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:
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.
- 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 our scheme based on Letters and Sounds with structured session plans and resources created by the school.
- 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.
Peer Review October 2021:
“Teaching of phonics and early reading is very good and the school has consistently high outcomes in the phonics check.”
“Environment in classrooms and shared areas was well used to support teaching and learning, with good use of working walls and notes on walls to support teaching. This is consistent through the school.”
Reading: Comprehension 91%, Word Reading 75%
Writing: 64% EXS+
Maths: Number 87%+, Numerical Patterns: 71%
How Early Years links to our school values
|Aspiration||Setting their own goals and finding ways to achieve them|
|Independence||Being an independent learner, choosing and using their own resources|
|Communication||Making good friendships, engaging with others and playing collaboratively|
|Community||Exploring the local area and finding out what makes it special to them|
|Achievment||Reading and writing a simple sentence|
|Opportunity||Finding out about life in the wider world, commenting on similarities and differences|
EYFS Long Term Plan
EYFS Long Term Plan (pdf download)