1. Foundation Stage at Quilters Infant School September 2014

4. Parents: Partners In Learning Parents make a real difference. You play a crucial role in the education of your children. You are your child’s key educator and know your child better than anyone else. There is a wealth of research evidence which shows that children do better when: ◗ there is a close working partnership between home, early years setting and school ◗ information about children’s learning is shared between everyone involved in the child’s successful development ◗ parents show a keen interest in their children’s education and make learning a part of everyday life ◗ children are actively involved in making decisions about their own learning. YOU CAN MAKE THE DIFFERENCE: YOU DON’T HAVE TO BE AN EXPERT TO HELP YOUR CHILD LEARN dfes 2004

5. What Happens In A Week? Summary of each week’s areas of learning displayed on window/whiteboards ICT and PE slots are generally the same each week Other areas will be taught at different times each week depending on the theme for the week and the support available in the class Daily phonics session, usually after play Assembly 1.45pm when appropriate Visual timetable for the children

9. Curriculum Organisation Integrated approach to learning Balance between teacher-directed, child-selected and child-initiated activities Support staff, students and volunteer helpers play key role in children’s learning Highly structured without being formal Carefully planned Differentiation within teaching sessions High expectations of all children

10. EYFS Framework Your child will be learning skills, acquiring new knowledge and demonstrating their understanding through seven areas of learning and development Three prime areas Communication and Language Physical Development Personal, Social and Emotional Development Four specific areas Literacy Mathematics Understanding the World Expressive Arts and Design Children learn by playing and exploring, being active and through creative and critical thinking which takes place both indoors and outside.

11. Development Matters

14. Every area of learning and development has an Early Learning Goal, This is the level of attainment that children should reach by June.

15. 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.

16. Communication and Language In School Speaking & listening – high priority. Planned in all activities. Good modelling by all adults. Rules of good listening. Circle time – holding toy/object Questioning in individual, shared and guided reading sessions. Children cannot write a sentence if they can’t speak in a sentence. Children need to be able communicate clearly to demonstrate understanding across all areas of learning and development. At Home Encouraging speaking in a sentence Model correct grammar, use of tenses Extending sentences by modelling Asking questions/opinions

17. Physical Development 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.

18. Physical Development In School Focussed PE and Dance lessons. BEAM programme in Autumn 1. Swimming. Develop skills. Awareness of body changes during exercise. Safety. Playtime Outdoor provision – gross motor skills Indoor and outdoor – fine motor skills Snack, lunchtime, topics – healthy eating At Home Be active! Awareness of food – balanced diet Painting, drawing, construction kits, playdough, beads, scissors.

19. Personal, Social & 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.

20. Personal, Social & Emotional Development In School Focussed sessions – friends, emotions, behaviour. Planned in all areas of learning. Partner and group work. Taking turns. Game playing. Developing confidence to take risks. Behaviour policy consistent across school. High expectations. Take responsibility. At Home Game playing – let them lose! Praise good behaviour – give reasons. Be consistent and follow through.

21. Literacy 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.

22. Literacy - Reading In School Individual, shared and guided reading. Range of texts. Author awareness. Individual records, clear objectives for progression Print rich environment. Range of fonts, scripts. Is fun. Is positive. Is not a race. Encourages a love of reading. Daily phonics session – “Phonics Explained” meeting At Home Daily sharing of books. Pick a quiet, relaxed time. Enjoy. Comments in Reading Diaries. Draw attention to capitals, punctuation, key words, new sounds. Strategies, list of sounds and key words all included in Reading Diary. Ask questions. Comprehension is key. Be a good role model. Use the library. Print rich environment. Exploit all opportunities. Any reading is good! On-line books – Oxford Owl. On-line games – It’s Learning. Should be fun. Should be positive. Should not be a race. Should encourage a love of reading.

23. Literacy - Writing In School Focussed sessions. Topic based. Good adult modelling. Value all attempts at mark making. Correct pencil grip, posture, formation. Handwriting weekly – whiteboards. Writing opportunities in continuous provision. Write for a purpose. Write with a range of materials. Developed through gross and fine motor skill activities. At Home Practise name/numbers. Correct pencil grip, posture, formation. See sheets. Write for a purpose. Value all attempts at mark making. Write with a range of materials - whiteboard and pen. Support with gross and fine motor skill activities.

24. Mathematics 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.

25. Mathematics In School Focussed sessions. Individual, partner and group activities. Practical. Recorded with photographs. Topic based as appropriate. Modelling of mathematical language – see sheet Maths opportunities in continuous provision. Number rich environment. Game playing. Opportunities maximised in daily routines. Applying to practical situations. Additional Maths inputs this year. Modelling strategies. Girls’ attainment and attitudes. Estimate. Take risks. Not just about number – shape, space, measures. At Home Reinforce fundamental concepts and skills – monthly Maths Challenges Maximise opportunities in daily routines and environment. Game playing. Doubles, number bonds. Number lines. Number squares. Online games – It’s Learning. Be a good role model. Use mathematical language. Ask questions – how do you know? What did you do?

26. 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.

27. Understanding the World In School Focussed discussions – whole class, small groups. Close links to PSED. Taught through first-hand experience ( walks, visitors, trips, cooking, etc), books, presentations, videos. Awe and wonder moments! Forest Schools ICT – weekly sessions. Not just use of computer. Technology Morning – Spring Term At Home Talking, looking, asking questions. Days out, holidays, visitors, meals out. ICT – mouse skills. It’s Learning.

28. 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.

29. Expressive Arts & Design In School Focussed activities to teach and develop skills – art, music, dance. Children demonstrate skills through self-selected and self- initiated activities. Is often messy. Is about the process not necessarily about the end result. At Home Opportunities to draw, paint, cut, stick, get messy! “Tell me about what you made/did” not “What is it?” Appropriate level of support. Be a good role model.

30. Assessment Formative assessment – ongoing by all staff throughout the day across all areas of learning Summative assessment National assessment criteria that must be carried out at the end of Reception year Assessments made on entry (baseline) and throughout the year Children’s needs are identified and planned for June reports to parents - summary of the achievements and targets for next year. Targets in reading diaries from Autumn 2

31. Assessment Assessment at the end of the EYFS – the Early Years Foundation Stage Profile (EYFSP) 2.6 In the final term of the year in which the child reaches age five, and no later than 30 June in that term, the EYFS Profile must be completed for each child. The Profile provides parents and carers, practitioners and teachers with a well- rounded picture of a child’s knowledge, understanding and abilities, their progress against expected levels, and their readiness for Year 1. The Profile must reflect: ongoing observation; all relevant records held by the setting; discussions with parents and carers, and any other adults whom the teacher, parent or carer judges can offer a useful contribution. 2.7 Each child’s level of development must be assessed against the early learning goals (see Section 1). Practitioners must indicate whether children are meeting expected levels of development, or if they are exceeding expected levels, or not yet reaching expected levels (‘emerging’). This is the EYFS Profile. Statutory Framework

32. Assessment Do you have a role to play? Comments in Reading Diaries “ Wow!” sheets Open Evening Open House Feedback sheets

33. Have fun supporting your child in their learning! We do! “ Learning doesn’t only take place in schools and helping your child to learn doesn’t only mean sitting down to do homework with them. Learning can take place anywhere.” Parents: Partners In Learning 2004

34. “Phonics Explained!” Thursday 2nd October 9.15am

35. Thank you for coming!