Class Teacher -Miss B. Peterson
Early Years Practitioner - Mrs S. Milner
F2 - Ladybirds and Dragonflies
Ladybirds Teacher - Mrs D. Taylor
Dragonflies Teacher - Miss J. Danby
Early Years Practitioner t - Mrs K. Rayner
Teaching Assistant - Mrs A. Hussain
Teaching Assistant - Mrs N. Whitehead
Welcome to the EYFS
“The true sign of intelligence is not knowledge but imagination.” – Albert Einstein
Children start their school journey at St Augustine Webster CVA in the Early Years. The unit is divided into a Nursery and two Reception classes
The Foundation Stage builds upon the children's previous experiences and learning within the family and wider community. The school follows the Early Years Foundation Stage Curriculum.
These refer to:
- Personal, Social, and Emotional development
- Communication and Language
- Literacy- Reading and Writing
- Maths- Number and Shape Space and Measure
- Understanding the World
- Expressive Arts and Design
- Physical development
It is our intention to encourage our children to become independent, resilient learners, who love to explore the world around them. They seek challenge through exploration and curiosity showing a ‘can do’ attitude.
The topics we are following this half term are Good News and Our World.
Our value for this half term is Forgiveness, we will be talking to the children about what this means in their daily lives.
Nursery – Bumblebees
Children in Bumblebees enjoy learning through play-based activities within an enriched indoor and outdoor provision, that is enhanced to follow the children’s interest throughout the school year.
Children are exposed to a range of stories, songs, rhymes and varied activities to develop key skills within their learning.
The most important aspect of education for our Nursery children is to enjoy talking and sharing ideas.
Reception – Dragonflies and Ladybirds
Children in Reception learn through a combination of both play-based and focused learning activities. They enjoy an enhanced indoor and outdoor provision that follows their interests and matches the termly themes.
Phonics is the understanding of letters and the sounds they make. It supports the development of early reading and writing.
It is taught daily through planned rhymes, games and songs.
We teach phonics through whole class input and focused groups.
Children in Reception follow the whole school scheme of work ‘Power Maths’ and ‘White Rose Maths’.
This term we are working on number bonds to 10 and counting forwards and backwards to 20.
This term in English we are looking at the fiction book ‘The Extraordinary Gardner’ a story of sharing and giving.
Our non-fiction book is called ‘How to grow a Sunflower’.
We are working towards producing a piece of narrative writing all about a beautiful garden and a set of instructions on how to plant and grow a flower.
The children are enjoying the outdoor provision which has transformed into our very own Garden Centre. They have been fascinated by the experience of planting and growing plants.We are also caring for our school environment by daily work in our Labyrinth garden.
‘Imagine what a difference it would make if every child loved to read?’
(Taken from www.earlyreadingconnects.org.uk)
All children in our early years setting benefit from the ‘North Lincolnshire Imagination Library Scheme’; we ensure through our transition process, that we have every family signed up. To further the enjoyment of the book, that the child receives FREE, every month to their home, we share exciting resources that include activities and stories told by the teachers, via our online learning platform - ‘Tapestry’.
How we implement the scheme in school:
- All books are introduced in school with enthusiasm and focus.
- An Imagination Library table that promotes the enjoyment of the book is placed and used in provision.
- In provision, we encourage a love of reading in all areas of provision and use story stones, story teller’s basket, masks, puppets and props to engage children in re-telling the story. This encourages imaginative play, communication and language and embeds a repertoire of stories in the child’s memory, which can be drawn upon when creating their own stories to tell and write.
- New vocabulary from texts is introduced, modelled and displayed throughout the provision. This vocabulary supports and extends a child’s language in an immersive way which is not intimidating for a child, particularly if English is an additional language for them.
“Parental involvement in their child’s reading has been found to be the most important determinant of language and emergent literacy.”
(Bus, van Jzendoorn and Pellegrini, 1995 – taken from www.earlyreadingconnects.org.uk)
North Lincolnshire Library - https://www.northlincs.gov.uk/schools-libraries-and-learning/libraries-in-north-lincolnshire/
Tiny Happy People - https://www.bbc.co.uk/tiny-happy-people