In reception, we split our intake of 45 into two classes (with 22/23 in each). The classes have their own space for whole class inputs, but all work as one unit for large parts of the day, sharing a spacious outdoor area.
We follow the Early Years Curriculum and Development Matters to plan exciting and engaging areas of provision in which children can learn.
More information about our Early Years provision can be seen on these pages:
Curriculum Information
Intent
Our intent is to ensure that each child has a happy and positive start to their school life in which they can build a foundation for a love of learning.
We ensure that children learn and develop well and are kept healthy and safe. We promote teaching and learning to ensure children’s ‘school readiness’ and give children a broad range of knowledge and skills that provide the right foundation for good future progress through school and life.
We seek to provide:
- Quality and consistency, so that every child makes good progress and no child is left behind.
- A secure foundation through learning and development opportunities which are planned around the needs and interests of each child and are assessed and reviewed regularly.
- Partnership working between practitioners, parents and settings.
- Equality of opportunity and anti-discriminatory practice, ensuring that every child is included and supported.
Implementation
- We follow the revised EYFS framework and Early Years Development Matters.
- Teachers plan collaboratively to create Long and Medium Term plans which show progression over each of the seven areas of learning in order to meet the expected level by the end of the Reception year.
- Teachers and teaching assistants plan collaboratively to create Short Term plans each week, based on the needs and interests of the children ensuring equality of opportunity.
- Phonics is taught daily, following the scheme, Bug Club Phonics, with structured daily session plans to enhance this.
- There is a mix of adult-led and child-initiated learning, with children given extended opportunities for play based learning each day, including the use of the outdoor space. Whole class and small group sessions, led by a teacher or TA are interspersed throughout the day.
- Staff interact and observe children in play situations, as well as in more formal guided group sessions, making assessments and using the information gathered to provide appropriate next steps. Parents contribute via Tapestry.
Impact
Ofsted Inspection May 2022:
“Leaders are determined that every pupil will learn to read fluently.”
“In the early years, staff develop pupils’ mathematical vocabulary particularly well”
“Staff have ensured that pupils in Reception know how to hold a pencil and form their letters correctly.”
GLD 2023: 89% 2022: 80% 2019: 83% 2018: 82%
Reading: Comprehension 91%, Word Reading 89%
Writing: 89% EXS+
Maths: Number 93%+, Numerical Patterns: 93%
How Early Years links to our school values
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Children are encouraged to be independent learners, to test out their ideas and to show a determination to succeed. |
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Setting their own goals and finding ways to achieve them, changing and adapting plans when needed. |
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Children understand their own feelings and develop an awareness of the feelings of others. They consider how their actions affect those around them. |
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Children develop new friendships, take turns in play and are given opportunities to work collaboratively. |
