Welcome to the Reception section! Please find letters and information for Reception below. 

If you require any support please email staff at reception@hallgreenprimary.co.uk

For staffing, please see the Prospectus below.

For curriculum, please see the Prospectus below.

Raffle

A big thank you to all who bought EYFS raffle tickets, all prizes have been claimed. We have raised £133 which will be used to purchase some new Literacy and Maths resources for the children.

P.E Days: Tuesdays

Please send your child to school with their P.E clearly labelled in their bag so that we can encourage them to independently dress themselves at school.

Intent

Our Foundation Stage Curriculum underpins all future learning by supporting, fostering, promoting and developing children’s:

• Communication and language (this has a strong focus)
• Physical development
• Personal, social, emotional development
• Literacy
• Mathematics
• Understanding the world
• Expressive arts and design

We want every child to have the best possible start to enable them to fulfil their potential and we have a flexible curriculum which takes account of all children’s individual needs.

We very much take account of the overarching principles from our statutory framework that every child:

• Is seen as unique
• Learns to be strong and independent
• Learns and develops from an enabling environment and from strong partnerships between teachers and parents
• Develops and learns at a different rate

Implementation

Each class promotes learning in all 7 areas of our curriculum and this is also reflected outdoors.

The development of language is crucial and this is promoted through conversations with adults and peers as well as from story-telling, role play, songs and rhymes.

Children are taught literacy, phonics and maths on a daily basis as well all other areas of the curriculum either as taught sessions or through exposure during ‘discovery time’. We practice writing from Nursery where children begin with mark making, tracing and copying through to Reception where they begin writing names, letters and simple sentences. Kinetic Letters is used to build strength in Nursery and to practice writing skills in Reception.

Children are provided with a topic based curriculum but this is flexible and changes to include children’s interests. They learn through a balance of adult led and child initiated activities. Children who are not ready for adult led focus activities continue to learn through their play while being supported and guided by adults who model play and language.

We reflect on children’s characteristics of effective learning and whether they play and explore, are active learners or create and think critically. We adjust planning and guidance to meet these needs.

Impact

Assessment in early years has moved away from tick sheets and physical evidence and is now about drawing on knowledge of the child and professional judgement.

Formative assessment is central in early years and is based on key observations. We observe the children each day in order to gather information about their interests and learning. This information is used to inform ongoing planning in order to ensure that it meets the needs of the children. Through observations, internal moderation and discussions with other practitioners we can measure progress and regularly review the provision needed for the children.

Children have baseline assessments when they enter Nursery and Reception Baseline Assessment takes place during the first 6 weeks in Reception. Summative assessment is added to O Track at the end of each term.

At the end of Reception the EYFS profile must be completed for each child. This reflects our knowledge and professional judgement of the child and should provide a picture of the child’s abilities and readiness for year 1.  Ongoing discussions between Reception and year 1 should support a successful transition.