Welcome to Reception!
Every child deserves the best possible start in life and the support that enables them to fulfil their potential. Children develop quickly in the early years and a child’s experiences between birth and age five have a major impact on their future life chances. A secure, safe and happy childhood is important in its own right. Good parenting and high quality early learning together provide the foundation children need to make the most of their abilities and talents as they grow up.
(Statutory Framework for the Early Years Foundation Stage 2017)
EYFS Curriculum Statement for Ashmead Combined School
We aim to implement a curriculum that is designed to give ALL children, the knowledge, self-belief and cultural capital they need to succeed in life.
Our curriculum is planned and developed to build upon what children know and can do. We aim to increase children’s knowledge and skills for their future learning. There’s a strong focus on ensuring that our children acquire a wide vocabulary, communicate effectively and secure a knowledge of phonics, which gives them the foundations for future learning, especially in preparation for them to become confident and fluent readers.
Our school’s approach to teaching early reading and synthetic phonics is systematic and targets all children learn being able to read words and simple sentences accurately by the end of reception.
We have the same academic ambitions for all children and adapt our curriculum to effectively meet their need. For children with particular needs, such as those with SEN and/or disabilities, their curriculum is designed to meet their needs.
We believe that early years’ education should be as practical as possible and in reception we have an ethos of learning through play. Play is an essential and rich part of a child’s learning process and supports them in all areas of development.
In reception we provide both structured and unstructured play opportunities both inside and outside. These activities are designed to engage children in practical, first-hand experiences which will support them to discover, explore, investigate, develop their personal interests and areas of curiosity and help them to make sense of the world around them. These opportunities are provided through child initiated and adult supported activities, embedded in opportunities for all to engage in sustained shared thinking. Play opportunities are also set up to provide children with experiences to apply newly acquired knowledge and skills, demonstrating their levels of understanding.
Over the EYFS, teaching is designed to help children remember long term what they have been taught and to integrate new knowledge into larger concepts.
The teaching of phonics ensures that children practise their reading from books that match their phonics knowledge.
By the end of reception most children achieve the early learning goals and are able to use their knowledge of phonics to read accurately and with increasing fluency. Most children are ready for the next stage of education. Our children, including those from disadvantaged backgrounds, and those with SEN and/or disabilities achieve the best possible outcomes from their individual starting points and begin to diminish learning gaps. Our children develop detailed knowledge and skills across the seven areas of learning in an age-appropriate way.
Letters to Santa
On Monday we discovered lots of ice in the outdoor area and we had fun collecting the ice, breaking it up and watching it melt.
We have been busy using our best phonics and handwriting skills to write letters to Santa and on Thursday we enjoyed posting them at the postbox!
Who is that hiding in Forest School? We discovered Stick man in the Forest School and wondered if he was trying to get back to the Family Tree. We enjoyed collecting sticks to make our own Stick man and we tied them together using pipe cleaners. In literacy we have been thinking about the different adventures that Stickman has and who he has to escape from by drawing simple pictures with words to make Story maps. Story maps help us to retell a story in a simple way and remember key words.
We have been talking all about pumpkins this week. In Talk4Writing we found out where pumpkins come from and how they grow, before cutting one open and using our describing words to say how they look, smell and feel. We also made pumpkin cake.
Wow! What a busy week and what a lot of fantastic learning!
This week we have been doing lots of learning through the story of Monkey Puzzle by Julia Donaldson. The story is about a Monkey who can’t find his Mum and asks a butterfly friend to help him.
As we read the book we talked in detail about the characters in the story.
Who's Been Eating MY Porridge?
We have been learning all about the story of Goldilocks and the Three Bears. Together, we have made a story map and created a Talk for write with actions to help us remember and retell the story.
Our First Week at School!
Here are some pictures of our first week at school! We've had so much fun already!