Foundation 1

Mrs Alison Reddiex

Mrs Alison Reddiex

Nursery Teacher

 

Mrs Gray

Mrs Gray

Nursery Nurse

 

Here are some of the provision area, where we play and learn together.

“I’ve learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.”

Maya Angelou.

Autumn 1: First Steps

“May they move forward with their enthusiasm maintained and their wonder increased and their self-esteem intact.”

Sally Featherstone. Smooth Transitions.

Starting Nursery is a big first step on each child’s learning journey. So, it is really important that we take time and care to get the transition process right for each of them. We begin with home visits and settling visits and these are great ice-beakers for children and parents too.

The children learn the routines and get to know their new classroom very quickly. Most importantly they get to know their new teachers and begin to make friends. We begin by making a Brown Bear Class book with photos of our friends and teachers and play lots of games to get to know each other’s names and interests. Slowly and steadily, we learn what is important at Nursery to ‘Stay Happy and Stay Safe’ and we then agree our class rules. We all sign up with a finger print to our Smart Kids class rules, which is a promise to try our best to look after each other and our classroom and to listen to our teachers.

In Nursery our play is our work!

The children learn to access many learning experiences independently as they choose activities in each of the provision areas. These areas provide an open ended menu of learning opportunities and for pudding, we add enhancements. These enhancements include adult led activities and teachers responding to children by adding extra resources that reflect their interests. For example we built a pirate ship outside together, created out of crates and found materials. There was pirate chatter, treasure hunting and skulduggery. There was also problem solving, talk, friendship bonding, listening to each other’s ideas, laughter and collective excitement.

Our Photo Gallery demonstrates all of the thinking, sharing, turn-taking, interacting, wondering, talking, collaborating, enjoying and creating that is our learning.

 

RE: God’s World

In RE we learn about God’s World. We listen to the story of creation. Our World is amazing and full of beauty. We go out and about together, to explore some of its’ wonders! We march through the woods, hunt for mini-beasts and rustle through leaves, we harvest apples, made delicious apple muffins and even print with them. We talk about our favourite creatures and say thank you to God for everything that he has created and we discuss taking care of these things. We meet and look after Mrs Reddiex’s tortoise for a whole morning. Mr Trot needs great care: to be fed, bathed and entertained with gentle hands to stroke him. We end each morning by saying Thank you to God for all of our friends and family, with our class prayer, which we say and sign.

The Characteristics of Effective Learning
The Characteristics of Effective Learning are generic learning skills for life.
They are about how every child learns and we are ‘on the look out’ more than ever for these, as we tune into their personalities and interests in the early weeks at Nursery.
To support children’s learning and development effectively, we need to pay attention to the uniqueness of every child. We work out how best to support children’s learning and development by paying attention to these Characteristics of Effective Learning.

Playing and Exploring
Active Learning
Creating and Critical Thinking

The Characteristics of Effective Learning: Playing and Exploring

 

As children begin to ‘find their feet’ in Nursery, we observe them becoming inquisitive, motivated learners through their play and exploration. We watch them access learning as they follow their interests and enquiries in their child initiated play in the provision areas and respond by planning next steps in from this.

Playing and exploring takes many different forms every day, for each individual child: it might be making comments as you come up close to a tortoise, daring to go star gazing in the star zone or noticing spiders webs and then having a go at weaving your own.

We watch them play and explore to find out more.
We observe them playing with what they know.
We celebrate their willingness to try new experiences and to have a go at new challenges.

‘An involved child is gaining a deep, motivated, intense and long term learning experience.’ Frere Laevers.

The Characteristics of Effective Learning: Active Learning

Active Learning is not just about being physically active but also mentally alert and ‘ready, willing and able’ to learn. As children become more confident and purposeful in their new learning environment we see them demonstrating concentration, persistence, energy and satisfaction.

Active Learning takes many different forms every day, for each individual child: it might be sorting and ordering collections of objects, setting off on an imaginary journey, following PE instructions and trying so hard to hold your balance.

We watch them becoming deeply involved and concentrating.
We observe them persisting and keep on trying.
We celebrate their sense of satisfaction when they enjoy and achieve what they set out to do.

‘When we receive encouragement for our efforts and our ideas are valued, our feelings acknowledged and our discoveries recognised, we come to see the world as a safe place, and ourselves as competent and capable agents within it.’ (National Strategies, 2007: 3)

The Characteristics of Effective Learning: Creating and Critical Thinking

Creating and Critical thinking is when we see children following their own lines of enquiries and imaginative drives. It sees them using their previous experiences, building their skills as they transfer knowledge, experiment to find solutions and take on tricky challenges.
In their facial expressions we see their complex thinking and effort.

Creating and Critical Thinking takes many different forms every day, for each individual child: it might be matching the appropriate number of shells in our sea side maths activity, singing a range of songs with your friends with musical instruments to match or making your train before heading off with your friends on a journey- “where should the wheels go?”

We watch them having their own ideas.
We observe them making links .
We celebrate their receptiveness to new ideas as they choose ways to do thing.

‘Awareness of oneself as a thinker and learner is a key aspect of success in learning’ (Tickell, 2011: 90).

Autumn 2: We’re going on a learning journey….we’re going on an exciting one!

Look at what we have been learning, now that we are settled at Nursery.

“When children’s physical and emotional needs are met, they are more ready to take advantage of the play and learning opportunities on offer.” DES

This has been an exciting half term. The children feel safe, secure, have formed positive relationships with others and have a strong and happy sense of belonging. Learning lights are switched on and it has been exciting observing children make their own choices and follow their lines of enquiry.

 

R.E: God’s Family

This is a lovely topic to explore with the children as they easily relate and love to talk about their family members including grand parents and siblings. We learn that God made all of the people in the Word to be part of his family and that we are part of his family too. We think about our school family and all the roles of different adults at school, who help keep us happy, safe and play a part in making our school a special place. One of our annual high-spots, as we approach Advent, is our crib service in Church.This year our service led by Canon Nunan was a beautiful, memorable family event. Thanks to everyone for thei participation and their amazing creative cribs! 

Our RE learning culminated in our re-telling of the story of the very First Christmas at our magical Nativity. Please scroll further down for photographs. 

The learning environment both inside and outside play a role in inspiring children to make choices, investigate and discover. Our morning is structured to provide opportunities for children to learn through planned, purposeful play in the indoor and outdoor environment.  Some learning is led by adults and some by the children themselves. The adult role is to support children to engage in the learning process, to observe and extend their learning through our playful interaction..

The Prime Areas

  • Personal, social and Emotional Development
  • Communication and Language
  • Physical Development

The Specific areas

  • Literacy
  • Mathematics
  • Understanding the world
  • Expressive Arts and Design

Personal, Social and Emotional Development.

Making relationships

Self-confidence and self-awareness

Managing feelings and behaviour

Children learn to share, take turns, use resources and follow rules and routines in order to get along happily and safely. 

 

 

 

 

Communication, Language and Literacy,

Listening and attention

Understanding

Speaking

Children develop into sociable, confident and succesful communicators, as they understand that their contributions are heard and valued. This is supported by our positive relationships, play and interaction, daily group times, Chatter Matter groups, individual speech and language support and every part of our daily routines and learning experiences. 

Physcal Development.

Moving and hadling

Health and self-care

Children learn to develop new skills, gain independence and become more self-reliant in their self-care. They use their whole bodies with imagination, joy and co-ordination as they participate in P.E and enjoy building their skills in the provision areas, building, design and making, cutting, drawing, writing and manipulating dough.

 

Literacy

Reading

Writing

Sharing a love of stories, singing, rhymes, playing with letters and sounds, mark-making  on a big and large scale indoors and outside, writing, painting, getting to know the sounds in our own names and those of others, acting out stories are all part of our Literacy menu. Whether your child naturally loves to draw and draw some more or if they are more reluctant to hold a pencil at this stage, we take mark-making and story learning experiences  to them. Large maps on the floor to draw tracks and roads and shopping lists in the home corner. 

 

Mathematics

Number

Shape, space and measure

Children are supported in their mathematical development in all areas of the setting. Talking with children helps them to develop early mathematical concepts such as more/ less/ greater numbers of objects in a set and accuracy in counting. As we talk we encourage children to understand the meaning of vocabulary such as number names, add, altogether, count on, heavy/ heavier/ heaviest, same, different, next to etc. To see children truly using their growing mathematical knowledge spontaneously in meaningful contexts is amazing! This is seen in the photos of learning about number recognition and number order outdoor area with the large digits.

 

 

 

 

Understanding the World

People and Communities

The World

Technology

Children are natural explorers and their enquiries enable them to find out more, make connections, build awareness of themselves and relate to the natural and technological world. We have been thinking about how we have changed since we were babies, seasonal changes and the people in our communities who help to keep us safe. We have also got involved as Planet Protectors in making our recycle tortoise.

 

Expressive Arts and Design

Exploring Media and Materials

Being Imaginative 

In Nursery, children are provided with the necessary resources for them to develop their imaginative ideas. This takes countless, creative and varied forms: musical instruments and an open stage, a puppet theatre and finger puppets, a collection of boxes in various shapes and sizes, a photograph, a shell, a collection of scarves or some dressing up props. These provide the ingredients that enable the magic to begin. It is never about the finished end-product but rather the thinking and exploring that has gone on throughout the creative process. Our role as teachers is to spot the spark and use the child’s idea to build, share knowledge leading to rich learning experiences, such as pirate play, building homes for pet animals or collaborating to make a Santa sleigh.