Our Early Years Foundation Stage is based on four themes:
* A Unique Child
* Enabling Environments
* Learning and Development
* Positive Relationships
A Unique Child
At Langdale we believe that every child is different, and this is reflected in our planning, provision and assessments. A Learning Journey is kept for each child, in which we keep examples of children's written work, along with any adult observations. Each Learning Journey contains information about the type of learner that the child is and what their interests are. We aim for these LJs to be a close reflection of the child. We always hand-write and hand-produce each child's learning journey to make them more personal to each individual (you will never see a computer generated learning journey for your child in our Early Years, as computers don't know your little person as well as we do!) We also give our children lots of opportunity to view, discuss and contribute to their learning journeys. We involve children in the planning of lessons, by asking them what they would like to see in the classroom each week, and by discussing what they would like to have more practise at. Children are also given time to reflect on their own learning, and self-evaluate where they are at, and where they would like to go next.
In Reception we have lots of fun, while we learn through play!
We want your child to enjoy school, because we feel that happy children are ready to learn. We do this by creating a stimulating, fun and educational environment where children can play, explore and investigate in real life situations. We are very keen to ensure your child develops the skills to become an independent learner.
We have a 'free-flow' system, in which we encourage children to choose whether they want to learn indoors or outdoors, and are free to move between the two areas throughout the day.
Learning and Development
The Foundation Stage Framework is broken deown into three prime areas:
Personal, Social, Emotional Development
Communication and Language
As well as four specific areas;
Understanding the World
Expressive Arts and Design
Characteristics of Effective Learning
Playing and exploring – engagement
Active learning – motivation
Creating and thinking critically – thinking
As your child’s first educators the role of the parent is paramount to the successful implementation of the EYFS Curriculum. We want you to be involved at every stage of your child’s learning journey, therefore we have an 'open door' policy, where you can contact one of our Recepetion team members about ANYTHING at ANYTIME! We have a number of systems in place through which you can keep up to date with your child's learning and progress...please see below, or see your information packs for more information on this.
You can contact us via email on:
We pride ourselves having always had lots of ways in which you can stay in touch and continue to be involved in your child's learning, including:
- Fortnightly 'Stay and Share' Sessions (starting In the Spring Term)
- Weekly Drop-in Sessions (starting mid Autumn Term)
- 'Coffee and Catch Up' mornings in which your child can share their learning journeys with you
- Biannual Parents' Evening
- Annual Written Report, sent out at the end of the academic year
We do not usually give out formal homework in Reception. Instead, we send home little activities that can be done at home, e.g. Look at house numbers on your way to school, collect some leaves and acorns at the weekend, or make a list of battery-operated equipment at home.
Children are given a reading book during their first week in Reception. Children progress through the reading scheme from pink - red-yellow-blue-green-orange-turquiose-purple-gold-white. Most children leave Reception reading books from the red, yellow or blue book band. We encourage children to read to an adult at home as often as possible, and at least three times a week. We aim to listen to children read in school at least once a week.
Following phonics assessments in September, children are placed into phonics groups, where learning can be pitched at the perfect level for each child. Children are taught phonics in these phonics groups three times a week. Outside of these more formal phonics sessions, children learn and develop their phonics knowledge through play.
Children will complete an adult-led maths activity each week, and again, children learn and develop their mathematical understanding through play, throughout the week.
Mrs Barker's phonics group will begin to receive spellings during the summer term.
PE takes place once a week, on a Friday morning. We also have hall time on a Wednesday in R1 and a Thursday in R2. This year, children across the school are being asked to wear their PE kits to school on their PE day (Fridays in Reception).