Welcome to EYFS

Our Environment

In EYFS we provide an environment which allows the children to play and explore following their own interests in various areas of the classroom and outdoor area. These areas include; mark making, maths, storytelling, small world and blocks, home corner, mud kitchen, den making and investigation, sand and water, dough, workshop, painting and self-service snack. Please see the photos of some of our classroom and outdoor area. 

In the moment planning

In EYFS we follow ‘In the Moment planning’ we do not follow a specific topic each term, instead we follow the children’s interests. We work with the children in the environment to encourage them to explore and investigate problems. Working this way allows us to support children’s progress during play, allowing each child to take ownership in their own learning. Our role as adults is to facilitate opportunities for learning through sensitive and quality interactions. Examples of this include, developing mark making skills by encouraging children to write a recipe in the mud kitchen or labelling a model they have made in the blocks area. We know the children really well and therefore can support the children to meet their next steps whilst engaged in play.

Maths

The children take part in daily, practical maths sessions, but maths is also bedded into our daily routine for example counting how many children are at school each day.  

This year we are using a mastery approach to maths teaching. Our teaching is usually based around a number that the children will investigate and explore. For example when learning about number 1 we learnt how to; count 1, write 1, draw a representation of 1, find one more and one less than 1, recognise the 1 pence coin, recognise 1 o’clock and we talked about a 1 sided shape (circle). This approach ensures children have a thorough understanding of each number.

Phonics

In EYFS the children take part in daily phonics sessions, in which they are split into two small groups. This is to ensure our teaching is appropriately matched to the children’s needs. Some children are continuing to focus on Phase 1 and those that are ready have now moved onto Phase 2 phonics. Please see the video linked (https://www.youtube.com/watch?v=yVyry9jpVjI)to help you articulate the phonemes correctly with your child. Each week the children will bring home an envelope containing all of the sounds they have learnt in class, please support them to practise these at home.   

In Phase 1 phonics, children are taught about:

  • Environmental sounds
  • Instrumental sounds
  • Body percussion (e.g. clapping and stamping)
  • Rhythm and rhyme
  • Alliteration
  • Voice sounds
  • Oral blending and segmenting (e.g. hearing that d-o-g makes ‘dog’)

Typical activities for teaching Phase 1 phonics include ‘listening’ walks, playing and identifying instruments, action songs, learning rhymes and playing games like I Spy.This phase is intended to develop children’s listening, vocabulary and speaking skills.

In Phase 2, children begin to learn the sounds that letters make (phonemes). There are 44 sounds in all. Some are made with two letters, but in Phase 2, children focus on learning the 19 most common single letter sounds (s, a, t, i, p, n, c, k, e, h, r, m, d, g, o, u, l, f, b)

Phase 3 introduces children to the remaining, more difficult and/or less commonly used phonemes. There are around 25 of these, mainly made up of two letters such as /ch/, /ar/, /ow/ and /ee/. 

Alongside this, children are taught to recognise more tricky words, including ‘me,’ ‘was,’ ‘my,’ ‘you’ and ‘they’. They learn the names of the letters, as well as the sounds they make. Activities might include learning mnemonics (memory aids) for tricky words, practising writing letters on mini whiteboards, using word cards and singing songs like the Alphabet Song.

Phase 3 takes most children around 12 weeks. By the end, they should be able to say the sound made by most, or all, Phase 2 and 3 graphemes, blend and read CVC words made from these graphemes, read 12 new tricky words and write letters correctly when given an example to copy.

Reading at home

Please ensure you are supporting your child with their reading at home (ideally once a day) and sign their reading record when they have read. Children in Reception will bring home a school reading level book, initially this will be a wordless book until your child is ready to begin with worded books. They will also bring home a story book of their choice from our reading area for a parent/carer to read to them (ideal as a bedtime story) to help children develop a love of reading. Please ask your child questions about the story you are reading as this will help them with their understanding.

Useful websites

Autumn Term 2020

Welcome to EYFS 

In EYFS our environment allows the children to play and explore following their own interests in various areas of the classroom and outdoor area, where adults are skillfully able to observe and interact. These areas include; mark making, maths, reading, small world and blocks, home corner, mud kitchen, den making and investigation, water, dough and art. Here are some photos of our environment: 

Our Favourite Five 

This term our favourite five books are Stick Man, Owl Babies, Lost and Found, Polar Bear, Polar Bear, What do you hear? and The Gruffalo’s Child. These stories will be read numerous times throughout the term in order for the children to learn them well. 

Phonics

Nursery will be continuing with their Phase 1 Listening and Attention activities, focusing on one aspect a week including environmental sounds, instrumental sounds, body percussion, rhythm and rhyme, alliteration and voice sounds. 

Reception will be continuing with Phase 2, learning the grapheme, phoneme correspondence for the following sounds: s, a, t, p, i, n, m, d, g, o, c, k, ck, e, u, r, h, b, f, ff, l, ll, ss. The children will be learning to read VC (e.g. in, on, at) and CVC (e.g. cat, dog, sat, run) words and spell them either using magnetic letters or by writing the letters. We will also learn to read the ‘tricky’ words: the, to, go, no, I and into. Later in the term when the children are ready, we will be moving onto the start of Phase 3. 

Maths

In Maths this term, we will focus on one number a week (1-5). Within this week we will be learning to represent and compare the numbers 1-5, look into the composition of the numbers 1-5 and explore one more and one less than each number. Alongside our number of the week we will be looking at shapes with one side (circles), shapes with three sides (triangles) and shapes with four sides (squares and rectangles). We will be looking at shapes in art such as Kandinsky’s Concentric Circles and Stained in Triangle and creating our own artwork inspired by his work.  Later in the term we will then move onto learning about positional language. 

RE

In RE we will be learning about special people to us and introducing people who are important to members of a religious group e.g. Jesus. We will then be thinking about why do Christians perform nativity plays at Christmas? 

We will also be learning all about Diwali, the Hindu festival of lights. 

Class Information

The children have access to the outdoor area every day; therefore, we ask that you provide a spare pair of wellingtons to be left at school. 

Please remember to bring a water bottle to school each day and leave a spare pair of clothes at school in case of accidents. 

Homework will be put on class dojo on a Friday and is expected back in by the following Friday. 

Reception will also be set spellings, which can be accessed via Spelling Shed. Please let me know if you need a reminder of your child’s login. 

Remember to read at least three times a week.