Welcome to the Robins
Mrs Fensom and Mrs Davies – Class Teachers
Miss Martin and Mrs Hoogstraten– Teaching Assistants
Mrs Lee and Mrs Smart - Support Staff.
Contact Email : SFensom@sharnbrookprimary.beds.sch.uk
SENDCO contact : firstname.lastname@example.org
Have a tour of the Robins room!
Have a look round our outside area.
Welcome to the Robins!
At Sharnbrook Primary each year group is named after a bird. The Pre-school is called the Penguins who then move to the Robins ( Reception class). The children continue to learn through free play and adult led activities. The environment is presented in an attractive, and inviting way. We have natural resources and plants to create a calm and welcoming atmosphere.
Play is still an important way for children to explore and learn. Through play children find out, repeat activities and skills, develop concentration and a love for learning. ‘Play is essential for children’s development, building their confidence as they learn to explore, to think about problems, and relate to others. Children learn by leading their own play, and by taking part in play which is guided by adults.’ EYFS statutory Framework 2020.
In the reception year the children learn to read using the Little Wandle scheme. They learn to write and become independent learners.
The Robins follow the EYFS and by the end of the reception Year all children are expected to achieve a good level of development.
The Foundation Stage is organised into 7 areas of learning:
Personal, Social and Emotional Development
Communication and Language
Understanding the World
Expressive Arts and Design
Foundation Stage Profile
Children work towards Early Learning Goals which are the expectations for most children to aim towards during Foundation stage. Click here to view the 'Development matters' which shows the learning intentions for each stage.
Parents will receive information on their child’s progress towards these goals.
To view the DFE's 'What to expect and when' document for children from birth to five years, please click here.
For children to be able to learn they need to feel secure and safe. At Sharnbrook we are lucky to have our Penguins ( Pre-school) and Robins ( reception class), next door to each other. The children share an outside area which enables the children to get to know the Reception staff before they begin the Reception Year.
At the end of Reception we want all children to be confident learners who are motivated to learn and have the strategies to take control of their emotions and wellbeing. To be able to communicate and co-operate with others. To be happy and self-reliant.
Our Curriculum is split into 10 statements :
To communicate effectively and appropriately
To be a confident and independent member of the school community
To understand and regulate their own feelings and express their emotions appropriately
To be active, healthy and move confidently
To develop a love of stories and books
To write independently about their interests
To confidently explore everyday mathematical concepts
To begin to make sense of their place in our diverse world
To investigate, appreciate and care for the natural environment
To express ideas and thoughts through art, music, and design technology
Through our Early Years curriculum at the end of Reception children will be able to:
- Confidently speak to their peers and teachers about their interests. They use connectives between sentences and elaborate on their ideas when asked by an adult. They can offer explanations for why things have happened and are imaginative in their ideas of how a story could end. They use a wide variety of vocabulary that has been introduced through stories, non-fiction books and experiences in the Robins’ class. Children use full sentences, including use of past and present, and future tenses. and can explain their ideas and feelings. They actively listen to adults and take turns to speak and listen with their peers.
- Use their knowledge and understanding of tools and materials to explore their interests and develop their thinking. They can build on previous learning to refine and develop their ideas.
Children can decide on the models they will make and which media they want to use. They know the tools required and how to use them safely. As they select appropriate materials they shape and join them together demonstrating a skilful approach. Children are confident to share their creations, explaining the process they have used.
Children paint a picture and present this at a pop-up art gallery for the older children and adults, within the school. Children are confident to explain to others the techniques they have used to create their paintings. They safely use and explore a variety of tools and techniques, experimenting with colour, design, form.
- Enjoy coming to school separating with confidence from their carer. They feel safe and secure and are motivated to learn. Children comment on their thinking and the ways they go about their learning. They reflect on what helps them to persevere through difficulties. Children are confident to work independently, collecting all necessary equipment on their own. If needing support, they are confident to ask their peers or an adult. Conversations are initiated with adults and friends in an intellectual way, to solve problems, clarify a concept, evaluate activities, and share their thoughts. Children are happy and confident to play with others and take turns. They see links between home and school and are proud to share their work and achievements both from home and at school. Children are polite and supportive to each other.
- Be confident to read to themselves and others. Their developing vocabulary is influenced by a range of texts and the children use the vocabulary in different contexts. Children independently segment and blend to read words. They use their knowledge of letter sounds and digraphs, taught through Little Wandle to read words. They can chunk up longer words and read common exception words matched to the Little Wandle scheme. Children use and understand a wide vocabulary built on the stories, poems, and non-fiction books that have been read to them. They are confident to anticipate and discus key events in stories. Children freely choose books to read for pleasure to themselves or their peers. They enjoy listening to previously read stories and are enthusiastic to join in with repeated refrains.
- Developing a sense of responsibility and membership of a community. They are confident in new social situations and see themselves as a valuable individual. They can identify and moderate their own feelings socially and emotionally. In expressing their emotions, they begin to consider the feelings of others building positive and respectful relationships.
- Grow in confidence to ride a bike. They know how to set off and stop independently. They can lift both feet off the floor and use their leg muscles to maintain momentum. They can steer round obstacles with both feet off the floor and use their leg muscles to maintain momentum. They can negotiate space and obstacles safety with consideration for themselves and others. Children demonstrate strength, balance and co-ordination when moving and playing. They can show a variety of ways of moving (with and without apparatus) with control, showing enthusiasm and a good level of energy.
- Holds a pencil effectively using a tripod grip in almost all cases. Writes recognisable letters including capital letters, most of which are correctly formed and sitting on the lines. They confidently use their knowledge of the sounds to spell words phonetically. They are developing a good recall of how to write Phase 2 and 3 digraphs and trigraphs. Children are confident to write simple phrases and sentences that can be read by others. They are keen to share their ideas, using a wide range of vocabulary, which they have developed from stories and non-fiction books previously read to them. Children see writing as a means to share their ideas with others and are very proud of their achievements.
- Develop a positive attitude and are interested in mathematics. They can spot connections and talk to their peers and adults about what they notice and not be afraid to make mistakes. They use their knowledge of number in subitising to make calculations with the addition and subtraction of items. Children can identify the composition of numbers to 10. They can count beyond 20 and are interested in larger numbers.
Children can subitise to 6.
Identify odd and even numbers to 10.
Quick recall of number bonds to 5.
Recall some number bonds to 10 by rote.
- Begin to recognise that some religious people have places that have special meaning to them. They can recognise that people have different beliefs and celebrate special times in different ways. Children know that there are different countries in the world and can talk about some of the similarities and differences. They can compare different environments, looking for similarities and differences. Children are confident to comment on and observe difference between past and present. They can identify some similarities between things in the past and now. Children understand the past through settings, characters and events encountered in books read in class and storytelling. Children can recognise some technology at home and school. They can take a photograph and paint with an app.
- Show an understanding of the need to respect and care for the natural environment and all living things. Children can talk about similarities and differences, patterns and change in nature. Children understand what they can do to help the environment.
We are very privileged to have our own wood area and pond. The children enjoy forest school on a Friday afternoon. Exploring, making up stories, creating and inventing.
Children have already had many experiences of mark making before entering Reception. They begin with “wiggles and squiggles”. Then they begin to ascribe meaning to these marks. During Robins they begin to use their knowledge of the letter sounds to write. They are introduces to the letter shapes through the Little Wandle Phonic scheme. Each letter has a character which helps your child to remember the letter sound and shape ( Please follow the link to the Little Wandle parent page). The children then begin to write simple ‘cvc’ words such as ‘cat’ and ‘pin’. There many opportunities for children to practise these skills in free play and with adult support during the Reception day.
At Sharnbrook we follow the Little Wandle phonic scheme for reading. The children firstly learn the letter sounds and then move onto blending to read words. They begin to learn the digraphs ( when two letters make one sound). The children are introduced to ‘tricky’ words. These are words that cannot be phonetically sounded out, such as ‘the’ and ‘I’. Gradually the children begin to use many different strategies to support them becoming a fluent reader. From the first day in Robins class the children begin to learn the letter sounds. They are shown that if they learn these that they can and will learn to read. We encourage the parents to come in over the first few weeks to watch the phonic lessons so that they can understand how their child will be taught and how to support them at home.
Listen to see how to say each sound : Little Wandle
Some useful websites to support your child with phonics and learning to blend and read:
The book trust have very useful information on reading with your child at home. Click here for the link.
What you can do to help!
-Share the ‘Wordless’ books- making up your own stories.
-listen to your child practise their ‘sound book’ every day.
-Read your child a story, ( at bedtime or any time!) so that they can broaden their vocabulary and develop an enjoyment of books.
-Share your child’s library book.
-Look at and talk about printed language in their environment, on food packets, road signs, labels and leaflets.
- When your child gets a reading book, listen to them read every evening. Just one or two pages daily really helps your child to become confident in blending and reading.
During the Reception year the children build on their understanding of Number. In the Penguins the children begin to identify number names using ‘Number Zoo’. They have many experiences of counting, sorting, shape , space and measure. In Robins we use the Numicon shapes and Montessori Number rods to support the children's understanding of the value of each number. They have time to explore and play with these as well as adult led activities to support children moving on to their next steps in learning.
To view useful resources on School Readiness:
Getting ready for the Robins.
To help your child develop independence, get them used to doing the following at home: Getting dressed independently every day – practise closing buttons, putting on socks and shoes on the right feet, putting coat on and zipping up. Going to the toilet an wiping their bottom on their own – simple clothing like elasticated waistbands are easier to get on and off. Cutting food using a ‘real’ knife and fork. Tidying up their toys and doing simple household chores – giving them responsibilities will help them to become more independent. Helping them to recognise their name in writing and to consistently respond to it verbally. Create a coat and shoe peg at home with their name on it to help get them used to having something similar at school – it seems like a simple thing but it’ll help when we ask your child to go and fetch their coat! You can practise some of the activities your child would have done in early years in your own home to help make sure they develop the same skills and feel more ready when reception starts:
Do turn-taking activities such as playing with a toy – this helps them to get used to taking turns and also to understand the concept of sharing.
Get your child used to eating with others even if it’s just a snack.
Lots of the learning in reception happens through play. Get down onto the carpet so you’re at their level and enjoy some play with your child. Follow their lead with what they’re doing or how they’re playing. Then, try to get them to follow your lead and also create games together. This will help them to get used to playing and engaging with other children.
Practise basic phonics in everyday settings:
Recognise sounds and words in the environment around you to help your child hear the initial sound in words – e.g. look at that t-ree, first sound ‘t’.
Segment sounds in words orally while doing your usual daily routine – e.g. get your c-oa-t on, where is your b-a-g.
Play I spy but sound out the word and see if your child can blend it – e.g. I spy with my little eye a d-o-g
Explore rhyming words.
If you want to get started on basic numeracy skills, CBeebies has a resource called Numberblocks.
Routine and consistency helps children to adapt and this will help ease the transition into reception. About 4 weeks before the start of reception, try to set a morning routine with your child. You can start with small steps and gradually add to the routine:
Get up at the same time every day and have breakfast.
Get dressed up in the school uniform and put on ‘school’ shoes.
Prepare a ‘school lunch box’ – you can choose one together if you don’t have one yet.
Look up the route to school and if it’s walking distance try it out – point to the school and tell your child they’ll be going there soon.
Parent Support Articles
The below articles and leaflets are expert information related to safeguarding and child protection.
It is important that children come to school ready to learn, and to get the best out of their education. The NAHT and Family Action have worked together to provide a series of leaflets aimed at families, to help you get the best out of your child's education.
Click on the links below to access this useful information.
Information on Number work using Numicon - https://www.youtube.com/watch?v=Lqf7AssF9Kc
https://biglifejournal-uk.co.uk/ For free ideas to support your child to develop a Growth Mindset.
Sign up for the freebies!
When you begin to support your child in their writing please what this informative video. https://www.youtube.com/watch?v=RFp_k_0qKvk
If you have any concerns or would like more information please email Mrs Fensom or the school office.