�WELCOME TO �SEAHORSE CLASS�CLASS TEACHERS: �MRS SCOTT (Mon-Wed)�MRS ORMEROD (Wed-Fri)��TEACHING ASSISTANTS:�Mrs Jorgenson (Mrs J)

The School Day

• Early morning task
• Whole class learning time (phonics, maths, topic)
• Milk Time
• Indoor and Outdoor Busy Learning time
• Lunchtime 11:30 - 12:30
• Whole class learning time (phonics, maths, topic)
• Indoor and Outdoor Busy Learning time
• Fruit Time
• Home time 3:20

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What your child needs…

• Coat
• School jumper/cardigan
• Appropriate school shoes
• PE kit (we will start PE later this term)
• Named water bottle (filled with water only!)
• Change of clothes (tights, socks, underwear)
• Welly Boots
• Hair longer than shoulder length to be tied back.

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LABEL EVERYTHING!!!!

We would love donations of …

• Junk modelling – tubes, lids, tubs, yoghurt pots, egg boxes, cardboard boxes no bigger than a cereal box
• Old greetings cards – just the picture half! Please remove written greeting.
• Any envelopes, post it notes, notebooks.

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Milk and Fruit

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- A piece of fresh fruit/veg is offered to your child each day. You do not need to provide this.

- Milk is free until your child’s fifth birthday. Please sign up to Cool Milk if you wish your child to have milk.

Our Curriculum

Power of Reading

At HWINS we enrich our curriculum using texts from the Power of Reading scheme.

• uses quality children’s literature
• proven creative teaching approaches
• develops a high quality literacy curriculum
• supports a whole school love of reading and writing
• includes cross-curricular learning

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Our Curriculum

The Early Years Foundation Stage (EYFS)

Our curriculum and learning experiences are planned using the Areas of Learning of the EYFS.

The areas of learning are:

•Communication and Language

•Physical development

•Personal, Social and Emotional Development

•Literacy

•Mathematics

•Understanding the world

•Expressive arts and design

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Assessment

Early Learning Goals

At the end of the school year you will receive a school report for your child, detailing whether they have met the Early Learning Goals for each area of learning.

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You will be told whether your child’s development is emerging or expected in relation to the goals.

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We will let you know how your child is getting on at the termly Parents’ Evenings but will let you know if we have any concerns about their progress/development at any other time.

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How do we teach reading in books?

Reading practise sessions are:

• timetabled three times a week
• taught by a trained teacher/teaching assistant
• taught in small groups.

Our school has chosen �Little Wandle Letters and Sounds Revised as our systematic, synthetic phonics (SSP) programme to teach early reading and spelling. 

Reading a book at the right level

This means that your child should:

• Know all the sounds and tricky words in their phonics book well.
• Automatic reading and less sound talking by the Summer Term.
• Only need to stop and sound out about 5% of the words by the time they bring the book home – but they should be able to do this on their own.
• Reading diary

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Books going home

Little Wandle Reading Book

(For your child to read to you)

A school library book

(for you to read to your child)

Phonics Homework Books

• Tuesday – your child will bring 4 letter sounds that they have been learning.

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• Have a look at each sound with your child.
• Other things you could do:

- draw/stick a picture to go with each sound

Have a go at forming the letter shape in the air

- or in the book.

No pressure!

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• Bring the book back to school on a Monday, ready for us to send it home again on a Tuesday.

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Homework

1. Reading Books (home Friday, back Monday)

2. Library book (Home Monday, back Monday)

3. Phonics Books (Home Tuesday, back Monday)

4. Friday Challenges on Tapestry

(optional)

Behaviour Code

Learn and let others learn

Kind words, kind actions

Be honest

Behaviour Code

1. Reminder of the behaviour that is expected “Our behaviour code says…”

2.Verbal warning “You are breaking our behaviour code that says…This is your warning”

3. Rain Cloud: Up to 5 minutes thinking time.

4. Thunder: 5 minutes thinking time – usually in another classroom /with other adult. Parents will be informed.

Supporting at home

• Talking positively about school – celebrate their efforts!
• Encouraging manners and resilience
• Encourage independence- bringing bottle and bag every day, zips, buttons, shoes, dressing, washing hands etc.
• Open ended questions ... ‘What was the best bit about your day?’

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Thank you for coming!