Our EYFS is packed full of fun and meaningful learning through play experiences. Our indoor and outdoor environments are rich and enabling environments, which have been and continue to be, developed by practitioners who are dedicated to providing 'wow' moments and irresistible activities that enable our children to learn. Child initiated learning experiences are very powerful and enable children to cover all areas of the curriculum. Play does not just happen. We work hard to find the best possible approaches in all aspects of our provision. This ensures that our children receive an engaging and appropriate experience that both challenges and excites, motivates and celebrates individuality and achievement.
Engagement is a fundamental aspect of learning. Creativity in planning for learning is a priority and ensures that learning is enjoyable, active and fun. We use Curriculum Maestro to support our cross-curricular curriculum planning. We have the freedom to choose from a wide variety of projects as well as to adapt them or create our own. This ensures we are building a curriculum that both meets our children's needs in our particular context and allows them to follow their interests.
The length of our topics depend the on interest, engagement and learning of the children. Topics are broad and balanced and open questions leave room to follow the direction of things the children want to learn (as well as covering our own curriculum intentions). For example, our topic “Will you read me a story?” took lots of different directions from designing traps and wanted posters to catch the big Bad Wolf, designing a new home for the Three Little Pigs, to baking gingerbread men and then designing bridges, rafts and kites to help the gingerbread man to cross the river safely and then onto exploring floating and sinking.
Our team continually review and assess recent research and develop rationales which underpin our teaching strategies and enable us to continually develop our learning environment. This enquiry based approach to learning allows the children to play, explore and investigate and question and develop their own thoughts, ideas and responses.
Please see the main EYFS pages under curriculum for full details of learning in this area.
Mrs Paula Pownall
We start teaching the programme in your child’s Reception year and then continue until they have worked their way through the whole reading scheme, usually this is during Years One or Two. We assess all children on the scheme every 6-8 weeks, to ensure that they are placed in the perfect group for their reading ability. This also allows us to quickly identify any children who need some support to access the learning at the level of the group. If this arises, we provide one-to-one tutoring for the child in accordance with the Read, Write, Inc scheme, to help them make rapid progress and once again be at the level of their group. Groups are taught by either teachers or LSAs who have had Read, Write, Inc phonics training; in utilising so many staff, we can ensure that groups are kept as small as possible and that the teaching the children receive is tailored to their needs.
Children begin by learning the Set 1 sounds in a specific order. They also begin learning to blend sounds together to make words after learning the first 5 sounds, firstly through practising oral blending. Then, when they can blend independently, they progress on to reading green words.
As soon as children can read green words, they begin to read stories in their Read, Write, Inc sessions. Each storybook is matched to the sounds they can already read, which sets them up for success and helps to build their confidence with reading. It is through these storybooks that we teach children red words, which are irregular words that are not phonetically plausible and cannot be sounded out (fred talked). Each storybook is taught in the same way, with children practising reading the green words in the story and also the red words, before they begin to read the book. Children will then read the book several times to help build their fluency and comprehension skills.
To expose your child to the idea of blending sounds together to make words, break down the words of the simple vocabulary you often use at home. For example, “please pass me that c - u - p”, “let’s sit on the r - u - g”. This will help your child to practise their oral blending as they can repeat the sounds back to you and then say the word.
Children need a rich vocabulary in order to develop high levels of comprehension. The more words your child has in their vocabulary, the more they will understand when they read. You could try using alternative words for things at home, rather than saying you are pleased that they have tidied their toys, you could say that you are delighted, ecstatic, overjoyed.
Reading with your child
Your child will bring home reading books to share with you:
a Book Bag Book which corresponds to the colour band they are on in Read, Write, Inc sessions
a story book linked to the RWI scheme.
a library book for enjoyment
Fred is a frog puppet we use in sessions. He can only speak in sounds.
sounding out a word, saying each of the sounds before blending
‘Pinching’ each sound from a word on your fingers to help spell a word
Irregular words that cannot be sounded out
Story Green words
decodable words that will be included in the storybook
Speedy green words
decodable words in the storybook that children should be able to read at speed rather than fred talking first.
Fred in your Head
still sounding out a word but doing so in your head rather than out loud, helps build fluency.
Two or three letters working together to make one sound e.g. sh, ch, igh, air, a-e, i-e.
Ruth Miskin facebook page- https://www.facebook.com/miskin.education
Ruth Miskin website, parents section- https://www.ruthmiskin.com/en/find-out-more/parents/