Lucy drew pictures of her favourite fruits
and vegetables from the shopping list you
sent home in last week’s newsletter. She
went away and independently labelled
the fruit and vegetable names.
A lovely advanced
example of Health
and Self Care
Ray remembered to clean his teeth
this morning without adult
prompting. He said “ I must keep my
teeth clean because it is part of
being healthy”
Penny looked up at the aisles
in Sainsbury’s and read…. C-ri-s-p-s (sounded out
independently)” Crisps! There
they are mum and the sign
says they are in number 8!”
A brief example but one which is full of broad
evidence.
Media and materials (making the spaceship)
Being imaginative (playing with it to make
and independent game) The Word
(understanding space) Health and self-care
(knowing you will need a seatbelt to keep
safe)
An example of writing
and Health and selfcare.
A fantastic example of
independent reading and
number recognition.
John used a model spaceship he
had made from boxes to play a
space game with his brother.
“You are approaching planet
Earth. Fasten your seatbelts and
prepare to land.
Reception Newsletter: 14.11.16
Thank you all for your amazing fundraising
for children in need. We have had a fantastic
day and hope that children understand that
they have made a difference to a child’s life
who may not be as lucky as them. Thanks
again.
Following the recent Progress Meeting, we know that you are
aware of your child’s stage of development and where they need
to get to by the end of Reception class.
One of the ways in which your child is assessed in Reception is
through collecting evidence of things they have said or done.
These are put into a ‘learning journal’, which is simply a scrapbook
of your child’s achievements. Throughout Reception this is used to
work out your child’s attainment and their next steps.
As part of this, Southridge requires parental input in the learning
journals – this means we want to know what you can see your child
doing at home. Parental input is vital as it can demonstrate skills
that, for whatever reason, might not have been observed at school.
They will help us to make judgments about what stage your child is
at. These judgments are based on what a child can do
independently and not with support so when sending us
information be careful to annotate it for us with comments
reflecting how much or how little support they may have had with
something. And we love to hear about progress. E.G what they
couldn’t do but can do now!!
Ideas for these are in our newsletters or it may be something you
would like to share from home. See over for some examples……….