dojo’ behaviour ethos.

  • The staff promote diverse attitudes and challenge stereotypes, for example, sharing stories that reflect and value the diversity of children’s experiences and providing resources and activities that challenge gender, cultural and racial stereotyping.

     

     

Attendance

Percentage Attendance By Week

 

Year group

W/E

Class A

Class B

Class C

Reception

05/11/2015

97.4

95.5

96.5

Reception

22/10/2015

98.4

99

93

Reception

15/10/2015

92.1

97

91.5

Reception

08/10/2015

94.7

97.5

95

Reception

01/10/2015

92.8

98.1

99.4

Reception

24/09/2015

98.7

97.5

95.6

Reception

17/09/2015

94.7

98

99

Reception

10/09/2015

100

96.9

96.4

Average

 

96.1

97.44

95.8

 

Our attendance this half term has been much improved, our unit has even won the attendance award and had free tuck shop! As well as this, the children also receive their own weekly certificates within class for 100% attendance to keep on promoting the importance of this.

 

The new Class Dojo system has worked really well in terms of attendance expectations; children get to see dojo’s being added for this at the end of every week!

 

Linking with all of this, each reception class also has a class teddy bear which the ‘Star of the Week’ gets to take home. Any child with poor attendance for the week will be encouraged to come into school every day in order to receive the ‘Star of the Week’.

Picture 1 Challenge Table - More Able Provision
Picture 2 Challenge Table - More Able Provision
Picture 3 Challenge Table
Picture 4 British Values
Picture 5 Class Dojo

 

Reception Class Spring Term

 

During the Spring term the children have been developing their creative writing, imaginative and communication skills through our topic 'Fantasy'. In literacy the children have been reading and acting out traditional tales. We have been focusing on using our drama skills to help us understand how a character feels. As a class we have enjoyed drawing our own story boards and maps to help us answer early comprehension questions about story characters, settings and events. We also particularly enjoyed going on a 'Gingerbread man hunt' to find the recipe on how to bake our own delicious crunchy Gingerbread people. We had lots of fun measuring and mixing different ingredients together and writing our own step by step instructions for the year 1 children.

Picture 1
Picture 2
Picture 3

March 2015

 

Reception children have been reading Martin Waddell's book 'Owl Babies' which tells the story of three baby owls, Sarah, Percy and Bill who wake up one night in their hole in a tree to find that their mother has gone.

 

On Monday the children joined in reading the story using their reading strategies. Throughout the story the children were challenged to think about the characters feelings and thoughts. At the end of the lesson the children practised sequencing the story by explaining what had happened at the beginning, middle and end.

 

The next day the children went to Marland Hill's forest school to collect natural resources to make a nest for the owls. The children tested their nests to see if their nests were suitable for an owl by placing a real egg inside. When the children arrived at the forest they were challenged to describe the environment that forest animals live in and the natural resources that they had found. For example, the adjectives that they children used were 'dark', 'woody', 'quiet' and 'thick long braches'. 

 

On Wednesday the children used the natural resources that they collected and other materials to re-create the setting from the 'Owl Babies' story. The children were challenged to include a moon, tree or branches, the three characters and a nest. After designing their setting the children were encouraged to use their phonic skills to label the different parts of their setting before explaining their designs to their peers.

 

We had lots of fun using different resources and applying our knowledge about owl homes and owlets when designing and creating our nests.

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