Welcome to the Robins
Mrs Fensom – Class Teacher
Mrs Tyler – Teaching Assistant
Mrs Smith – Teaching Assistant
Contact Email : SFensom@sharnbrookprimary.beds.sch.uk
SENDCO contact : firstname.lastname@example.org
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, calm and inviting way. We have natural resources and plants to create a more homely feel. With low level tables and large carpet areas, allowing the children to play and learn at a level they want to explore in.
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 2012.
In the reception year the children learn to read using the Jolly phonics 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 6 areas of learning:
•Personal, social and emotional development
•Communication, language and literacy
•Knowledge and understanding of the world
Foundation Stage Profile
Children work towards Early Learning Goals which are the expectations for most children to aim towards during Foundation stage
By the end of Reception, some children will have achieved or exceeded goals, some will still be working towards them.
Parents will receive information on their child’s progress towards goals.
To view the DFE's 'What to expect and when' document for children from birth to five years, please click the image below.
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. Pre-school staff have a rota to visit and work in the Reception class one morning a week. This also support the children in their transition from Penguins to Robins.
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.
In the beginning we look to develop confidence, concentration and motivation. Without these three things there will be no learning or progress. Staff support and scaffold each step in the learning. We are not just focused on reading and writing. Reading and writing is a main focus for Reception but we are also concerned with developing the whole child. Staff support the children in their learning in numerous ways in all areas of the curriculum e.g.
- Learning strategies for coping with their emotions,
- To become independent; for example teaching them how to take off their jumper; collecting their own water pot and mixing powder paints.
- To ride a bike,
- To share ideas and take turns,
- To take risks and explore the outside area,
- To know who to ask for help and when to ask for it. - To be able to express themselves and feel confident to stand up for themselves.
This starts on the first day at Robins. Through the year develop and progress from working 1-1 with an adult, to small groups and finally as a whole class. The layout of the room changes and the amount of support from staff, as the children develop and progress. As they become ready for their next stage in their learning- Year 1.
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 in families ( curly caterpillar , robot arm and ladder family.) The letters in the ‘Curly caterpillar family are all made starting at the same place- at the top and make a ‘c’ shape. 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.
Sharnbrook follows the letters and sounds 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.
Please see the Jolly Phonics ‘ 42 letter sounds’ video below to see how to say the sounds.
Listen to see how to say each sound :
Some useful websites to support your child with phonics and learning to blend and read:
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.
What you can do to help!
•Point out numbers around you, on houses, cars, television channels, cookers and microwaves,
•Say number names in order as you climb the stairs, count teddies on a bed, plates on the table.
•Compare quantities, who has the most sweets, which shopping bag is heavier?
To view useful resources on School Readiness:
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.