Welcome to Early Years!
At Robert Wilkinson Primary Academy, our motto is “Proud to work, learn and grow together” and this starts at the very beginning of your child’s time with us. We see our children as strong, competent and capable with enormous potential for learning. Our Early Years curriculum is
progressive and carefully sequenced to allow for building on previous experiences as well as preparing the children for the next stage of their school journey and offers opportunities for children to develop personally, social, emotionally and academically. In each of our Early Years
settings, children enjoy long periods of uninterrupted play, in indoor and outdoor environments, that encourages them to be independent yet collaborative, to problem solve and to develop
perseverance and resilience.
Our Early Years children are supported in their learning and development by a team of experienced staff who have a wealth of knowledge and skills in Early Years practice. We are fortunate to have enrichment opportunities for our Early Years children. Each setting
enjoys a Forest School session each week as well as regular visits to Cook School. Our Reception children also enjoy a weekly PE session with our school sports coach.
At Robert Wilkinson Primary Academy, we are fortunate to have 3 bespoke Early Years settings:
- Tiny Steps (2-3 years old)
- Nursery (3-4 years old)
- Reception (4-5 years old)
- Oak Team
- Willow Team
Our Tiny Steps and Nursery children are able to attend either full or part time.
Our Reception children attend school full time.
Parents as Partners
We very much value the positive relationships we have with parents and carers and see them very much as partners in their children’s learning. We hold a number of events for parents during the school year such as Stay and Play sessions, Open Doors sessions and a twice-yearly parents
evenings.
Inclusion
We are fully inclusive of children with Special Educational Needs and Disabilities (SEND) and children who have other additional needs. All staff work alongside these children and their parents, as well as the SEND Team within school to employ various supportive strategies to ensure the children make progress and enjoy successful outcomes and access the curriculum alongside their peers. If your child has any additional needs, we will be happy to discuss this with you when you visit.
Uniform
Our Tiny Steps and Nursery children wear a red sweatshirt to show that they are part of the wider school community, and this is required for all children. Some children wear the full school uniform. We are very flexible but do ask that all children wear a red sweatshirt.
Our Reception children wear the full school uniform.
Items do not have to be branded – a plain sweatshirt or cardigan is acceptable.
As we learn outside in all weathers, we ask that each child has a pair of wellies to keep at school as well as a waterproof suit that is big enough to go over the top of any thicker coat they might also wear.
What Next?
If you are thinking about your child attending one of our Early Years settings, we would be very happy for you to visit and have a look around. Please contact our Admin Team on 01904 806414 or email: admin.rws@ebor.academy. Before your child would start with us, we offer Stay and Play
sessions where your child could come and spend some time in their new setting and meet the staff and other children.
For children starting in our Reception classes in September, we offer a New Parents Meeting in June for parents to look around our classrooms, our school and to meet the Reception team.
Tiny Steps
In Tiny Steps, teaching and learning is very much child led. Staff closely observe how the children are engaged in their chosen activities and come alongside them to then teach, model and support their play and further their learning “in the moment”. Tiny Steps have well-resourced indoor and
outdoor classroom with carefully planned activities suited to this age group and led by a staff team with a wealth of knowledge and expertise.
Tiny Steps children attend either full time or part time with some children eligible for 15 hours free childcare, depending on the fulfilment of certain criteria. Additional sessions can be paid for at a cost of £7.50 per hour.
Tiny Steps children can also stay for lunches and bring either a packed lunch from home or enjoy a hot dinner, cooked on the school premises, for £2.55.
Our Tiny Steps session times are:
- Morning only: 8.30am-12pm
- Afternoon only: 12-3pm
- Full day: 8.30am-3pm
Nursery
In Nursery, children build on their experiences in Tiny Steps. They continue to enjoy long periods of uninterrupted time to play in the indoor and outdoor classrooms as well as now taking part in short, carefully planned adult activities. This begins to get the children ready for Reception and
include early phonics and maths activities. Nursery children are entitled to attend either part or full time, beginning the term after their 3 rd birthday. All 3-year-olds are entitled to 15 hours Universal Free Childcare, with some being eligible for 30 hours, depending on the fulfilment of certain criteria.
Additional sessions can be paid for at a cost of £5.60 per hour.
Our Nursery children can also stay for lunches and bring either a packed lunch from home or enjoy a hot dinner, cooked on the school premises, for £2.55.
Our Nursery sessions are:
- Morning only: 8.30am-12pm
- Afternoon only: 12-3pm
- Full day: 8.30am-3pm
Reception
Our Reception classes – Oak Team and Willow Team – are for our 4- and 5-year-old children. The children continue to enjoy prolonged periods of play-based learning in our indoor and outdoor classrooms as well as adult led activities for phonics, maths and lessons on our book based
themes.
Our Reception children attend school full time and either bring a packed lunch from home or have a hot dinner. Dinners are covered by the Government’s Universal Free School Meals scheme and so there is no cost to parents or carers.
Our Reception sessions are:
- Doors open at 8.40am and close at 8.50am
- Home time: 3.15pm
Parent Meeting for Children Starting School in September 2026
We be holding a meeting for the parents of children who are starting school for the first time in September 2026.
Please come and join us on Wednesday 12th November 2025
If you are unable to attend our meeting don’t worry we will post our presentation slides here and please contact the school office to speak to a member of the team.
Early Years Foundation Stage Curriculum Offer
At Robert Wilkinson Primary Academy, we view our Early Years children as competent, capable and creative with huge potential for learning. Our environments enable our children to foster and develop skills and knowledge through a highly effective combination of adult and child led activities.
Adult led activities are meticulously planned from the Statutory Early Years Curriculum and are planned according to children’s needs and interests. Activities are engaging, practical, visual and active and our children display high levels of involvement and motivation. Lessons are planned to teach specific knowledge and skills and adults model specific learning strategies to aid learning.
As well as adult led teaching activities, our children enjoy long periods of uninterrupted play, indoors and out, that allow them to initiate their own learning experiences. These activities encourage them to independently apply new found knowledge and skills, learn to manage risk and to develop their own sense of curiosity, perseverance, resilience and collaboration. Through these more “open” activities, children also learn to problem solve, take and manage risk and to self-challenge. Adults support and challenge the children during these times through modelling, questioning, demonstrating and encouraging imagination.
Our curriculum is based on the Early Years Foundation Stage Curriculum Guidance. This is divided into three sescions
- Characteristics of Effective Learning
- Prime Areas of Learning
- Specific Areas of Learning
The Charectaristics of Effective Learning are:
- Playing and exploring
- Active learning
- Creating and thinking critically
The Prime Areas are:
- Personal, Social and Emotional Development
- Communication and Language Development
- Physical Development
The Specific Areas are;
- Literacy
- Maths
- Understanding the world
- Expressive arts and design
Phonics
The children are taught phonics and reading through the application of the Little Wandle phonics programme. This is taught from Tiny Steps through Reception (and beyond into Key Stage 1).
In Tiny Steps and Nursery, the children follow the Foundations for Phonics programme whcih is based on learning Nursery Rhymes as well as voice sounds, listening activities, rhyming and oral blending. In Reception, the children begin to learn the individal sounds-what each sound sounds like and looks like. They also learn how to blend sounds to read words and learn ‘tricky words’- words which cannot be sounded out.
Throughout all our Early Years settings, a love of reading is promoted, with attractive book areas where adults and chilodren can share books. In Reception, as the children begin to learn sounds and words, they enjoy group reading sessions during the week where they apply their knowledge of sounds and talk about the book with an adult.
We are very fortunate in our school to have some amazing facilities and we use these to enrich the statutory curriculum. Opportunities include:
- Forest Schools
- Cook School
Curriculum Intent
At Robert Wilkinson Primary Academy we advocate an ambitious curriculum for all our Early Years children, whatever their individual strengths and needs. we aim to provide our children with numerous opportunities to ensure they are well equipped with all the foundational knowledge and skills that they need to enjoy and succeed in Early Years and beyond. Our Early Years curriculum is rooted in child development and designed to meet the needs of children at each stage in the personal, social, emotional, physical and cognitive development.
Our teaching and learning is skills based and aims to nurture skills such as critical thinking, communication, collaboration, creativity, executive funcationing and self regulation. This will allow children to develop emotionally, socially, physically and cognitively to succeed in their learning, in Early Years and also for life.
Our curriculum has been designed and developed with the needs of our children in mind and we are clear about what we want to achieve. we regularly review our practice to ensure it is meeting these intentions and adapt accordingly. Children’s attainment and development is regularly and robustly assessed with future planning and teaching adapted to meet needs of individual children.
Our curriculum is based on the following 6 key intentions;
- Play based learning
Play is a natural and effective learning tool and our curriculum incorportates a variety of play opportunities to support children’s development. these opportunities are provided through both indoor and outdoor provision.
- Child centred approach
Our curriculum acknowledges that each child is unique and tailors learning experiences to individual needs and pace. Our high quality continuous provision is enhanced based on children’s needs and interests as well as class themes.
- Focus on the 7 areas of learning
In Tiny Steps (our 2 year olds) and Nursery (our 3 year olds) there is a core focus on development within the Prime Areas. This then broadens to include more discreet taught specific areas as the children move into Reception promoting a progressive, balanced and well-rounded education.
- Hybrid teaching
Whilst play based learning is emphasised as a firm foundation for children’s learning, our curriculum also includes opportunitess for direct instruction to introduce knowledge and skills. We also acknowledge the important fo specific teachin or movement and self regualation as cruicial skills for academic success.
- Promoting specific skills
Teacher led group tims focus on developing skills such as concentrating, thinking, looking, speeaking in turn, collaboration, crucial thinking and listening.
- Assessment and progress monitoring
A regualr and robust formative and summative assessment system ensures that childrns progress and attainment is tracked effectively. Gap/strength analysis is completed each assessment cycle to ensure future planning and teaching is adapted to meet the needs of individual children and cohorts.
Curriculum Implementation
Alongside the Early Years Foundation Stage Development Matters and Birth to Five documentation, we have a specific focus for each of our Early Years Phases. These foci ensure that successful, age appropriate progressive developemnt can take place to ensure success within each stag eof the early years but also preparing each child for their next stage.
The primary focus in Tiny Steps and Nursery is on development within the Prime Areas (with acknowledgement of the specific areas) and reception focuses on develo9pment across all 7 areas of learning.
Tiny Steps (2 year old provision)
The 3T’s: Talk, Toileting and trantrums
The primary focus on skills in Tony Steps is on the three T’s. The main aim of our 2 year old provsion is:
- to ensure children develop a range of vocabulary- spoken and understanding.
- to be toilet trained byu the end of their time in Tiny Steps.
- to be able to regualte their emotions and behaviour through consistent routines, positive discipline, movement and self regulation techniques.
Talk
The main intent of the Tiny Steps curriculum is for children to acquire robust vocabulary by the end of the time they are 3 years old, cruicial for cognitive development. It is acknowledged that languag acquisition during this period correlates strongly with:
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- Social communication skills leading to positive relationships with peers and adults
- Stronger reading and writing skills later in school life
- Enhanced cognitive proceessing and functioning
- Stronger emotional self regualtion skills
Staff model positive language interactions in everyday routines. Staff also carefully monitor our Tiny Steps children as early language delay can be a crucial indicator of developmental issues potentially leading to delays in social, emotional and cognitive functioning.
The need for age approporate language development is crucial for children to be able to succeed and particiapate in the other 2 main foci.
Toileting
Self care routines develop more slowly without the language to express need and to support understanding of process and expectations. Successful toilet training by the age of three represents far more than hygiene management it demonstrates:
- physical development (sensory awareness and muscle control)
- Cognitive understanding (connecting bodily signals to appropriate responses)
- Self- regualtion abilities (delaying gratification and managing impulses)
- Independence (mastering a complex self-care routine).
From an educational perspective , toilet training readiness typically aligns with other school readiness indicators. Children who manage toileting independently enter eeducational environments with confidence and avoid disruptions in learning. They can fully participate in classroom activities without emotional and practical challenges of toileting accidents that require assistance.
Tantrums (or lack of them)
The significant reduction in tantrums by the age of three reflects:
- Enhanced frustration tolerance and delayed gratification abilities
- Improved communication strategies for expressing need appropriately
- Developing resiliencee when faced with challenges
- Early foundations of scoial-emotional intelligence.
Academically, children with stronger emotional regualtion at threee are in a better position to:
- mainaitn focus during structured learning activities
- collaborate effectively with peers
- Perseverence through challenging tasks
- Respond productively and positiviely to feedback.
Social and emotional development language serves as the primary vehicle for social connection and emotional regulation:
- Frustration frequently escalates into beheaviour problems when children cannot express needs or understand explanations
- Peer relationships suffer as shared play becomes more language dependent around the age of 2
- emotional literacy is delayed when children lack words to identify and express feelings
- Following instructions for more complex tasks may solw as activities which require following verbal instructions become inaccessibl
Early reading, writing and maths skills are introduced in Tiny Steps. This happens through daily routines such as Little Wandle Foundations or Phonics, Dough Disco, Squiggle and basic counting activities.
Robert Wilkinson Primary Academy Tiny Steps Long Term Plan |
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| Cycle 1
Autumn Term |
Cycle 2
Spring Term |
Cycle 3
Summer Term |
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| Theme | Welcome to Tiny Steps!
Marvellous Me! |
Let’s Celebrate! | Tiny Steps, Tiny Steps, Had a Farm | How Does Our Garden Grow? | Walking Through the Jungle, What Do You See? | Oh I Do Like to be Beside the Seaside! |
| Experiences and Events | Settling In
Weekly Forest School session |
Stay and Play
Santa’s Workshop (parents) Weekly Forest School session Cook School |
Stay and Play
Share a Story (parents) Weekly Forest School session Visit to school library |
Growing Together (parents)
Easter Bunny’s Workshop (parents) Weekly Forest School session Visit to school library |
Stay and Play
Share a Story (parents) Weekly Forest School session Cook School Visit to school library |
Stay and Play
Fun Week Weekly Forest School session Visit to school library |
| Communication and Language | Listen to simple stories and understand what is happening, with the help of the pictures.
Recognise and are calmed by a familiar and friendly voice. Listen and respond to a simple instruction Reach or point to something they want while making sounds. Copy your gestures and words. Use intonation, pitch and changing volume when ‘talking’. Understand single words in context – ‘cup’, ‘milk’, ‘daddy’. Understand frequently used words such as ‘all gone’, ‘no’ and ‘bye-bye’. Make themselves understood and can become frustrated when they cannot. |
Listen to simple stories and understand what is happening, with the help of the pictures.
Understand simple instructions like “give to nanny” or “stop”. Recognise and point to objects if asked about them. Make themselves understood and can become frustrated when they cannot. Start to say how they are feeling, using words as well as actions. Generally focus on an activity of their own choice and find it difficult to be directed by an adult. Listen to other people’s talk with interest but can easily be distracted by other things. Identify familiar objects and properties for practitioners when they are described: for example: ‘Katie’s coat’, ‘blue car’, ‘shiny apple’. |
Listen to simple stories and understand what is happening, with the help of the pictures.
Make themselves understood and can become frustrated when they cannot. Start to say how they are feeling, using words as well as actions. Start to develop conversation, often jumping from topic to topic. Develop pretend play: ‘putting the baby to sleep’ or ‘driving the car to the shops’. Use the speech sounds p, b, m, w. Pronounce: • l/r/w/y • f/th • s/sh/ch/dz/j • multi-syllabic words such as ‘banana’ and ‘computer’ Understand and act on longer sentences like ‘make teddy jump’ or ‘find your coat’. Understand simple questions about ‘who’, ‘what’ and ‘where’ (but generally not ‘why’) |
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| Personal, Social and Emotional Development | Find ways to calm themselves, through being calmed and comforted by their key person.
Find ways of managing transitions, for example from their parent to their key person. Establish their sense of self. Express preferences and decisions. They also try new things and start establishing their autonomy. Engage with others through gestures, gaze and talk. Use that engagement to achieve a goal. For example, gesture towards their cup to say they want a drink. Feel strong enough to express a range of emotions. Grow in independence, rejecting help (“me do it”). Sometimes this leads to feelings of frustration and tantrums. Develop friendships with other children Learn to use the toilet with help, and then independently. |
Thrive as they develop self-assurance.
Look back as they crawl or walk away from their key person. Look for clues about how to respond to something interesting. Play with increasing confidence on their own and with other children, because they know their key person is nearby and available. Feel strong enough to express a range of emotions. Grow in independence, rejecting help (“me do it”). Sometimes this leads to feelings of frustration and tantrums. Be increasingly able to talk about and manage their emotions. Develop friendships with other children Learn to use the toilet with help, and then independently. |
Begin to show ‘effortful control’. For example, waiting for a turn and resisting the strong impulse to grab what they want or push their way to the front.
Be increasingly able to talk about and manage their emotions. Notice and ask questions about differences, such as skin colour, types of hair, gender, special needs and disabilities, religion and so on. Develop friendships with other children Safely explore emotions beyond their normal range through play and stories. Talk about their feelings in more elaborated ways: “I’m sad because…” or “I love it when …”. Learn to use the toilet with help, and then independently. |
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| Physical Development | Enjoy moving when outdoors and inside
Gradually gain control of their whole body through continual practice of large movements, such as waving, kicking, rolling, crawling and walking. Clap and stamp to music. Walk, run, jump and climb – and start to use the stairs independently. Develop manipulation and control. Explore different materials and tools. |
Enjoy moving when outdoors and inside
Gradually gain control of their whole body through continual practice of large movements, such as waving, kicking, rolling, crawling and walking. Clap and stamp to music. Fit themselves into spaces, like tunnels, dens and large boxes, and move around in them. Enjoy starting to kick, throw and catch balls. Build independently with a range of appropriate resources. Sit on a push-along wheeled toy, use a scooter or ride a tricycle. Show an increasing desire to be independent, such as wanting to feed themselves and dress or undress. Start eating independently and learning how to use a knife and fork. Develop manipulation and control. Explore different materials and tools. |
Enjoy moving when outdoors and inside
Gradually gain control of their whole body through continual practice of large movements, such as waving, kicking, rolling, crawling and walking. Clap and stamp to music. Sit on a push-along wheeled toy, use a scooter or ride a tricycle. Use large and small motor skills to do things independently, for example manage buttons and zips, and pour drinks. Develop manipulation and control. Explore different materials and tools. |
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| Literacy Texts | Hug
Play Tall Yes Balloon Meg and Mog Meg on the Moon That’s Not My Witch |
Autumn
Little Pumpkin That’s Not My Hedgehog! Leaf Man It’s Christmas! Nativity Story That’s Not My Christmas Fairy! |
That’s Not My Farm!
Oh Dear! Don’t Tickle the Cow! Noisy Farm Who’s on My Farm? On the Farm |
Titch
Find Spot in the Garden A Good Place Ben Plants a Butterfly Garden Maisy Goes on a Nature Walk |
Walking Through the Jungle
In the Jungle Who’s Hiding in the Jungle? Jungle Sounds Our Jungle It’s Mine! |
Spot Goes on Holiday
Pip and Posy at the Seaside Little Fish’s Ocean Under the Sea Peekaboo Under the Sea That’s Not My Shark! |
| Literacy
See also LW Foundations for Phonics Overview |
Enjoy songs and rhymes, tuning in and paying attention.
Join in with songs and rhymes, copying sounds, rhythms, tunes and tempo. Say some of the words in songs and rhymes. Copy finger movements and other gestures. Enjoy sharing books with an adult. Pay attention and respond to the pictures or the words. Have favourite books and seek them out, to share with an adult, with another child, or to look at alone. Repeat words and phrases from familiar stories. Ask questions about the book. Make comments and shares their own ideas. Enjoy drawing freely. |
Sing songs and say rhymes independently, for example, singing whilst playing.
Have favourite books and seek them out, to share with an adult, with another child, or to look at alone. Repeat words and phrases from familiar stories. Ask questions about the book. Make comments and shares their own ideas. Develop play around favourite stories using props. Add some marks to their drawings, which they give meaning to. For example: “That says mummy.” Make marks on their picture to stand for their name. |
Sing songs and say rhymes independently, for example, singing whilst playing.
Have favourite books and seek them out, to share with an adult, with another child, or to look at alone. Repeat words and phrases from familiar stories. Ask questions about the book. Make comments and shares their own ideas. Develop play around favourite stories using props. Notice some print, such as the first letter of their name, a bus or door number, or a familiar logo. Make marks on their picture to stand for their name. Add some marks to their drawings, which they give meaning to. For example: “That says mummy.” Understand the five key concepts about print: • print has meaning • print can have different purposes • we read English text from left to right and from top to bottom • the names of the different parts of a book • page sequencing Develop their phonological awareness, so that they can: • spot and suggest rhymes • count or clap syllables in a word • recognise words with the same initial sound, such as money and mother |
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| Maths | Counting children in class
Take part in finger rhymes with numbers. Climb and squeeze themselves into different types of spaces. Build with a range of resources. Complete inset puzzles. Counting and number language in play Number in the environment Beginning to be aware of basic 2D shapes and their names within play |
React to changes of amount in a group of up to three items.
Compare amounts, saying ‘lots’, ‘more’ or ‘same’. Count in everyday contexts, sometimes skipping numbers – ‘1-2-3-5’. Compare sizes, weights etc. using gesture and language – ‘bigger/little/smaller’, ‘high/low’, ‘tall’, ‘heavy’. |
Develop counting-like behaviour, such as making sounds, pointing or saying some numbers in sequence.
Compare sizes, weights etc. using gesture and language – ‘bigger/little/smaller’, ‘high/low’, ‘tall’, ‘heavy’. Notice patterns and arrange things in patterns. |
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| Understanding the World | Repeat actions that have an effect. Explore materials with different properties. Explore natural materials, indoors and outside.
Explore and respond to different natural phenomena in their setting and on trips (splashing in the rain looking at changes in leaf colour, ice) Make connections between the features of their family and other families. Notice differences between people. |
Explore materials with different properties. Explore natural materials, indoors and outside.
Explore and respond to different natural phenomena in their setting and on trips (looking for signs of Spring, daffodils) Make connections between the features of their family and other families. Notice differences between people. |
Explore materials with different properties. Explore natural materials, indoors and outside.
Explore and respond to different natural phenomena in their setting and on trips.(noticing the heat of the sun looking for daisies, playing on the field) Make connections between the features of their family and other families. Notice differences between people. |
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| Expressive Arts and Design | Show attention to sounds and music. Respond emotionally and physically to music when it changes.
Move and dance to music. Anticipate phrases and actions in rhymes and songs, like ‘Peepo’. Explore their voices and enjoy making sounds. Join in with songs and rhymes, Explore a range of soundmakers and instruments and play them in different ways. Start to make marks intentionally. Explore paint, using fingers and other parts of their bodies as well as brushes and other tools. Enjoy and take part in action songs, such as ‘Twinkle, Twinkle Little Star’. Start to develop pretend play, pretending that one object represents another. For example, a child holds a wooden block to her ear and pretends it’s a phone. |
Join in with songs and rhymes,
Move and dance to music. Explore a range of soundmakers and instruments and play them in different ways. Express ideas and feelings through making marks, and sometimes give a meaning to the marks they make Enjoy and take part in action songs, such as ‘Twinkle, Twinkle Little Star’. Start to develop pretend play, pretending that one object represents another. For example, a child holds a wooden block to her ear and pretends it’s a phone. Explore different materials, using all their senses to investigate them. Manipulate and play with different materials. |
Join in with songs and rhymes,
Move and dance to music. Explore a range of soundmakers and instruments and play them in different ways. Express ideas and feelings through making marks, and sometimes give a meaning to the marks they make Enjoy and take part in action songs, such as ‘Twinkle, Twinkle Little Star’. Start to develop pretend play, pretending that one object represents another. For example, a child holds a wooden block to her ear and pretends it’s a phone. Explore different materials, using all their senses to investigate them. Manipulate and play with different materials. Use their imagination as they consider what they can do with different materials. Make simple models which express their ideas |
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MATHS LONG TERM PLAN FOR TINY STEPS.
| Robert Wilkinson Primary Academy Reception Tiny Steps Long Term Plan | |||||
| Autumn Term
Cycle 1 |
Spring Term
Cycle 2 |
Summer Term
Cycle 3 |
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| Counting children in class
Take part in finger rhymes with numbers. Climb and squeeze themselves into different types of spaces. Build with a range of resources. Complete inset puzzles. Counting and number language in play Number in the environment Beginning to be aware of basic 2D shapes and their names within play |
React to changes of amount in a group of up to three items.
Compare amounts, saying ‘lots’, ‘more’ or ‘same’. Count in everyday contexts, sometimes skipping numbers – ‘1-2-3-5’. Compare sizes, weights etc. using gesture and language – ‘bigger/little/smaller’, ‘high/low’, ‘tall’, ‘heavy’ Beginning to be aware of digits and that these are numbers Beginning to use number language in their play – counting, number names, lots, a few Begin to recognise some basic 2D shapes in the environment |
Develop counting-like behaviour, such as making sounds, pointing or saying some numbers in sequence.
Compare sizes, weights etc. using gesture and language – ‘bigger/little/smaller’, ‘high/low’, ‘tall’, ‘heavy’. Notice patterns and arrange things in patterns Beginning to recognise some numbers and be able to count small amounts by pointing (1:1 correspondence not always accurate) To use number language and counting actions within their play To recognise and name some basic 2D shapes |
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NURSERY
Physical Development: The Foundation for Academic Success
In Nursery, the curriculum continues to build on development of lanugage skills, personal care and self regualtion and now includes a focus on physical development- strengthening the connection between body and brain.
We believe that physical and neurological development during ages 3-4 is a crucial foundation for later academic success as it can aid the development of attention and language processing skills, executive functioning and fine motor control.
Practical Impact on School Readiness
Children with well developed physical skills enter formal education with significant advantages:
- Classroom Functioning: Children can sit appropriately, manipulate learning materials and transition between activities independently
- Pre-Literacy Skills: The visual-motor integration developed through physical play directly supports letter formation, writing orientation and text tracking
- Mathematical Foundations: Spatial awareness, sequencing and pattern recognition developed through movement create conceptual frameworks for mathematical thinking
- Executive Function: Regular physical activity enhances working memory, inhibitory control and cognitive flexibility.
- Social-Emotional Readiness: Movement-based play builds self-confidence, persistence and social skills essential for classroom learning
Early reading, writing and maths skills are also developed in Nursery. This happens through daily routines such as Little Wandle Foundations for Phonics, Dough Disco, Squiggle and basic
counting activities.
| Robert Wilkinson Primary Academy Nursery Long Term Plan | ||||||
| Cycle 1
Autumn Term |
Cycle 2
Spring Term |
Cycle 3
Summer Term |
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| Theme | Welcome to Nursery!
Marvellous Me! |
There’s a Rumble in the Jungle!
Celebrations |
Once Upon a Time… | All Things Bright and Beautiful! | We’re Going on a Bear Hunt… | Healthy Me! |
| Experiences and Events | Visits to:
School Hub School Library School Music Room Diwali – Rangoli Patterns Weekly Forest Schools |
Bulb Planting
Cook School Santa’s Workshop (parents) Christmas Concert Weekly Forest School |
Beanstalk planting
Stay and Play Sing and Sign (parents) Weekly Forest Schools |
Spring Planting (parents)
Weekly Forest Schools |
Doctor visit
Teddy Bear Hospital Teddy Bear’s Picnic (parents) Cook School |
Share a Story (parents)
Sports Day Transition Visits |
| Communication and Language | Use a wider range of vocabulary.
Learn and join in singing with a large repertoire of songs. Know some rhymes, be able to talk about familiar books. Develop their communication but may continue to have problems with irregular tenses and plurals, such as ‘runned’ for ‘ran’, ‘swimmed’ for ‘swam’. Develop their pronunciation but may have problems saying: • some sounds: r, j, th, ch, and sh • multi-syllabic words such as ‘pterodactyl’, ‘planetarium’ or ‘hippopotamus’. Use longer sentences of four words (or more). Start a conversation with an adult or a friend. Begin using talk to plan their play during planning time. |
Use a wider range of vocabulary.Understand a question or instruction that has two parts, such as: “Get your coat and
wait at the door”. Understand ‘why’ questions, like: “Why do you think the caterpillar got so fat?” Sing a large repertoire of songs. Know many rhymes, be able to talk about familiar books, and be able to tell a long story. Continue to further develop their communication but may continue to have problems with irregular tenses and plurals, such as ‘runned’ for ‘ran’, ‘swimmed’ for ‘swam’. Continue to develop their pronunciation but may have problems saying: • some sounds: r, j, th, ch, and sh • multi-syllabic words such as ‘pterodactyl’, ‘planetarium’ or ‘hippopotamus’ Use longer sentences of six words (or more). Be able to express a point of view and to debate when they disagree with an adult or a friend, using words as well as actions. Start a conversation with an adult or a friend and continue it for many turns. Use talk to organise themselves and their play during planning time. |
Be able to express a point of view and to debate when they disagree with an adult or a friend, using words as well as actions.
Start a conversation with an adult or a friend and continue it for many turns. Use talk to organise themselves and their play: “Let’s go on a bus… you sit there… I’ll be the driver.” Use longer sentences of four to six words. Develop their communication but may continue to have problems with irregular tenses and plurals Know many rhymes, be able to talk about familiar books, and be able to tell a long story. Use a wider range of vocabulary. Understand a question or instruction that has two parts. Understand ‘why’ questions. Enjoy listening to longer stories and can remember much of what happens. Pay attention to more than one thing at a time, which can be difficult. |
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| Personal, Social and Emotional Development | Develop their sense of responsibility and membership of a community.
Become more outgoing with unfamiliar people, in the safe context of their setting. Begin to develop confidence in new social situations. Play with one or more other children. Increasingly follow rules. Work with adults to solve conflicts with others. Talk about their feelings using words like ‘happy’, ‘sad’, ‘angry’ or ‘worried’ Developing independence in meeting their own care needs, e.g., brushing teeth, using the toilet, washing and drying their hands thoroughly. |
Select and use activities and resources, with help when needed. This helps them to achieve a goal they have chosen, or one which is suggested to them.
Show more confidence in new social situations. Play with one or more other children, extending and elaborating play ideas. Find solutions to conflicts and rivalries. For example, accepting that not everyone can be Spider-Man in the game, and suggesting other ideas. Increasingly follow rules, understanding why they are important. Remember rules without needing an adult to remind them. Develop appropriate ways of being assertive. Talk with others to solve conflicts. Understand gradually how others might be feeling. Be increasingly independent as they get dressed and undressed, for example, putting coats on and doing up zips. Be increasingly independent in meeting their own care needs, e.g., brushing teeth, using the toilet, washing and drying their hands thoroughly. Make healthy choices about food, drink, activity and tooth brushing. |
Be increasingly independent in meeting their own care needs
Make healthy choices about food, drink, activity and toothbrushing. Understand gradually how others might be feeling. Develop appropriate ways of being assertive. Talk with others to solve conflicts. Talk about their feelings using words like ‘happy’, ‘sad’, ‘angry’ or ‘worried’. Increasingly follow rules, understanding why they are important. Remember rules without needing an adult to remind them. Play with one or more other children, extending and elaborating play ideas. Play with other children and begin to develop games together. Confident to share ideas in a small group. |
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| Physical Development | Develop movement, balancing, riding (scooters, trikes and bikes) and ball skills.
Go up steps and stairs or climb up apparatus, using alternate feet. Use large-muscle movements to wave flags and streamers, paint and make marks. Start taking part in some group activities. Make movements which are related to music and rhythm. Collaborate with others to manage large items, such as moving a long plank, carrying large hollow blocks. Use one-handed tools and equipment, for example, making snips on paper with scissors. – Holds and uses pens, pencils and other mark making tools. Often still swaps hands and can still use a fist grip. Develop independence as they get dressed and undressed, for example, putting coats on and pulling up zips after an adult has started it |
Skip, hop, stand on one leg and hold a pose for a game like musical statues. Continue to use large-muscle movements to wave flags and streamers, paint and make marks.
Start taking part in some group activities which they make up for themselves, or in teams. Increasingly be able to use and remember sequences and patterns of movements which are related to music and rhythm. Match their developing physical skills to tasks and activities in the setting. For example, they decide whether to crawl, walk or run across a plank, depending on its length and width. Choose the right resources to carry out their own plan. For example, choosing a spade to enlarge a small hole they dug with a trowel (discuss resources during planning time for children’s games). With increasing knowledge of safety, collaborate with others to manage large items, such as moving a long plank safely, carrying large hollow blocks. Continue to develop increasing control when using one-handed tools and equipment, for example, making snips on paper with scissors. Use a comfortable grip with good control when holding pens and pencils. Show a preference for a dominant hand. Be increasingly independent as they get dressed and undressed, for example, putting coats on and doing up zips. |
Be increasingly independent as they get dressed and undressed.
Show a preference for a dominant hand. Use a comfortable grip with good control when holding pens and pencils. (Preferably a trigrip) Use one-handed tools and equipment, for example, making snips on paper with scissors. Collaborate with others to manage large items. Continue to develop their movement, balancing, climbing, riding and ball skills. |
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| Literacy Texts | When a Dragon Goes to School
Everyone’s Welcome Super Duper You In Every House on Every Street We Feel Happy Kindness Makes Us Strong The Worryasaurus What’s Cooking in the Witch’s Kitchen? The Best Diwali Ever The Hare Who Wouldn’t Share |
There’s a Rumble in the Jungle
Zim Zam Zoom (poem) Dear Zoo The Tiger Who Came to Tea Monkey Puzzle Giraffes Can’t Dance The Tortasaurus Little Robin Red Dress Stick Man |
The Three Billy Goats Gruff
The Three Little Pigs The Enormous Turnip Little Red Riding Hood Goldilocks and the Three Bears You Choose (Fairy Tales) Rabbit’s Pancake Picnic |
Jasper’s Beanstalk
WInnie and Wilbur’s Chinese New Year The Nature Trail (poem) Ruby Plants a Radish Betsy Buglove and the Brave Butterfly The Most Exciting Eid The Girl Who Loves Bugs We’re Going on an Egg Hunt |
Mrs Bear’s Picnic
Bumble Bear Brown Bear Brown Bear The Berenstein Bears We’re Going on a Bear Hunt Whatever Next! |
Breathe Like a Bear
What Food Will You Choose? Stretch! When I Grow Up (sports heroes) All the Nonsense in my Teeth Michael Recycle I Want to Win All the Things You Will Do Wherever You Go |
| Literacy
See also LW Foundations for Phonics Overview |
Engage in conversations about stories, learning new vocabulary.
Begin to use new vocabulary within context whilst playing or talking. Developing speaking and listening skills and becoming attuned to sounds. Children to learn the names of the different parts of a book Children to give meaning to the marks they make. Children to experiment with mark making. For example copying print in the environment. |
Understand the five key concepts about print:
* print has meaning *print can have different purposes *we read English text from left to right and from top to bottom * the names of the different parts of a book *page sequencing Develop their phonological awareness, so that they can: *spot and suggest rhymes *count or clap syllables in a word * recognise words with the same initial sound, such as money and mother Children to begin to hear initial sounds in words. Children to begin to orally blend CVC words. Engage in extended conversations about stories, learning new vocabulary. Use some of their print and letter knowledge in their early writing. For example: writing a pretend shopping list that starts at the top of the page; writing ‘m’ for mummy. Begin to write some or all of their name. Write some letters accurately. |
Be able to orally blend CVC words
Be able to orally segment some sounds from words (E.g. hearing initial sounds in words) Write some letters accurately. Be able to write some or all of their name. Be able to read and recognise their own name Use some of their print and letter knowledge in their early writing. For example: writing a pretend shopping list that starts at the top of the page; writing ‘m’ for mummy. Engage in extended conversations about stories, learning new vocabulary. Develop their phonological awareness, so that they can: spot and suggest rhymes count or clap syllables in a word recognise words with the same initial sound Understand the five key concepts about print: print has meaning print can have different purposes we read English text from left to right and from top to bottom the names of the different parts of a book page sequencing |
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| Maths
Also See Maths Overview |
Develop fast recognition of up to 3 objects, without having to count them individually (‘subitising’).
Select shapes appropriately: flat surfaces for building, a triangular prism for a roof, etc. Combine shapes to make new ones – an arch, a bigger triangle, etc. Talk about and identify the patterns around them. For example: stripes on clothes, designs on rugs and wallpaper. Use informal language like ‘pointy’, ‘spotty’, ‘blobs’, etc. Extend and create ABAB patterns – stick, leaf, stick, leaf. Notice and correct an error in a repeating pattern. |
Recite numbers past 5.
Say one number for each item in order: 1,2,3,4,5. Know that the last number reached when counting a small set of objects tells you how many there are in total (‘cardinal principle’). Show ‘finger numbers’ up to 5. Link numerals and amounts: for example, showing the right number of objects to match the numeral, up to 5. Understand position through words alone – for example, “The bag is under the table,” – with no pointing. Describe a familiar route. Discuss routes and locations, using words like ‘in front of’ and ‘behind’. Make comparisons between objects relating to size, length, weight and capacity. Begin to describe a sequence of events, real or fictional, using words such as ‘first’, ‘then…’ |
Experiment with their own symbols and marks as well as numerals.
Solve real world mathematical problems with numbers up to 5. Compare quantities using language: ‘more than’, ‘fewer than’. Talk about and explore 2D and 3D shapes (for example, circles, rectangles, triangles and cuboids) using informal and mathematical language: ‘sides’, ‘corners’; ‘straight’, ‘flat’, ‘round’. Understand position through words alone – for example, “The bag is under the table,” – with no pointing. Describe a familiar route. Discuss routes and locations, using words like ‘in front of’ and ‘behind’. Make comparisons between objects relating to size, length, weight and capacity. Begin to describe a sequence of events, real or fictional, using words such as ‘first’, ‘then…’ |
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| Understanding the World | Use all their senses in hands-on exploration of natural materials. Talk about what they see.
Talk about members of their immediate family. Explore how things work. Begin to understand the need to respect and care for the natural environment and all living things. Begin to make sense of their own life-story and family’s history. Explore and talk about different forces they can feel. |
Use all their senses in hands-on exploration of natural materials. Name and describe people who are familiar to them.
Continue developing positive attitudes about the differences between people. |
Use all their senses in hands-on exploration of natural materials. Talk about what they see, using a wide vocabulary. Understand the need to respect and care for the natural environment and all living things.
Talk about the differences between materials and changes they notice. Explore and talk about different forces they can feel. |
Use all their senses in hands-on exploration of natural materials. Explore collections of materials with similar and/or different properties.
Understand the need to respect and care for the natural environment and all living things Know that there are different countries in the world and talk about the differences they have experienced or seen in photos. Plant seeds and care for growing plants. Understand the key features of the life cycle of a plant and an animal. |
Understand the key features of the life cycle of a plant and an animal.
Talk about what they see, using a wide vocabulary. Continue developing positive attitudes about the differences between people. |
Understand the key features of the life cycle of a plant and an animal. (themselves) |
| Expressive Arts and Design | Take part in simple pretend play, using an object to represent something else even though they are not similar.
Begin to explore different materials freely, to develop their ideas about how to use them and what to make. Join different materials and explore different textures. Begin to draw shapes and start to articulate what it represents. (e.g. is a circle for a sweet/money) Explore colour and colour mixing. Listen with increased attention to sounds. Remember and sing entire songs. Create their own songs or improvise a song around one they know. Explore the sounds made by instruments and experiment with different ways of using them. |
Begin to develop complex stories using small world equipment like animal sets, dolls and dolls houses, etc.
Make imaginative and complex ‘small worlds’ with blocks and construction kits, such as a city with different buildings and a park. Explore different materials freely, to develop their ideas about how to use them and what to make. Develop their own ideas and then decide which materials to use to express them. Create closed shapes with continuous lines and begin to use these shapes to represent objects. Draw with increasing complexity and detail, such as representing a face with a circle and including details. Use drawing to represent ideas like movement or loud noises. Show different emotions in their drawings and paintings, like happiness, sadness, fear, etc. Begin to discuss creating other colours through colour mixing. Respond to what they have heard, expressing their thoughts and feelings. Sing the pitch of a tone sung by another person (‘pitch match’). Sing the melodic shape (moving melody, such as up and down, down and up) of familiar songs. Play instruments with increasing control to express their feelings and ideas. |
Make imaginative and complex ‘small worlds’ with blocks and construction kits, such as a city with different buildings and a park.
Develop their own ideas and then decide which materials to use to express them. Join different materials and explore different textures Explore colour and colour mixing. Sing the pitch of a tone sung by another person (‘pitch match’). Play instruments with increasing control to express their feelings and ideas. |
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MATHS LONG TERM PLAN FOR NURSERY
| Robert Wilkinson Primary Academy Nursery Maths Long Term Plan (Ebor Maths Plan) | |||||
| Autumn Term
Cycle 1 |
Spring Term
Cycle 2 |
Summer Term
Cycle 3 |
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| Number Rhymes
Maths talk in areas Counting Counting boys/girls/objects Number Rhymes – counting visuals/actions with 1:1 correspondence Activities to include counting objects (indoors and outdoors) Shape Space and Measure Size and weight Stories (The 3 Bears) to compare size Pattern Identifying patterns Repeated patterns Beginning to create repeated patterns |
Counting
Counting up to 10 objects in order with 1:1 correspondence Recognising digits by sight Cardinality Counting up to 5 objects “altogether” Counting Recognising digits and matching amounts Spatial Awareness Spatial vocabulary Shape Properties of shapes and associated vocabulary Shape Hunt Pattern Repeating patterns – indoors and outdoors/natural and man made Creating repeated patterns Comparison Sorting by various criteria Vocabulary – more, less, fewer lots Beginning to use stem sentences Measure Comparison: Distance, length, capacity, height, time, weight Vocabulary – longer, shorter, taller, heavier, lighter, empty, full, today, yesterday, tomorrow |
Under development | |||
Reception
Igniting and Fuelling a Love of Learning
The main focus for our skills based curriculum in Reception is providing the opportunities for repeated practice of foundational skills and to ensure that each child’s love of learning is ignited
and fuelled. The curriculum has been designed to be one that engages the young learners, stimulates their curiosity and encourages attendance. Alongside phonics and maths being directly taught in short, whole class sessions, we aim to foster a love of Science, History, Geography and the Expressive Arts through child initiated and planned adult-led indoor and outdoor movement and play based learning. There is also a continuation of the previous learning on self regulation and communication and language.
Assessment
A regular and robust assessment system underpins the curriculum. Assessments are completed formatively on a daily basis with a policy of early intervention where needed.
Planning and Delivery
Our curriculum has been created with books at its heart. Various authors and genres ignite and maintain curiosity as well as widening and deepening the children’s knowledge on a range of
themes. Books are used to bring knowledge and skills to life and to provide challenges, hooks and opportunities to nurture children’s natural curiosity and imagination. Using books enables lessons to be planned to suit all types of learning – visual learners have illustrations, auditory learners engage with the vocabulary and storytelling and kinaesthetic
learners participate through movement and tactile extensions. Children at different developmental stages are also able to access the same content at their own appropriate skill levels and the
associated activities that are planned to enhance the learning environments allow all children to engage and acquire new knowledge and skills as well as consolidating skills already learnt.
| Robert Wilkinson Primary Academy Reception Long Term Plan | ||||||
| Cycle 1
Autumn Term |
Cycle 2
Spring Term |
Cycle 3
Summer Term |
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| Theme | Welcome to Reception!
Marvellous Me! |
Out of this World! | What a Wonderful World! | Beetles, Bees, Bugs and Butterflies! | All Things Bright and Beautiful! | Long, Long Ago… |
| Experiences and Events | Reading Meeting for Parents (Phase 2)
Share a Story (parents) Midwife visit – Baby into the Home Corner Diwali – tasting food and diva lamps Toast Marshmallows (Forest School) Visit the village Christmas Tree Festival Nativity Santa’s Workshop (parents) Weekly Forest Schools Cook School |
Reading Meeting for Parents (Phase 3)
Reading Cafe (parents) Vet visit – Dog into the Home Corner Fajitas (Forest School) Author (Betsy Buglove) visit Walk to village library Lambs visit Pancake tasting Chinese New Year – food tasting and lanterns Easter Bunny’s Workshop (parents) Weekly Forest Schools |
Reading Cafe (parents)
Nachos (Forest School) Forest School Day (Andy Goldsworthy) Sports Day Trip Transition Visits End of Year Concert Weekly Forest Schools Cook School |
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| Communication and Language | Understand how to listen carefully and why listening is important.
Learn new vocabulary Ask questions to find out more and to check they understand what has been said to them. Be able to share their ideas within a small group. Engage in storytimes including fiction, non-fiction and poetry. Join in with repeated refrains. Develop social phrases. Articulate their ideas and thoughts in well-formed sentences. Describe events in some detail. Listen carefully to rhymes and songs, paying attention to how they sound. |
Use new vocabulary in different contexts.
Work as a group to develop shared sustained thinking. Listen to and talk about stories to build familiarity and understanding. Retell the story, once they have developed a deep familiarity with the text, some as exact repetition and some in their own words. Connect one idea or action to another using a range of connectives. Use talk to help work out problems and organise thinking and activities, and to explain how things work and why they might happen. Learn rhymes, poems and songs Listen to and talk about selected non-fiction to develop a deep familiarity with new knowledge and vocabulary |
Listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions
Make comments about what they have heard and ask questions to clarify their understanding Hold conversation when engaged in back-and-forth exchanges with their teacher and peers Participate in small group, class and one-to-one discussions, offering their own ideas, using recently introduced vocabulary Offer explanations for why things might happen, making use of recently introduced vocabulary from stories, non-fiction, rhymes and poems when appropriate Express their ideas and feelings about their experiences using full sentences, including use of past, present and future tenses and making use of conjunctions, with modelling and support from their teacher |
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| Personal, Social and Emotional Development | See themselves as a valuable individual.
Build constructive and respectful relationships. Express their feelings and consider the feelings of others. Form relationships with their peers and adults. Begin to be able to calm themselves when distressed. |
Know and talk about the different factors that support their overall health and wellbeing eg: toothbrushing being a safe pedestrian
Manage their own needs Show resilience and perseverance in the face of challenge. Identify and moderate their own feelings socially and emotionally. Think about the perspectives of others. Begin to solve conflicts without adult support. Form good relationships with their peers and familiar adults. Show an understanding of their own feelings and those of others, and begin to regulate their behaviour accordingly; Explain the reasons for rules, know right from wrong and try to behave accordingly Show sensitivity to their own and to others’ needs. |
Know and talk about the different factors that support their overall health and wellbeing eg: healthy eating, sensible amounts of ‘screen time’,having a good sleep routine
Set and work towards simple goals, being able to wait for what they want and control their immediate impulses when appropriate Give focused attention to what the teacher says, respond appropriately even when engaged in activity, and show an ability to follow instructions involving several ideas or actions. Be confident to try new activities and show independence, resilience and perseverance in the face of challenge; Manage their own basic hygiene and personal needs, including dressing, going to the toilet and understanding the importance of healthy food choices. Work and play cooperatively and take turns with others Form positive attachments to adults and friendships with peers |
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| Physical Development | Develop fundamental movement skills eg: rolling, crawling, walking,jumping, running, hopping
Develop the overall body strength, co-ordination, balance and agility needed to engage successfully with future physical education sessions and other physical Negotiate space and obstacles safely, with consideration for themselves and others Demonstrate strength, balance and coordination when playing Move energetically, such as running, jumping, dancing, hopping, skipping and climbing Use their core muscle strength to achieve a good posture when sitting at a table or sitting on the floor. Develop overall body-strength, balance, co-ordination and agility. Further develop and refine a range of ball skills including: throwing, catching, kicking, passing, batting, and aiming. Develop the foundations of a handwriting style which is fast, accurate and efficient. Further develop the skills they need to manage the school day successfully eg: lining up and queuing, sitting at mealtimes To use a tripod grip when holding a pencil and to form most letters correctly. |
Progress towards a more fluent style of moving, with developing control and grace.
Combine different movements with ease and fluency. Develop the overall body strength, co-ordination, balance and agility needed to engage successfully with future physical education sessions and other physical disciplines including dance, gymnastics, sport and swimming. Develop their fine motor skills so that they can use a range of tools competently, safely and confidently eg: pencils for drawing and writing, paintbrushes, scissors, knives, forks and spoons. Confidently and safely use a range of large and small apparatus indoors and outside, alone and in a group. Develop confidence, competence, precision and accuracy when engaging in activities that involve a ball. Further develop the foundations of a handwriting style which is fast, accurate and efficient. To confidently form each letter correctly. |
Negotiate space and obstacles safely, with consideration for themselves and others
Demonstrate strength, balance and coordination when playing Move energetically, such as running, jumping, dancing, hopping, skipping and climbing. Hold a pencil effectively in preparation for fluent writing – using the tripod grip in almost all cases Use a range of small tools, including scissors, paint brushes and cutlery Begin to show accuracy and care when drawing. |
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| Literacy Texts | Starting School
Invisible String Smile A Little Bit Brave Ruby’s Worry The Dot Room on the Broom The Best Diwali Ever! |
Look Up!
You Choose (Space) Guy Fawkes Goodnight Spaceman! First Book of Space Whatever Next! Nativity stories Christmas Stories |
The Gruffalo
What the Ladybird Heard Someone Swallowed Stanley Billy’s Bucket The Most Exciting Eid Yum Time Poem The Naughty Bus |
Mr Wolf’s Pancakes
The Great Race (Chinese New Year) Betsy Bug Love My Butterfly Bouquet Superworm |
The Boy with the Flowers in his Hair
Errol’s Garden Supertato Creature Feet Lots of Dots Lost and Found |
Tell me a Dragon
In the Castle The Paperbag Princess The Pirates are Coming! 10 Little Pirates Don’t Disturb the Pirates! My First Year at School (Class Book) |
| Literacy
Also see LW Phonics Overviews |
Read individual letters by saying the sounds for them
Blend sounds into words, so that they can read short words made up of known grapheme/phoneme correspondences.(GPC/CVC) Read a few common exception words matched to the school’s phonic programme. (Phase 2) Spell words by identifying the sounds and then writing the sound with letter/s. (CVC) |
Read individual letters by saying the sounds for them (All of Phase 2) Blend sounds into words, so that they can read short words made up of known grapheme/phoneme correspondences.(GPC/CVC)
Read some common exception words matched to the school’s phonic programme. (Phase two) Spell words by identifying the sounds and then writing the sound with letter/s. (CVC) |
Read some letter groups that each represent one sound and say sounds for them. (The majority of Phase 3)
Read a few common exception words matched to the school’s phonic programme. (Phase 2 and Phase 3) Read simple phrases made up of words with known letter–sound correspondences and, where necessary, a few exception words. Read books to build up their confidence in word reading, their fluency and their understanding and enjoyment. |
Read some letter groups that each represent one sound and say sounds for them. (Phase 3)
Read common exception words matched to the school’s phonic programme. (Phase 3) Read simple phrases and sentences made up of words with known grapheme/ phoneme correspondences and,where necessary, a few exception words. Re-read these books to build up their confidence in word reading, their fluency and their understanding and enjoyment. Form lower-case and capital letters correctly. Write short sentences with words with known sound-letter correspondences and begin to use a capital letter and full stop. Re-read what they have written to check that it makes sense. |
Say a sound for each letter in the alphabet and at least 10 digraphs; Read words consistent with their phonic knowledge by sound-blending; Read aloud simple sentences and books that are consistent with their phonic knowledge, including some common exception words.
Write recognisable letters, most of which are correctly formed; Spell words by identifying sounds in them and representing the sounds with a letter or letters; Write simple phrases and sentences that can be read by others. |
Say the corresponding phonemes for all phase 2 and 3 graphemes. Read words consistent with their phonic knowledge by sound-blending; Read aloud simple sentences and books that are consistent with their phonic knowledge, including some common exception words.
Correctly form each letter. Spell words by identifying sounds in them and representing the sounds with a letter or letters; Write simple phrases and sentences that can be read by others. |
| Maths
Also See Maths Overview |
Count objects, actions and sounds.
Subitise Link the number symbol (numeral) with its cardinal number value. Count beyond ten. Compare numbers. Select, rotate and manipulate shapes to develop spatial reasoning skills. Continue, copy and create repeating patterns. |
Subitise
Link the number symbol (numeral) with its cardinal number value. Compare numbers. Understand the ‘one more than/one less than’ relationship between consecutive numbers. Explore the composition of numbers to 10. Compose and decompose shapes so that children recognise a shape can have other shapes within it, just as numbers can. Compare length, weight and capacity. |
Subitise
Link the number symbol (numeral) with its cardinal number value.# Compare numbers. Understand the ‘one more than/one less than’ relationship between consecutive numbers. Explore the composition of numbers to 10. Automatically recall number bonds for numbers 0–5 and some to 10 Compare length, weight and capacity. |
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| Understanding the World | Talk about members of their immediate family and community.
Name and describe people who are familiar to them. Describe what they see, hear and feel whilst outside Recognise that people have different beliefs and celebrate special times in different ways. Know some similarities and differences between different religious and cultural communities in this country, drawing on their experiences and what has been read in class; |
Explore the natural world around them.
Talk about the lives of the people around them and their roles in society; Compare and contrast characters from stories, including figures from the past. Recognise that people have different beliefs and celebrate special times in different ways. Compare and contrast characters from stories, including figures from the past. |
Understand the effect of changing seasons on the natural world around them.
Comment on images of familiar situations in the past. Draw information from a simple map. Recognise some environments that are different from the one in which they live Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class; Understand some important processes and changes in the natural world around them, including the seasons and changing states of matter. (ice investigations) Understand that some places are special to members of their community. Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class; |
Understand the effect of changing seasons on the natural world around them
Recognise some similarities and differences between life in this country and life in other countries. Know some similarities and differences between different religious and cultural communities in this country, drawing on their experiences and what has been read in class; Understand the past through settings, characters and events encountered in books read in class and storytelling. Describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps; Explore the natural world around them, making observations and drawing pictures of animals and plants; Know some similarities and differences between different religious and cultural communities in this country, drawing on their experiences and what has been read in class; Recognise that people have different beliefs and celebrate special times in different ways. |
Know some similarities and differences between things in the past and now, drawing on their
experiences and what has been read in class (growing) Describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps; (growing and flowering plants) Explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, non-fiction texts and – when appropriate – maps (cold and hot countries) |
Know some similarities and differences between things in the past and now, drawing on their
experiences and what has been read in class (castles) Understand the past through settings, characters and events encountered in books read in class and storytelling. Recognise some environments that are different from the one in which they live (castles, pirates) Explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, non-fiction texts and – when appropriate – maps (islands) |
| Expressive Arts and Design | To be able to join materials together using different resources.
Pretend objects are other things within their play and use them for a purpose within their games. Listen attentively, move to and talk about music, expressing their feelings and responses. Develop storylines in their pretend play. Watch and talk about dance and performance art, expressing their feelings and responses. Sing a range of well-known nursery rhymes and songs; Sing in a group or on their own, increasingly matching the pitch and following the melody. Explore and engage in music making and dance, performing solo or in groups |
Explore, use and refine a variety of artistic effects to express their ideas and feelings.
Return to and build on their previous learning, refining ideas and developing their ability to represent them. Create collaboratively, sharing ideas, resources and skills. Develop sustained storylines in their play which they can return to and build upon. To be able to join materials together using different resources and techniques. Watch and talk about dance and performance art, expressing their feelings and responses. Explore and engage in music making and dance, performing solo or in groups |
Make use of props and materials when role playing characters in narratives and stories.
Invent, adapt and recount narratives and stories with peers and their teacher; Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function; Share their creations, explaining the process they have used; Perform songs, rhymes, poems and stories with others, and – when appropriate try to move in time with music (end of year concert and art exhibition) |
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MATHS LONG TERM PLAN FOR RECEPTION
Curriculum Impact
At Robert Wilkinson Primary Academy, it is our aim that, by the time our children have completed their time in each of our Early Years settings, they will be able to:
- Enjoy coming to school each day and be happy and settled
- Be curious and excited about their learning
- Be aware of their emotions and feelings and the impact of these on themselves and others
- Successfully self regulate when needed
- Speak with clear articulation and confidence about their learning and life in general
- Be confident, curious and successful learners ready for the next stage of their education and beyond.
The impact of the curriculum will be seen through progress made from individual starting points, formative and summative data as well as from the statutory Good Level of Development data.
Useful Links
- Starting Tiny Steps
- Starting Nursery
- Starting Reception
