Foundation 1

Mrs Alison Reddiex

Mrs Alison Reddiex

Nursery Teacher

 

Mrs Gray

Mrs Gray

Nursery Nurse

 

“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).

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