Welcome to

1. Welcome to All Saints C of E Primary School and Nursery

2. The Early Years Team: * Each child is assigned a key worker (member of staff). Children will be taught key skills in these small family groups. * Children will also be given opportunities to talk informally, sing and listen to stories during family group time. • * Children are grouped for phonic and maths according to their level of development. • * Children also have lots of time to play through choosing child initiated activities and often work with an adult through adult led activities.

3. 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.

4. The importance of play • Play is a vital component of children's lives, without which their potential for healthy mental and physical development is undermined. • Play helps children to: • Be whole people • Be physically healthy • Be physically co-ordinated • Be mentally healthy • Co-ordinate ideas • Deal with feelings and relationships

5. What do children do? • Play • Family group time • Phonics • Snack • Worship • Read • Free Choice Activities inside and outside in all weathers • Adult led activities • Lunch • Story • Circle time • Sing • Having lots of fun

6. Sessions of the day Morning session 8:45- 11:40 Lunch 11:40 – 1:00 Afternoon session 12:20-3:15 To ensure children’s safety if you are late please go to the office to drop off or collect your child

7. Parent Involvement • We work with you to ensure that you are involved in your child’s learning journey through: • The ‘my child is a star’ sheet • Parents evenings, newsletters, parent notice board, stay and plays • This website has really useful information regarding Early Years • http://www.foundationyears.org.uk/parents/

8. It is a broad, balanced and purposeful curriculum, delivered through planned play activities to help ensure all children have the opportunity to reach their full potential and experience the best possible start to their education. The E.Y.F.S. has 4 principles. These are: • 1 A Unique Child • 2 Positive Relationships • 3 Enabling Environments • 4 Learning and Development

9. What it’s all about:

10. Early Years Behaviour • Children are rewarded through: • Positive Reinforcement • Stickers/certificates • Weekly celebration assembly and the golden book • If children chose not to follow the rules they are given a warning and then told to sit on the thinking mat

11. Snack time Snack is 50p per week or £20 per year Children have milk or water to drink Children have a choice of fruit and toast, biscuits or bread sticks.

12. Learning and Development. • Three Prime Areas • Personal, Social and Emotional Development • Communication and Language • Physical Development • Successful developments in the three prime areas is critical for very young children in all aspects of their lives and gives them the best opportunity for success in all other areas of learning • Four Specific Areas • Literacy • Mathematics • Understanding of the World • Expressive Arts and Design

13. Prime Areas:1. Personal, Social and Emotional Development2. Communication and Language 3. Physical Development

14. Personal, Social and Emotional Development become self-confident take an interest in things know what their own needs are dress and undress independently become independent tell the difference between right and wrong Managing own feelings and behaviour Making relationships. The children will be learning to:

15. How can I help? Encourage your child: • to play turn taking games • become independent by washing hands at appropriate times and dressing them selves • talk about feelings through occurrences or stories • talk about the right and wrong things to do as the situation arises

16. Communication and Language talk confidently and clearly enjoy listening to stories, songs and poems The children will be learning to:

17. How can you help? Read stories and talk about them! Retell them. Look at and talk about printed language in their environment, on food packets, road signs, labels and leaflets Talk to your child about anything!

18. Physical Development move confidently in a variety of ways control their body handle a variety equipment with control and safely. Dress self independently Keep healthy The children will be learning to:

19. How can I help? • Encourage you child to play outdoors to develop big motor movements e.g. riding a bike throwing and catching a ball, • Use the local park • Talk about the importance of being healthy and what happens to our bodies when we exercise

20. Specific Areas Literacy Mathematics Understanding of the World Expressive Arts and Design

21. Literacy hear and say sounds, and link them to the alphabet (phonics) read and write familiar words learn to use a pencil effectively.

22. How can you help? Show your writing, shopping lists, things to do, birthday cards. Make scrap books, write postcards, party invitations. Develop fine motor skills by cutting, sewing, dot-to-dots, using dough etc.

23. Mathematics The children will be learning to: develop an understanding of number through stories, songs, games and imaginative play so they can enjoy using and experimenting with numbers become comfortable with ideas such as 'heavier than' or 'bigger than’ and ‘longer than’ or ‘shorter than’ etc be aware of shapes and space through sorting, matching and recognition of patterns

24. How can you help? • Point out numbers around you, on houses, cars, television channels, cookers and microwaves, • Say number names in order as you climb the stairs, count teddies on a bed, plates on the table. • Compare quantities, who has the most sweets, which shopping bag is heavier?

25. Understanding of the World develop the crucial knowledge, skills and understanding that help them to make sense of the world. develop the skills of observing, predicting, exploring, investigating, interpreting, discussing, decision-making and using tools and materials appropriately. build with different materials, know about everyday technology and learn what it is used for find out about past events in their lives and their families' lives find out about different cultures and beliefs. The children will:

26. How can I help? Talk about where you live Talk about family, culture and religion Look for similarities and differences Talk about what they see, hear, touch, smell, taste. Do they like it? Encourage you child to ask questions about why things happen and how things work? Encourage your child to make things e.g. dens, models and change them giving the reasons why.

28. Expressive Arts and Design colours, textures making things role play and imaginative play making music and dancing talking about their learning The children will explore:

29. How can I help? • Time to get messy!!! • Make own instruments and use them • Use junk to create own models • Dance and encourage children to make up own moves and routines • Make own puppets and use them • Get involved in pretend play

30. Monitoring Progress Each area of learning has its own set of Early Learning Goals’ which determine what children should achieve by the endof Reception Class. The E.Y.F.S. Profile is an assessment of each child’s progress towards the early learning goals. The profile is updated regularly throughout the year. It shows your child’s development and areas for further support.

31. Children do not discern between what is work and what is play and as practitioners and parents neither should we. • Adults who help children to play are adults who help children to learn.

32. How else can you help? • Communication with parents is essential. We will take on board what you know about your child and what they do whilst not at school. • We will be holding workshops and stay and plays look out on the weekly newsletter so please come along. • Encourage your child to complete home learning tasks during a school holidays linked to child’s previous learning.

33. Would you like to come into school? • If you would like to come in to school to help out in Foundation Stage we are always grateful for volunteers!!! • Please speak to a member of the early years team. • All helpers must have a criminal records check

34. Your Child’s learning Journey Every child has their own learning journey. This is where we keep evidence of their learning. Each child’s learning journey is unique to them. You will see: • Observations through play • Samples and photographs of learning • Any contribution that you would like to make • The child’s next steps in learning

35. Medical needs: • Any sickness, diarrhoea, must be followed by 48 hrs absence. • Any absence requires a note or telephone call explaining why. • Head lice are common! Please check regularly and treat as recommended. • Medicines can only be administered by prior arrangement

36. We will: find out what the children already know and can do. encourage children to become familiar with the rules and routine of the school During the first few weeks: You will be invited to discuss how your child has settled in and their progress so far at a parents evening in October

37. Uniform • Please name all items uniform clearly including shoes, coats, hats, scarves etc • To encourage independence and to allow children learn in all weather conditions we strongly suggest children have in school: • a book bag • wellingtons • sun hat • water bottle • Change of clothes • PE kit

38. Other Matters • All money should be placed in an envelope marked with purpose, child's name, date and class and amount. • Dinner money the cost of a school meal will be £1.90 per day to be given in on a Monday morning for the week.

39. Please ensure: • Children have their water bottle in school at all times • We have photo of the people collecting your child • We have up to date contact information • Packed lunches in named lunch box • No chocolate, sweets, fizzy drinks or toys is bought into school • If your child has regular “accidents” a set of spare clothes is provided.

40. One last thought… When children come home at the end of the day, The question they’re asked as they scurry to play is, “What did you do at school today”? The answer they give makes you sigh with dismay, “Nothing, I did nothing today!” Perhaps nothing means that I played with blocks, Or counted to ten or sorted some rocks. Maybe I painted a picture of red and blue, Or heard a story of a mouse that flew. Maybe I watched the fish eat today, Or went outside on the swings to play. Maybe today was the first time, That my scissors followed very a straight line. Maybe I sang a song from beginning to end, Or played with a special brand new friend. When you are in school and your heart has wings, ‘Nothing’ can mean so many, many things!

41. Thank you for your time Any questions???