Reception Parents Meeting

2020

A warm welcome from all of us here at Brayton Church of England Primary School.

• Headteacher – Mrs Rachel Robinson since September 2018

• We offer you a very warm welcome from everyone at Brayton Church of England Primary School and hope your association with the school is a happy and prosperous one.

• Brayton has wonderful people in it and together we are taking this much-loved school onwards and upwards.

• Our school community is built upon strong values for learning within a distinctive Christian ethos. Our children and our Christian values are at the heart of everything we do. We celebrate every child‛s unique qualities and achievements, encouraging every child to succeed. We do this within a spirit of collaboration where ‘together we shine as one‛ and the children come first.

• We are a forward thinking and ever growing school. We always seek to improve and aspire to provide for our children and every member of our school family the best opportunities possible to learn, grow and flourish.

• Staff and children have to work very hard here but as we hope you will see, we try to make it fun and relevant. When you work with children – anything can happen – so we’ve learned to stay positive and keep smiling while embracing the fun!

• There is always a lot going on and the children benefit greatly from the vibrant atmosphere of Brayton.

MISSION STATEMENTTogether we Shine as One

Inspired by the words of Matthew 5:16 “Let your light shine before others that they may see your good deeds and glorify your Father in Heaven”, our

vision is to enable each child to grow into the unique person God created them to be, within the fellowship of our school and the wider world.

Rooted in the Christian values of Compassion, Thankfulness, Fellowship, Hope, Humility, Justice, and Service our learning environment encourages and

challenges everyone to use and celebrate each other’s God given gifts.

We are a Church SchoolChurch schools have Christian beliefs and values at their heart. This means that every child and adult associated with the school is not just important because they are members of the school but because they are seen as unique individuals within God’s creation.Church schools recognise that as well as academic and emotional intelligence human beings also have spiritual intelligence. The spiritual aspects of life will be recognised, and nurtured alongside the academic and emotional needs of all.Church schools are places where challenge through questioning is encouraged as through this we can make sense of the world, the gift of life and the purpose of our own personal lives.The purpose of a Church of England school is to offer a spiritual dimension to the lives of young people, within the traditions of the Church of England, in an increasingly secular world. As a pupil, parent, visitor or member of staff you should find that your church school is as good as any other good school but you should feel that the way the school works is different and distinctive. That distinctive difference will be rooted in Christian values that affect the way everyone is respected.

Church schools are encouraged to:

• ensure that the school is led by a headteacher who is committed, with the help of staff, to establish and maintain the Christian character of the school in its day to day activities and in the curriculum.

• engage meaningfully in a real act of Christian worship every dayoffer a school life that incorporates the values of the Christian faith.

• ensure that religious education is taught and that the character and quality of religious education are a particular concern of the headteacher and the governing body.

• observe the major Christian festivals and in schools which other faiths are present ensure that those faiths are able and encouraged to mark their major festivals with integrity.

• maintain and develop an active and affirming relationship with a parish church.

St Wilfred’s Church in Brayton

We have a close relationship with St Wilfred’s in Brayton.

Rev Pete from St Wilfred’s comes into school very often.

• Early Years Foundation Stage

• Parental Involvement

• Here at Brayton Early Years Foundation Stage

• Meet Brayton Bee

• How we teach your child/Daily Routines

• Uniform

• Preparation for Starting School

• Transition when schools are partially closed

• Things you can to help

Contents

Early Years Foundation Stage

How we learn in Reception?

• What is the Early Years Foundation Stage?

• Early Years Foundation Stage

• How we learn in Reception?

• Playing and Exploring

• Active Learning

• Creating and Thinking Critically

What is the Early Years Foundation Stage?

• The Early Years Foundation Stage (E.Y.F.S.) is the stage of education from birth to the end of the Reception Year.

• It is based on the recognition that children learn best through play and active learning.

Early Years Foundation Stage

Finding out and exploring

Playing with what they know

Being willing to ‘have a go

Being involved and concentrating

Keeping trying

Enjoying achieving what they set out to do

Having their own ideas

Making links

Choosing ways to do things

Active Learning Creating and Thinking Critically

Playing and Exploring

Within the Early Years Curriculum there are three prime areas of learning and four specific areas. This framework provides the basis of how we structure the setting, the

activities and opportunities we provide; as well as how we assess your child’s development.

For each of these areas your child will have an ‘Early Learning Goal’ to work towards.

Prime Areas Communication and Language

Personal, Social and Emotional Development Physical Development

Specific Areas Literacy

Mathematics Understanding the World Expressive Arts and Design

Outdoor Play

Children have access to outdoor play on a daily basis regardless of the weather. We have

canopies and create sheltered areas which are great for allowing children to make the most of the outdoors. This is standard practice in early

years settings.

Please send your child ready for all weather conditions, sun cream and a hat for warmer days and wellies and a waterproof coat for

colder days. Wellies can be left in school- please ensure they have your child’s name in them.

Observations and Assessment

•Staff observe children in a range of activities.

•These observations help us to understand your child and provide for their next steps.

•We use this information to carefully plan the learning activities that are then offered in

the environment.

•Tapestry Online Journal – please read the Tapestry Workshop document.

Why are parent partnerships so important?

As parents/carers you know them the best.It helps your child to feel safe and secure whilst at school.

Together we can create a shared level of expectation.You can share information about new levels of development, any concerns and any

new likes or dislikes.Keep up to date with what is happening outside school, especially if the home situation

may be causing problems for your child.You can feel secure to seek advice, help and support should you need it.

Make transitions throughout the school smooth.Improve practice and outcomes for your children, ensuring every child has their full

individual needs met.

Parental Involvement

•This September we will have 3 Reception/Year 1 classes of up to 30 children - Led by a class teacher and supported by an experienced teaching assistant.

•Drop off: 8.50 am/Pick Up: 3.10 pm

•At school we also have wraparound care on our own premises in the form of both Breakfast and Tea Time Clubs for our children to access.

Here at Brayton…

Reception Staff

Moon

Mrs Clayton Early Years Foundation

Stage Lead Teacher

Mercury

Mrs Watson (Monday, Tuesday, Wednesday am)

Mercury

Mrs Berzins(Wednesday pm, Thursday, Friday)

Venus

Mr Osborne

Say “hello” to Brayton Bee! He’s our school mascot

Brayton Bee is…• hardworking• never gives up• part of a team• gets on with his own job• co-operates to get the job done well• important to the success of the team

The children will earn Brayton Bee tokens to put in a class collection. The bees will be counted at the end of

the week. Once a class has earned 1000 bees, that class will be rewarded with an afternoon of fun and games. Just like everyone here – together we will shine as one!

We follow the theory of child led learning which is when a child chooses the activity rather than the adult. This might be a child choosing to play with a

particular toy in a particular area, e.g. writing in the home corner or building site, animals in the sand play. The possibilities for child led learning are

endless. Staff will use the child’s curiosity and choices to inform planning and assess learning through observing this play.

A child could take ownership of an activity by changing it to a different purpose from the one intended. For example, pouring water into a hole to

make a puddle rather than watering the plants as the adult intended. On a bigger scale a child arriving at school after a camping weekend could lead to the outdoor area being transformed into a camp with tents and stoves and

singing around the campfire.

Children and staff using their imaginations, curiosity and wonder to make and explore their new environment. Staff bring a wealth of knowledge and new language into the activity and yet always has in mind each child’s next steps developmentally – all whilst the children are engrossed in the new adventure.

How we teach your child…

We follow The Letters and Sounds Programme and it suggests an order for teaching the letters, and a fast pace of one set per week. It recognises, however, that children’s personal experience of letters varies enormously. Most importantly, it progresses from the simple to the more complex aspects of phonics at a pace that is suitable for the children who are learning.

Phase One (Nursery /Reception) The aim of this phase is to foster children’s speaking and listening skills as preparation for learning to read with phonics.

Phase Two – Four (Reception / Year One) Phase Two is when systematic, high quality phonic work begins. During Phase Two to Four, children learn: * How to represent each of the 42 sounds by a

letter or sequence of letters. *How to blend sounds together for reading and how to segment (split) words for spelling. *Letter names e.g. through an alphabet song. *How to read and spell some high

frequency ‘tricky’ words containing sounds not yet learnt (e.g. they, my, her, you).

Phase Five (Year 1/ Year 2) Children learn new ways of representing the sounds and practise blending for reading and segmenting for spelling.

Phase Six (Year 2) During this phase, children become fluent readers and increasingly accurate spellers.

Letters and Sounds

It consists of a mixture of structured learning and free play. There are designated times when children stay in their allocated room with their own class. At other times the

doors are opened and children are free to access areas both inside and out.

Children will work independently making their own choices about their learning, for example playing in the sand, dressing up and acting out a story, making models with construction bricks, painting pictures, or investigating living things in our bug hotel.

Sometimes a child may play alone while at other times they may play and co-operate as part of a larger group. Through this, children learn to respect each other and the

wishes of others. We discourage children hurting others and hitting back and encourage children to talk about problems and their feelings, taking part in making a decision

about the outcome of actions.

In every area all children are offered equal, but often differentiated learning opportunities. They are encouraged to join in all activities and to value themselves and

others. Multicultural issues are included in our themes and we encourage the children to develop an open-minded, positive attitudes and values.

Your Child’s Day

Our Daily Routine

8:50-9:00 9:00-9:20 9:20-11:30 11:30-12:00 12:00-1:00

Children arrive,

challenge time and self register.

Teacher focus – key skills.

Snack

Child Led Learning,

challenges and individual

reading time

Phonics

(Letters & Sounds)

Lunch in the Ks2 Hall

Our Daily Routine

1:00-1:20 1:20-2:40 2:30-2:40 2:40-3:10

Register, whole class worship

Child Led Learning, challenges and

individual reading time

Snack

Consolidation of learning

Story and get ready for home

time!

Snack, Milk, Fruit and Lunch• Children are offered a piece of fresh fruit and a carton of milk.

They are also asked to bring a water bottle. Every child under the age of five is entitled to free milk but you must still register online at https://www.coolmilk.com/

• We offer children a range of healthy snacks through each session.

• We ask for a voluntary contribution of 50p per week to support this. This money also goes towards baking allowing us to bake a range of food on a regular basis.

• If your child is staying for the day they have a daily choice of a hot meal, bread roll, jacket potato and some days a warm baguette. These are free for all primary aged school children until the age of 7.

• Children are welcome to bring a healthy packed lunch if they so wish. We would just ask that grapes are cut in half and no nuts please.

Winter / Cold months

Grey trousers/skirt or pinafore dress Royal blue jumper/cardigan/sweatshirt White polo type shirt Black shoes or plain black trainers, low heeled school shoes

Summer / Warm months

Grey trousers/shorts/skirt/pinafore dress White polo type shirt Blue and white gingham dress Black shoes or plain black trainers, low heeled school shoes

PE Uniform

Black shorts White t-shirtBlack pumps (optional trainers for years 3 to 6) Trainers for outdoors lessonsJogging bottoms or leggings and jumper or hoodie for winter. Long hair should be tied up

Brayton School Uniform

• Uniform in the school colours can be purchased from Classroom Clothing (Selby).

• Please ensure that all items are clearly named. We would request that jewellery (necklaces, bracelets etc) are not worn at school, for health and safety reasons.

• Earrings must be small, plain studs (These need to be removed or covered with micro pore tape during P.E)

• Small clips and bands are acceptable in long hair but please – no large or brightly coloured bows.

Preparation for starting school

Lots of parents ask us ‘how can I help my child get ready for school?’ The truth is you have been doing it since the day they were born, by the cuddles and kisses you gave, the songs you sang, the books you read and games you played every day. However, it is important to remember that every child is unique and may learn at a different pace.

The most important activities to ensure a child is school ready is to promote independence, build confidence and encourage them to have an inquisitive mind, asking questions and engaging in conversations, develops their communication and language as well as their understanding of the world, which will help children be ready to learn.

Here are some simple things you can do to help your child get ready for their first day.

Encourage your child’s independence over the summer holidays. Going to the toilet, dressing and undressing, blowing their own nose and putting shoes on are all skills that will help them settle into the school routine. Let your child practice by dressing up in their new uniform and PE kit.Make independent dressing easier by choosing school uniform with elastic waistbands and shoes with velcro fastenings. Help your child to put their shoes on the right feet by marking the bottom of the pair with a smiley face. Draw half the face on each shoe so they need to be matched correctly to make the picture.Help your child to make friends before the big day by arranging to meet up during the summer break with other families who also have children starting school. The first day will be made easier by having a friend to share it with (for you and your child!).

Encourage your child to recognise their name, mark their uniform, shoes, bag etc. and show them where the labels are. Make sure you know what else they need to take each day (book bag, drink, sun hat etc.).Get into a bedtime routine before starting school by having some early nights and practising getting ready and out of the door in the morning.

Spend time talking about what school will be like and reassuring them if they have any worries. Talk about playtime, school dinners, assembly and who to talk to if they need help.Plan what will happen on the first week. Who will take and collect them and what you will be doing while they are there? It is likely that they will be tired after their new experience so prepare an early teatime and bedtime. Plan a treat to look forward to at the end of the week such as going to the park.Your child will take their lead from you so embrace this next step and help them enjoy a positive start to their school days.

Further guidance and information can be found here: www.foundationyears.org.uk/school-reception-class/

Starting School

Things have changed really quickly for schools and families due to the Coronavirus, but one thing is for sure: none of us know when we might be able to open again to the majority of pupils. Once new primary school places have been confirmed, families start thinking about the transition to big school. You will have lots of questions - from practical ones about drop-off and pick-up and uniform, to concerns about your child making friends or settling with their new teacher.

Transition is really important, partly to allay any worries children might have, but also for parents. It’s a much bigger deal for some families than others, but it’s the start of a seven-year relationship and at our school we want to make sure it gets off to the best start possible. Like most schools around the UK, we would usually invite parents into school for information sessions and arrange for children to meet their teachers.

However we’re now thinking about alternative ways of helping new starters with the move to big school. This will be both in terms of how we can help them get a feel for the school, the staff and the way we do things, and what parents can do with children while they’re at home to get them ready for transition.

Transition when schools are partially closed

As parents you are now likely to miss out on physically coming in to school before your child starts, but we’re exploring ways to make sure you have all the information you need, which will help everyone when school does begin. We’re already getting our heads around the options of videos, recordings shared on social media, and adding you to Tapestry our online learning journal so that you can log in and ask questions. Seeing the school building and layout can be really useful and we will be posting lots of pictures of our environment. We will also be talking to pre-school and nursery settings, as we always do, to find out where your child is in their learning.

How to talk to your child about the change in plans

Things are uncertain at the moment, but this doesn’t need to affect the way you talk about transition with children of this age. We approach a lot of things thinking like an adult, but children tend to be more resilient than adults in many ways. They don’t need to know that things aren’t happening the way they would do normally. They take things at face value and tend to throw themselves into most things - we just sometimes need to shield them from our own worries. The conversation can be as simple as “we’re waiting for a message to tell us when you’re going to start school, isn’t that really exciting?” And it is really exciting, for them and for their school. We can’t wait to meet them.

Transition when schools are partially closed

Things you can do to help

• https://www.bbc.co.uk/bitesize/collections/starting-primary-school/1

• https://www.bbc.co.uk/bitesize/articles/zdqjjhv

• https://www.bbc.co.uk/bitesize/topics/zjkphbk/articles/zd4b382

Getting ready for transition at home might be a new challenge for families whose pre-schoolers would ordinarily be in childcare in the run-up to starting school.

BBC Bitesize Starting Primary School has lots of resources to help you have fun together at the same time as supporting their learning and sense of independence.

• Letter (sound) and number recognition

• Hold a pencil, crayon and scissors correctly

• Recognise and attempt to write his/her own name

• Speak in full sentences

• What to Expect, when?

https://www.foundationyears.org.uk/wp-content/uploads/2019/01/0778-What-to-Expect-When-2018.pdf

Things you can do to help

You will find a lot of information on the school website but if you want to know more about us, please call in and see us. Mrs Taylor or Mrs Butler from the admin team will

answer your call.

We are proud to share our school with you and you are very welcome.

Thank you for taking time to read this information. We hope you have found it useful and that you will use it as a reference point in the future.

Mrs Clayton ~ Early Years Foundation Lead Teacher