Moorfield Primary School Inspiring Creative Learners for Exciting

Moorfield Primary School Inspiring Creative Learners for Exciting Futures Reception 2020

Meet the Teacher Class RH Teacher- Miss Hall Class RS Teacher- Miss Shortt

Our learning environment Here are both of our Reception classrooms which are just one part of our learning environment. We also have a learning area between both classrooms which both classes have opportunities to access during different activities. We also have our own outdoor learning spaces including our own playground and woodland area.

In Reception we… have fun work as a team are kind and helpful enjoy a challenge are getting ready for the future Show respect to others

Everyday Essentials Coats- Whatever the weather! - practice putting on and zipping up coats at home. A clearly named water bottle. Named book bag – Please bring in every day and check for letters each evening. Returned letters to be put in the letter box in the morning. Lunch (If on packed lunches) – All children in Reception – Year 2 are entitled to the option of a free hot school meal. Change of underwear and socks/ tights to be kept in a named bag in their book bag PE Kit – white t-shirt, black shorts and black pumps-in a draw string bag. This is left in school and returned at the end of each half term. Named wellies to be left in school for outdoor activities. Wet play colouring book- clearly labelled. This stays in school. Please ensure all clothes and belongings are clearly labelled.

A typical day in Reception Register & Carpet time Phonics session Daily focus input Snack time and playtime Independent learning indoors and out Lunch time Number session Independent learning indoors and out Stories Home During the week we will attend our whole school values assembly on a Monday and our weekly achievement assembly on a Thursday, visit the school library, spend time with our Year 6 buddies and spend some time doing ‘music and movement’ and other physical activities in the hall including Dance and Multi-skills sessions.

What forms do you need to return? Admissions forms Birth certificate – To be done at a later date Child information forms All about me booklet Early experiences form School nurse forms VLE agreement E-Safety agreement Home school agreement Pupil Premium-additional funding to school

Getting to know your child Throughout the first term we will get to know them better Your child will be a ‘Star of the week’ 3 times in the year. During this week we focus closely on their progress towards the Early Learning Goals. We also send home ‘Star of the week sheet for you to tell us about WOW moments at home and raise any concerns.

EYFS Curriculum • In Reception there are 7 areas of learning which we follow and we work towards the Early Learning Goals. We will be piloting the new Early Learning Goals which you can find details of on the next slides. • 3 Prime Areas- Communication and language development (CL), Physical development (PD) and Personal, social and emotional development (PSED) • 4 Specific Areas- Literacy, Mathematics, Understanding of the World (UW) and Expressive Arts and Design (EAD)

Communication and Language Development Listening, attention & understanding: Listen attentively and respond to what they hear with relevant questions, comments and actions 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 when engaged in back-and-forth exchanges with their teacher and peers. Speaking: Participate in small group, class and one-to-one discussions, offering their own ideas Offer explanations for why things might happen Express their ideas and feelings about their experiences using full sentences, including use of different tenses

Personal, Social and Emotional Development • Self-Regulation • • • Show an understanding of their own feelings and those of others Set and work towards simple goals, being able to wait for what they want Give focused attention to what the teacher says, and to follow instructions involving several ideas. Managing Self • • • Be confident to try new activities Explain the reasons for rules, know right from wrong Manage their own basic hygiene and personal needs • • • Work and play cooperatively and take turns Form positive attachments to adults and friendships with peers Show sensitivity to their own and to others’ needs. Building Relationships

Physical Development Gross Motor Skills Negotiate space and obstacles safely, with consideration for themselves and others Demonstrate strength, balance and coordination when playing Move energetically, such as running, jumping, dancing, hopping, skipping and climbing Fine Motor Skills Hold a pencil effectively in preparation for fluent writing – using the tripod grip in almost all cases Use a range of small tools, including scissors, paint brushes and cutlery Begin to show accuracy and care when drawing.

Literacy Comprehension Demonstrate understanding of what has been read to them by retelling stories using their own words Anticipate key events in stories Use and understand recently introduced vocabulary during discussions Word Reading Say a sound for each letter in the alphabet and at least 10 digraphs Read words consistent with their phonic knowledge Read aloud simple sentences and books including some common exception words. Writing Write recognisable letters, most of which are correctly formed Spell words by identifying sounds in them and representing the sounds with a letter or letters Write simple phrases and sentences that can be read by others.

Mathematics Number Have a deep understanding of number to 10 Recognise quantities without counting, up to 5 Automatically recall number bonds up to 5 and some number bonds to 10, including double facts. Numerical Patterns Verbally count beyond 20, recognising the pattern of the counting system Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally.

Understanding of the World Past and Present 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 Understand the past through settings, characters and events encountered in books read in class and storytelling People Culture and Communities Describe their immediate environment using their knowledge Know some similarities and differences between different religious and cultural communities in this country Explain some similarities and differences between life in this country and life in other countries The Natural World Explore the natural world around them, making observations and drawing pictures of animals and plants Know some similarities and differences between the natural world and contrasting environments 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 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 Make use of props and materials when role playing characters Being Imaginative and Expressive Invent, adapt and recount narratives and stories with peers and their teacher Sing a range of well-known nursery rhymes and songs Perform songs, rhymes, poems and stories with others, and try to move in time with music.

Curriculum Assessment • Progress is measured by ongoing assessments. • We use observational assessment to understand children’s learning. • We watch, listen and interact as children engage in everyday activities, events and experiences, and demonstrate their specific knowledge, skills and understanding. • This helps to build an accurate picture of children’s development and learning. • Some observations will be planned but some may be a spontaneous capture of an important moment.

Curriculum Assessment EYFS Profiles report on levels such as: Emerging towards expected levels of progress. Expected levels of progress for their age. We use objective led planning, teaching and learning as this allows us to focus on the needs of all children in a variety of curriculum areas and personalised next step targets. We heavily focus on ‘School Readiness’

Phonics and Reading Phonics is recommended as the first strategy that children should be taught in helping them learn to read. It runs alongside other teaching methods such as shared reading to help children develop all the other vital reading skills and hopefully give them a real love of reading. We use a detailed and systematic programme for teaching the phonic phases called letters and sounds.

Phonics Letters and Sounds Phase 1 – tuning into sounds Oral Segmenting Phase 2 – s a t p i n m d g o c k ck e u r h b f ff l ll ss Phase 3 – j v w x y z zz qu sh ch th ng ai ee igh oa oo ar or ur ow oi ear air ure er High Frequency words, e. g. mum, dad, can, got, up Tricky words, e. g. I, the, to, go, he, she, my Links to reading book bands In lessons we read captions and play games to apply phonics.

Behaviour Our philosophy is to encourage and praise children for their positive behaviours. All adults work hard to acknowledge and reward children who behave in the Moorfield Way which includes our chosen school values of responsibility, compassion, perseverance and thankfulness. THE MOORFIELD WAY Weekly Achievement Assembly - Personal Achievement Award (weekly celebration of academic, creative or well-being work and examples to be brought to assembly if appropriate. This will be led by Phase Leaders)

Homework Every week children will receive the following resources which we would like you to access with your child where possible. These will include: Reading books Library book Maths activity Key words and sounds Current Learning for each half term will be posted as part of our class VLE pages which you will receive login details for, for your child when they start in September.

Outdoor Learning Planning is based on children’s interests and how children learn through well-planned, purposeful play. Each day children will access different kinds of play, offered through a wide variety of activities, both indoors and out. We aim to provide a balance between adult-led and childinitiated activities. Lots of learning will take place in the outdoors through different activities. We take opportunities to explore and experience the outdoors in a variety of ways, such as den making, trail finding, nature hunts and pond dipping. We aim to Inspire individuals at any age through positive outdoor experiences. This takes place across the school year.

School Readiness Children are prepared to be separated from their parent or main carer. Children should be able to clearly demonstrate their ability to listen and follow age appropriate instructions. Children should be able to interact, share and play, taking responsibility for their actions, understanding repercussions for their actions. Children should be able to observe, notice, discuss and ask questions about their environment and experiences showing an interest in the world around them. Children are toilet trained.

Thank you for taking the time to read all of the information and we look forward to welcoming you and your child to Moorfield. Take a look at our school website and our Twitter page to find out a little more about what the children at Moorfield get up to. http: //www. moorfield. stockport. sch. uk/ @MPSHazel. Grove