Welcome to Rainbow Explorers 2018

Today we want to:

• Tell you about the EYFS curriculum and

how it is taught

• Discuss settling into Rainbows

• Rainbow routines and the session

• Look at other things we have planned and

any other suggestions from you.

• Ask for your feedback

The EYFS - what is it? A curriculum for birth to 5 years

Key features:

statutory- welfare – safeguarding/food hygiene/key

person/British values

non –statutory ‘Development Matters’

Characteristics of Effective Learning – how learn

Areas of Learning – subjects and objectives

It is DEVELOPMENTAL

Characteristics of Effective Learning

How are the children learning?

Playing and Exploring – engagement

(explore/know/have a go)

Active Learning – motivation

(concentrate/try/achieve)

Creating and thinking critically –

thinking (ideas/links/choose)

Areas of Learning 3 Prime Areas: Personal, Social and Emotional Development:

developing relationships, managing feelings and

behaviour, self confidence and self esteem

Communication and Language: listening & attention,

speaking, understanding

Physical Development – moving and handling

(gross and fine motor skills, health and self care)

CROSS CURRICULAR

4 Specific Areas: Understanding of the World – Technology, communities, the world

Expressive Arts and Design – imaginative & exploring media

Mathematics – number, shape, space &measure

Literacy – reading and writing

OUR DISPLAY BOARDS REFLECT THESE AREAS

Example of Development Matters Statement

from EYFS

• PSED – Making Relationships

• 22-36 Months

• Seeks out others to share experiences.

• • Shows affection and concern for people who are special to

• them.

• May form a special friendship with another child.

• 30-50 months

• Can play in a group, extending and elaborating play ideas,

• e.g. building up a role-play activity with other children.

• • Initiates play, offering cues to peers to join them.

• • Keeps play going by responding to what others are saying

• or doing.

• • Demonstrates friendly behaviour, initiating conversations

• and forming good relationships with peers and familiar

• adults.

• 40-60 months

• Initiates conversations, attends to and takes account of what others say.

• Then early learning goal, then onto National Curriculum

• You will see that we reference these on the observations we put on TAPESTRY – emerging, developing, securing.

Tracking Progress * Development - individual rate

* Baseline – old setting, your comments, our

observations

* Track progress using development matters

statements/ C of EL /record data

*Record their progress on Tapestry and in

Learning Journeys (copies of work products)

Your contribution vital and appreciated: tapestry, home learning, speaking to key

person

Tapestry Registering – all those registered should have activation e

mail to set your password.

Every child has their own page which will be used to track

progress from nursery to the end of reception.

What do we put on there?

Wow moments – achievements (linked to EYFS)

Focus child – will have more that week

Sometimes we put on their photos of events so you can

see how much fun your child has had doing something.

How can you use it?

Look at it with your child so you can discuss what they have been learning

Upload home learning or things your child has done – event/using IT for

us to discuss with your child

How are things going? - how

does it relate to the EYFS? • Very well! Lots of change: new Key Persons, new

environment, new routines, new children to get to know

• Thanks for working with us – settling in,

• Reassure if ever we have concerns we contact you.

• Let us know if you have any concerns, changes at

home etc.

Personal, Social and Emotional Development key focus

Learning outside....

How do we 'teach'?.

Key things are:

* The learning environment –in/out

encouraging independence. Forest school.

* Planning in the moment – children’s choice. Learning

through play based opportunities based on their interests

* Quality of interaction – how we take your child's

learning further, following the child's lead and developing

– sustained shared thinking.

* Key Person and whole group times: short focused

planned teaching objective.

British Values How do we teach these?

The Rule of Law: class rules, listening

to each other, good manners, sharing,

tidy

Democracy: choosing where to play,

choosing snack/story/songs

Mutual Respect and Tolerance: learning about all cultures

and religions

Individual Liberty: developing independence, relationships,

resolving conflict, working through emotions.

Our Routines

• Self register with name card (children please)

• Come in and settle quickly by becoming

engaged – focus on independent play.

• Snack – cafe style

• Group time – in key person groups

• Whole group carpet time –

Small Group (work) Time

• A short adult focused task with their Key Person

Will have objective from EYFS

Story Telling School

We are a story telling school.

Each term we have a focus book

Term 1 Little Red Hen

Read different versions, children help to tell the

story, use props and story maps.

HELICOPTER STORIES

Snack Time • Invaluable time where lots of skills are developed:

- hygiene (hands), not to put eaten food back on plate...

- what is healthy to eat,

-independence – pouring drinks, own bowl/cup, using tweezers, tidying up

-social: opportunity to talk about what done today, what they are looking forward to etc

Eating habits – we will let you know if not eating, encourage them to try everything,

50p monthly donation so we can buy things to enhance the fruit provided with a focus on encouraging independence. - eg spreading cheese spread – long term help prepare for school dinners..

Cooking fund - bread Christmas cakes

Carpet Times

• Short, whole group carpet time before end

of session

• Singing

• Sharing news

• PSE time – JIGSAW – a mindful approach

to PSED

• Fridays – Rainbow bear

Behaviour Management

Encourage positive behaviour

Song/Fingerprint contract

School rules too We deal with unwanted behaviour through discussion with the child,

may be a 'thinking' time out,

You will be informed of any unwanted behaviour, please reinforce at home

We do use stickers sometimes

(mainly for toilet training)

Lots of verbal praise.

What are we learning?

• You can find out from:

• Your child – what we plan is based around their interests and needs

• Talk to your child’s key person

• Take Home Learning

• Curriculum Overview

• Tapestry

• FUN, ENJOYABLE, EXCITING, - 3 and 4!

Things we have planned:

* Tapestry Workshop – needed?

* Mathematics workshop

* Phonics workshop

* Getting ready to write workshop

* Christmas – singalong and party

* Trips – seeing Father Christmas

* Any other thoughts?

Feedback

Please give us your feedback on the forms on:

Transition process – meeting/ session

Home visits

Staggered start

This meeting

How your child has settled in..

Thanks – will help us to improve and plan