WELCOME TO RECEPTION CLASS
Hi, I’m Mrs Lee, the Reception Class Teacher. Our classroom is a busy learning zone where creative ideas are embraced, friendships are made and learning is through play. Children are encouraged to take risks and understand that they can learn from mistakes. We like to take our learning outside the classroom as much as possible whether this is building dens at Forest School or practising our maths in the playground. Each term we take a trip off site into our local community or further afield. Reception is a crucial year where the foundations for learning are laid, alongside developing important social and emotional skills such as sharing and working with others. Learning new skills and knowledge is not a race and so the children are given the freedom to develop at their own pace. Our aim is that your child leaves Reception with a positive self view and an excitement for learning.
Our EYFS Pedagogy
At Caton Primary School, our early years pedagogy refers to the principles and practices that guide the education and care of our children from when they join us in Reception. It is a crucial stage in your child’s development, as it lays the foundation for their future learning and success. Our early years curriculum is designed to support our children’s social, emotional, physical, and cognitive development. It provides opportunities for our children to explore, play, and learn through a range of activities that are developmentally appropriate and engaging.
One of the key principles of our early years pedagogy is that children learn best through play. Play-based learning is essential in the early years, as it allows children to explore and experiment with their environment, develop their creativity, explore social interactions and build their confidence. Play-based learning can take many forms, from imaginative play to physical play, supported by skilled practitioners who can guide and scaffold children’s learning.
Another important principle of our early years pedagogy is that learning should be child-centred. This means that our staff focus on the individual needs and interests of each child, and provides opportunities for them to learn at their own pace and in their own way. We also work closely in partnership with parents and carers to ensure that children’s learning is supported not only at school, but also regularly at home.
Overall, we believe that early years pedagogy should be based on a holistic approach to children’s development, which recognises the importance of supporting children’s social, emotional, physical, and cognitive development through play-based learning and child-centred practice. By providing a high-quality early years education, we can give our children the best possible start in life and help them to achieve their full potential as they begin their learning journey at Caton Primary School.
What is a Good Level of Development? (GLD)
The term “good level of development” is often used in the context of early years education and refers to the level of development that children are expected to achieve by the end of the Early Years Foundation Stage (EYFS) in the UK. The EYFS is a framework that sets standards for the learning, development, and care of children from birth to five years old.
A good level of development means that children have achieved the expected level of development across all areas of learning in the EYFS. These areas include: communication and language, physical development, personal, social and emotional development, literacy, and mathematics. To achieve a good level of development, children need to make progress in each of these areas throughout the EYFS. This progress is assessed through a range of observations, assessments, and activities carried out by practitioners in the early years setting. By the end of the reception, children are assessed against the Early Learning Goals (ELGs) which are the expected levels of development in each of the areas of learning.
A good level of development is an important indicator of a child’s readiness for the next stage of their education. It shows that they have the necessary skills and knowledge to progress to Key Stage 1, where they will continue to build on their learning and development.
