Naphill and Walters Ash School

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Early Years

Reasoning

It’s important to consider each other’s points of views and accept differences of opinion. We help to give our children the ability to think through problems and challenges for themselves, and be able to explain their thoughts and actions.
2016-03-14T15:19:08+00:00
It’s important to consider each other’s points of views and accept differences of opinion. We help to give our children the ability to think through problems and challenges for themselves, and be able to explain their thoughts and actions.

Responsible

We encourage our children to be responsible, particularly for their actions, learning, belongings and environment.
2016-03-14T15:19:18+00:00
We encourage our children to be responsible, particularly for their actions, learning, belongings and environment.

Early Years

We aim to give your child a broad and balanced curriculum and follow the guidance given in the ‘Early Years Foundations Stage Framework’ (EYFS) and Development Matters. The EYFS follows on from Pre-school and works towards the Early Learning Goals (ELG’s). The curriculum is broken up into 7 areas of learning including 17 aspects. There are 3 Prime Areas and 4 Specific Areas as follows:

All areas of learning and development are important and interconnected. The 3 Prime Areas reflect the key skills and capacities all children need to develop and learn effectively. The 3 prime areas lay the foundations for future learning in all the other areas.  It is expected that the balance will change to reflect an equal focus across all areas of development as a child grows in confidence and ability within the prime areas. Your children should experience a good range of activities covering all areas.

As well as these areas of development, we look at the different ways in which children learn. The EYFS lays out the Characteristics of Effective Learning. When planning activities we aim to reflect the different ways in which children learn.

The curriculum is based on learning through play.  The guidance states that ‘Play is essential for children’s development, building their confidence as they learn to explore, to think about problems, and relate to others.’ We work at the child’s pace and when they are ready to progress, we present them with activities that will help them to do so. There should be a balance between child-led and adult-led activities and the curriculum is covered both indoors and outdoors.

Each half term is based around story and a theme and incorporates a wide range of activities. For the first half of the Spring Term we looked at the story Whatever Next. We explored the topic of Space through this story and then in the second half of the Spring Term we looked at the story of Cinderella and explored Pirates and Princesses. Here are a few pictures of what we got up to last term.

Reading in Foundation Stage

At Naphill and Walters Ash School we want our children to become enthusiastic and engaged readers who develop a life-long love of books and reading.

In Reception we encourage all children to develop a love of books and then reading. The children can chose a library book each week to take home and share with their parents. It is so important that parents foster an interest in books and reading from an early age and we believe that this is one of the most important things anyone can do with their child.

When the children are judged to be ready they will be sent home with a school reading book. At Naphill we use Book Bands to level the books and you child will be given an appropriate text to read.

Sharing books with your child is one of the most important things that you can do as a parent; you are a key role model when it comes to reading.

Curriculum Maps

Listed below are examples of our Curriculum maps which are sent out to parents at the start of each term:

Phonics in Year R Foundation Stage

In Reception we teach phonics using Ruth Miskin’s scheme called ‘Read Write Inc’. It is a synthetic reading scheme which teaches the 44 sounds and their corresponding letter groups using simple picture prompts. It teaches the blending of these sounds to make words. Children learn to read stories using the words they have learned to sound out. The scheme helps children to demonstrate their understanding by answering ‘Find it’ or ‘Prove it’ discussion questions.

Children learn to write the letters that represent the 44 sounds.

Sounds are taught in the order below for Set 1.

1. m a s d t           2. i n p g o

3. c k u b              4. f e l h sh

5. r j v y w            6.  th z ch qu x ng nk

The sounds are presented with an attractive visual clue and a simple rhyme to help children remember i.e a – around the apple and down the leaf. This helps the child to remember the visual shape and how to write it.

Children work though the sounds and we talk about them being bouncy or stretchy sounds.

a a a a or b b b b bounce

sssssss or fffffffff    stretch

Once the children have some sound knowledge we blend these sounds together to read with the help of’ Fred Frog’    

c-a-t         cat

s-a-m        sam

sh-u-t       shut

In this way children learn to read simple and then more complex words moving on to Set 2 and Set 3 sounds. Along with the phonics we also teach children the ‘red’ words which often cannot be decoded but are common such as the, I to, he. Children learn to sound out words to write in this way too and by the end of the Reception year the Early Learning Goal aims to have children reading and writing simple sentences.

In Key Stage One phonics is taught daily to all children using the Read, Write, Inc. Scheme. Every session, ‘Fred Frog’ teaches the children to recognise the sounds that individual letters make, identify the sounds that different combinations of letters make (e.g. /sh/ or /ee/), and blend these sounds together from left to right to make a word.

For more information about phonics, please click here. http://www.ruthmiskin.com/en/read-write-inc-programmes/phonics/