Lanchester Community Free School has three Reception classes of 20 children. Each class has one teacher and one Learning Support Practitioner.
Assessment and Planning
In Lanchester, we use the EYFS Framework for planning and assessment. Reception teachers complete an EYFS profile for each child at the end of Reception. This provides an accurate assessment of children and describes each child’s attainment against 17 early learning goals, together with a short narrative about their learning characteristics. The vast majority of children enter the Reception class with levels expected for their age:
30-50 months secure (30-50 S)
30-50 months developing (30-50 D) or lower is well below on entry.
We use the terms beginning, developing, secure to define where children are within each level of development. We use scholarpack to track progress and attainment every half term. Including the baseline, we input data seven times across the year to ensure outstanding progress is being made. We have high expectations and aim to get children to an expected level by the end of the year. We have a robust phonics and maths program to ensure children are making outstanding progress. We aim to stretch and challenge all children, including those who have a higher starting point, to ensure that all achieve their highest potential.
Typical Day of Reception
Wake and Shake
This is a 5 minute session in the morning, to increase daily physical activity and help them to start the day in a 'state of readiness to learn'!
Guided Reading/ Busy Fingers
In the session, there are three focused activities. These sessions will always include guided reading and a fine motor skills activity. The other sessions vary from phonics games, handwriting, letter formation, free reading and using the iPad.
We aim to teach 2/3 new sounds a week, using the Jolly Phonics programme to teach the sound and Read Write Inc. Programme to teach the handwriting. Each child within the week will have the opportunity to complete a guided write (teacher led), a focused activity (LSP led) and an independent activity. All the groups are differentiated and activities match their ability. These lessons will involve identifying, reading and writing the sounds (in words and in complex sentences). Support and challenge is given by the LSP during input and during the afternoons in interventions.
English/CIP (Child Initiated Learning)
English inspired CIP takes place every day in and outside of the classroom. Supported activities linked to a themed story inspires and gives children opportunities to learn through play within an enriched environment.
In Maths we focus on one theme for the week e.g. 3D Shape. The class is once again divided into three differentiated groups and work in a focus activity (teacher led), adult directed learning (LSP) or independent learning. Problem solving is embedded throughout the week to ensure children are meeting their full potential. Interventions and challenge activities are weaved throughout the math’s sessions matched to their individual needs.
We offer children a broad and balanced curriculum with opportunities for children to choose from a range of activities and learn independently.
Other areas of learning
Each class will engage in one session a week of: PE, science, show and tell, PSHE, Spanish and music.
Each child will have an English Book, Big Write Book, Numbers and Space and Measure Book, Homework Book and Reading Record Book to take home. Each child also has a Learning Journal showing a narrative of their learning through child initiated play, photos, next steps and comments linked to the characteristics of learning. To create the Learning Journal we used an app called Tapetry. In the app, we can upload all the observations for each child and we can also asses the children following the EYFS curriculum.
The Early Learning Goals (ELGs) - Highlight for Parents
The prime areas:
Communication and language
Listening and attention: children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity.
Understanding: children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.
Speaking: children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events.
Moving and handling: children show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing.
Health and self-care: children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.
Personal, social and emotional development
Self-confidence and self-awareness: children are confident to try new activities, and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don’t need help.
Managing feelings and behaviour: children talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations, and take changes of routine in their stride.
Making relationships: children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children.
The specific areas:
Reading: children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.
Writing: children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.
Numbers: children count reliably with numbers from 1 to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.
Shape, space and measures: children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.
Understanding the world
People and communities: children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.
The world: children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes.
Technology: children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.
Expressive arts and design
Exploring and using media and materials: children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
Being imaginative: children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role-play and stories.
EYFS MEDIUM TERM PLANS