Reception

Welcome to Waycroft Academy

Reception Classes

Table of Contents

Welcome ……………………………………………………………………………....1

Meet the team …………………………………………………………………….2

Settling in, dropping off and collecting……………….………...3

Times of sessions ….……………………………………………………………3

The Curriculum ……… …………………………………………………………..4

Topics…………………………………………………………………………. …………5

Daily Routines …………………………………………………………… ………..6

ILD……………………………………………………………………………… ……..….7

Child Protection…………………………………………………………………….8

Forest School and Free Range Play……….……………… ….…....9

Badges…………………………………………………………………………………..10

Homework…..............................................................................11

Phoncis Workalong..…………………………………………………….….....12

Parents’ Meetings……………………………………………………………….13

What to wear……....……………………………………….…………………….14

Intimate care policy…………………………………………………………..15

Trip to Folly Farm……………………………………………………………….16

Things to do to help your child…………………………………………17

1. Welcome to Waycroft Reception Classes

 

We believe that every child deserves the best possible start in life and we are committed to supporting them to reach their full potential, building solid foundations on which to expand and foster a deep love of learning.

Learning through play is at the heart of our approach to teaching and learning in the Early Years. Children learn best from activities and experiences that interest and inspire them, and we aim to provide children with stimulating, active play experiences through which they can explore and develop their learning to help them make sense of the world.

As parents, you are your child’s first educators. Your child is already an experienced learner, bringing from home a great deal of knowledge about themselves and their world. We hope to be able to work in partnership with you to build on, and extend your child’s developing skills, interests and experiences. We hope that you find this information useful. Please do not hesitate to contact us if you have any queries.

3. Settling in, dropping off and collecting

When bringing your child into their Reception class, please can you encourage them to hang up their coat and bag on their own. They will then need to carry out a ‘morning activity’. You are welcome to help them to get started with this activity, and then leave when they are settled. If they find it difficult to leave you, we are able to help, as often a quick goodbye is less stressful for both child and adult. Please ask us to support you if this is necessary.  If your child is very upset then you are able to telephone the school office after 10 minutes. The staff will be able to check that your child has calmed down and report this back to you, allowing you to carry on with your day without worrying.

At the end of the session the children line up inside the classroom by the back door. We then open the classroom door and wait for a familiar adult to wave as their child comes to the front of the line. If another adult is going to be picking up your child, please can you notify one of the staff in the morning or via a telephone call to the school office.

Polite notice – please could you encourage older or younger siblings to wait by you when dropping off and collecting, and not play with the Early years equipment. Thank you.

Timings of our day

Classroom door open

8.45

Morning registration

9.00

Playtime

10.30

Lunchtime

11.50

Afternoon registration

1.00

Home time

3.15

 

Please ensure that your child arrives promptly at the start of each day, so they don’t miss out on their morning activity.

 

  1. The Curriculum

Our Reception Classes follow the curriculum as outlined in the Early Years Foundation Stage (EYFS) document.

The four guiding principles that shape our practice are:

  • Every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured.
  • Children learn to be strong and independent through positive relationships
  • Children develop and learn well in enabling environments, where their experiences respond to their individual needs and there is a strong partnership between practitioners and parents / carers.
  • Children’s learning and development occurs in different ways and at different rates.

Areas of Learning

The EYFS framework sets out seven areas of learning and development, all of which are important and interconnected.

Prime Areas of Learning

The prime areas are crucial for igniting children’s curiosity and enthusiasm for learning. They build children’s capacity to learn, form relationships and thrive, and consequently are our main focus in our nursery settings.

  • Personal, Social and Emotional Development – Making relationships, Managing feelings and behaviour and Self-confidence and self-awareness
  • Physical Development – Moving and handling and Self care
  • Communication and Language – Listening and attention, Understanding and Speaking

Specific Areas of Learning

 

The specific areas of learning develop essential skills and knowledge for children to participate successfully in society.

  •          Literacy – Reading and Writing
  •          Mathematics – Numbers and Space, shape and measures
  •          Understanding the world – People and communities, The world and Technology
  •          Expressive Arts and Design – Exploring and using media and materials and  Being imaginative

These areas are delivered through a balance of adult led, adult framed and child initiated activities.

By the end of the Reception year, we hope that children will have achieved a Good Level of Development (GLD) in these areas of learning.

 

 

Characteristics of Effective Learning

The EYFS also includes the characteristics of effective learning, which highlight the importance of a child’s attitude to learning and their ability to play, explore and think critically about the world around them.  These characteristics lay the foundations for future learning at Waycroft, where BLP is embedded in our practice, enabling children to talk about their learning and recognise the skills that enable them to learn.

The characteristics are:

  • Playing and Exploring – children investigate and experience things, and ‘have a go’
  • Active Learning – children concentrate and keep on trying if they encounter difficulties, and enjoy achievements
  • Creating and Thinking Critically – children have and develop their own ideas, make links between ideas, and develop strategies for doing things

 

 

 

 

 

 

5. Topics

At Waycroft we explore a wide range of themes throughout the academic year. Through structured and also play activities your children will learn about many things including the seasons, other cultures and festivals as well as introducing early literacy and mathematics.

 

Term 1     ‘All about me’ and ‘Our favourite toys’

This term our priority is to get the children settled into the routines of the Reception classes, and to make new friends as well as build relationships with the staff they will work with. We provide opportunities for children to play together allowing them to develop their social skills and remind them of the sharing and turn taking skills they learnt in Nursery. In the first few weeks we learn about each other, families, the school community, hobbies, how we grow and change and also how our bodies make sense of the world around us. We then move on to learn about each other’s favourite toys, toys from the past as well as toys from around the world.

We celebrate harvest, collecting and distributing produce to Bluebell Gardens and parents and carers are invited to join the children for a Phonics Workalong and see the types of activities we organise daily to support learning.

 

Term 2     Let’s celebrate

This term we learn about three different types of celebrations. The children learn about Diwali, the Hindu festival of light. They are taught the story behind this festival and also have opportunity to learn how Hindus celebrate this special time of year. The children work with clay to make their own Diva lamp to take home.

We then move on to learn about birthdays and celebrate ‘Kipper’s Birthday’ by making cards, wrapping pretend presents, writing invitations and setting up pretend tea parties.

For the remainder of the term we prepare for Christmas. The children learn songs to perform in our Nativity, and practice on the stage before 3 performances to parents and carers.

We decorate our classrooms, write letters to Father Christmas and make calendars ready for the New Year.

 

Term 3      Transport

This term we learn about different modes of transport and create a super display in each classroom of children’s paintings, models and other artwork of vehicles. We spend time learning about land transport, air transport, water transport and space transport. We also enjoy a humorous story called ‘Aliens Love Underpants’ and use our imaginations to create our own aliens.

At this time of year Chinese New Year is also celebrated around the world so we spend time teaching the children about this culture and have our own Chinese banquet and parade, led by the Chinese Dragons head!

 

Term 4       Plants and growth

This term we start to explore Spring time and how our outside area is changing after the cold winter. We learn about how plants, fruit and vegetables grow and write instructions for other children to follow when planting seeds. We learn about how to care for living things and then have chance to take our plants home and continue watching them grow in our gardens.

We explore what we can make with fruits and vegetables which have grown, by making fruit cocktails and also vegetable soup.

Towards the end of term we teach the children the Easter story and ask them to recall it and write it in their literacy books. We enjoy finding numbered eggs around our outside area and making and writing Easter cards for our families.

 

Term 5      Animals

During term 5 we spend time learning about different types of animals. We set up a vets role play in one classroom and then have a pet shop in another. The children are visited by a veterinary nurse who brings her own rabbits for us to smooth and learn about the work of a vet and how we can best look after our pets.

We also learn about wild animals, woodland animals, sea animals and minibeasts.

During the last week of term we visit the pond area next to the Nursery and look for signs of new life, such as tadpoles changing into frogs.

 

Term 6     Once upon a time

Our final term in Reception is focused on fairy tales and how we can create and write down our own stories. The children learn traditional story language and are encouraged to use all of the skills they have learnt in their phonics sessions to produce their own books.

We have our annual school trip to Folly Farm, a forest nature reserve, where we take our teddy bears for a picnic and build shelters for them out of natural materials.

We prepare for sports day by taking part in lots of outdoor races and find out what it is like to be in Year 1 from some children who visit us to answer our questions.

 

For more details of our topics, please visit our school website.

 

 

6. Daily routines               

Routines are very important for our Reception children, helping them to understand what is coming next in their day, understanding what they will be expected to do during each part of each session, whilst helping them to be more responsible, independent and confident! We share our routine together at the start of each day, using a visual timetable.

 

Structure of the day

Children hang up their belongings and complete their morning activity. This may include name writing practice, handwriting or phonics activities with the teacher.

 

We then do the register by saying Good Morning and talk about which day of the week it is and what the weather is like.

 

The children will receive a 20 minute input from the teacher based on a book the children will explore all week.

 

Afterwards, the children work in small groups to complete activities. The activities remain the same all week, and the children rotate around them each day so that by the end of the week, every child has completed each of the 5 activities.

 

The children then work with an adult from the Reception team to complete differentiated phonics activities, targeted to the children’s specific level of learning.

 

The children have a short playtime with their peers in our outside area, and have chance to eat their fruit and drink their milk or water.

 

After playtime, the children sit down for a 20 minute input related to specific mathematics objectives.

 

As with the literacy, the children then work in small groups to complete the carousel of 5 mathematics activities throughout the week.

 

At lunchtime the children are taken to the hall by their class teacher and served their lunch. Once finished the children can then go and play on the Key Stage 1 playground with children from Reception, Year 1 and Year 2.

 

At 1 o’clock the children return to class and are registered.

 

They will take part in a whole class discussion related to the topic that term.

 

They then go and choose what activities that would like to take part in during the afternoon. We call this ‘Choosing time’. This is when the children are fee to flow around the Reception area, visiting either of the two classes as well as the outside area.

 

At the end of each session, the children may listen to a story, sing songs, show certificates from home or take part in a circle time activity based on a personal or social matter that has arisen that day.

 

At the end of the day the children will then pack their belongings and line up to go home.

 

As the year progresses and we will take the children to interact with the older children more and more. During term 6 all of their playtime sessions will be with the Year 1 and 2 children, and the children will have the opportunity to buy juice and water from the tuck trolley.

 

7. ILD

 

In Reception we continue to use ILD (Interactive Learning Diary) to capture and record the observations made as children explore and learn, just as the Nursery staff used it the previous year. If you are a new family to the school, a secure access password to the Parent Portal will be given to you to allow you to view your child’s progress at any time. This will enable you to become fully involved in your child’s learning and development through active participation.

The main purpose of ILD is for it to be used as an assessment tool for staff working with your children. We use it to inform our planning and to tailor our lessons to ensure all children have the opportunity to achieve all of the statements of learning in the Early Years curriculum. Throughout the year you will see a mixture of whole class, group and individual observations, capturing milestones achieved. Unlike nursery, there will not be as many observations, as children’s work will be recorded in a range of ways. Many of their literacy skills will be captured in their books which you will be able to see during parents’ meetings.

 

 

8. Child Protection

We take the safety of all our children very seriously, and ask that NO mobile phones are to be used when entering school or classrooms.

 

9. Forest School and Free Range Play

Just as in the Nursery class, we also offer a termly Forest School session for our children, to give them opportunities to develop confidence and team-working skills through learning outside. Learning outdoors has been described as one of the most powerful kinds of learning, for boys and girls, as well as one of the healthiest. As a school situated in a town, we are lucky to have a great outdoor area in which we practise our forest school skills.

 

Our school also provides opportunities for all of the children across the school from Reception up to Year 6 to take part in Free Range Play at lunchtimes.

Every child in the school has been provided with outdoor coats and trousers so that they can explore the whole school site throughout the year. We ask that you please provide wellington boots which can remain in school for such sessions. Our playmakers provide excellent opportunities for the children to explore the outdoors, make up their own activities with resources kindly donated to the school and work together with friends of all ages.

 

                                                  

10. Badges

 

To provide the children with an incentive when learning their phonics and spellings we reward the children with pin badges. These are known as the ABC badge and also the Phase badges.

In order to receive the ABC badge the children must be able to identify the sound which each single letter of the alphabet makes and also say a word which starts with each sound, for example, a is for apple, b is for ball. The children are shown the letters of the alphabet in a random order. Once we are confident that the child knows these they are given a badge to keep.

 

The next few badges are called Phase 2, Phase 3 and Phase 4. The children are asked to read and spell a set of words in order to receive these badges.

 

The homework which we give to the children reflects the words they need to work on at any particular time in order to move them on and closer to achieving their next badge.

 

11. Homework

 

In Reception at Waycroft the children are given small homework games and reading tasks to complete twice a week. These will come home in the child’s reading bag which should come into school every day. Not only can we put homework into the bags but also work and pictures that the children do in class.

 

On a Tuesday the children will come home with a phonics game, sentence ordering game or word game. These are chosen specifically for each child and reflect the sounds or words they need to learn to read and write next. These games take our staff a long time to make so we ask that they are taken care of and that all pieces of the game are returned to school on a Friday.

 

On a Friday the children bring home a book which they have read in school that week, but which you can explore further at home over the weekend. Once again each book is differentiated to the children’s needs. You can write comments in the home-school diary which your child will be given about how well they have done but also write questions if you need further clarification.

 

12. Phonics Workalong

 

During term 1 we invite all parents and carers to join us in the school hall for a meeting about how we teach your children to read and learn their phonics. This is led by the Reception teachers and explains how we work with your children and also how you can support your children in their learning at home.

After the short meeting all parents and carers are welcome to join their children in the classrooms for 45 minutes and take part in typical activities which the children complete daily in the class.

 

13. Parents’ Meetings

Formal parents’ meetings are held twice a year, which provide us with an opportunity to focus on your child’s strengths and areas for development. We will show you their writing book and also talk about targets and how you can support them at home.

 

If you wish to speak to us at another time about your child’s achievements, progress and/or emotional well-being, please let us know and we will arrange a meeting at a mutually convenient time.

 

14. What to wear

All children at Waycroft Academy are expected to wear school uniform.

 

Girls:

 Grey or black skirt, trousers or pinafore dress,

 Summer dress in summer

 White polo shirt or blouse,

 School jumper or cardigan

 School shoes – suitable for outside play

 

Boys:

 Grey or black trousers, or shorts in summer

 White polo shirt or shirt

 School jumper

 School shoes – suitable for outside play

 

Children will need a P.E. bag all year. This will need to include black shorts and a white t-shirt, or alternately they can have a t-shirt to match their house team colour. The children will not need daps or trainers until the last term after the May bank holiday.

 

Please send your child to school each day prepared to play both inside and outside. Whatever the weather we will be outside, so a waterproof coat for wet weather, scarf, gloves and woolly hat for the cold, and a sunhat for the warmer weather are essential.

 

Please make sure that ALL clothing is clearly labelled.

 

15. Intimate Care Policy

We encourage all children to start school without nappies but we will support children struggling with this. An intimate care policy must be signed before children start in our setting if they are still in nappies when they start, and will require changing.

 

16. Trip to Folly Farm

In Term 6 we visit Folly Farm. We travel by coach and staff from the nature reserve come to meet us on arrival. After leaving our lunchboxes and teddy bears in a safe place we then split into the two classes and are led to different activities.

After 45 minutes the children are given a snack and drink and then swap to the other activity.

 

Before lunchtime the children go on a hunt to find their teddies who have gone on an adventure and then we all sit down in the woods to enjoy a teddy bears picnic.

 

The afternoon session consists of the children having opportunity to build dens and then reflect on their fun day by sharing news with the teddies.

 

 It is always a great day out!

 

 

17. Things to do to help your child before they come to school

Please ensure your child can get themselves dressed into their school uniform and put on shoes and socks.

 

Teach them how to do up the zip or buttons on their coat.

Encourage your child to sit at a table to eat and show them how to hold and use a knife and fork.

Teach your child how to care for themselves when using the toilet.

Contact Us

Waycroft Academy

Selden Road

Stockwood

Bristol BS14 8PS

( 0117 377 2198 / 0117 377 2608

Fax: 0117 377 2285

info@waycroftacademy.com

www.waycroftacademy.com

 

Executive Headteacher: Tracy French

Head of School: Lisa Craig

EYFS Team Leader: Alison Ferguson

Reception class teachers: Nathan Jenkins, Victoria May, Joely McGrath