1. Transition to Year 1 September 2015

2. Welcome to Year 1 Kiwi Class Staff Team Class Teacher Teaching Assistants Ms. Ozyigit Ms. Sus Ms. Kellegher Miss. Pepperday

3. Rhea Class Staff Team Class Teacher Teaching Assistants Special Needs Assistants Ms. Stennett Ms. Rosie Ms. Yovanna Mr. Hunter Ms. Katre

4. Things we will talk about: Ways of learning in the Early Years. Different approaches to learning in Key Stage 1. Key principles of effective transition. A brief look at the expected attainments by the end of Year 1. How parents/carers can get involved.

5. Ways of learning in the Early Years Children are making a ‘Halloween House’. The principle of Early Years is learning through play. In play children link different elements of their knowledge. Each child is unique and we support their individual approaches to learning and problem solving. Children are encouraged to be independent in their choices of activities and resources.

6. Different approach to learning in Year 1 The children’s day is more structured with a distinct separation between play and learning. Children’s learning is compartmentalised into clear subjects. Children are expected to sit for longer periods. Children have less choice in deciding how they learn.

7. Key principles of effective transition. 1. A whole school approach to successful transition. Reception teachers pass on all the relevant information about your child’s attainments, interests and style of learning. ‘Moving up to the new class’, planned opportunities for visits to the new class in the summer term. Parents are invited to ‘Transition from Reception to Year 1’ meeting. Year 1 classes are located next to Reception to maximise use of resources, staff and space.

8. Key elements of effective transition 2. A similar environment for Reception and Y1 with the opportunity to initiate activities independently. Provide an environment both indoors and outdoors, which is stimulating and inviting, in order to provide opportunities that will engage and challenge children. Create a flexible workspace which can be changed and adapted throughout the year, e.g. tables, display areas, role play (include interactive displays at child’s height) Provide elements of continuous provision (e.g. role play, writing area, construction, small world, sand, water) to support teaching and learning Establish a well labelled classroom with clearly accessible resources Ensure the classroom responds to the needs of a wide range of learners, including diversity, SEN, G&T and different learning styles e.g. visual, auditory or kinaesthetic.

9. 3. On going assessment to support planning for the next steps in children’s learning. All staff were involved in developing a shared understanding of the assessment process. Evidence gathered from children’s own recording was used to establish where they are at in their learning, e.g. for writing. Regular observational assessments were planned for to monitor the use of the areas of provision, and identify opportunities to take learning forward. Samples of children’s writing from continuous provision were annotated and related to the NC. Observations of the children during focused lessons and continuous provision were made on post-it notes. Parents are invited to three evenings to discuss their child’s progress and they receive a report at the end of the year. Key elements of effective transition

10. 4. Parental understanding and awareness of the value of practical approaches to teaching and learning. Parent questionnaires are developed to improve the transition from Reception to Year 1. Parents are given a half termly curriculum newsletter which gives an overview of the current topics taught in lessons. Parents are encouraged to make appointments with the Class Teachers to discuss any concerns they have about their child. Parents are encouraged to become involved in school projects, e.g. setting up gardens/vegetable plots, Parent/Carer Involvement Week A Year 1 staff team meeting is held with parents to explain the transition process. Photographs of children working in different ways are shared with parents/carers on the school website.

11. Key elements of effective learning A curriculum that supports continuity: There is a more flexible timetable during the Autumn term allowing children time to focus and engage so they can work in depth. Not all children at the beginning of Year 1 have reached the expected level at the end of Foundation Stage; thus they will be given opportunities to continue following the EY curriculum in the areas where their skills were still emerging.

12. Examples of Expected progress in writing Reception Children are writing sentences in a meaningful context. Sometimes they use punctuation. They and others can read it back; some words are spelled correctly and some phonetically. Year 1 Children have good handwriting skills. Their sentences are well structured and always make sense. They remember to use spaces between words, capital letters, full stops, etc. They use adjectives, adverbs, longer sentences.

13. Progression in reading Reception Phonics: children know all single letter sounds and can sound out and blend regular words. Children know 45 High Frequency Reception words. Children read simple sentences and understand what they have read. Year 1 Phonics: children know how to represent sounds by groups of letters and decode unknown words confidently. Children can read 100 High Frequency Year 1 words. Children read simple books confidently and with comprehension.

14. There will be a strong focus on Phonics and Reading throughout Year 1. We will follow the Read Write Inc. scheme to provide a structured and systematic approach to teaching literacy. The new National Curriculum emphasises the importance of children learning to read using a phonics-based approach. Children will learn the phonetic sounds to help them blend and read the words. Teaching them the right phonics skills will ensure they become successful readers and make them feel confident when taking the Phonics Screening Test at the end of Year 1.

15. Tiverton is proud to be teaching the Maths Mastery approach to our children in Year 1, which allows them to master concepts rather than learning procedures by rote. A deep understanding is achieved through covering fewer topics in greater depth. They explore concepts using objects, conversation and problem- solving to build confidence in their understanding.

16. The three key features of Maths Mastery are: Objects and pictures: Children use concrete manipulatives (objects) and pictorial representations (pictures), before moving to abstract symbols (numbers and signs). Language development: The way that children speak and write about mathematics has been shown to have an impact on their success. We use a carefully sequenced, structured approach to introduce and reinforce mathematical vocabulary. Every lesson includes opportunities for children to explain or justify their mathematical reasoning. Problem solving: Mathematical problem solving is at the heart of our approach – it is both how children learn maths, and the reason why they learn maths. By accumulating knowledge of mathematics concepts, children can develop and test their problem solving in every lesson.

17. Progression in mathematics – number Reception Children are working with numbers to 20. They can count out up to 20 objects; they read, write and order numbers to 20. Children add and subtract one digit numbers using objects and other methods, such as counting on/back and begin to use a number line. Children talk about money and time using everyday language. Year 1 Children gradually learn to count to and across 100, forwards and backwards. They count in multiples of twos and fives; they read and write numbers to 20 in numerals and words. Children add and subtract two digit numbers to 100. They identify one more and one less of a given number. They read, write and interpret mathematical statements using signs: +, -, = Children solve one-step problems involving addition, subtraction, multiplication and division, using concrete objects and pictorial representations. Children recognise and know the value of different denominations of coins and notes. Children recognise, find or name halves and quarters of an object, shape or quantity. Train with numbered carriages. How many passengers can board the train? How many passengers are in two carriages?

18. Progression in mathematics – Shapes and patterns, Length, weight and volume, Time Reception They compare weight, lengths and capacity. Children begin to recognise and describe 2D and 3D shapes. Year 1 They tell time to the hour and half past the hour. Children measure and begin to record: lengths and height, capacity and volume, time (hours, minutes, seconds) They name and describe common 2D and 3D shapes.

19. How parents / carers can get involved Talking to us about your child’s interests, activities at home, customs and celebrations. Coming to your child’s classroom and supporting with reading, writing, maths, art and other activities during Parent/Carer Involvement Week. Supporting your child with homework. Please tell us how else you would like to support us in providing the best learning opportunities for your child.