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Welcome to Reception

Read, Write, Inc letter formation rhymes

Guidance on how to use tapestry

Home learning


Below are some useful links and ideas for other things you can try during this period of home learning. 


Communication, Language and Literacy



  • Games such as ‘I spy’ 
  • developing listening skills by reading different stories 


Physical Development



Personal, Social and Emotional Development


  • board games, where you practise taking turns (see below for a paper copy of snakes and ladders and guess who)
  • snap or happy families








Understanding the World


This area involves guiding children to make sense of their physical world and community through opportunities to explore, observe and find out about people, places, technology and the environment. Some suggested ways you could explore these are:

  • composting or making a wormery 
  • making a habitat for insects - you would only need a simple twig pile in the corner of your garden to make a start. 
  • Creating a physical family tree to display photos of your family on.
  • building a den/fort where you can experiment with different types of light, such as torches or lamps


Expressive Arts and Design


  • junk modelling - What can you create with your recycling? How can you decorate it and use it within your play?
  • painting/ colouring
  • singing/ dancing/ fancy dress
  • There are a lot of creative ideas and activities for you to try on this link



Welcome to Reception!


Class 1 - Mrs McAuley/ Mrs McCabe

Class 2 - Miss Wilson


Teaching assistants - Mrs Bujnowski, Mrs Cummins and Mrs Wilson


Our Curriculum


There are seven areas of learning and development that must shape educational programmes in early years settings. All areas of learning and development are important and inter-connected. Three areas are particularly crucial for igniting children’s curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive. These three areas, the prime areas, are:

communication and language;

• physical development; and

• personal, social and emotional development.


The specific areas are:


• mathematics;

• understanding the world; and

• expressive arts and design.


Educational programmes must involve activities and experiences for children, as follows.

Communication and language development involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations.

Physical development involves providing opportunities for young children to be active and interactive; and to develop their co-ordination, control, and movement. Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food.

Personal, social and emotional development involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities.

Literacy development involves encouraging children to link sounds and letters and to begin to read and write. Children must be given access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest.

Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measures.

Understanding the world involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.

Expressive arts and design involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology. 


Each area of learning and development must be implemented through planned, purposeful play and through a mix of adult-led and child-initiated activity. Play is essential for children’s development, building their confidence as they learn to explore, to think about problems, and relate to others. Children learn by leading their own play, and by taking part in play which is guided by adults. There is an ongoing judgement to be made by practitioners about the balance between activities led by children, and activities led or guided by adults. As children grow older, and as their development allows, it is expected that the balance will gradually shift towards more activities led by adults, to help children prepare for more formal learning, ready for Year 1.

In planning and guiding children’s activities, practitioners must reflect on the different ways that children learn and reflect these in their practice. Three characteristics of effective teaching and learning are:

playing and exploring - children investigate and experience things, and ‘have a go’;

active learning - children concentrate and keep on trying if they encounter difficulties, and enjoy achievements; and

creating and thinking critically - children have and develop their own ideas, make links between ideas, and develop strategies for doing things.