Primary Education in the heart of Brighton
The first experience of school for our children is extremely important and we aim to make this a happy and positive one.
Becs Blasco Vicky Hemstedt Tam Verden Jane Goldsmith
Class Teacher Class Teacher Teaching Assistant Teaching Assistant
Our Reception staff are always here to help.
We use first names for everyone in our school, so there is no need to learn our surnames.
We are lucky to have one of the largest classrooms in the school. We have a large inside area and a smaller covered area outside. When you first arrive in the morning the chalk board will have information about learning or an important event, please read this aloud so that your child also knows about our plans. Each child has a peg to hang their items from home on, these are small, so please only bring essentials.The toilets are off the classroom and the children can use them when ever necessary. Please remind your child of the importance of washing their hands properly after using the toilet.
Other areas of the school:
This area is well used by the reception children. We know that young children need lots of exercise and fresh air. They use the staged area to sing, dance and perform plays. We have a good selection of bikes and scooters and the children learn to cooperate with each other while using these , as well as learning about speed and co ordination. As the weather changes we will still be outside, so please make sure your child has appropriate clothing.
The hall and studio:
P.E in the hall :
The reception class goes to the hall twice a week for P.E. Please ensure your child has a P.E kit in school. This is a white t-shirt and black shorts (white t-shirts with the school logo on can be purchased via the office). These can be kept in a bag on your child's peg. We also use the playground for P.E so please make sure your child wears sensible shoes, such as trainers.
Lunch time in the studio:
All children are entitled to a school lunch and children can choose their option for the day. If you prefer children can bring a packed lunch each day.
The Early Years Curriculum
The foundation stage curriculum is made up of 7 areas of learning:
Personal, social and emotional development
Communication and language
Understanding the World
Expressive arts and design
In all areas of the curriculum it is important that children develop positive attitudes and interests, look for patterns and relationships, spot connections, ‘have a go’, talk to adults and peers about what they notice and not be afraid to make mistakes.
Personal,social and emotional development
Children’s personal, social and emotional development (PSED) is crucial for children to lead healthy and happy lives, and is fundamental to their cognitive development. Strong, warm and supportive relationships with adults enable children to learn how to understand their own feelings and those of others. Children are supported to manage emotions, develop a positive sense of self, set themselves simple goals, have confidence in their own abilities, to persist and wait for what they want and direct attention as necessary. Through adult modelling and guidance, they will learn how to look after their bodies, including healthy eating, and manage personal needs independently. Through supported interaction with other children they learn how to make good friendships, co-operate and resolve conflicts peaceably.
Communication and Language
The development of children’s spoken language underpins all seven areas of learning and development. Children’s interactions from an early age form the foundations for language and cognitive development. The number and quality of the conversations they have with adults and peers throughout the day in a language-rich environment is crucial. By commenting on what children are interested in or doing, and echoing back what they say with new vocabulary added, practitioners will build children's language effectively. Reading frequently to children, and engaging them actively in stories, non-fiction, rhymes and poems, and then providing them with extensive opportunities to use and embed new words in a range of contexts, will give children the opportunity to thrive. Through conversation, story-telling and role play, where children share their ideas with support and modelling from their teacher, and sensitive questioning that invites them to elaborate, children become comfortable using a rich range of vocabulary and language structures.
Physical activity is vital in children’s all-round development, enabling them to pursue happy, healthy and active lives. By creating games and providing opportunities for play both indoors and outdoors, adults can support children to develop their core strength, stability, balance, spatial awareness, co-ordination and agility. Gross motor skills provide the foundation for developing healthy bodies and social and emotional well-being. Fine motor control and precision helps with hand-eye co-ordination which is linked to early literacy. Repeated and varied opportunities to explore and play with small world activities, puzzles, arts and crafts and the practise of using small tools, with feedback and support from adults, allow children to develop proficiency, control and confidence.
Our aim is for children to develop a life-long love of reading. Reading consists of two dimensions: language comprehension and word reading. Language comprehension starts from birth and develops when adults talk with children about the world around them and the books they read with them, and enjoy rhymes, poems and songs together. Word reading is taught through our phonic sessions. We have an attractive reading area for the children to share books. Each morning children can select a new book to take home in their book bag. We ask parents to read at home as often as possible with their child.
Writing involves transcription (spelling and handwriting) and composition (articulating ideas and structuring them in speech, before writing). We have a writing table where children can explore the use of pens and pencils, but children are encouraged to write using other media too e.g.in sand and with chalk. The reception class will also begin sessions on 'Phonics' and 'Handwriting'. By the end of reception the expectation is that children can write a sentence that they can read back, including a capital letter and full stop.
Developing a strong grounding in number is essential so that all children develop the necessary building blocks to excel mathematically. Children are taught to count confidently, develop a deep understanding of the numbers to 10, the relationships between them and the patterns within those numbers. By providing frequent and varied opportunities to build and apply this understanding - including small pebbles etc..and tens frames for organising counting - children will develop a secure base of knowledge. In addition, it is important for children to develop their spatial reasoning skills across all areas of mathematics including shape, space and measures. It is expected that children leaving reception should be able to count verbally beyond 20.
Understanding the World
Understanding the world involves guiding children to make sense of their physical world and their community. The frequency and range of children’s personal experiences increases their knowledge and sense of the world around them – libraries and museums to meeting important members of society. In addition, listening to a broad selection of stories, non-fiction, rhymes and poems will foster their understanding of our culturally, socially, technologically and ecologically diverse world. As well as building important knowledge, this extends their familiarity with words that support understanding across domains.
Expressive Arts and Design
The development of children’s imagination and creativity is very important to us . We ensure that children have regular opportunities to engage with the arts, enabling them to explore and play with a wide range of media and materials. The quality and variety of what children see, hear and participate in is crucial for developing their understanding, self-expression, vocabulary and ability to communicate through the arts. The frequency, repetition and depth of their experiences are fundamental to their progress in interpreting and appreciating what they hear and observe.