St Joseph’s RC Primary School is committed to safeguarding and promoting the welfare of children and young people. All staff, governors and volunteers are expected to share this commitment. For more information please see our safeguarding policy which can be found under Key Information > Policies & Statements > Safeguarding Policy.
Welcome to St Joseph's and Class 1.
Mrs Coverley, Miss Clews and Mrs Coffey
Autumn 2
This half term we are asking, 'What are our seasons and celebrations?'
Class 2 will be celebrating Bonfire night, Diwali, Advent and Christmas. We will be going on an Autumn walk around the grounds of the school. We will also be exploring the work of the artists Jason Pollock and Piet Mondrian, watch this space!
Religious Education Autumn 2
This half term Reception will be exploring what it is to welcome and be welcomed. We will also be learning about Advent when people look forward to the birthday of Jesus at Christmas.
Water Bottles (Please fill with water only).
Your child is welcome to bring a water bottle to school each day to drink in class. It must however has a 'sports lid' that eliminates (well reduces the risk of spills). We encourage the children to take them home each evening, rinse them and bring them in full each day.
Planning in the moment
What is planning in the moment?
Planning in the moment is all about seizing the moment for children to progress. Based on what the children are already deeply involved in, this way of planning relies on skilled practitioners using quality interactions to draw out the children’s knowledge and build on it there and then (in the moment). This means that the practitioner needs the skills to be able to see the teachable moment from the child’s perspective and be skilled enough to know when to intervene and when to stand back and observe.
Planning in the moment is all about capturing the moment of engagement and running with it to make sure the children progress.
The teachable moment
National Strategies document states:
“It is in the moment of curiosity, puzzlement, effort or interest – the ‘teachable moment’ – that the skilful adult makes a difference.”
What does the child gain from the teachable moment?
The child should feel valued, important, interesting, capable, and able to learn as well as gaining knowledge, skills, attitude and understanding therefore making progress in one or several areas of the Early Years Curriculum.
What does the practitioner gain from the teachable moment?
They should feel valued, important, interesting, capable, and able to teach as well as gaining a sound understanding of the child’s knowledge, skills, attitude, understanding and progress.
Ofsted
Jane Wotherspoon HMI (quoted in an Early Years Course by Anna Ephgrave 24.01.14) states
“Teaching… is all those different things that you do as an adult that help young children learn… communicating, modelling language, working with children as they initiate their own play and activities, being ready to intervene on the moment, demonstrating how to do something, explaining why something is as it is, showing children something, exploring ideas with them, encouraging them, questioning them, checking what it is they are understanding, helping them to record something that they did so that they get the structure and sequence of events, providing a narrative for what they are doing, facilitating what they are doing, setting challenges, all those sorts of things are the sorts of things we mean when we are teaching.” (Conference 9.10.13)
Planning in the moment means that Early Years practitioners should be doing all of these things, all day, every day.
Planning on paper
This way of working means that all written planning is retrospective (there is no forward planning). Each practitioner records what they have done to help the children progress each day on the planning template and the daily activities book will be completed. Phonics, Guided Reading and PE are still taught daily using weekly plans. When planning this way time is used at the end of each session (morning and afternoon) to give the children an opportunity to talk about what they have learnt and in most cases the teacher can use this as a whole class teaching opportunity or to consolidate knowledge.
The Early Years Framework 2014 states:
“1.6. Practitioners must consider the individual needs, interests, and stage of development of each child in their care, and must use this information to plan a challenging and enjoyable experience for each child in all of the areas of learning and development.”
Planning in the moment fully allows this to happen and encourages the children to pursue their own interests.
The Learning Environment
This way of planning means that the learning environment (both the indoor environment and outdoor environment) constantly need to be reviewed and adapted to ensure that the children’s level of involvement and their activity is constantly deep. The resources in each area also need to be plentiful and engaging. A continuous provision plans will still be conducted on a weekly basis.
Observations
All observations made of the children must be based on quality interactions between children or children and practitioners. They must include any teaching that has taken place or progress that a child or group of children have made. All practitioners are responsible for highlighting progress in observations. Emphasis is highly placed on using ‘I wonder…’ statements ie ‘I wonder if…’, ‘I wonder what…’, ‘I wonder how…’. We feel that this approach to questioning is a lot less pressurising and allows the children to open up more readily.
Observations will be written up at the end of the day.
Parental Involvement
Instead of having focus activities, each week there will be 4 focus children. The Friday before the children are a focus child each child will take a letter to parents. The parents will be expected to fill in the letter with any comments they feel they need to address and the following Friday will be invited to attend a focus meeting with their child's teacher to discuss the observation made the previous week and the next steps for the child.
Focus Children
During the week each child will have an A4 sheet of paper on which quality interactions and learning experiences will be recorded.
It will make up part of their learning journey.
Little Wandle Phonics
Your child will begin phonics sessions in Autumn term. Please ask staff if you want to check where your child is up to.
https://www.littlewandlelettersandsounds.org.uk/resources/for-parents/
The resources on this page will help you support your child with saying their sounds and writing their letters. There are also some useful videos so you can see how they are taught at school and feel confident about supporting their reading at home. You can also find our full Reception and Year 1 teaching programme overview here to see what your child will learn and when.
Parents and carers! If you have bought the Little Wandle at Home Phonics Flashcards don’t forget to check out four fun games to play with your children on the Collins website.
Reading in Reception
Supporting your child with reading
Although your child will be taught to read at school, you can have a huge impact on their reading journey by continuing their practice at home.
There are three types of reading book that your child will bring home:
A reading practice book. This will be at the correct phonic stage for your child. They should be able to read this fluently and independently.
A sharing book. Your child will not be able to read this on their own. This book is for you both to read and enjoy together.
Another phonics book to read and enjoy.
Reading practice book
This book has been carefully matched to your child’s current reading level. If your child is reading it with little help, please don’t worry that it’s too easy – your child needs to develop fluency and confidence in reading.
Listen to them read the book. Remember to give them lots of praise – celebrate their success! If they can’t read a word, read it to them. After they have finished, talk about the book together.
Sharing book
In order to encourage your child to become a lifelong reader, it is important that they learn to read for pleasure. The sharing book is a book they have chosen for you to enjoy together.
Please remember that you shouldn’t expect your child to read this alone. Read it to or with them. Discuss the pictures, enjoy the story, predict what might happen next, use different voices for the characters, explore the facts in a non-fiction book. The main thing is that you have fun!
Tales Toolkit
You will probably hear your children talking about Tales Toolkit!
Tales Toolkit is a fabulous toolkit for creating tales. Story has been shown to improve all types of learning and increase engagement and memory capacity. The story guides are labelled with easily recognised symbols for Character, Setting, Problem, Solution giving the children a tool to independently weave magical tales. Please ask if you would like a copy to create a story with your child.
Useful website links
Jigsaws: https://www.bbc.co.uk/cbeebies/puzzles
Communication and Language: https://www.bbc.co.uk/cbeebies/watch
Creative: https://www.bbc.co.uk/cbeebies/makes
Knowledge and Understanding of the World: https://www.bbc.co.uk/cbeebies/topics
Phonics https://www.phonicsplay.co.uk/ChildrensMenu.htm Use Phase 1-4
Number: https://www.bbc.co.uk/cbeebies/shows/numberblocks
Phonics: https://www.bbc.co.uk/cbeebies/shows/alphablocks
Maths: https://parent.numberfunportal.com/