News from the EYFS

Autumn Term 2016

Welcome to our new Reception children! They have all settled in to their new classroom really well and have been busy exploring lots of new and exciting activities. We are so proud of how well they are coming in to the classroom in the mornings.

In their first few days the children have been exploring, collaborating, co-operating, taking turns, listening, measuring, counting, predicting, investigating, writing, risk taking, sharing, planning and reviewing to name but a few skills! 

Here are a few snap shots of our super starters so far!

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Week 1 Newsletter - Week 1

Week 2 Newsletter - Week 2

Week 3 Newsletter - Week 3

Week 4 Newsletter - Week 4

Week 5 Newsletter -Week 5

Week 6 Newsletter -Week 6


Curriculum Plan - Reception Curriculum Plan 2016 - 2017 

PowerPoint - Information for New Parents 2016


Miss Hartshorne (Class Teacher) and Miss Phillips (HLTA)


Summer Term 2016

Week 1 Newsletter - EYFS Newsletter

Week 2 Newsletter - EYFS Newsletter

Week 3 Newsletter - EYFS Newsletter

Week 4 Newsletter - EYFS Newsletter

Week 5 Newsletter - EYFS Newsletter

Week 6 Newsletter - EYFS Newsletter

Weeks 7/8 Newsletter - EYFS Newsletter

Summer Homework Grid - Reception Homework Grid Summer Term


 Thursday 5th May 2016

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Wednesday 4th May 2016

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Wednesday 20th April 2016

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Wednesday 13th April 2016

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Look how tall they are now!

Spring Term 2016

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Our runner beans are starting to grow. We are watering them everyday and they are in a nice sunny warm spot in the classroom.



 The Three Little Pigs

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 We planned and made our own houses for the Three Little Pigs out of straw, sticks and bricks. Then we acted out the story and wrote our own versions.


Clay Fossils

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We used tools to sculpt dinosaur fossils out of clay. Can you spot the T-Rex's tooth?



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We compared the weights of different objects to find out which was the heaviest and lightest.

Curriculum Plan 2015-2016 

Reception Curriculum Plan         2015 - 2016
The following plan outlines the topics in each half term. These topics may be adapted to suit children’s interests and ‘mini topics’ may be included to further encourage children and support them with their next steps. In Reception we find out about the interests of the children and arrange the curriculum around those interests. We also follow national and international events. Our learning intentions match the needs of the children; the activities match the interests of the children.
  Autumn Spring Summer
Fire, Fire! Special Days and Celebrations Dinosaurs

Once upon a time...

(Twisted Tales)

All Creatures Great and Small Oh I do like to be beside the seaside!
Areas of Learning and Development 1st half 2nd  half 1st half 2nd  half 1st half 2nd  half
Personal, Social and Emotional Development Making Relationships

-Getting to know one another, initiating play and inviting others to join in with activities.

-Forming good relationships with adults and other children.

-Explaining knowledge and understanding to familiar peers and adults.

-Asking appropriate questions of others.

-Listening to the ideas of others and resolving conflicts.

-Show sensitivity to other and builds positive relationships.

Self Confidence and self-awareness

-Select and use resources and  activities with support

-Become familiar and more confident in new social situations and with new people

-Ask for help when needed

-Talk about self in positive terms and talk about abilities

-Talk to others about own wants, needs, interests and opinions

-Try new activities and select the resources they need independently

-Give opinions and talk confidently in a group

Managing feelings and behaviour

- Demonstrate awareness of feelings. Discuss feelings during different events, special times

-Take turns and share resources, with support, accepting the needs of others

-Adapt behaviour to different social situations, events and changes in routine.

- Establish a code of conduct

-Aware of behaviour expectations in the setting and adapt behaviour in line with rules and routines

-Begin to solve conflicts, to achieve a ‘win, win’ situation

-Adjust behaviour to different situations and take changes of routine in their stride

-Understand behaviour expectations and talk about the reasons for these

-Work as part of a group or class, following the rules

Physical development Moving and handling


- Move freely and imaginatively to music

- Negotiate space successfully, avoiding obstacles

- Travel in a range of ways: walking, skipping, galloping


- develop catching skills


- Travel with confidence in a range of way:  skipping, galloping, hopping, walking,  -Travel around, across, under, over and through equipment

-Link movements to create a conditioned phrase


- Develop control pushing, patting and kicking an object in team games


-Experiment with different ways of moving to music

-Perform dances using simple movement patterns


-Explore different ways of travelling on the floor and using small equipment

-Explore body shapes and balances 


-Develop rolling and receiving skills in team games


-Travel and stop in different ways, link these movements to create a conditioned phrase


-Show good control and co-ordination in large and small movements

-Develop control over an object when dribbling, kicking, rolling, catching and throwing in team games

-Develop balance, agility and co-ordination through a variety multi skills activities

-Negotiate space safely, moving confidently in a range of ways

-Developing control using one handed tools and equipment: scissors, pencils, tweezers, glue, sewing boards, pegs, painting, art materials

 -Use a pencil effectively to form recognisable letters

- Use simple tools to effect changes to materials: cutting, sticking, joining, threading, weaving

- Handle objects, construction and malleable materials safely: small construction

Health and self care -Manage own basic hygiene and personal needs, including changing and toileting needs. Understand good practises with regard to exercise, eating, sleeping and hygiene.  Practise safety measures.
Communication and Language Listening and attention

-Listens in one to one or small groups situations

-Listens with increasing recall

- Follows simple instructions

- Joins in with repeated refrains and anticipates key events and phrases

-Maintains attention and concentrates

- Channelling attention

-Listens attentively in a range of situations

-Respond to stories and what they hear with comments, questions and actions

-Show attentive listening to others and respond appropriately, while engaged in another activity


- Responds to simple instructions

- Respond to class routines

-Understands use of objects and understands prepositions

- Responds to two part instructions

- Follows a story without pictures/props

-Listens and responds to ideas expressed by others in conversations and discussions

- Responds to instructions involving several actions/ideas

- Answer questions about their experiences and in response to stories/events


-Uses talk to connect ideas, explain what is happening and anticipate what might happen next, recall and relive experiences

-Uses vocabulary that reflects experiences and uses a range of tenses

-Uses talk for pretend objects

- Uses talk to organise sequence and clarify thinking, ideas, feelings and events.  Sticks to a theme or intention, linking ideas

-Uses language to imagine and recreate roles and experiences

- Use past, present and future forms accurately and express themselves effectively

-Develop narratives and explanations, connecting events.

Literacy Reading

-Letters and Sounds: Phases 1/2

-Show an interest in books and develop book handing skills

-Recognise familiar words and signs, such as name and labels around the classroom

-Listen and join in with stories and poems

-Develop rhyming skills and an awareness of alliteration

- Say initial sounds

-Letters and Sounds: Continue Phase 2 and start Phase 3 as children are ready.

-Segment and blend sounds in simple words

-Links sounds to letters, naming and sounding the alphabet

- Enjoy a range of books and texts, including digital

-Letters and Sounds: Continue Phase 3 and start Phase 4 as children are ready.

- Read and understand simple sentences

-Decode regular words using phonic knowledge and read some tricky words on-sight

-Talk about what they have read


-Give meaning to marks as they draw, paint and write.

-Copy some letters – letters from their name with good control

-Begin to form recognisable letters, most of which are correctly formed, to communicate meaning, representing some sounds correctly and in sequence

-Continue a rhyming string

-Writes own name and labels/captions

-Form letters correct and adopt a comfortable pencil grip

-Use phonic knowledge to decode new words and write some irregular words.

-Write simple sentences that can be read by themselves and others.

Mathematics Number

Assessment of existing skills

Recite numbers to 10, then 20, say and use number in songs, rhymes and stories, count up to objects to 10 in a line, or by moving them, count out up to 10 objects from a larger set, begin to match numerals to the number in a set, order numerals to 10 , say the next number (i.e. say the number after a given number up to 10 without counting from 1), find different ways to partition sets of five objects, read the corresponding addition, early subtraction – guess how many are hiding, count objects that cannot be moved, compare two numbers/quantities, use the language of ‘more’ and ‘less’, recognise £1 and £2 coins, compare prices in pounds up to £10 (by making lines of pound coins), use money in role play (e.g. pound shop), solve practical problems involving counting or role play.

Recite numbers to 20, then 100, count back from at least 10 to zero, order numerals to at least 10, count up to 20 objects, begin to estimate quantities, e.g. choose from 5, 10 or 20, count actions and sounds.

Say the next number (without counting from 1), add 1 to any number, add 2 to any number up to 10, read the corresponding addition.

Find different ways to partition sets of ten objects. Early subtraction – Guess how many are hiding, find one more and two more than any number to 10, one more than numbers to 20, begin to record the number in a set to 5, then 10, count back from 20 to 0, compare numbers to 20, read numbers to 20, match numerals to sets, Recognise 1p, 2p, 5p and 10p coins and know the value of each, solve practical problems involving money

-Sort, name and describe 2D shapes.

-Explore symmetry

-Sort other objects using given criteria

-Recognise 3D shapes: cube, cuboid and sphere

-Sort 3D shapes according to whether they roll or not, stack or not

-Begin to know months of the year, including important months, e.g. birthday, celebrated festivals.

Recite numbers to 100, count in 1s and 10s to 100, estimate from a given choice or range, e.g. 10, 20 or 100, add 1, 2 or 3 to any number to 20 by counting on, Sort irregular shapes according to number of corners/sides, Pairs with a total of 6 or 7 – addition and subtraction, doubles to double 5, count in 2s, find 1 more/ 1 less, subtract 2 by counting back.

Count and record number of objects to 20, count on or back 2 or 3, make direct comparisons, recite numbers to 100, read numbers to 100, fill in missing numbers in a track to 20, recognise all coins, solve very simple addition and subtraction problems involving money, days of the week, count actions carried out in a minute (more than 20).

-Sort objects using criteria such as colour, curved, no. of corners, sort objects using their own criteria

-Create and complete repeating patterns with two or three colours/shapes/objects/ actions

 -Describe 3D shapes:  cube, cuboid, cylinder, sphere, cone and pyramid

-Know left and right, follow directions,

Shape, Space and Measure

-Describe the shape and size of shapes, name some 2D shapes

-Describe position

-Continue a repeating pattern with two colours/shapes/objects,

-Compare two lengths using direct comparison; use language of longer and shorter, use uniform non-standard units to measure items up to 10 units long, put three lengths in order

-Compare two heights using direct comparison; use language of taller and shorter, use uniform non-standard units to measure items up to 10 units high, put three heights in order

-Use days of the week in context, e.g. story.

Understanding the World People and Communities


What difference does belonging to a faith make to a family?


What makes a church a special place for Christian people?


People in Christianity - Who was Jesus? A great leader and teacher?


Why do Christians say the Holy Spirit is so important?

Rights, rules and responsibilities

Family and Friends

Drugs Education Personal Safety Sex and Relationships Education Managing Change

-Talk about significant events, special times for friends and family

-Talk about similarities and differences in relation to friends or family

-Recognise and talk about special times or events for friends and families

- Enjoy joining in with family customs and routines

- Talk about present and past events in own lives and lives of family members - Know about similarities and differences between themselves and others and among families, communities and traditions
The World

Comment and ask questions about aspects of their familiar world such as the place where they live or the natural world. Talk about some of the things they have observed such as plants, animals, natural and found objects. Talk about why things happen and how things work. Develop an understanding of growth, decay and changes over time. Show care and concern for living things and the environment.

Know about similarities and differences in relation to places, objects, materials and living things. Talk about the features of their own immediate environment and how environments might vary from one another. Make observations of animals and plants and explain why some things occur, and talk about changes.

Great Fire of London

-Materials- describe and sort

- Look at the main features and buildings that make up London’s skyline

-Look at how London’s skyline has changed over time

-Talk about London as the capital. Compare the city with the county side.

-Talk about fire safety

-Look at people who help us in society today.



Celebrations and Festivals

-Why do we celebrate?

-What do we celebrate?

-How do we celebrate?

-Who celebrates?

-When do we celebrate?


Environmental changes in weather,





-Comment on natural world and familiar environment

-Past and present changes

-Landscapes and


-Living and non-living

-Similarities and differences


Chinese New Year

Holi festival

Once upon a time

- Castles as homes, castles around the world, castle life



Animals and mini-beasts

-Investigate what happens to things in water

-Explain why things happen and how things change

-Growth, new life, looking at blossoming plants,





-Mini-beasts - similarities and differences, patterns and change


-Know about similarities and differences in places

-Simple maps

-Seaside locations/


-Light and Dark

-Light houses



Computer familiarisation, use of the CD player and electrical toys. Introduction to the laptops, using the iPads to take digital photographs, use of programmable robot,

Espresso Coding: Use a simple code to make a program work

Control and mouse skills, basic word processing skills, ICT based toys, Playing simple educational games. Learn how to keep safe when using the internet- link to stranger danger. Control and mouse skills, use of programmable robot.  Basic word processing skills- use of shift key and space bar.  How to keep safe when playing games on the internet. Drawing pictures on the computer.
Expressive Arts and design Exploring and Using Media

- Use construction materials to stack, make enclosures, build and balance

- Move rhythmically to music

-Sing and join in with dancing games

-Compose music using un-tuned percussion instruments and voices

-Explore colour and sound and how they can be changed

-Use tools for a purpose

- Explore colour mixing and create textures

- Joins construction pieces together to build and balance.

- Realises tools can be used for a purpose.

- Construct with purpose in mind and to achieve an effect

-Select resources purposely and adapt work in progress

-Build a repertoire of songs and dances

-exploring pitch. Using drones and ostinati

-Explore musical instruments: recorder

-Sing songs, make music, dance and experiment with changes

-Explore timbre,  tempo and dynamics

-Make instruments and use them to make up accompaniments to songs

-Explore materials, tools, techniques, colour, design, texture, form and function

-Observational drawings of everyday objects using a range of media

- Construction

- Role play/music linked to topic

- Printing with natural objects

- Create a collage of the fire of London.

- Look at patterns on Stuart houses.

- Design, make, and evaluate a Stuart house.

-Diva lamps

-Christmas decorations and cards

-Christmas songs

-Baking bread

- Christmas biscuits/mince pies

-Role play/music linked to topic

-Make Chinese Lanterns

-Cooking: bake a gingerbread man

-Explore art work of a famous artist

- Mother’s Day Cards

- Make clay fossils


- Fruit tasting

- Hot cross buns and cress heads

-3D junk modelling

- Marbling

-Colour mixing and matching

-Creating seaside landscapes/collages

-Paint/wallpaper paste rollers

-Water tray play – pipes and tubes

-Making boats/lighthouses

-Press printing


-Create fish/starfish puppet/mobile/ collage/ clay figure

-Role play/music linked to topic

- Father’s Day Cards

- Homemade ice-cream

- Pack a picnic

Being Imaginative

-Singing songs, speaking chants and rhymes

-Create movement to music

-Make / use rhythms

-Engage in imaginative role-play based on first-hand experiences

-Use props to support role play

-Capture experiences with a range of media: paint, pencil, ICT, music, drama, DT

-Create representations of people, events, objects

-Explore instruments

-Choose colours for a purpose

-Introduce a narrative or storyline into play

-Play cooperative  as part of a group

-Represent ideas, thoughts and feelings in original ways

- Select materials and equipment for a purpose and effect

-Explore own ideas through dance, music, role play, stories, DT

The role-play area follows the wants, needs and interests of the children:

Suggested role-play area for the term:

Muddy Kitchen

Home corner


Fire station

Santa’s Workshop

The role-play area follows the wants, needs and interests of the children:

Suggested role-play area for the term:

Puppet Theatre

Palaeontologists lab


The role-play area follows the wants, needs and interests of the children:

Suggested role-play area for the term:

Mini beast investigation lab

Lighthouse Keeper’s Cottage

Seaside gift shop