Reception (Early Years Foundation Stage)
The EYFS Staff
The Early Years Foundation Stage (EYFS) staff support the children as they embark on their learning journey through our school. Mrs Brogan (RJB) and Miss Evans (RAE) are the EYFS teachers. They are supported by Mrs Collinson, Mrs Richards, Mrs Sparey, Mrs Morgan, Miss Moth and Mrs Fox, the EYFS Teaching Assistants. PPA cover is provided by Mrs Davis in RAE fortnightly and Mrs Fox in RJB each week.
Summer Terms 2019 (April - July)
The children’s learning will be linked to different types of animals - pets, farm, jungle and mini beasts. The children will have opportunities to use money through play based scenarios, such as buying pets from a pet shop or inviting mini beasts to eat at the ‘Caterpillar Café’. Some teachers / teaching assistants will be bringing in their own pets to share with the children so that the children become aware of how we care for living things. We will be observing the growth of live caterpillars to help them learn about the life cycles of animals. We will learn some interesting animal facts about jungle animals and the children will be encouraged to find out more facts at home. We will also have a visit from ZooLab to enhance the children’s learning.
Supporting your child at home
This term the children will continue to recognise digraphs* and trigraphs* within words and use these when writing too! It is important that the children practise their digraph/trigraph* sounds and high-frequency words at home, at least five times a week, so that they can be recalled quickly. Children have word sets, captions and books to develop their reading skills too.
Your child’s reading scheme book will be changed every Monday; please place your child’s book in the basket at the front of the class if you wish it to be changed. Each book needs to be read several times – this allows your child to develop a good understanding of the story as well as other reading skills. Each reading session can have a different focus, for example;
First read – talking about the pictures in the story and discussing what the book could be about;
Second read - basic understanding of events and developing prediction skills;
Third read – retelling the story in own words and discussing book terms (author, illustrator, publisher, blurb and if the book is a non-fiction book, contents page);
Fourth read – discussing whether your child has experienced the events in the story and exploring how the ending could be different, e.g. what would needed to have been different in the story to make it a happy/sad story?
The red bookmarks issued at the start of the school year also have some pointers to support you and your child in developing his/her early reading skills. Another bookmark was issued in February, detailing further ways in which you can support your child’s reading.
Most children are now ready to practise spelling the high-frequency words in their yellow packets from memory. This can be supported through the look, cover, write, check method the children use during their Early Morning Task activities in school.
Young children also need as many daily stories as an adult is able to read from a book, recall from their own childhood or even make up! This helps children to develop their listening skills and build an understanding of story structure. In addition, it fosters their imagination, as well as being an enjoyable experience!
Home learning books are sent home every Friday and are due back the following Tuesday.
* digraph: two letters together that make one sound, such as ‘ai’ in the word ‘rain’.
trigraph: three letters together that make one sound, such as ‘air’ in the word ‘fair’.