1. Welcome to the Reception Meeting

2. Objectives of the meeting
Outline the areas of learning within Reception.
Outline the early learning goals.
Outline how we teach maths, phonics and reading.
Suggest ways in which to support your child at home.

3. Areas of teaching and learning
3 prime areas

4. 4 specific areas

5. And throughout the breadth of teaching and exploring we aim to facilitate and encourage the development good characteristics of learning.

6. Observations
We are trial a new app called ‘Tapestry’ which allows us to make observations of the children, take photos, make notes, highlight which areas of learning they are engaging in. Then you, as parents and carers will be able to view these observations and add your own observations at home that will then come through to us.

7. Curriculum Development Matters Early Learning Goals 30-50 months
Exceeding
Expected
Emerging
Explain: we evidence that they are secure in the 30-50months areas as well as
Explain: If emerging in certain areas by the end of Reception then Year 1 will continue to build on their learning and it may be that they meet the criteria for expected after they have left Reception.

8. The aims of the Reception Year
Persevere
Engaged & inquisitive
Through all these areas of learning and teaching and observations we aim to encourage the children to grow in their independence, to be inquisitive learners, to persevere and not be afraid of making mistakes. And to know their next steps; that is what they need to do to improve.

9. The aims of the Reception Year
Not afraid of making mistakes
Through all these areas of learning and teaching and observations we aim to encourage the children to grow in their independence, to be inquisitive learners, to persevere and not be afraid of making mistakes. And to know their next steps; that is what they need to do to improve.
Think and improve their work
Enjoy learning!

10. Maths

11. EYFS assessment of Number
Early Learning Goal – Maths
Number - Expected
Early Learning Goal - Maths
Number - Exceeding
Count to 20.
Order numbers to 20.
Count up to 20 objects.
Recognise and write numbers to at least 20.
Use appropriate mathematical vocabulary.
Say the number that is one more and one less than a given number.
Add by combining two groups of objects.
Count how many are left when some objects are taken away.
Count on and back on a number line.
Begin to solve problems including doubling, halving and sharing.
Children estimate a number of objects and check quantities by counting up to 20.
They solve practical problems that involve combining groups of 2, 5 or 10 or sharing into equal groups.

12. EYFS assessment of Shape, Space and Measure
Early Learning Goal – Maths
Shape, Space and Measure - Expected
Early Learning Goal - Maths
Shape, Space and Measure - Exceeding
Use mathematical names for solid 3D shapes and flat 2D shapes and describe them.
Use positional language such as ‘behind’ or ‘next to’.
Order two or three items by length or height.
Order two items by weight or capacity.
Use objects and shapes to create and describe patterns.
Order and sequence familiar events e.g. today, tomorrow, yesterday, morning, afternoon.
Use language related to money.
Use language related to time e.g. o’clock.
Children estimate, measure, weigh, compare and order objects.
Children can talk about properties, position and time.

13. Maths – teaching for depth
Maths is not just about the right answer, it’s about how we find an answer.
We encourage curiosity, explanation, understanding and learning from our mistakes.

14. True of false? 4 is less than 3.
Can the children demonstrate their understanding of more and less? And use a number tracks?

15. What is similar about these numbers? What is different? 1 13
Do the children understand place value – that is, do they understand that the digit ‘1’ is worth just one when it’s on it’s own but is worth one lot of 10 when it’s the first digit in a two digit number?

16. Cherry Model / Maths Mountain4 3 1
Whole: 4, part:3, part:1.

17. Cherry Model / Maths Mountain
The children love using cherry models.

18. Shape, space and measure
Number is a big part of maths teaching but another important element of maths is shape, space and measure.

19. Maths lessons and beyond
Daily whole class Maths lessons
Follow up group work
Independent activities
Sometimes we split into 4 groups
Maths incorporated in our daily routines

20. How could you help at home?

21. How can we as parents help at home?
Counting & finger patterns
Make up number stories
Estimating
Games
Money
Cooking
Telling the time

22. Number Bags
Designed to help you help your child with their maths at home:
Double sided number line
Pack of playing cards
Two dice
White board and pen
Leaflet of ideas £3

23. Reading and Writing

24. EYFS assessment of Reading
Early Learning Goal –
Literacy – Reading
Expected
Exceeding
Children can read and understand simple sentences
They use phonic knowledge to decode regular words and read them aloud accurately
They read some common irregular words
They demonstrate understanding when talking with others about what they have read.
Children can read phonically regular words of more than one syllable as well as many irregular high frequency words.
They use phonic, semantic, syntactic knowledge to understand unfamiliar vocabulary.
They can describe the main events in the simple stories they have read.

25. EYFS assessment of Writing
Early Learning Goal –
Literacy – Writing
Expected
Exceeding
Children use phonic knowledge to write words in ways which match their spoken sounds.
They also write some irregular commons words.
They write simple sentences which can be rad by themselves and others.
Some words are spelt correctly and others are phonetically plausible.
Children can spell phonically regular words of more than one syllable as well as many irregular but high frequency words.
They use key features of narrative in their own writing.

26. What makes a successful reader?
Enjoyment and a love of books
Phonic knowledge
Word recognition (sight words)
Making sense of what they read
Story telling, memorising stories, using picture clues

27. A love of reading
The key is they are enjoying learning to read and discovering a love of books.
Quality time: little and often.
NO PRESSURE.
Children all learn to read at their own pace.
Following their pace and passions.

28. How is reading taught at the Blake School in Reception
Read Write Inc Phonics lessons
One to one reading
Guided reading and
independent reading opportunities
Phonics: Daily
One-to-one: our aim is that every child reads with a teacher every third week. They read with other adults in school at least once a week.

29. Sight words (chunking/running) Fluency Writing and formation
Pure sounds
Fred talk !
Blending
Digraphs/ trigraphs
Sight words (chunking/running)
Fluency
Writing and formation
Grotty graphemes
Model pure sounds.
Explain blending. Outline the importance of hearing sounds and blending sounds orally.

30. Writing
Writing is taught as part of our Read Write Inc Phonics lessons.
Letter formation: phrases.
Later in the year we write about our weekend news and focus stories.
Independent writing opportunities.
Letter formation & sounding out

31. What can I do to help at home?
Play games : I spy or I can see a ‘h-a-t’
Read to your child as often as you can.
Book talk.
Share a book together – take turns reading a section or finding words.
Use a rich vocabulary throughout the day.
Book talk: before reading as well and during.
Share why/what you like reading.

32. Book talk Look at the pictures before reading the book.
Talk about a character’s feelings, actions or motives.
What do you think will happen next?
Is this book similar to anything you have read before?
What do you dislike/like about a character?
The first books you will receive don’t have any text. So with you and with us the children will create their own stories to match the pictures.

33. Book Bags
Library book – these can be changed as often as you like (boxes in the class/cloakroom).
Reading book – we will endeavour to change this book weekly, usually on a Monday.
Sight words.
Reading diaries.
Please note we do not look in the book bags daily so please hand anything important to the class teacher.
Reading a text more than once and developing fluency and fluidity.
Moving from recognising words or decoding them phonetically, to understanding the meaning of the word in the context of a sentence.
Building up to using a “storyteller’s voice” or reading with expression.

34. Any questions?