Our Mission Statement:

Learning Together to Dream, Believe and Achieve. 

Our Vision Statement:



Early Years

Early Years

Miss Abbotts is our EYFS Leader.

Early Years Policy 

 

Nursery long term planning

Term and Topic

PSED

C&L

PD

Literacy

Maths

K/W

EAD

Autumn 1

 

Me and my family

 

 

 

Baseline

Assessment

Settling in – getting to know each other making friend school routines.

Show and Tell

Managing personal needs.

Whole school focus – September.

Resilience

(starting nursery)

Oct. Respect

(Listening to each others manners)

Listening to stories – Alfie goes to school.

Listening and taking turns in conversation.

Talking together in Pairs or small groups.

Weekly PE sessions – begin to develop a range of physical skills. Listen to and respond to instructions.

Outside play daily – climbing, sliding, jumping, balancing and building

Daily Phonics –

Letters and Sounds introduction to

Phase 1.

Recognise own name.

Writing 0pportunities I role play area –telephone numbers, shopping lists.

 

Count to 10.

Sort objects by colour/shape – bears/cubes/dinosaurs/2D shapes.

Construction.

Containers of different sizes in the sand and water trays – filling and emptying and pouring – full/empty.

 

Tall about ourselves and our families.

Talk about our homes and the area where we live.

How do we get from home to school/from home to the park?

Using resources safely.

Introduce a variety of mark-making tools.

Paint self-portrait.

Draw family.

Role play area- home.

Encourage children to interact in pairs or small groups.

Singing songs.

Autumn 2

 

Celebrations

Talk about behaviour and why we need to have agreed rules.

Managing personal needs.

Asking for help.

Talk about special times – birthdays, holidays, Christmas.

Show ands Tell

Whole school focus –

Nov. EQUALITY

(sharing, listening to others; we all have the same needs)

Dec –

RESPONSIBILITY

(behaviour; helping in the classroom)

Following instructions.

Listening to stories.

Encourage children to join in with repeated refrains and to anticipate rhymes.

Simple version of the Christmas story and other books;

The Gruffalo’s Child;

Stickman;

The Snowman;

Mogs Christmas.

Weekly PE session –

Continue to develop range of physical skills.

Outdoor play daily – climbing, sliding, jumping, balancing and building.

Develop fine motor skills – using tools, building, threading.

Daily Phonics –

Letters and Sounds

Continue Phase 1.

Copy name

Writing opportunities in role play area – invitations, Christmas cards.

Encourage emergent/developmental writing.

 

Count to 10 using fingers.

Recognising numbers 1-5.

Basic positional language – in front, on, in, behind – using a variety of objects to demonstrate and practise (is the green car in front of the red car?)

Basic 2D shapes – matching and sorting

Bonfire Night – what do we do to celebrate? Special food, fireworks, keeping safe.

Christmas – why do we celebrate Christmas?

Trip – to see Santa at the Snow Dome.

Complete simple computer program with adult support.

Role play area – house to decorated as Christmas approaches.

Firework art – make 3D fireworks; splatter painting, collage.

Christmas songs – with instruments.

Christmas art – making cards, calendars, gifts for parents/carers.

Christmas songs.

Move to music - Charanga

 

 

Term and Topic

PSED

C&L

PD

Literacy

Maths

K/W

EAD

Spring 1

 

Space

(Include Valentines Day and Ash Wednesday)

 

 

 

Baseline

Assessment for new children

Help new children to settle in, make friends and learn routines.

Circle time – our new friends and how we can help them to settle into our class.

Show and Tell/Show a skill.

Whole school focus PSED

 

Listening to and talking about Space stories – There was a old Martian who swallowed the moon.

Space Chase.

Think like an Astronaut.

Curious George Discovers the stars.

Weekly PE sessions – continue to develop range of physical skills; working in pairs to throw and catch for September children.

Help new children to build physical confidence.

Outdoor play daily – climbing, sliding, jumping, balancing and building.

Construction; malleable materials.

Develop fine motor skills – cutting and sticking, support given if needed.

Daily Phonics –

Letters and Sounds – Phase 1 for new children and the ones that still need to repeat it. Introduce Phase 2 for others as appropriate.

Writing opportunities in the role play area.

Encourage

Emergent/developmental writing.

Writing/painting Chinese numbers and letter sounds.

Counting to 10, then 15 for September children.

Starting 0-10 counting for January children.

Daily Ten Town – using the programme.

Recognising numbers 0-5 January children and 0-10 for September children..

Ordering numbers 0-5 for January children and 0-10 for September children.

How are other celebrations similar to our Christmas celebrated – special food, dressing in new clothes, gifts, decorations. How is it different?

Watching a clip of the Space rocket launch.

Finding out about our planet Earth.

Looking at other planets – how are they different from ours – what colours do they have.

 

Role play area – Space Station – pictures of all know planets, space toys , dressing up clothes.

Painting pictures of the moon and other planets.

Making paper mache planets using a blown up balloon.

Building rockets using junk.

Colour mixing  - what happens when we put colours together.

 

 

Spring 2

 

Pets

(including Mothering Sunday and Easter) Having eggs/chicks in class.

 

 

Pets at home – how do we take care of our pets.

Taking care of other living things.

Show and Tell/Show a Skill.

Whole School focus.

Supporting new children to settle if needed.

Talk about which animals we have as pets.

Watch programmes about different kinds of pets and how to look after them.

(e.g. Topsy and Tim; visit to the pet shop.

Simple version of the Easter Story

 

Weekly PE sessions – develop range of skills.

Help New children to build physical confidence.

Outdoor play – daily climbing, sliding, jumping, balancing, building.

Construction; malleable materials.

Cutting and sticking – support given if needed

Daily Phonics –

Letters and Sounds – carry on with phase January children and Phase 2 for September children.

Opportunities for writing – to write own name on their Mother Day card and Easter card.

Writing opportunities in the role play area – pet food orders, telephone calls etc.

Make making using different writing implements indoors and outdoors.

 

Counting 0-15 for January children and 0-20 for September children.

Daily Ten Town – using the programme.

Recognising numbers 0-10 for January children and 0-15 for September children.

Matching and sorting for September children.

Counting animals – teach 1-1 correspondence.

Mothers Day – why do we celebrate this special time?

Finding out about different pets.

Learning how to look after pets – what do we need to know.

Listening to a basic Easter story – reading appropriate.

How do other cultures celebrate Easter and special times.

Hatch eggs in class.

 

Role play area – Pet Shop.

Make Mother Day Cards.

Make Easter Day cards.

Painting pictures of our pets.

Observational drawings of other animals.

Decorate Easter eggs.

Move to music – singing Easter songs.

 

 

 

Term and Topic

PSED

C&L

PD

Literacy

Maths

K/W

EAD

Summer 1

 

In the garden.

 

 

 

 

Baseline

Assessment for new children

Help new children to settle in, make friends and learn routines.

Circle time – our new friends and how we can help them to settle into our class.

Show and Tell/Show a skill.

Whole school focus PSED

Asking questions – confidence building.

Using our manners.

Invite parents to come and plants seeds etc.

 

Listen to and join in with songs and nursery rhymes – Mary, Mary how contrary how does your garden grow.

Talk about our own gardens – what do we have in them. Have we been to a garden Centre?

Show and Tell/Show a Skill.

 

Help new children to build physical skills.

Weekly PE sessions – continue to develop range of physical skills; working in pairs to throw and catch.

Outdoor play daily – climbing, sliding, jumping, balancing and building.

Construction; malleable materials.

Develop fine motor skills – cutting and sticking.

Daily Phonics –

Letters and Sounds – Phase 1 for new children and January children that still may need to repeat it.

 Introduce Phase 2 for others as appropriate and for September children to carry on.

Writing opportunities in the role play area – writing names for plants (in the own writing of where they are at)

Encourage

Emergent/developmental writing.

Writing using different implements – chalks, felt tip pens, crayons

Counting to 0-20 for the children who are ready.

Starting new April children 0-5 then 0-10.

Recognising numbers 0-10 for all September and January for the ones that are ready.

Recognising numbers 0-5 for April children.

Ordering numbers 0-5 for September and January children and for any April children if ready.

Tall and short – comparing and sorting for September and January children and any April children that are ready .

Measure objects as a whole group and make a chart. What is the tallest?

Learning how plants grow – what do they need.

Plant some seeds and watch them grow through clear cups.

Invite parents in to come and plant in our outdoor area – pots/boarders.

Look at other famous gardens around the world.

Learn about the dangers of some plants and why they could harm us.

Plant Sunflower seeds and see how tall they grow (measure chat for maths).

Going to a garden Centre school day trip.

 

 

Role play area – Garden Centre/Café.

Paint pictures of flowers.

Design a flower pot and decorate it.

Make wind chimes and hang them outside in our playground.

Leaf printing – paint leaves and print.

Sing songs about gardens and plants.

Make lolly pop people to place into the pots outside.

 

Summer 2

 

Teddy Bears

 

Road Safety

 

New September children visits

Show and Tell/Show a Skill.

Greeting new visit children into the classroom.

Carry on building confidence.

Whole school focus.

Bring own teddy to school.

Learn how to stay safe while out and about.

Meet and greet our own road safety person who helps each day.

 

Talk about our own teddies and why we love them.

Ask questions about our friends teddies.

Interact with each other in the role play area – listening and taking turns in conversation.

Listen to stories about Teddies.

Talk about road safety - what keeps us safe, how do we cross the road.

 

.

 

 

 

Carry on helping children to build physical skills and confidence.

Weekly PE sessions – continue to develop range of physical skills ; carry on working together to throw and catch.

Outdoor play daily- climbing, sliding, jumping, balancing and building.

Construction; malleable materials.

Carry on developing fine motor skills -  cutting and sticking.

Practising crossing the road – using our play zebra crossing.

Daily Phonics –

Letters and Sounds – Phase 1 for new children and an one who still needs it.

Phase 2 Phonics for September, January and any April children who may need it.

Writing opportunities in the role play area – to add to the what is already there. Plant/flowers order sheets, pay receipts, café orders of food and drinks etc.

Reading opportunities – stories of teddy Bears and Road Safety.

Counting 0-20 for September/January children.

April children to join in with the counting od 0-20.

Recognising numbers 0-20 for children who are ready.

Recognising 0-10 for children who are still needing it.

Ordering numbers 0-10 for September/January children.

Ordering numbers 0-5 and 0-10 for children who need it.

Carry on comparing size with all children.

Learning about new and old teddies – what were they made from and hearing the names of famous teddies – Steiff etc.

Using different materials teddies are made from – touching and feeing materials.

Watching the making of Steiff Teddies on the interactive screen.

Meeting our road safety person and working together outside – learning about the need of staying safe by the road.

 

Role play area – Teddy Shop – using our own teddies from home to pretend with.

Making moveable teddies using split pins.

Colouring pictures of Teddies using pencil crayons etc.

Pretend play using the bikes and scooters with the zebra crossing – road safety.

Dressing up as people who keep us safe.

Stories of Teddy Bears – Where’s my Teddy? Paddington Bear and Old Bear etc.

Stories about road safety – Learn about road safety.

Traffic rules and signs.

My Own Tufty Record.

Reception long term planning


Our classes

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