Early Years Foundation Stage

Our Reception setting broadly follows the Early Years Foundation Stage (EYFS) Curriculum, which sets standards for the learning, development and care of children from birth until the end of the academic year in which they have their fifth birthday.

Our approach is enhanced by the provision of specialist teaching in French, Music, Spanish, PE and Swimming.

Children’s progress is monitored closely throughout the year. Our EYFS setting currently has an exemption from the EYFS learning and development requirements.

The Exemption is granted by the Department for Education and enables the school to offer an enriched learning and development programme beyond the government’s expectations for early years education whilst still fulfilling all of the EYFS requirements.

A typical day in Reception

Children are welcomed by the Reception team at their classroom door via the playground from 08.25, ready for registration at 08.50 each morning.

The children are encouraged to say goodbye to their parents in the playground and enter classrooms independently, putting their book bag, water bottle and blazer in the correct place.

Continue reading about our day

Welcome activities ensure a calm and productive start, which sets the tone for the rest of the day.

Morning activities are predominantly taken up with mathematics and literacy, with other subjects covered in the afternoon.

A morning snack of fruit and a drink of water or milk is provided before playtime at 10.40am.

Lunchtime begins at 12.00. The children eat in the dining hall and select from a varied menu which includes fruit or a pudding and a drink of water.

A member of staff will be on duty to assist and eat with the children. Staff encourage children to use their knife and fork properly and have good table manners.

The Reception children have their own playground. When the teachers feel they are ready, the children are also allowed to use the Year 1 and 2 playground.

The children attend assemblies every day. On Monday there is a whole school assembly, on Tuesday and Wednesday there is a themed assembly, sometimes led by our school chaplain, Thursday is singing assembly and Friday is achievement assembly.

If your child has a trophy or certificate that has been recently awarded to them at a club from outside school, they may bring this to the Friday assembly. Friday achievement assembly is when stickers are awarded for the target of the week. The cup is also presented to two children each week.

In the afternoon the children have a drink of water and an afternoon snack. This is usually followed by “Bee time” and a class story or circle time before getting ready to go home.

Our Reception curriculum

We offer an enhanced Early Years Curriculum, with specialist teaching in French, Spanish, Music, PE and Swimming in addition to the EYFS Foundation Stage Curriculum. Your child will be learning skills, acquiring new knowledge and demonstrating their understanding through different areas of learning and development.

Their progress is monitored and regular feedback is given to parents.

The Foundation Stage Curriculum has seven areas of learning and provides a solid foundation for later achievement in the National Curriculum.

The three prime areas

1. Personal, social and emotional development

This focuses on the child learning to work, develop confidence, play, co-operate and respond positively to others in a group beyond the family.

We encourage children to form positive relationships and show sensitivity to their own and others’ needs.

We expect children to regulate their own behaviour and know right from wrong. A positive attitude towards a healthy and active way of life is also emphasised.

2. Communication and language

This focuses on important aspects of language development and provides a foundation for literacy.

We foster the children’s developing competence in talking, listening, following instructions and having conversations.

We encourage the children to respond and question what they have heard to deepen their understanding, as well as expressing their own ideas and feelings about their experiences.

3. Physical development

This focuses on the child developing physical control on both a small and large scale, awareness of space and manipulative skills in indoor and outdoor environments.

The four areas through which the prime areas are strenghtened and applied are:

1. Literacy

We foster the children’s developing competence in becoming readers and writers.

Phonic skills are developed by identifying sounds, naming letters and writing phrases and sentences.

Children are expected to comprehend what they have read from a variety of stories, non-fiction, rhymes and poems.

2. Mathematics

This covers important aspects of mathematical understanding of numbers.

The emphasis is on achievement through practical activities and in using and understanding mathematical language, to subitise, recall number facts, compare quantities and compare numbers.

3. Understanding the world

This area focuses on the children’s developing knowledge and understanding of their environment, other people and features of the natural and man-made world.

It provides a foundation for historical, geographical, scientific and technological learning. We want the children to develop positive attitudes to discovery and experimentation and to develop the ability to predict, observe and communicate their observations, solve problems and explore the natural world around them.

4. Expressive arts and design

This focuses on the development of the child’s imagination and their ability to express ideas and communicate feelings in creative ways. This expression is encouraged through art, music, dance, stories and imaginative play.

Feedback and progress reports

Formal written reports are sent digitally at the end of the summer term. Parents’ Consultations occur twice a year and enable the class teacher to provide concise
feedback on your child’s progress; additional time or appointments can be arranged where necessary.

Tapestry (an online learning journal) is used in Reception to share the ‘wow’ moments we have in school and observations including lots of pictures.

EYFS behaviour

We follow the ‘golden rules’ in the Lower Prep. In principle, it is expected that home and school will work together to ensure that children are encouraged to behave appropriately in school, and show courtesy towards staff and each other.

We expect the children to behave in a sensible, mature manner, showing respect and consideration for their own and others’ welfare and belongings (personal and school) whilst in lessons and at play.

Playground behaviour

All the children are expected to play together in a manner that is friendly and appropriate. The playground is organised into zones whereby those children who wish to play energetic games or use the bikes/scooters have an area to do so.

There is a construction area, sand, water and mud kitchen, and tough trays for imaginative play.

Children are responsible for treating the equipment respectfully and using it appropriately. If, however, a child does not behave appropriately they will have to have some time out to reflect on their actions. A child who is seen to be very kind or helpful will be rewarded with stickers on their cards.

‘Bee’ time

This is an allocated time in Reception when the children are able to choose what they would like to do. They are encouraged to plan their time and work independently.

The children are encouraged to earn this time by following the rules, working hard and behaving appropriately.

Good behaviour

We encourage and promote good behaviour at all times and reward children displaying this with stickers whenever it is witnessed.

Examples of good behaviour are often used in circle times to illustrate how we expect the children to behave in school. Good attitudes and behaviour are also celebrated in the Lower Prep Friday achievement assembly.

Unacceptable behaviour

A child who acts inappropriately, will be spoken to by a member of staff and the child’s class teacher will be informed.

If there is a recurrence or if the behaviour was deemed more serious the child will be sent to the Head of Lower Prep and parents will be informed.

If desirable behaviour is still not happening, then parents will be asked to come to school to discuss strategies to improve a child’s behaviour. The Head of Prep reserves the right to exclude a pupil whose behaviour is deemed to be unacceptable after all other sanctions have been exhausted.

Guidelines on safe and acceptable behaviour at drop off and pick up

Parents are responsible for the behaviour of their child until handed over to the teacher in the morning and once the teacher has handed them over to parents at the end of the day.
Children should remain with parents when waiting for siblings.
Playground equipment and equipment in the Reception outside area should not be used after normal school hours by pupils or their siblings.
Parents are responsible for younger children who do not attend the school and must ensure that they do not use equipment belonging to the school.

Golden rules

Always be kind and helpful
Look after property
Listen and show respect
Work hard
Be honest
Be gentle

Assemblies and class circle times give us opportunities to explore these rules and make sure that all children follow them.

Mobile phone and other smart devices policy

To meet EYFS requirements and to ensure best practice in safeguarding procedures, Aragon House and its playground environs are a mobile/tablet free zone.

Parents and visitors must not use cameras, tablets, or other technologies capable of capturing or storing images inside the building and in the playground areas. If staff see any adult using such a device they will politely request that you refrain from doing so.

Useful information for new Reception parents

Reception children have a peg in the corridor where they hang their coats and blazers. Wellies are stored on the boot rack in the Reception outdoor area. An individual drawer is provided in the classroom for the children’s personal use and any spare clothes they may need.
Please provide a spare set of your child’s underwear for any little accidents that might occur. This can be stored in their classroom drawer, or on their peg in a bag.
Please name ALL items of clothing – PE, shoes, socks etc.
Before starting school encourage your child to get dressed independently in preparation for swimming lessons.
Try to encourage your child to use a knife and fork correctly and to observe good table manners. We encourage children to try different foods and it would be helpful if you could support us with this at home.
Whilst we fully accept that there will always be the occasional accident, children should be able to manage their own toilet hygiene and be toilet trained.
Please put something distinctive but small on your child’s bookbag so they can identify it easily – one key ring or a picture. This may not be removed during the school day.
Swimming kit is required from October half term.
Try not to worry if your child is upset at the beginning of school – we are used to dealing with this and most children settle very quickly usually the moment you have left! Experience has shown that it is less distressing for your child if you leave quickly and decisively.
Please send in any records from previous schools.
Please inform us if your child is to be called by a different name or a shortened version to that stated on the Registration Form at the time of registration.

Supporing your child at home

Be positive, encourage and praise.
Hear your child read regularly.
Talk to your child. Allow them to be expressive; listen and question.
Establish a regular bedtime routine.
Read a bedtime story to your child whenever possible.
Play verbal games in the car – I spy, Granny goes to market (for memory), maths questions, spellings, fun activities.
Play board games.
Encourage shape and colour recognition in the environment.
Encourage imaginative play.
Please check your child’s bookbag on a daily basis.
Encourage good manners especially at the table.
Promote good independent toileting and hygiene routines.
Allow time and space for your child to do their homework independently.
If your child is tired at the end of a day at school do not worry about making them read – let them have an early night and relax!
Enjoy your children and have fun!

Homework

Reading books are changed regularly and we encourage parents to do their phonics, or to read with their children every evening. Books are sent home during the week and homework tasks are set on a Friday for the weekend. Children have their own homework books. Homework tasks are set on Tapestry each week.

Change of circumstances

It is always helpful if you let your child’s teacher know of any changes in home circumstances that might affect your child’s performance or wellbeing. Examples of this could be a parent going away for a period of time for work or having an operation.