Welcome to Reception
Reception at Trewirgie Infants’ School
We believe every child has the right to learn in a happy, safe, caring and inspiring environment. We support children to develop their communication skills to build positive relationships with both the adults and children around them which we nurture carefully throughout the year. We enable children to learn through play and exploration alongside carefully planned adult directed sessions where children develop their listening and communication skills in order to succeed in subjects such as Reading, Writing and Maths.
It is our aim at Trewirgie to support every child to become independent thinkers and masters of their own learning. Children and adults work in partnership and our curriculum and enabling environments nurture each child's naturally creative mind, empowering them to succeed. We value the importance of outdoor learning and children have access to our outdoor spaces during our independent learning times both in the morning and afternoon and during our weekly Wild Tribe sessions.
Our ethos of ‘We care, We help, We succeed’ underpins both the provision we provide and the interactions that take place between adults and children in Reception.
We care for the children and support them to develop their understanding of caring for those around them. We help children to develop their skills and children are supported to develop resilience and perseverance. We provide children with the support they need to succeed and ensure all children feel successful in their achievements both at school and home.
Miss M Gwilliam-Parkes
Early Years Lead, Class Teacher, Wheal Uny Class
Miss A Trudgeon
Teaching Assistant, Wheal Uny Class
Miss K Nugent
Class Teacher, King Edward Class
Mrs E Wilson
Class Teacher, King Edward Class
Miss M Wathen
Teaching Assistant, King Edward Class
Whilst your child is in Reception they will be learning skills, acquiring new knowledge and demonstrating their understanding through 7 areas of learning and development.
These are the three prime areas in the Early Years curriculum:
• Communication and Language
• Physical Development
• Personal, Social and Emotional Development
• Mathematics
• Understanding the world
• Expressive arts and design
We use and refer to Development Matters (2023) to gain an understanding of progression and expectation in all seven areas of the Early Years curriculum within the Reception cohort. This document is used alongside the EYFS Framework to help shape the curriculum. Learning opportunities will reflect the needs of the individual children and staff will use a ‘Feeding Forward’ sheet to ensure that observations inform future planning and provision enhancements.
We conduct a thorough baseline during the first four weeks of school, alongside the statutory DFE Reception Baseline Assessment (RBA), using regular observations and focusing primarily on the Prime Areas of the Framework.
Medium term plans will consider child interests as well as key skills that children will be learning in all areas of the Framework. Weekly plans are used to ensure consistency between the two classes yet considering the needs of the individuals in each class. Our continuous provision enhancements are planned for to support child interest, next steps for key children and to support learning taking place.
We care about every child. Every child in our care deserves an equal chance of success.
Our team have a clear vision for the Early Years at Trewirgie Infants’ and Nursery School. We plan purposefully and create engaging environment enable the children to develop a love of learning and a firm foundation for the next stage in their education. Through our child centred approach we encourage the children to be:
- Confident and independent thinkers and ‘doers’ – selecting their own resources and making decisions about how to solve real problems
- Resilient – learning through trial and error and using mistakes as a learning tool
- Passionate, engaged and excited about the world they live in
- Creative – to think critically, planning, designing and making, to guide their own thinking, to utilise their range of skills through their play
- Risk Takers – challenging themselves to experience new things
- Curious – to wonder, question and explore
- Educated and respectful citizens – developing a sense of place and an understanding of their community – focusing on their immediate surroundings - home, school and Redruth
- Confident communicators – communication and language development at the heart of our curriculum providing children with a language rich environment where they can develop their confidence and skills in expressing themselves and speak and listen in a range of situations
- Good readers – with sound phonic knowledge through ‘good’ teaching and an ability to read books that closely match their reading development.
- Confident writers, with access to regular and high quality opportunities to write across the provision and across the curriculum.
- Independent subitisers – identifying amounts in the environment without the need to count them, subitising amounts 1 to 5 with ease.
Our pedagogy – how we help the children to learn
We recognise that young children learn most effectively through active participation, practical experiences and play. Our provision offers a variety of engaging and purposeful activities that encourage children to explore, investigate, experiment, ask questions, solve problems and develop new skills.
We understand that every child is unique and develops at their own pace. Children are given time and opportunities to follow their interests, make choices and develop their ideas, with learning experiences adapted to meet individual needs.
The Importance of Play
Play is central to our EYFS practice. We provide a safe, stimulating environment where children can learn through both indoor and outdoor experiences, supported by nurturing and knowledgeable adults. Our aim is to foster curiosity, confidence and a positive attitude towards learning, helping children develop the foundations of becoming lifelong learners.
Our approaches to learning include:
- Whole class sessions take place for RWI, Drawing Club, Handwriting, Maths, RE, PE, Music, PSHE, Thinking Time and sessions linked to our topic.
- Small group sessions support the letter formation linked to RWI session in the first term, maths activities when appropriate and our life skills and Wild Tribe sessions are delivered to small groups.
- Independent Learning opportunities will take place for at least 45 minutes twice a day in Reception. Staff will support play, model new learning and extend knowledge and understanding during this time. We use the The ShREC approach to development children’s communication and language through meaningful interactions, 1:1 opportunities for SEN support, interventions and speech and language support will take place throughout the day, when appropriate.
Approaches to developing early language skills, including Phonics
In Reception an assessment of the children’s prior phonic knowledge is carried out within the first week. During this time the children will be introduced to the picture cards linked to each letter sound. Five pictures a day are introduced and children are encouraged to recognise these at pace, throughout the day.Approaches to develop early language skills and a love of reading for pleasure
Reception teaching staff have taken part in Drawing Club training with Greg Bottrill and introduce Drawing Club after the first three settling weeks are complete. This involves introducing the children to key stories and popular culture cartoon clips which inspire the children to mark make in small groups. The children are introduced to key vocabulary linked to each text and cartoon, along with actions which encourage the children to remember each word or phrase. Teachers model drawing linked to characters and settings within each text, adding maths and phonics concepts accordingly. Children are invited to join Drawing Club in a small group session to draw their own interpretation each day. The vocabulary introduced each day will be used by staff during Independent Learning opportunities. Once established the children will be able to take part in whole class Drawing Club sessions, all working and drawing at the same time and having time to discuss their mark making and creative ideas with an adult as well as their peers.
Our long and medium term planning will identify the stories, rhymes and songs that will be introduced to the children. These will be linked to our over-arching seasonal topics wherever possible. This will be communicated to parents and carers via email or Class Dojo. Parents will be invited in during each term to take part in ‘showcase’ afternoons which will demonstrate what the children have been learning – enabling the children to take the lead in this.
Read Write Inc role play boxes allow the children to practise what they have learnt and encourage class mates to participate. These have been popular during Independent Learning.
Our Learning Journey display board will document the children’s learning throughout a topic. Once complete, this information will be transferred to our Learning Journey floorbook and revisited with the children throughout the year. Retrieval opportunities will be planned at points during the topic to allow children to demonstrate what they know and remember. These are recorded on yellow paper in the form of scribed speech bubbles to reflect the children’s responses.
In Reception, children are warmly welcomed into the classroom by a member of staff and are encouraged to develop independence from the start of the day. They hang up their own coats, place their book bags in the designated storage area, and organise their lunchboxes and water bottles. Once everyone has settled, the children gather together on the carpet for songs, rhymes, and short activities that help reinforce key early learning skills such as phonics, name writing, and fine motor development. Registration time provides a valuable opportunity to explore early mathematical concepts before children take part in a Read Write Inc. session, where they begin learning sounds and developing their early reading skills. The children enjoy a healthy snack together as a class, with fruit, milk, and water provided. After lunch, there is a short taught session, with the length and complexity of these sessions gradually increasing as the children grow in confidence and concentration.
Throughout the day, children take part in at least two Independent Learning sessions, with even more opportunities available during the first term as they settle into school life. These sessions last for a minimum of 45 minutes in the morning and can extend to up to an hour and a half in the afternoon. They provide children with the opportunity to explore the carefully planned learning environments both indoors and outdoors, including all Reception classroom spaces. Independent Learning allows children to follow their interests, make choices, and socialise with others who enjoy similar activities. Adults are always on hand to support, observe, interact with, and extend children's learning through purposeful play. Every activity and resource available has been thoughtfully planned with a clear learning intention, ensuring that children are continually challenged and supported as they learn, discover, and thrive.
Regular story times are woven throughout the day to nurture a love of reading, develop language skills, and provide opportunities to enjoy books together. At the end of the day, children come together for a special end-of-day story before collecting their belongings and preparing for home time. They are then safely handed over to their parents or carers, ready to share the experiences and learning from their day in Reception.
Transition to Year 1
Miss Gwilliam-Parkes (Early Years Lead) and Mr Jenkins (Year 1 Lead) review our transition from Reception to Year 1 annually. Our Transition Project is an ongoing project that supports us in developing our transition plans and procedures.
The EYFS Team is aware of the Year 1 National Curriculum expectations which enables us to adapt our transition approaches where appropriate. Year 1 expectations form part of the lesson and activity planning in the Summer term of Reception.
The Year 1 team are aware of the Reception ELG expectations and the ways in which they learn. Gap analysis from the Reception end of year assessment form the basis for interventions in Year 1 Autumn term.
The Year 1 team to spend time in the Early Years classes during the Summer Term to ensure practice is mirrored to aid the settling process.
In the Summer Term our Early Years and Year 1 leads meet with our Senior Leadership Team to formalise plans for Autumn of the next academic year.
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Life skills sessions!
We feel it is important that the children have the opportunity to practise skills that will enable them to develop resilience and independence. Each year we spend time learning how to put on our coats, shoes and socks as well as how to use excellent table manners and cut our food using a knife and fork. We also follow the Big Brush Club programme to support the children with tooth brushing at school. The children feel a huge sense of pride and success when they are able to develop these skills and use them in their every day lives.
During weekly planning and preparation time, teachers organise a range of baseline activities designed to gain a comprehensive understanding of what children already know and can do. Staff record observations and evidence on whole-class baseline documents, enabling teachers to develop an accurate picture of each child's strengths, interests and areas for development.
Once completed, baseline outcomes are recorded on our assessment system, Insight. Judgements are made across all areas of the Early Years Foundation Stage framework, using the Reception statements from Development Matters to determine whether children are currently "on track" or "not on track" in their learning and development.
Ongoing Assessment
Assessment continues throughout the year and is embedded within daily practice. Staff observe children during both adult-led activities and child-initiated learning experiences, noticing what children know, understand and can do. These observations are used to inform planning, recorded on our "feeding forward" documents, and help us adapt learning opportunities and interventions to meet children's changing needs. Assessment information is regularly discussed during team meetings to ensure a shared understanding of each child's progress.
At key points throughout the year, the Early Years team reviews all available evidence to make professional judgements about whether children are on track in their learning and development. These outcomes are recorded on Insight and help to inform future planning and support. However, we do not wait until formal assessment points to respond to children's needs. Where a child is identified as being at risk of falling behind, staff act quickly to provide targeted support and appropriate interventions, helping every child to make the best possible progress and achieve success.
At Trewirgie Infants’ and Nursery School, we believe that parents and carers are a child’s first and most important educators. A strong partnership between home and school helps children feel secure, confident and valued, enabling them to thrive during their early years. By working closely together, we can develop a shared understanding of each child’s strengths, interests and needs, ensuring they receive the best possible support to make progress in their learning and development.
We maintain regular communication with families through Class Dojo, alongside emails and face-to-face conversations. Through these channels, parents and carers are kept informed about their child’s experiences in school, including the learning taking place, stories being shared, phonics and literacy activities, mathematical concepts being explored, and ways to support learning at home. This ongoing communication helps to strengthen the connection between home and school and ensures that families remain actively involved in their child’s educational journey.
We actively encourage parents and carers to share their child’s achievements and special moments from home through their Class Dojo portfolio or messages. Celebrating these ‘proud moments’ allows staff to gain a fuller picture of each child’s development and interests beyond the school environment. These contributions are often shared during class carpet sessions using the interactive whiteboard, providing valuable opportunities for children to talk about their experiences, build confidence, develop communication skills and celebrate their achievements with their peers.
To help families understand how learning is taught in the Early Years, we offer information sessions during the autumn term focusing on phonics, reading, writing and mathematics. These sessions provide practical guidance and ideas that parents can use at home to support their child’s learning. Where possible, families may be invited to observe aspects of teaching in school or access presentations and resources shared electronically.
We also provide regular opportunities for parents and carers to discuss their child’s progress and development with teachers. Following the completion of baseline assessments, families are invited to meet with staff during the autumn term to discuss how their child has settled into school life, friendships they have formed, strengths that have been identified, and any areas where additional support may be needed. Further consultation meetings are held throughout the year, ensuring that parents and carers remain fully informed and involved in their child’s learning journey. Together, we work to celebrate achievements, address challenges and ensure every child has the opportunity to flourish.
At Trewirgie Infants’ and Nursery School, we are committed to ensuring that every child receives the support they need to thrive, make progress and develop confidence in their learning. We recognise that children learn in different ways and at different rates, and we work closely with families, teachers, teaching assistants and external professionals to provide appropriate support that meets individual needs.
Children with an Education, Health and Care Plan (EHCP) may receive additional support from our highly skilled SEND teaching assistants. Working closely with class teachers, SEND teaching assistants deliver targeted support that reflects each child’s individual outcomes and learning priorities. Support is carefully planned as part of the child’s daily learning experience and progress is regularly monitored, recorded and reviewed to ensure that every child is working towards their goals.
Some Reception children access our Geevor Classroom for all or part of their school day. This nurturing learning environment provides tailored support for children with additional needs and is led by experienced SEND teaching assistants working in partnership with our SENCO and the Reception class teachers. Learning opportunities are carefully planned for around each child’s strengths, interests and developmental needs, helping them to build confidence, independence and success in their learning.
Communication and language development is a key priority in the Early Years. Children with identified speech, language and communication needs may receive additional support from our Speech and Language Teaching Assistant, who works with children throughout the week to develop their communication skills, vocabulary and confidence in expressing themselves.
We are also committed to ensuring that children eligible for Pupil Premium funding receive the support they need to achieve their full potential. These children are closely monitored by staff and benefit from high-quality teaching alongside additional targeted support where appropriate. Individual learning targets are identified, progress is carefully tracked, and interventions are regularly reviewed to ensure they have the greatest possible impact on children's learning and development.
Where children require additional support with early reading, daily intervention sessions are provided by teachers or trained teaching assistants. These sessions are carefully tailored to meet children's needs and help them to develop the phonics knowledge and reading skills necessary for success. Children are then given regular opportunities to practise and apply these skills within the classroom environment, enabling them to build confidence, achieve success and develop a love of reading.
Through early identification, targeted support and strong collaboration between staff, children and families, we strive to ensure that every child feels valued, included and able to flourish within our Early Years provision.
We understand that starting school is a significant milestone for both children and their families. Each year, we review and adapt our transition arrangements in response to feedback from parents and carers, ensuring that the process meets the needs of every child and family. By building strong relationships before children start school and sharing information openly, we help children feel safe, confident and excited about beginning their Reception journey.
Our transition programme begins in the spring term, when families receive a welcome card, admission information and a comprehensive Starting School booklet. Throughout the summer term, children and families are invited to attend Stay and Play sessions and visit the Reception environment, giving them opportunities to become familiar with their new classroom, routines and staff. Home visits are also offered, enabling Reception staff to meet children in a familiar setting and work with families to gather valuable information about their interests, strengths and individual needs.
To ensure a smooth transition, we work closely with nurseries and other early years settings, speaking with key staff to gain an understanding of each child's attainment, development and friendships. Families receive a Starting Reception Pack, alongside regular communications and guidance to help prepare their child for school. Additional visits and personalised transition arrangements are offered where needed, particularly for children with additional needs, allowing them to build relationships with key adults and become confident in their new environment at a pace that suits them.
During the summer holidays, children are invited to complete an ‘All About Me’ booklet with their families. Filled with photographs, drawings and information about their interests, family and experiences, these books provide an excellent starting point for conversations when children begin school and help staff get to know each child as an individual. They also support children's confidence as they share their experiences and talk about themselves with their new friends and teachers.
Our partnership with families continues beyond the first day of school. Once children have settled into Reception, we hold welcome meetings and curriculum information sessions to help parents and carers understand how we teach reading, writing and mathematics. We also maintain regular communication through Class Dojo, sharing updates, celebrations and practical ways that families can support learning at home. Through working closely together, we ensure that every child enjoys a positive, successful and well-supported start to their school journey.
What is special about Reception at Trewirgie Infants School?
What is special about Reception at Trewirgie Infants School?
Wild Tribe sessions! We visit our Wild Tribe regularly for our outdoor learning sessions. Have a look at the leaflet to find out more!