Mrs Crosby Reception
Welcome to Reception!
Welcome to the Reception Page! Reception is a magical class where we have lots of fun and learn through play. You will find more details below of the Reception curriculum.
The class teacher is Mrs Crosby and the teaching assistants are Mrs Carr and Mrs Ryan.
Here you will be able to keep up to date with all the projects and activities that we have been working on each term.
Look out for Reception News here too!
Homework and Reading: This is given out on a Friday. Please make sure that book bags are back in school by the following Wednesday.
P.E: This is on a Friday morning. Please make sure that your P.E bag is in school at all times.
Snack: Children in Reception are able to access snack each morning. Snack costs £1 per week (£39 for the year). If your child would like to have milk also, this costs £2 per term (£6 per year)
Children in Reception are assigned a ‘buddy’ from Y6 for the year. They will be a familiar face for them on the playground aswell as teaching them some playground games. Our buddies also come to class and work with us, read to us and spend time outdoors with us. Y6 Buddies will write a little letter to our new Reception children in the early days of school to introduce themselves and will also visit the classroom once the children in Reception have begun to settle in much more. The bonds created between the two year groups is wonderful to see.
EYFS at St John Vianney Catholic Primary
Have a look below at some of the learning that has taken place in our Reception class so far in 2022-2023.
Communication and Language
The development of children’s spoken language underpins all seven areas of
learning and development. Children’s back-and-forth 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.
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. Underpinning their personal development are the important
attachments that shape their social world. Strong, warm and supportive
relationships with adults enable children to learn how to understand their own
feelings and those of others. Children should be 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. These attributes will
provide a secure platform from which children can achieve at school and in later
Physical activity is vital in children’s all-round development, enabling them to
pursue happy, healthy and active lives7. Gross and fine motor experiences
develop incrementally throughout early childhood, starting with sensory
explorations and the development of a child’s strength, co-ordination and
positional awareness through tummy time, crawling and play movement with both
objects and adults. 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 later linked to early literacy. Repeated and varied opportunities to explore
and play with small world activities, puzzles, arts and crafts and the practice of
using small tools, with feedback and support from adults, allow children to develop
proficiency, control and confidence.
It is crucial for children to develop a life-long love of reading. Reading consists of
two dimensions: language comprehension and word reading. Language
comprehension (necessary for both reading and writing) starts from birth. It only
develops when adults talk with children about the world around them and the
books (stories and non-fiction) they read with them, and enjoy rhymes, poems and
songs together. Skilled word reading, taught later, involves both the speedy
working out of the pronunciation of unfamiliar printed words (decoding) and the
speedy recognition of familiar printed words. Writing involves transcription
(spelling and handwriting) and composition (articulating ideas and structuring
them in speech, before writing).
Expressive Arts and Design
The development of children’s artistic and cultural awareness supports their
imagination and creativity. It is important 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, respond to and observe.
Developing a strong grounding in number is essential so that all children develop
the necessary building blocks to excel mathematically. Children should be able 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 – such as
using manipulatives, including small pebbles and tens frames for organising
counting – children will develop a secure base of knowledge and vocabulary from
which mastery of mathematics is built. In addition, it is important that the
curriculum includes rich opportunities for children to develop their spatial
reasoning skills across all areas of mathematics including shape, space and
measures. It is important that children develop positive attitudes and interests in
mathematics, 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
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 –
from visiting parks, libraries and museums to meeting important members of
society such as police officers, nurses and firefighters. 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. Enriching and widening
children’s vocabulary will support later reading comprehension.