Welcome to Hardwicke Foundation Stage!

A Very Warm Welcome to Foundation Stage 2

Mrs Arinze and Mrs Bevan warmly welcome you to Foundation Stage 2.  We wish your child every success for the coming year and trust that they will settle well into reception. We aim to make the transition between pre-school and reception as smooth as possible. We are following government guidelines to take the very best practice from Foundation Stage 1 into our Foundation Stage 2, these include:

  • Curriculum which is relevant to children
  • First hand experience
  • Learning through senses and movement
  • Play with a purpose
  • Learning inside and outside the classroom
  • Organisation which allows independence
  • Partnership of families and carers

The children will access independent learning activities on a daily basis, whilst engaging in two or three focused learning sessions with teaching staff.  The Foundation Stage 2 Curriculum builds upon and extends the experiences that children have had in pre-school.  Learning through play will continue to be an important part of the school day.

The Foundation Stage team consists of…

Class RA class teacher: Mrs Arinze with class teaching assistant: Mrs Martinger. Class RB class teacher: Mrs Bevan with class teaching assistant: Mrs Tea.  The class teachers have planning and assessment time on a regular basis and during this period Mrs Martinger and Mrs Newton-Jones will cover the classes following the teachers’ planning. Teaching assistants Mrs Mansfield and Mrs Tea will support during these periods.  We also have Mrs Thomas who is an experienced teaching assistant deployed to support individual children.

8.45a.m. – EYFS main foyer doors open 

We welcome EYFS parents in for stay and play at this time (8.45 - 8.55a.m.) and ask you kindly to leave promptly on the 8.55a.m.bell

10.20a.m. - Milk and Snack

10.30 – 10.45a.m. Playtime

12.00 – 1.00p.m. Lunchtime

2.00 – 2.10p.m. Playtime

3.00p.m. – Home – collection via the EYFS main foyer doors

Our Literacy Aims

 Reading Early Years Foundation Stage Profile    40 to 60+ months 

• Continues a rhyming string.

• Hears and says the initial sound in words.

• Can segment the sounds in simple words and blend them together and knows which letters represent some of them.

• Links sounds to letters, naming and sounding the letters of the alphabet.

• Begins to read words and simple sentences.

• Uses vocabulary and forms of speech that are increasingly influenced by their experiences of books.

• Enjoys an increasing range of books.

• Knows that information can be retrieved from books and computers.

 Early learning goal – Reading

Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read. 

Writing Early Years Foundation Stage Profile    40 to 60+ months

• Gives meaning to marks they make as they draw, write and paint.

• Begins to break the flow of speech into words.

• Continues a rhyming string.

• Hears and says the initial sound in words.

• Can segment the sounds in simple words and blend them together.

• Links sounds to letters, naming and sounding the letters of the alphabet.

• Uses some clearly identifiable letters to communicate meaning, representing some sounds correctly and in sequence.

• Writes own name and other things such as labels, captions.

• Attempts to write short sentences in meaningful contexts. 

Early learning goal – Writing

Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.

 Our Mathematics Aims

Numbers Early Years Foundation Stage Profile   40 to 60+ months

• Recognise some numerals of personal significance.

• Recognises numerals 1 to 5.

• Counts up to three or four objects by saying one number name for each item.

• Counts actions or objects which cannot be moved.

• Counts objects to 10, and beginning to count beyond 10.

• Counts out up to six objects from a larger group.

• Selects the correct numeral to represent 1 to 5, then 1 to 10 objects.

• Counts an irregular arrangement of up to ten objects.

• Estimates how many objects they can see and checks by counting them.

• Uses the language of ‘more’ and ‘fewer’ to compare two sets of objects.

• Finds the total number of items in two groups by counting all of them.

• Says the number that is one more than a given number.

• Finds one more or one less from a group of up to five objects, then ten objects.

• In practical activities and discussion, beginning to use the vocabulary involved in adding and subtracting.

• Records, using marks that they can interpret and explain.

• Begins to identify own mathematical problems based on own interests and fascinations. 

Early learning goal – Numbers

Children count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing. 

Shape, space and measures   Early Years Foundation Stage Profile   40 to 60+ months    

• Beginning to use mathematical names for ‘solid’ 3D shapes and ‘flat’ 2-D shapes, and mathematical terms to describe shapes.

• Selects a particular named shape.

• Can describe their relative position such as ‘behind’ or ‘next to’.

• Orders two or three items by length or height.

• Orders two items by weight or capacity.

• Uses familiar objects and common shapes to create and recreate patterns and build models.

• Uses everyday language related to time.

• Beginning to use everyday language related to money.

• Orders and sequences familiar events.

• Measures short periods of time in simple ways. 

Early learning goal – Shape, Space and Measures

Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.

Topic Our topic for the autumn term is ‘Marvellous Me’ please read our topic web to see how this topic links across all areas of learning (a hard copy will be available for you on our home visits).  Our enrichment opportunities will include a visit from the Tooth Fairy and the Fire Service and our school Cook Carole will be working with the children sharing a healthy eating activity. 

R.E.  We follow the Gloucestershire Agreed Syllabus for Religious Education.  In the autumn term our units of work are Being Special: where do we belong?  Followed by Why is Christmas Special for Christians?       

Values Our whole school focus values for autumn term are Generosity and Compassion.  These are covered in our daily worship and we live these values out back in the classroom/school.    

PE/Movement  There are two planned PE session per weekPlease make sure your child has a fully named PE kit in school (your child will NOT require daps until after Christmas).  Children will also participate in a daily ‘wake and shake’ session which may take place outside or inside.        

Assessment  Assessment is on-going and at the heart of good quality early years provision. We use a range of assessments, including; formative assessment which is based on observations of each child in action, both in self-chosen play and planned activities and summative assessment which provides a summary of each child's learning and development at a point in time. These forms of assessment help staff to establish a genuine picture of all children's capabilities, interests and needs. We record our findings in their individual Learning Journals and use these alongside the data collected and our knowledge of each child to complete The Foundation Stage Profile.                                         

Forest School  Once the children are settled there will be regularly opportunities to experience our forest environment and explore with their peer group. Positive experiences in forest school increase cooperation with peers and can empower children in the natural environment.      

Homework  When the children have settled we will send homework relevant to work we have covered in class.                                                                                                     

Fruit, Milk and Water  All children will be offered fresh fruit which is delivered daily (provided free of charge).  Milk can be ordered through the Cool Milk scheme.  Parents need to register at www.coolmilk.com please note all children under five receive free school milk, but you will still need to register for this.  Named drinks bottles will be provided and readily available for your child to access water when needed.                                                 

Uniform  Please ensure all uniforms, including coats, are clearly and permanently named.   

Parent Helpers We value support from our parent helpers once your child has settled.  Please let your teacher know if you are able to help with readers, forest school and other activities etc, we always have plenty to do!  

'Wow' Wall This year we have introduced  class 'wow' walls.  We feel this is a great way of celebrating the childrens' achievements and milestones.  Please send in anything you would like us to celebrate and share with the class.  Each child has an A4 slot on the board which we hope to fill with achievements from home or school.   

Phonics Meeting Diary Date We will be holding a phonic meeting at 1.15p.m. on Thursday 20th September 2018.  This will be an information session for parents to find out how we teach phonics.

                                                                                         Autumn Trip

Sept 2018                                    

Phase 1 Christmas Pantomime

Everyman Theatre 14th December 2018

Dear Parents/Carers,

We know it is early but we would like to give you some notice and save you some money!

Reception children are off for to the Everyman Theatre for a real festive treat.  We are going to join Aladdin on his journey from rags to riches, defeating the evil Abanazer and winning the heart of the beautiful princess.  There will be a fantastic flying carpet, magic tricks, fun with Tweedy the Clown and Widow Twankey and, of course, wishful thinking with the Genie of the Lamp!

Please note we are sending this letter early as the ticket prices are significantly reduced if we send early payment to the theatre.  Should you wish to discuss payment, please speak to your child’s new class teacher.

The £17.00 includes:

*Theatre ticket price

*Coach

*Theatre workshop in school the week before to teach the children the pantomime songs

*A ‘yummy’ festive treat for the interval!

Once your child attends their first session in September you will be registered and able to make a payment via Parent Pay (through the school website), you will be given an individual reference number to use this service.  Payment should be made no later than Friday 28th September 2018. Your on-line payment will automatically give your consent for your child to participate in this Christmas experience.          

And finally…        

We look forward to meeting you on our planned home visits 4th-7th September 2018 and hope you have found this information useful.  Please feel free to ask if you have any questions or queries.

Regards Mrs Arinze & Mrs Bevan