Mrs Sawyer (Early Years Lead)
Miss Jukes (Early Years Safeguarding Lead)
Mrs Khan (Early Years Practitioner)
Please feel free to speak to any member of the team if you have a query or concern.
PE DAY: Friday
Scooter Day: Monday
In Reception at Wycliffe, children enjoy learning from a broad curriculum, both inside and outside of the classroom, and are actively encouraged to develop their independence. The learning is flexible, topic-based and allows for children’s interests to be investigated further as well as providing rich learning opportunities that help the children to develop vocabulary, knowledge and skills to prepare them for further learning during their journey at Wycliffe and become life-long learners.
EYFS Statutory Framework:
We follow the Little Wandle Letters and Sounds Revised early reading programme. Please go to https://www.littlewandlelettersandsounds.org.uk/resources/for-parents/ for more information or ask Mrs Sawyer who is also our School phonics & early reading Lead.
Spring 1 grapheme information sheet
Please click here
Autumn 2 grapheme information sheet
Please click here
Autumn 1 grapheme information sheet
Please click here.
Reading books are changed weekly. Please see your child’s reading record to find their reading day. Keep their reading books and reading record in their book bags and bring to school each day.
These are changed every other Friday.
Please see your child’s homework folder to find your child’s current set of tricky words. These change every half term.
Tapestry allows you to login with a secure username and password so you can view your children’s observations of ‘wow moments’, photographs and videos from school. You can like and comment on observations that we add for your child and it is also possible for you to add your own observations. Your comments and own observations will allow us to find out more about your child and the learning they get up to at home. The children love to share their learning from home with the rest of the cohort every alternate Friday. All data that is entered to Tapestry is stored securely on their servers. If you are interested in finding out more information about this, you can go to https://tapestry.info/security.
Once you have signed the Tapestry agreement, we will send you an activation email for your account. You can set up your own password to login with. You will also be asked to set up a 4-digit PIN which you can use on the Tapestry app to quickly log back in once you’ve initially logged in. Once we have set you up with an account. You will be able to login using any web browser from tapestryjournal.com or by downloading the Tapestry app from the Play or App store, depending on what type of device you are using. Remember, if you are going to use the App version of Tapestry to ensure auto updates are turned on for your device so you always have the most up to date version of the app. Please ask the office if you have any questions about logging in.
Characteristics of Effective Learning (CoEL):
Underpinning the CoEL is the understanding that during their earliest years, children form attitudes about learning that will last a lifetime. Children who receive the right sort of support and encouragement during these years will be creative, and adventurous learners throughout their lives. The CoEL focuses on how your child is learning to learn, rather than concentrating on what they are learning. The CoEL are divided into three areas;
Playing & Exploring:
This aspect covers how engaged a child is in the world around them and how involved they are in their activities. It looks at whether a child feels confident to ‘have a go’ at new activities and try new ways of doing things. It also covers how children experience the world around them.
This covers how motivated a child is in their play and learning. By looking at how involved a child is in their activity and how long they concentrate for, we can assess how involved in the activity a child is. Within Active Learning, we can also observe children’s resilience in learning. If they try something and it doesn’t work, do they try again? It also includes observing how a child feels once they have met a goal they set for themselves. Are they proud of their achievements?
Creating and Thinking Critically
This aspect looks at how a child is developing thinking skills. This includes behaviours such as, solving problems they come across, having their own ideas about how to achieve the challenges they set themselves, and testing these ideas. As children become more verbal, it includes making predictions about what will happen next and also considering how well their approach to solving their problem has worked. If they could do it again, would they do anything differently?
Long Term Plan (below)