Google Services
Search
Search
Translate
Translate
Wrawby St Mary's CofE Primary School
Be the best that you can be
Log in
Early Years
Early Years Policy
Our Early Years:
In Maths we follow the NCTEM Mastering Number programme. This runs for 4 days per week with 5 weeks per half term. We use the remaining weeks to consolidate learning and support any children who are not on track. We use the fifth day each week to deliver shape, space and measures learning, which although not directly on the Early Learning Goals it does support the number knowledge and also prepares the children for learning in Year 1.
In English we learn about a different text type every 2-3 weeks. We use the talk for write strategies to story map and orally retell familiar stories. As the year progresses, we innovate these stories by changing either the character or the object in the story, e.g. The Gingerbread Man has in the past changed to The Hot Dog Man and the Queen’s Hat has changed to Mr Brown’s Tie. We use some of the strategies used by the rest of the school in terms of looking at vocabulary in the text, building a sentence and holding a sentence. This all prepares the children for their learning in Year 1.
We teach a dedicated RE lesson once per week and use resources suitable for our cohort that we have at present. The RE learning aims to teach the children to celebrate how special they are and how they are similar to and different from others. We celebrate these differences.
To ensure we teach about diversity, being aware of our catchment area we receive pupils from, we celebrate Diwali and Chinese New Year. For the last two years we have had a visitor from the local Chinese community who has come in to speak to the children about Chinese New Year. We taste food from these areas and talk about where they are in the world to give the children a sense of the winder world.
We teach other areas of the Early Years Curriculum through our Floorbook time. This is done 4 times per week. Our learning changes, and builds on prior knowledge, each half term. The areas we cover are:
- Who am I and where do I live?
- What do we celebrate? (this includes learning about light and dark)
- What is it like to live in England?
- Do all superheroes wear capes? (this includes learning about people who help us, which includes visits from the police, fire service, doctors, nurses and dentists)
- Growth and change (this includes life cycles and we often have caterpillars in school to watch their growth and change)
- Around the world
Each of these areas are taught with links to the National Curriculum areas so that the children learn skills and knowledge that will prepare them for Year 1. Our Reception learning is identified on all subject long-term plans and subject leaders have spent time looking at where their subject begins in the Early Years.
The Reception children take part in PE each week and follow the Primary Steps to PE. They also have the opportunity to develop PE skills in their outdoor provision and in the drier weather, the use of the trim trail develops gross motor skills.
We assess the children each term and the Early Years Checkpoint Tracker which has been developed by the LAAT is a useful tool for the discussions we hold as a team to assess the children.
We keep the parents/carers informed by a daily handover of children at the gate, weekly updates on the class page on the website and photos on Tapestry, which the parents can like and comment on, as well as posting any significant events that they experience with their children at home.
We have taken part in many changes over the last few years, including some significant changes this last year. This has included the extension of our outdoor learning area. The impact of this has been that the children have more space and learning opportunities in their provision. Each area has been considered for the learning opportunities it offers. We have had support from a LAAT advisor for this, and we have an action plan in place to continually develop this area. The inside classroom has recently been refurbished after a flood. The new learning area is bright and attractive to the children. The children feel confident moving around the space and learning. They are confident when tidying up because of the routines and labels that we have provided for them.
Love of Learning
