Reception

Inspiring Children to SHINE

Foundation Stage 2 Summer Term 2022

This term we will be 'Explorers and Adventurers'

Welcome back, our topic for Summer term is entitled 'Explorers and Adventurers’.  Over this half term we will spend time in Africa with our friends Handa and Akeyo.  We will be comparing Hardwicke village to Handa’s village in Kenya. 

Parents are you able to support classes RA & RC with a walk around the local area on Friday 29th April from 9.00a.m?  If you are able to support us please let Mrs Arinze know on EYFS@hardwicke.gloucs.sch.uk  

During the week of the 23rd May we will come off theme to learn about the Queen and to mark her Platinum Jubilee. 

For our final half term of the year we will be off to explore the Jurassic Lands with the dinosaurs!  This will include an off-site visit on 6th June to see the animals and dinosaurs at ‘All Things Wild’ (more information to follow after Easter).  

Phonics This first half term is all about consolidation.  We move to Phase 4 with the emphasis on new word structures including CVCC/CCVC/CCVCC/CCCVC/CCCVCC words. We will be consolidating the reading of words with adjacent consonants as well as teaching compound words. Over the last half term of the year we will focus on Phase 5 alternative pronunciations.  We will teach a set of new graphemes (alternative pronunciations) and we will teach some Phase 5 split digraphs.                      *See phonics Glossary at the foot of page.    

Our RE units will be: Which places are special and why? Then our last half term will be: Which stories are special and why? Both units have a Christian focus.

This term’s Values for Life are Generosity followed by Thankfulness after half term. 

Role Play Areas Our class role play areas for this half term will be Akeyo’s house in Kenya and after half term we will change over to an exciting ‘Dino Den’ (themed immersive environment). 

Our Seven Areas of Learning All of our areas of development can be found on our Summer term topic overview which has already been sent home to parents (or scroll down the bottom of the page).  Please note our topic coverage is subject to change dependant on the children’s interests and needs.

Polite reminders Please read daily with your child and note/record in their yellow reading diary, this should also include their harder to read and spell wordlists.

Please support your child with their homework (see this half terms new homework menu), children are expected to complete at least four tasks from the menu. 

Uniform Please check all school uniform is clearly named including outdoor wear. 

Sunshine!  As the weather improves please ensure your child has a named sun hat in school and apply sunscreen to your child before they come to school. We are not permitted to apply creams/lotions. Sun balm sticks are an option if your child needs more than one application.

Forest School Over the next half term we will continue with our Friday afternoons in forest school.  Please note even with the warmer weather children still need to wear long sleeved tops, trousers and suitable footwear.   

'Wow' Wall Outside each classroom we have a dedicated 'wow' wall.  We feel this is a great way of celebrating the children’s achievements and milestones.  Please continue to send in anything you would like us to celebrate and share with the class.  Each child has an A4 slot on the ‘WOW’ board which we will continue to fill with achievements from home and school.

Thank you for your continued support.

Kind regards Mrs Arinze & Mrs Channon

*Phonics Glossary

Adjacent Consonants - are two or more consonants that appear next to one another within a word and they represent a different sound.  e.g. stop - the 'st' are adjacent consonants because they appear next to each other and but also they spell two different sounds. /s/ and /t/.

Adjacent consonants can appear at the beginning of words e.g. 'grab', at the end of a word e.g. 'bend' or at both ends of a word e.g. 'print'

Consonants - a consonant is a speech sound.  There are 21 consonant letters in the English alphabet.  They are: B, C, D, F, G, H, J, K, L, M, N, P, Q, R, S, T, V, W, X, Y, Z

(A, E, I, O, U are vowels)

Consonant string/cluster - when there are more than two consonants next to each other e.g. 'string.

Compound Words - these words are created when other smaller words come together to form one new larger word.

e.g. railroad, football, sunflower, lighthouse, armchair.

CVC = Consonant, Vowel, Consonant. CVCC = Consonant, Vowel, Consonant, Consonant. CCVC = Consonant, Consonant, Vowel, Consonant.

Grapheme - the written representation of a sound.

Split Digraph is a Digraph that is split by a consonant. Usually a long vowel sound, e.g. 'a-e' (cake), 'i-e' (five), 'o-e' (code), 'e-e' (sphere) and 'u-e' (rule).

Foundation Stage 2 Spring Term 2022

 

 This term we will be ‘In the Garden’

 

Welcome back and a very Happy, Healthy New Year to you all from the EYFS team!

 

Our topic for Spring term is entitled 'In the Garden’.  Over this term we will spend time learning about the life cycle of plants, experimenting with growing seeds in different environments and learning all about God’s wonderful creation and how we can all help to take care of our wonderful world.   

Phonics Following an update from the Department of Education we are now moving to the Essential Letters & Sounds programme which is based on the Letters & Sounds programme that we have already been teaching in school for quite some time.  An information letter has been emailed to parents to inform you of the changes.  There will be further information to follow in the new term.  Please note Jolly Phonics jingles and actions have now discontinued.

This term we continue learning our phase 3 sounds as listed on the spring topic web (emailed out to parents) as well as consolidating and reviewing all sounds taught to date. There will be a few changes in the order we introduce some of the sounds as well as adjustments to the reading scheme too.  As we adjust to the new programme and reading scheme there may be some crossing over and the children may already know some of the tricky words (now known as HRS, harder to read and spell words).  By the end of this first half term back we should be running with the programme without any repeats. 

Our RE units will be: Why is the word God special to Christians?  Then our second half of spring term will be: Why is Easter special to Christians?  Both units have a Christian focus.

This term’s Values for Life are Respect followed by Friendship after half term. 

Role Play Areas Both role play area for this term will be ‘Jack’s house’ and the ‘Giant’s Castle’ based on our focused text of Jack & the Beanstalk.   

Our Seven Areas of Learning All of our areas of development can be found on our Spring term topic overview which has already been emailed out to parents (or scroll down the bottom of the page).  Please note our topic coverage is subject to change dependant on the children’s interests and needs.

Polite reminders Please read daily with your child and note/record in their yellow reading diary, this should include their harder to read and spell words as found in their yellow sound/formation books that come home.   

Homework Please support your child with their homework (see this half terms new homework menu sent out before Christmas).  We are promoting independence so please remind your child to take their completed homework and formation books out of their book bag and place them in the class box provided.

Uniform Please check all school uniform is clearly named including outdoor wear.  Children should have a coat in school at all times as we are often learning outdoors.   

Forest School  Towards the February half term, we will be introducing the children to forest school.  More details to follow on this. 

PE Our PE day remains on a Friday; children should arrive in their full PE kit.  

'Wow' Wall Outside each classroom we have a dedicated 'wow' wall.  We feel this is a great way of celebrating the children’s achievements and milestones.  Please continue to send in anything you would like us to celebrate and share with the class.  Each child has an A4 slot on the ‘WOW’ board which we hope to fill with achievements from home and school.

Thank you for your continued support.

Kind regards Mrs Arinze & Mrs Channon

 

 

Essential Letters & Sounds Phonics Programme
 
 
Parent Information 3.1.22
 
 
 Dear Parents and Carers,
 
 
Following an update from the Department for Education around phonics teaching we have moved to Essential Letters and Sounds Programme (ELS), this is a phonics programme based on our original teaching of phonics following Letters and Sounds (2007).
The new ELS phonics programme will support our children in making quick progress to become fluent and confident readers.
To best support us in teaching your child to read, we ask that you read the decodable texts provided by the school four times across the week. This will help to develop fluent reading.
Spending 10 minutes a day reading with your child will hugely support them on their journey to becoming an independent reader.
Please note your child’s reading book will now be categorised by phase and progression and NOT by the traditional book bands.
The books sent home will match the sound and graphemes taught in class.
A new change on this programme is that we will now be changing children’s books once a week on Fridays. This will allow your child to re-read each text several times, building their confidence and fluency. This is especially important as they begin to learn that the sounds within our language can be spelled in different ways.
We would like all children to practise reading their books working on these skills: DECODING, FLUENCY & EXPRESSION.
For children, re-reading words and sentences that they can decode (sound out) until they are fluent (read with ease and precision) is a key part of learning to read. By reading texts several times, children have the greatest opportunity to achieve this fluency.
The texts we will send home will be carefully matched to the teaching taking place in school. Your child will be practising what they have been taught in school with you at home.
We will only ask children to read books independently when they can decode these by themselves. They will also receive a phonetically plausible book, this means that with a little bit of support, they should be able to read these books and recognise most sounds.
The third book that will be in the book bags are for reading for pleasure and must be read with an adult. These books will be sent home for you to read with your child, helping us to instil a love of reading from the very beginning of their reading journey. These could be read together with your child reading the words they are able to decode or could be read to your child.
Please note we will discontinue the Jolly Phonic jingles and actions forthwith. Obviously this will be a big change for our reception children but as we introduce each new sound we will teach the new ELS mnemonic rhyme to accompany the sound.
We will also discontinue the sound mats you currently have at home. New ELS sound mats have been emailed out to you. 
Myself and Mrs Channon will continue to send our new sounds out in the yellow sound/formation books as before following each week’s taught sounds.
Please remember to support your child in completing their formation books and orally give the sound as they write it.
The new weekly formations will be the same as before and please ask your child to say the new mnemonic rhymes for each sound too. There will be words to learn as before which will now be called ‘harder to read and spell words’ (HRS). As with the previous programme and the new ELS programme, both in school and at home, it is essential to use the ‘pure’ sounds when pronouncing the sounds as mispronouncing sounds will make reading harder for the children. There will be more information to follow for parents on this in the spring term. 
If you have any further questions or queries, please do not hesitate to contact your class teacher.
 
Kind regards Mrs Arinze & Mrs Channon

Inspiring Children to SHINE

 

Autumn Term 2021

 

A Very Warm Welcome to Foundation Stage 2

 

Mrs Arinze and Mrs Channon 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

Class RA class teacher: Mrs Arinze with class teaching assistant: Miss Ali.  

Class RC class teacher: Mrs Channon with class teaching assistant: Mrs Martinger.

The class teachers have planning and assessment time on a regular basis and during this period Mrs Evans and Miss Rugman will cover the classes following the teachers’ planning. Teaching assistants Miss Ali and Mrs Martinger will support during these periods. 

Our Communication and Language Aims  Early Years Foundation Stage Profile

Listening, Attention and Understanding

ELG Children at the expected level of development will: -

*Listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions.

*Make comments about what they have heard and ask questions to clarify their understanding.

*Hold conversation when engaged in back-and-forth exchanges with their teacher and peers.

Speaking

ELG Children at the expected level of development will: -

*Participate in small group, class and one-to-one discussions, offering their own ideas, using recently introduced vocabulary.

* Offer explanations for why things might happen, making use of recently introduced vocabulary from stories, non-fiction, rhymes and poems when appropriate.

*Express their ideas and feelings about their experiences using full sentences, including use of past, present and future tenses and making use of conjunctions, with modelling and support from their teacher.

Our Literacy Aims  Early Years Foundation Stage Profile

Literacy Comprehension

ELG Children at the expected level of development will: -

*Demonstrate understanding of what has been read to them by retelling stories and narratives using their own words and recently introduced vocabulary.

*Anticipate – where appropriate – key events in stories.

*Use and understand recently introduced vocabulary during discussions about stories, non-fiction, rhymes and poems and during role-play.

Word Reading

ELG Children at the expected level of development will: -

*Say a sound for each letter in the alphabet and at least 10 digraphs.

*Read words consistent with their phonic knowledge by sound-blending.

*Read aloud simple sentences and books that are consistent with their phonic knowledge, including some common exception words.

Writing

ELG Children at the expected level of development will: -

*Write recognisable letters, most of which are correctly formed.

*Spell words by identifying sounds in them and representing the sounds with a letter or letters.

*Write simple phrases and sentences that can be read by others.

Our Mathematics Aims  Early Years Foundation Stage Profile

Mathematics Number

ELG Children at the expected level of development will:-

*Have a deep understanding of number to 10, including the composition of each number.

*Subitise (recognise quantities without counting) up to 5.

*Automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts.

Numerical Patterns

ELG Children at the expected level of development will: -

*Verbally count beyond 20, recognising the pattern of the counting system.

*Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity.

*Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally.

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 (sent out in your earlier parent packs).   

Religious Education 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 for Life Our whole school focus values for the autumn term are ‘Hope’ and after October half term ‘Perseverance’.  These are covered in our daily worship and we live these values out back in the classroom/school.  

SCARF (Safety, Caring, Achievement, Resilience & Friendship) over this first half term we will focus on 'Me and my Relationships'

Physical Education & Movement

There is one planned PE session per week and one movement/dance session per week. Both classes have PE on Friday’s for this half term.  Group B only will begin PE on Friday 24th September, therefore, please ensure that Group B arrives in their PE kit on this day.  Under the current guidance children will remain in their PE kits for the whole day.  A text reminder will be sent out.

Both classes have a dance/movement session on a Tuesday’s for this half term.  Group A only will begin dance on Tuesday 21st September.  Children wear their uniforms on this day and bring a pair of daps/plimsoles just to change their footwear. A text reminder will be sent out.   

Children will also participate in a daily ‘wake and shake’ session which may take place outside or inside.   

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 ‘Magical’ 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 regular 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.  There will be more forest school information to follow later in the term.

Homework/Formation Books On Wednesday 15th September your child will bring home their homework book containing a pick ‘n’ mix homework menu. The menu has nine different activities to select from.  This is to ensure that children in both classes are accessing the same homework.  The expectation (for this half term) is that the children will complete a minimum of three activities.  Please choose at least one task from each row (we would like ALL children to do the number activity with the laminated number cards and dice provided in your last pack), please keep the ‘new’ dice and number cards safe at home as they will be useful for future number work.  As above please read the parent instructions inside the cover of the homework book to help you support your child.

On Friday 24th September your child will bring home a formation book.  This book is for you to support your child with their weekly sounds, letter/number recognition and letter/number formations as they are introduced in class.  This book will need to be in school every Wednesday for us to update that week’s letter sounds and letter/number formations.  This book will come home again on a Friday.  Please read the parent instructions inside the cover to help you support your child.

Reading books On Wednesday 9th September all children will be given a wordless picture book to bring home.  These books are a valuable tool to teach early reading skills e.g. holding the book the right way up, reading from left to right, turning the pages, discussing the illustrations, telling your own stories etc

Please read the information inside the front cover of your child’s reading diary to help you support your child. 

As children complete Phase 2 phonics (over the autumn term) we will assess their knowledge to date.  Following our ongoing assessments some children will then be given a reading book with words.

Please note all children learn at a different rate so some children will continue with wordless books because they may not have quite got the first set of Phase 2 sounds. 

With reading being at the heart of everything we do, it is really important to put aside five minutes every day to hear your child read.  We look forward to reading your comments in your child’s reading record (yellow diary).  

High Frequency/Sight Words In your last home pack, you received a short list of high frequency words.  These words are common words that appear most often in language.  These types of words are often referred to as ‘sight words’ as they are words that children are taught to recognise ‘on sight’. This is an important part of a child’s education, as it enables children to identify words at a glance and allows them to read with greater confidence and speed.  Please read these words regularly with your child. We will check with your child on a weekly basis and new lists of words will then be sent home. 

Fruit, Milk and Water All children will now be offered fresh fruit which is delivered daily (provided free of charge). 

Parents please remember milk can still 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. 

Please note clearly named water bottles need to be in school every day so they are 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! We will update you in due course as to when parent helpers can be on site.

'Wow' Wall Outside each classroom we have a dedicated 'wow' wall.  We feel this is a great way of celebrating the children’s 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 ‘WOW’ board which we hope to fill with achievements from home or school.  We have already sent out ‘wow’ vouchers for you to complete any time your child has a ‘wow’ moment you would like us to celebrate (more vouchers are available so please ask). 

And finally, we look forward to meeting you all over the next week or two during our parent appointments.  In the meantime, please don’t hesitate to ask if you have any questions or queries.

  Regards Mrs Arinze & Mrs Channon