1. Welcome to Class 1- Reception
Parents Meeting:
23rd October 2014

2. Tonight’s Meeting
To help you to understand the curriculum that your child will be covering in EYFS.
To understand how we teach in order to cover the requirements of the curriculum.
To identify the key ways in which you can help your child at home and in school.

3. The Staff Headteacher- Mrs Adams Bursar- Mrs Pullin Class 1
Teacher- Miss Sharrock
Teaching Assistants- Mrs Layton & Mrs Smith
Class 2
Teachers- Mrs Benn (Mornings) & Mrs Crawford (afternoons).
Teaching Assistants- Miss Hartley & Mrs Howard.

4. What is the Early Years Foundation Stage?
The Early Years Foundation Stage (E.Y.F.S.) is the stage of education for children from birth to the end of the Reception year.
It is based on the recognition that children learn best through play and active learning.

5. The E.Y.F.S. is based on 3 themes.
1 A Unique Child
2 Positive Relationships
Enabling Environments
= Learning and Development

6. Within the theme of Learning and Development there are seven areas
Within the theme of Learning and Development there are seven areas. All areas are connected to one another and are equally important.
Personal, Social and Emotional Development
Physical Development
Communication and language
Literacy
Mathematics
Understanding the world
Expressive Arts and Design

7. Personal, Social and Emotional Development
The children will be learning:
To initiate conversations and take account of what others say.
To play in a group, extending and elaborating play ideas.
To be confident to speak to others about own needs, wants, interests and opinions.
To describe self in positive terms and talk about abilities.
To be aware of boundaries set, and of behavioural expectations in the setting.
To understand that own actions affect other people.
To dress/undress independently.

8. Communication and Language
The children will be learning:
To maintain attention, concentrate and sit quietly during appropriate activity.
Two-channelled attention – can listen and do for short span.
To respond to instructions involving a two-part sequence. Understands humour, e.g. nonsense rhymes, jokes.
To be able to follow a story without pictures or props.
To listen and respond to ideas expressed by others in conversation or discussion. To use language to imagine and recreate roles and experiences in play situations.
To use talk to organise, sequence and clarify thinking, ideas, feeling and events.
To introduce a storyline or narrative into a play.

9. Physical Development To experiment with different ways of moving.
The children will be learning:
To experiment with different ways of moving.
To jump off an object and land appropriately.
To negotiate space successfully when playing racing and chasing games with other children, adjusting speed or changing direction to avoid obstacles.
To show increasing control over an object in pushing, patting, throwing, catching or kicking it.
To show a preference for a dominant hand.
To use a pencil and hold it effectively to form recognisable letters, most of which are correctly formed.
To show some understanding of good practices, with regard to exercise, eating, sleeping and hygiene that can contribute to good health.

10. Literacy The children will be learning: To continue a rhyming string.
To hear and say the initial sound in words.
To begin to read words and simple sentences.
To write their own name and other things such as labels, captions.
To attempt to write short sentences in meaningful contexts.
To enjoy an increasing range of books.
To give meaning to marks they make as they draw, write and paint.
To show an awareness of rhyme and alliteration.
To listen to and join in with stories and poems, one-to-one and also in small groups.
To suggest how the story might end.
To listen to stories with increasing attention and recall.
To describe main story settings, events and principal characters.

11. Mathematics The children will be learning :
To recognise numerals 1 to 5 then 1 to 10.
To counts actions or objects.
To count objects to 10, and beginning to count beyond 10.
To select the correct numeral to represent 1 to 5, then 1 to 10 objects.
To use the language of ‘more’ and ‘fewer’ to compare two sets of objects.
To say the number that is one more than a given number.
To begin to use mathematical names for 3-D and 2-D shapes.
To select a particular names shape.
To order two or three items by length, height, weight or capacity.
To use everyday language related to time.

12. Understanding the World
The children will be learning/exploring:
To remember and talk about significant events in their own experience.
To recognise and describe special times or events for family or friends.
To enjoy joining in with family customs and routines.
To look closely at similarities, differences, patterns and change.
To comment and ask questions about aspects of their familiar world such as the place where they live or the natural world.
To talk about why things happen and how things work.
To develop an understanding of growth, decay and changes over time.
To show care and concern for living things and the environment.
To complete a simple program on a computer.
To know how to operate simple equipment, e.g. turn on CD player and use remote control.
To know that information can be retrieved from computers

13. Expressive Arts and Design
The children will be learning/exploring:
To begin to build a repertoire of songs and dances.
To explore the different sounds of instruments.
To explore what happens when they mix colours.
To use simple tools and techniques competently and appropriately.
To select appropriate resources and adapt work where necessary.
To select tools and techniques needed to shape, assemble and join materials they are using.
To play alongside other children who are engaged in the same theme.
To use various construction materials.
To use movement to express feelings.
To create movement in response to music.

14. Characteristics of Learning
Playing and exploring – engagement
Finding out and exploring
Playing with what they know
Being willing to ‘have a go’
Active learning – motivation
Being involved and concentrating Keeping trying Enjoying achieving what they set out to do
Creating and thinking critically – thinking
Having their own ideas
Making links Choosing ways to do things
The ways in which the child engages with other people and their environment underpin learning and development across all areas and support the child to remain an effective and motivated learner.

15. Daily Tasks (5-10 minutes)
Phonics
Practise saying the sound and writing the sound. As we progress through the sound there will be words on the sheet to practise reading.
Reading
Listen to them read (make up a story by using the pictures) their school book or read to them (any book).
While reading ask them to spot any sounds they know. We chop up the sounds and blend together. c-a-t cat.
Children already know sounds m a s d t i n p. They learn a new sound each day.

16. Daily Tasks (5-10 minutes)
Maths
Count from number 1 forwards and backwards up to 10 then up to 20.
Recognising numbers to 10 then up to 20.
Writing numbers to 10 then up to 20.

17. Homework
The new format for homework is that it will be individual tasks rather than year group. So what they need to practise rather than what all reception need to practise. Also linked to what we have been learning so they will have had teaching on what I give them. There will also be a homework book, which I will stick in the homework for the next 2 weeks. There will be a hand in date in which I will collect the books. There will be a phonics task, maths and/or literacy. Homework will increase as we progress through the year. I don’t want it be a chore but to involve you in your child's learning. There will be a reward system for homework completed.

18. Funky Fingers Story time
We start our funky fingers session after half term. It will be lots of activities to develop fine motor skills.
They will have 20 minute sessions a day.
Story time
They will have 2 session of guided reading. This is where we read together a book at their level.
They will have a story time of 10 minutes a day where an adult will read a book (not at their level) to listen to the rich language.

19. Please have a look at their files at the end.
Assessment
Assessment in the EYFS is mainly through observation – recording what children have said and done in their play to demonstrate their understanding, skills and knowledge.
Evidence will be written (usually on post-its or labels!) or photographs.
Also samples of written work, mark making, drawings, paintings etc that children have done.
Evidence will be collected and recorded in Learning Journeys, and then used to identify the next steps in an individual child’s learning.
Children will have a Learning Journey for each term – this enables you to see progression from the start to the end of the year.
Please have a look at their files at the end.

20. Parental involvement in Learning Journey’s is very important to us.
WOW moments
Parental involvement in Learning Journey’s is very important to us.
Parents are children’s first and most enduring educators and therefore have the most in depth knowledge about their children.
Children spend a lot of their time at home with family members and therefore will naturally demonstrate newly acquired skills and knowledge in the home environment.
We send home ‘Magic Moment’ slips every half term and ask that you fill them in and send them back at any point during the half term if your child demonstrates something that you feel is a noteworthy achievement for them.

22. Targets
I have done individual targets for each child based on what we would like them to achieve by Christmas.
There is a copy for their learning journey, for the teachers to assess them against and a copy for you. If you see a child doing one of their targets you could write a WOW moment and send into school. You can always choose a target and have a go at home. E.g. To write numbers 1 to 5. Practise writing numbers 1 to 5.

23. If you would like to book an individual meeting or you have any questions please come and ask me.
Please come and see me if there are any problems- the end of the day is the best time to see me but you can always ring and book an appointment.
Please have a look at your child's learning journey.
Thank you for coming.