1. Welcome to Collis Nursery A typical day in the nursery Characteristics of effective learning Letters and Sounds

2. Staffing – the Nursery Team Ruth Birrell (Teacher) Abi Mcgovern (Teacher) Zoe Plunkett (Nursery Practitioner) Clare Sandy (Nursery Practitioner) Donna Maycock (Learning Support Assistant) Sophie Harrison (Learning Support Assistant)

3. Collis Aims and Values … At Collis we celebrate excellence and achievement Our vision is that every child: Enjoys school Has high self esteem Respects and cares for others Is healthy and safe Achieves their potential

4. A typical nursery session … Self registration; ‘free- flow’ learning Focus group activities One-to-one activities Washing hands, toileting Snack time Tidy-up time Whole class teaching – songs, stories, rhymes Home time routine

5. Our learning environment A rich and wide range of activities and play experiences Stimulating and accessible resources that foster open-ended play Flexible indoor and outdoor space and resources Calm and orderly environment

6. Just playing? Each day the children will feel like they are just playing and enjoying themselves … the emphasis in our curriculum is on learning through play. Young children learn from everything around them: people, environment, atmosphere, routine and experiences Children learn by having the opportunity to do things for themselves: by exploring, investigating, watching, listening, talking, discussing, creating, communicating … in other words – playing!

7. Children learn in different arrangements In a small group with an adult directing the learning In a group with other children in learning that the children initiate themselves In a whole class environment One-to-one with an adult Alone

8. Playing and exploring - engagement Finding out and exploring – developing curiosity, using the senses, interests, open- ended activity Playing with what they know – pretending, imaginative play, acting out experiences Being willing to:  ‘have a go’ –  seeking challenges,  ‘can-do’ attitude,  resilience and  taking a risk

10. Active learning - motivation Being involved and concentrating – maintaining a focus, attention to detail Keeping on trying – perseverance, resilience Enjoying achieving what they set out to do – enjoying the process of learning for its own sake and not just the end result, pride in their own achievement

11. Creating and thinking critically Having their own ideas – finding ways to solve problems, new ways to do things Making links – seeing patterns in their experience, making predictions, ‘I wonder what will happen?’, grouping, sequences, cause and effect Choosing ways to do things:  deciding how to do things, ‘plan-do-review’;  ‘what do you like about …?’;  ‘How would you do it next time?’

13. Working together: helping your child to learn Talk with your child Read to your child Sing with your child Make things together Play simple games Get plenty of exercise Words and numbers in the environment Building and construction materials Imaginative and ‘small world’ toys Trips! Children learn from everything around them: people, environment, atmosphere, routine and experiences

14. Learning to read Unlocking the door

16. Read a book every day Imagination Knowledge of the world Vocabulary Story structure ‘Book talk’ – cover, illustration, author, … Listening skills Concentration skills

17. What books should I choose? Books with rhyme and repetition are great as they encourage your child to join in Let your child choose the books they want you to share with them – it will make them feel involved Share books about things that excite your child like trains, football or fairies Read your child’s favourite books over and over (and over!) again Poetry books are fun too! (repetition, sounds and rhythm of the words)

18. Top tips for sharing books

19. Phonics in the nursery Letters and Sounds: children have regular planned opportunities to listen carefully and talk about what they hear, see and do. Each aspect has three strands  Tuning into sounds (auditory discrimination)  Listening and remembering sounds (auditory memory and sequencing)  Talking about sounds (developing vocabulary and language comprehension) All activities are designed to help children:  Listening attentively  Developing vocabulary  Speaking confidently  Discriminate Phonemes  Blending  Segmenting

20. Supporting your child with phonics: seven phases of ‘Letters and sounds’ 1. Sound discrimination Sounds all around us..... When walking down the road listen to different sounds, a car revving, birds singing etc. Try to remember the sounds when you get home. Make a secret knock for entering rooms

21. Supporting your child with phonics: seven phases of ‘Letters and sounds’ 2. Instrumental sounds Listen to different music with your child and encourage them to move in different ways and talk about the instruments. Make your own shakers/instruments putting different things inside. Play guess what is inside the instrument.

22. Supporting your child with phonics: seven phases of ‘Letters and sounds’ 3. Body Percussion: sounds we make with our bodies... Listen to the sounds your feet make when walking/running skipping stomping (develop sound vocabulary such as soft fast slow etc.) Play clapping games; make a pattern for your child to follow Sing action rhymes: ‘wind the bobbin up’

23. Supporting your child with phonics: seven phases of ‘Letters and sounds’ 4. Rhythm and rhyme Bounce your child on your knee to the rhythm of a song or nursery rhyme. Add percussion when singing nursery rhymes. Chant together... “2, 4, 6, 8, hurry up or we’ll be late...” Read books that rhyme.

24. Supporting your child with phonics: seven phases of ‘Letters and sounds’ 5. Alliteration Use your child’s name to play with the same sound e.g. Jumping Josie. Talk about everyday items e.g. shopping lovely luscious lemons, sizzling slimy sausages Play games Old MacDonald had a farm everything must start with the same sound e.g. sheep, shorts and shoes Use the correct letter sounds  stretchy sounds  bouncy sounds

25. Supporting your child with phonics: seven phases of ‘Letters and sounds’ 6. Voice sounds Sing known songs using sounds e.g.. Twinkle, Twinkle to la, la, la. Ask your child to guess the song. Read and tell sound stories such as ‘We Are Going On A Bear Hunt’.

26. Supporting your child with phonics: seven phases of ‘Letters and sounds’ 7. Blending and segmenting: building words taking them apart! Play mummy/daddy says e.g. Mummy says touch your n-o-se then say nose Place a few objects in front of you and play I spy using objects e.g. I spy with my little eye a h-a-t then say hat.

27. Off on our learning journey!