Spring Term 2020

It has been lovely to see all the familiar faces after our Christmas break and to welcome some new members of our Nursery class.  These new Nursery children have settled in very quickly and have been beautifully supported by our established class members.

The importance of children learning nursery rhymes has been found to greatly support their ability to learn to read and Nursery children are therefore learning a new nursery rhyme every two to three weeks with lots of play activities to support this.  The children have already learned The Wheels on the Bus and are now very engaged with Miss Polly Had a Dolly.

Nursery continue to play lots of pre-phonics listening games and are beginning to learn the sounds of the first set of letters in our RWI phonics programme.  The nursery rhymes and letter sounds will be displayed on our Parent’s Information board each week.

Reception are continuing to develop early reading and writing skills through our phonics programme and their literacy and Maths have been extended to longer formal sessions alongside their learning through play.  The children are enjoying getting to learn a story in depth during our literacy sessions as the same story is a focus for two to three weeks.  We have almost come to the end of The Gingerbread Man and will soon begin The Three Billy Goats Gruff.  Please ask you child which story they have been focusing on and see if they can retell it to you.

Thank you to everyone for reading regularly with your children at home.  Reception have loved our new reading books and are always very excited to choose a new one!  It makes a huge difference to your child’s development in reading if they are able to practice the skills they are taught at home.

We are delighted that your children have such positive attitudes to attending school and would like to thank you for your continuous support with this. Medcroft Class is always such a happy and busy place to be and we look forward to another exciting term.


Miss Malone

Medcroft Class Teacher


Learning in Reception

The practice in the Reception classroom is based around “In The Moment Planning.” The indoor and outdoor area are organised in order that the children can select any resources they choose to play with. All resources and learning areas are carefully thought out so that they offer the maximum learning opportunities for the children. The adults in the setting are always observing the children’s play to see which areas are engaging them and offering great learning potential and which need to be reconsidered.

As the children play the adults are constantly observing to find the teachable moments, where they can intervene and extend the learning opportunities for the children; offering comments, suggestions, modelling language, introducing new ideas, demonstrating skills and scribing children’s ideas. The adult may choose not to intervene as the play often develops, engages and supports learning without an adult. In this case the role of the adult is to observe and assess where the children are and how they can continue to move learning on.

Each week two children are chosen to be the focus children for that week. The adults record more of the interactions and learning that happens for that child during the week in order to know exactly where their learning is and how to move learning forwards. A letter is sent home to parents the week before, setting out any particular areas we will be focusing on and asking for the valuable input parents can offer. Once the Learning Journey is completed for the week a parent consultation is offered in order to discuss exactly where the child is in their learning and what we will focus on next to move learning forwards. This continues on a rolling programme throughout the year, ensuring children are a focus four times a year and offering four parents consultations each year. All children benefit from teachable moments every week but more is recorded about the focus children for the week.

Teaching of Phonic and Writing Skills

To support the development of writing we teach a regular phonics session four days a week. On top of this we use story telling as a valuable teaching tool. The children are encouraged to tell stories about something they have created, played with or simply something which is in their head at the time! Initially the adult scribes their ideas and as the year progresses the children are encouraged to begin contributing to the story by writing the initial sounds, sounding out simple words and eventually writing their own stories independently. This approach follows the ideas in the book “Princesses, Dragons and Helicopter Stories” by Trisha Lee.
The timetable in the Reception classroom is designed in order that children have long periods of play to develop their ideas, extend their learning, use imagination, language and creativity. Much research had been done around the effectiveness of learning through play and how essential it is to children’s early development.

We aim to make the children’s experiences in the Early Years as exciting as possible ensuring they leave with the tools to be lifelong learners and with a real enthusiasm for learning alongside the concepts and skills to access the National Curriculum as they move through the school.

Parent feedback

Parents feel positively about how their children are learning in our Reception class.

“I thoroughly enjoyed reading through the observation notes that were made over the course of the week that my child was the focus child.  Meeting face to face to discuss with Miss Malone was a nice personal touch. Still being new to the school, I was pleased to hear that my child had settled in so well and that she has already engaged in a variety of learning experiences.  Having an insight into my child’s life at school and the goals that Miss Malone is working towards with her has enabled me to encourage conversations that will enrich her learning at home.  I look forward to seeing how my child is progressing at the next meeting.”

Parent of a Reception child

Additional documents