settling in to our new school… - stamford green · settling in to our ... the smaller plastic...
TRANSCRIPT
Working together to be the best we can
Settling in to our
new school…
Welcome to RD and RV!RD
Mrs Dryland, Miss Odeyemi and Mrs
Brown
RV
Mrs Vidal, Mrs Baker and Miss
Croucher
A few quick reminders…Please ensure that your child brings…
• A labelled, filled water bottle
• A labelled waterproof coat with a hood
• Their book bag with their reading journal
…everyday!
On Fridays: The smaller plastic wallet with sound
cards need to come into school
PE in Reception• Reception children will have two PE sessions a week
• RD will have outdoor PE on a Tuesday and Dance on a
Friday
• RV will have outdoor PE on a Tuesday and Dance on a
Friday
• RM will have outdoor PE on a Wednesday and Dance on
a Friday
• RW will have outdoor PE on a Wednesday and Dance on
a Monday
• Tights, Earrings, laces and getting changed
independently
Communication
There are plenty of ways to communicate:
• Communication books at the East and West
Gate
• Ring the office to make an appointment or
leave a message
Parent RepresentativesEvery class in Stamford Green has a parent rep. They provide a point
of contact for all the parents of the children in the class.
• RM’s Parent Reps are Mrs Collins (Annabel’s Mum) and Mrs
Illingworth (Poppy’s Mum)
• RW’s Parent Reps are Mrs Illingworth (Charlie’s Mum) and Miss
Preston (Finley’s Mum)
• RD’s Parent Reps are Mrs Curran (Joshua’s Mum) and Mrs Rush
(Pippa’s Mum)
• RV’s Parent Reps are Miss Bridges (James’ Mum) and Mrs Aldridge (Jack’s Mum)
Please make sure that they have your details!
Eating in Reception
• The children have settled well into their new
lunchtime routines
• Eating expectations
• Fruit time
• Bringing in fruit/veg from home
Drop Off and Pick UpA few reminders about these times…
• Make sure your child knows who is picking them
up
• We ask all the children to tell us when they see
their grown up
• Drop off time is 8.40, pick up time is 3.00pm.
• No scooting or cycling within school grounds
• The morning train system will end this week. We
will be practising in lessons beforehand!
Other information
• Houses – Ashley, Horton, Waterloo and Hookfield.
• Y6 Buddies
• Birthday invitations
• Playdates
Show and Tell
• Will start after half term
• Please do not let your child bring anything into
school at present
• We will let you know all about Show and Tell in
our Weekly Information email closer to the time
School Behaviour Code
• Rewards and sanctions
• ‘Step’ system – warning and chance to learn
and improve - please don’t worry!
• Consistent throughout the school but built in
differences to suit younger children
• Values & Values Buttons
Reading in Reception• From tomorrow your child will be bringing home
a picture book in their book bag each day.
Please share these at home with your child and
jot down a positive comment in their Learning
Journal.
• Children will start on our Book Band Scheme in
the coming weeks.
• Reading takes place in lots of different ways in
school and will be recorded in the Learning
Journal.
Learning in ReceptionOur Primary areas of learning in Reception are:
• PESD - Personal, social and emotional development
• C and L - Communication and language
• PD - Physical development
Our secondary areas of learning are:
• Literacy – reading (including Letters and Sounds) and writing.
• Mathematics – numbers, shape, space and measures.
• Understanding the world – people and communities,
technology and the world.
• Expressive arts and designs – exploring, using media and
materials and being imaginative.
Our First Theme
Fantasy Lands:
• Fairy Tales including Goldilocks and the Three
Bears, The Three Little Pigs, The Gingerbread
Man, The Billy Goats Gruff and Jack & the Bean
Stalk
• Stories set at Christmas
Exploration time The children spend the majority of their day
doing this.
It is a chance for children to flow freely between
all classroom and indoor/outdoor spaces.
There is always a range of independent and
teacher-led activities available for the children
to choose from.
Discrete lessons Daily phonics sessions
Daily maths sessions
RSE (Relationships & Sex Education) will take
place later on in the year. There will be more
information (and a parent meeting) before this
happens.
What is Phonics?• Sounds that make words for
reading.
• Letters that make sounds for writing.
• Sadly not all English words are
phonically sound-out-able.
Why learn Phonics?• Supports reading
• Supports spelling
• It’s statutory!
Letters and Sounds
Phase 2
• Taught in Reception
• Introduces individual letter
sounds
• Children learn about reading
and writing using these sounds.
Phase 2 Sounds
s, a, t, p, i, n, m, d, g,
o, c, k, ck, e, u, r, h,
b, f, ff, l, ll, ss
Phase 2 SoundsThink of how we pronounce the
sounds.
If we ‘fuh’ rather than a whispered
‘f’ we might spell ‘fun’ as fn’.
Whispered sounds are:
s, t, p, c, k, ck, h, f, ff, ss
Phase 2 soundsIn learning to read and write we
focus on
1. The initial sounds
2. The final sounds
3. The sounds in the middle
Research shows that fluent readers scan over the word using the first letter and its shape to read it.
Phase 3• Taught in Reception
• Introduces individual letter
sounds and some sounds made
with more than one letter.
• Children learn about reading
and writing using these sounds.
Phase 3 Sounds
j, v, w, x, y, z, zz, qu, ch, sh, th, ng, ai, ee, igh, oa, oo, ar, or, ur, ow, oi, ear, air, ure,
er
What is a phonics lesson like in
Reception?
• Starts with whole class sessions focussing on
Phase 2 sounds.
• Children practise reading and writing –
‘blending’ and ‘segmenting’ the sounds.
• Later in the term children are taught in
smaller groups led by teachers and
teaching assistants which allows each child
more practice during the time.
What does Phonics look like in
Reception?• The make-up of the groups changes at
points through the year.
• Children’s phonic understanding develops
at different rates.
• The adults leading the groups swap.
• The value of repetition cannot be
underestimated.
How can I help my child?Your child needs to:
1. Recognise the sound on its own.
2. Write the letter for the individual sound.
3. Recognise the sounds in words then
develop the skill of blending them to read
the word.
4. Break a word up into sounds verbally and
write those sounds down to make a word.
How can I help my child?Read with them, read to them, read in front
of them.
Talk to them.
Help them follow their interests.
Help them follow school routines and
patterns.
Give them time and space to rest and
relax.
Thank you for coming!
Our 7 Commitments to your children
What a super start our children have
made on their seven-year journey!