Welcome to

White Rock

The Early Years Foundation Stage (EYFS) sets the standards that all early years providers

must meet to ensure that children learn and develop well and are kept healthy and safe. It

promotes teaching and learning to ensure children’s ‘school readiness’ and gives children the broad range of knowledge and skills that provide the right foundation for good future

progress through school and life.

DfE 2012

The Early Years Foundation Stage

Every child deserves the best possible start in life and the support that enables them to fulfil their potential. Children develop quickly in the early years and a child’s experiences between birth and age five have a major impact on their future life chances. A secure, safe and happy childhood is important

in its own right. Good parenting and high quality early learning together provide the foundation children need to make the most of their abilities and talents as they grow up.

EYFS - The areas of learning and development

EYFS - The Prime Areas• communication and language • physical development• personal, social and emotional development

EYFS - The specific areas• literacy; • mathematics; • understanding the world; and • expressive arts and design.

MyLearning Journey

Olivia HowardThis is my Learning Diary.It is a record of all the interesting, surprising and powerful things I say and do.

 My Learning Diary shows that I am capable and curious.

 I learn by:

 Exploring  Asking questions  Problem solving Playing and working with other children and with the support of all the adults

working with me at home and in the Foundation Stage at Shiphay Learning Academy.

Olivia enjoyed exploring the texture of Autumn leaves and then using string, tissue paper and glue to try to recreate the textures and colours in her own collage.

At home we think…Lovely and messy, just right

for doing at Nursery!!

Olivia says….

STICKY!!!

Sharing the Learning Journey

Fuel for Learning

Fuel for Learning

Language and CommunicationSpeaks clearly and in complete sentences about familiar objects and eventsAnswers and asks simple questionsExpresses their needs appropriately.Follows two- or three-step instructionsJoins in singing familiar songs and rhymes

Personal, Social, Emotional DevelopmentCan say own name and addressUses the toilet independently and washes their own handsAdapts to unfamiliar settings and new experiences and deal with challengesCan finish a task and tidy up afterwardsPlays co-operatively with other children –shares and takes turns and adapts to doing things differentlyIs curious about the worldCan share an adult’s attention with several other childrenParticipates in imaginative play with other children

Physical DevelopmentHolds writing tools with a correct grip and exercises good control over these movements.handle small and large equipment.Uses scissors to cut along a straight lineEnjoys a variety of indoor and outdoor playCan run, jump, catch, balance and danceCan put on and take off jumpers, trousers, shoes and socks Plays games such as follow the leader and changes actions to develop motor skills and coordination Discusses changes to their bodies after exercise; heart beating faster, feeling hot, getting a bit out of breath.

Pre-requisites for effective early learning: A school ready child:

Ready for school

Families and, in particular, parents – Enabling children to be ‘school ready’ From a family’s point of view this means:•Recognise that you are your child’s most important role-model•Have fun with your child: playing, talking and sharing together regularly and frequently.•Use everyday experiences as learning opportunities and giving your child opportunities to take the lead •Do familiar and different things together and show your interest in discovering new things •Encourage by giving feedback and showing an interest.•Celebrate achievements

•Recognise and talk through feelings and different emotions•Allow enough time for relaxation, rest and play•Provide opportunities for your child to meet and relate to others beyond close family and friends

•Establish a good sleep routine•Providing meaningful opportunities for your child to experience that not everything happens at once and on their demand

•Promote independence skills by giving choices •READ, SING, TALK!!! Research shows that children who are read to, spoken with and sang with do better in school than those who are not

Exciting Expansion

Play Park

For those parents who do not have older children at White Rock we would like to let you know that we operate a one-way system ~ starting at the far end of Davies Avenue ~ driving clockwise towards school.

This is a system which has been put in place to ensure that traffic moves as smoothly as possible at the busy start and end of the school day.

Please do not stop your vehicle on the yellow zig-zag lines directly outside the school entrance at any time.

Safely to and from School

Coming and Going

START OF THE DAYSchool starts at 8:45amDoors will be opened and children and families welcomed into classrooms by staff.. SHARING LEARNINGPlease join your children at the beginning of the day for ten minutes of shared learning before registration time.

SHARING INFOPlease pass messages to any team member who will make sure it gets to the right person.If you need a longer discussion, arrange to meet with teacher after school..

END OF THE DAYSchool finishes at 3:15pm. Children will be released one at a time to an adult.If you, or the person who usually collects, are NOT going to be collecting your child, please let us know.

Get Involved!!!

*Taster Sessions

*Talk to them about what they have to look forward to

*Share experiences of older siblings or relatives

*Label all clothing and equipment

*Make sure children recognise their own coat etc

*Make a fuss over buying new bags or lunchboxes

*Practise putting on coats, cardigans and jumpers

*Get in touch with any questions

* Children start school on Monday 7th September.

* We would like to work with you to make this a smooth and positive start to their school life.

* We leave the choice with parents as to whether children start fulltime from the beginning or part time building up to fulltime.

* This process is to really personalise induction for all of our individual learners.

*Be positive

*Come into the classroom with them

*Make sure your child sees where their coat is left

*Stay positive

*If your child becomes upset:* Say goodbye, give kisses, leave with team member

* Take some time to play and settle in. Team will support you with leaving

* Call us!

*Be Patient – these things take time and every child is different

*Be prompt when collecting

*Particular likes and dislikes

*Medical needs – asthma, ezcema, hearing

*Any previous or ongoing support

*Any relationships your child already has with children in school

*Anything that your child is frightened of

*How independent is your child in toileting and self hygiene?

*Email and electronic communication

*Necessary paper work:*Birth certificate

*School Starter form

*Universal Free School Meals form

*Friends slip

*Medical form

*consent forms

*Any Questions?