Parent Information
Booklet
ROBINS
Dear Parents / Carers,
I hope you find this booklet useful and it helps you to support
your child’s learning in Robins class.
During the year there may be times when you have questions
about your child’s learning or there may be things you need to
inform school about that may affect your child’s learning.
You can contact me by informing the school office, writing a
little note or a telephone call. You can also ask for an
appointment if more time is needed and I will get back to you
with a convenient time. Urgent messages could be delivered to
the member of staff on gate duty.
There will be consultation evenings in the Autumn and Spring
terms which will provide opportunities to discuss your child’s
progress and see their work. The dates are as follows:
Autumn Term:
Tuesday 4th November 2014, 3.30pm - 6.00pm
Thursday 6th November 2014, 5.00pm - 7.30pm
Spring Term:
Tuesday 24th February 2015, 3.30pm - 6.00pm
Thursday 26th February 2015, 5.00pm - 7.30pm
Thank you for your support
Miss Shannon
Page 2
Contents
 Robins Timetable
 Reading Scheme Explained
 Reading Colours
 Reading Strategies
 Key Words your child should be able to read and spell by
the end of Reception
 Reading Questions - to help your child develop skills
 How can I help my child with reading?
 Learning Logs
 Handwriting Information
 Calculation – how we develop number skills and recording
 Helping Your Child At Home – Early Years Foundation
Stage Areas of Development
Page 3
Robins Timetable
8.509.00
Monday
9.00-9.45
Handwriting
10.1010.30
Phonics
10.3010.45
10.4511.00
C&L/Literacy
11.00-12.00
12.001.10
1.15-2.00
Mathematics
PE
Reading Books
SALT (MW)
2.002.15
2.15-3.00
3.003.15
Tidy up
time
Child initiated
activities
Story
Tuesday
Handwriting
Phonics
Mathematics
C&L/Literacy
PSED / Circle Time
UTW (PD focus every
third week)
Individual Reading
Tidy up
time
Phonics
Group 1: UTW (ICT)
Lunch
Individual Reading
C&L/Literacy
PE
Break
Phonics
Mathematics
Group 2: EA&D
(Music/Role play
rotation)
UTW (RE)
Individual Reading
Friday
Handwriting
C&L/Literacy
Phonics
Child initiated
activities
Team activities
Afternoon break & milk
Thursday
Mathematics
Assembly
Wednesday
Registration
Story
Group 2: UTW (ICT)
Tidy up
time
Group 1: EA&D
(Music/Role play
rotation)
Story
EA&D (Art/Design &
Technology rotation)
Tidy up
time
Library (MW)
Story
Team activities
Individual Reading
Page 4
Our Reading Scheme Explained
Our reading books are arranged into colour coded boxes which link to the
National Curriculum.
Our scheme does not use the level or stage used by book publishers. Most
publishers organise their reading schemes according to their own levelling
system so a ‘Stage 2’ book from one publisher is often not at the same level as
a ‘Stage 2’ book from a different publisher.
Our books are colour-coded according to the level of the vocabulary used in
EACH book and therefore books apparently in the same publisher level could be
colour coded differently. This also lessens the impact of text size and the
number of pictures in a book. Larger text and many pictures do not necessarily
mean the book is only suitable for younger children – this is a common
misconception.
Each class has its own selection of books from which the children can make
their choice.
Children move onto a different level according to the
development of many skills, not just being able to read all the words. There are
some reading questions in this booklet to help you discuss stories and books.
If your child brings home a book which they have read previously, use the
opportunity to talk about it – why have they chosen it again, can they remember
what happened? Remember, we all like to re-read a good book!
Please encourage your child to read lots of different books at home. The
children need to discuss many different stories and texts so I would not
recommend buying reading scheme books for home.
Page 5
Our Reading Scheme Colours
Red
Yellow
White
Navy
Pink
Brown
Green
Olive
Orange
Black
Cream
Maroon
Sky
All children are different but as a general
guide these are where your child is
expected to be.
Reception: Red – Brown
Year 1: Navy – Olive
Year 2: Olive – Black
Year 3: Black – Maroon
Year 4: Maroon & Sky
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Reading Strategies
Following our whole school approach to the teaching of
reading, and to ensure children are prepared for the new
National Curriculum as they move into Year One, children in
Robins will be taught to read using phonics as the prime
strategy.
Children will learn the letters and corresponding sounds and
develop the skill of blending the sounds into words for
reading, establishing the habit of applying this skill whenever
they encounter new words.
They will be supported by practice in reading books
consistent with their developing phonic knowledge and skill.
As their phonic knowledge increases, they will start to learn
common exception ('tricky') words that do not follow the
regular phonic pattern.
Key words your child should know by the end of Reception
a
day
play
away
am
at
cat
can
and
dad
of
get
dog
went
up
mum
on
it
in
big
is
this
yes
we
he
she
me
see
the
they
I
my
like
for
look
said
all
are
no
go
going
come
you
to
was
Key word folders will be sent out as children progress through the Reception
year and they begin to apply their phonic knowledge in their reading. We would
expect this to be in the Spring term.
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Alongside their phonics learning, children will hear, share and
discuss a wide range of high-quality books to develop a love of
reading and broaden their vocabulary.
Information about our approach to teaching phonics, and the
order letters and sounds will be taught, was provided during
the New Parent's Session in July. We are happy to provide
another copy if you require.
Reading Questions
Knowledge
Where is the story set?
When did the story take place?
Who are the main characters?
What does the character look like?
Where does the character live?
Comprehension
What is happening?
What happened at the end of the story?
Who is telling the story?
Which parts of the story do you like best?
Which parts describe the setting?
What problem does the character have?
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How can I help my child with reading?
As a parent you are probably helping your child with reading much more than
you may realise. If your home contains books, magazines and catalogues that
your child sees you reading ( you are modeling skills they need to learn), you
read to your child and talk together about familiar stories, also, if you use
printed materials to find things out, then your child already has a head start in
this area.
 Remember that talking about reading is very important, so if your child is
sometimes reluctant to read aloud, discussing a book will also help to develop
reading skills.
 Concentrate on enjoyment and grasping the meaning rather than absolute
accuracy.
 Keep reading time relaxed, comfortable and pleasurable, in a quiet corner,
with the television turned off.
 Talk about the cover and read the title before rushing your child into the
text, asking questions such as: what do you think it will be about; what sort
of book is it; have you read one like this before?
 Look through the book, noticing interesting pictures and words, then read
the opening together.
 Don’t correct too quickly. If your child makes an error suggest having
another go, searching the pictures for a clue, sounding out the first letter or
reading on before you ‘tell’ the problem word. Try some of the reading
strategies.
 If your child is really struggling, take over the reading yourself and let the
teacher know.
 When your child brings home a book that has been read before ask for a
summary before reading it again, then discuss the book at a deeper level
than last time.
 As your child progresses, talk about authors, characters and plots or what
new information has been learnt.
 Join your local library and use it regularly. Watch out for storytelling events,
summer reads and reviews of new titles.
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Information about Learning Logs
 Learning logs are a whole school approach here at Houghton
Conquest Lower and encourage you to work with your
child/children at home.
 They are a creative way for your child/children to do homework.
 Learning Logs are expected to be in school every day so the
teacher can monitor progress and help where necessary.
 They are not optional and must be completed fortnightly.
 Key words and reading will still be set each week.
 Each fortnight one Learning Objective will be placed in the
Learning Log and your child will be asked to show their
understanding of this.
They can do this through writing,
drawing, diagrams, photographs, or any way they see fit. They
have the freedom to be as creative as they like. However, they
shouldn’t simply print off the internet. The Learning Objective
could be from any subject and may even involve a number of
subjects (cross-curricular).
 The work is set on a Wednesday to be handed in by the second
Monday.
 Only a double page should be used.
 The teacher will stamp the work and write a comment to show it
has been looked at and appreciated.
 Example learning logs will be on display at the Meet the Teacher
and examples awarded a Headteacher Award available for you to
look at for inspiration.
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Handwriting
Pattern practice and ‘play’ writing are an important part of handwriting
development. Your child will be practising letter formation in a number of
exciting ways: in sand, using paint, in the air, on the interactive whiteboard as
well as on paper with a pencil!
As your child takes more interest in writing and begins to form recognisable
letters, ask these questions to support correct letter formation:




Where does the letter start?
Is it a short letter? (a, c, e, i, m, n, o, r, s, u, v, w, x, z)
Does it have an ascender? (b, d, f, h, k, l, t)
Does it have a descender? (f, g, j, p, q, y)
We use the Cambridge Penpals scheme for handwriting. Letter formation should
be becoming familiar and secure. A reminder of letter formation:
Letter formation practise boards are available to purchase from the School
Office for a small charge.
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Calculation
Reception
As the children become confident with counting and recognising numbers, they will begin to
look at addition and subtraction, particularly one more and one less. They will use practical
apparatus to demonstrate their calculations and would not be expected to record their work
at this stage. If they show an interest to record their practical activities they will be
encouraged to use pictures.
For example: I have 4 sweets, and then I get 1 more.
They may demonstrate with the sweets.
They may choose to draw the sweets.
As children progress through reception, they may begin to record numerals (possibly at the
end of the summer term, but most likely in Year 1), when they may record as:
4 1
or just as
5
(but not as 5+1 and not 4+1=5)
As well as using objects, children will use number tracks.
Children will then use number lines and blank number lines to record jumps.
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Helping Your Child at Home
Personal, Social and Emotional Development
Encourage your child to say please and thank you.
Encourage your child to take his/her own coat on and off.
When playing with your child, support them in sharing toys.
Allow them to choose some toys themselves and reflect on opinions about these toys;
e.g. this is my favourite doll/car.
 Ensure that your child is able to go to the toilet unaided.
 Try to support your child in taking turns with others.




Communication and Language
 Spend lots of time talking and listening to your child as you go
about everyday activities, such as preparing meals, putting
shopping away, etc. Explain what you are doing.
 Listen to your child explaining how they do an activity e.g. how
they made a model or played a game.
 Ask your child ‘why’ questions, e.g. why do they need to brush their teeth? Why do
they wear a coat when it’s cold outside?
 Read aloud and share books as often as possible, discussing what happens in the
stories and what they think might happen.
Physical Development
 Encourage your child to handle small and large
equipment.
 Allow your child to use scissors and develop their
skills.
 Allow your child to run, hop, skip, jump and find
different ways of travelling.
 Play games such as follow the leader and change actions to develop motor control and
coordination.
 Discuss changes to their bodies after exercise; heart beating faster, feeling hot,
needing a drink, etc.
 Discuss how they keep themselves healthy e.g. eating a balanced diet, drinking plenty
of water, getting enough sleep, washing their hands after going to the toilet and
before eating, etc.
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Literacy – Reading and Writing
 Encourage your child to ‘read’ what is happening in
the pictures of a story. Prompt them to tell you a
sentence about what is happening.
 Play word games such as ‘I spy’ to increase
vocabulary and identify sounds.
 Sing alphabet songs and talk about the names of the
letters and the sounds that they make – try to think
of words that begin with that sound.
 Make shapes of letters out of play dough, write them in sand, write names in the air.
 Encourage your child to sing/say songs and rhymes and tell you their own stories.
 Ask your child about words that rhyme e.g. house and mouse.
 Provide your child with plenty of opportunities for making marks on paper, card,
blackboards, etc.
 Try and give them opportunities to ‘write’ for themselves – lists, signs, cards and
invitations.
Mathematics
 Practise counting groups of objects in pictures and
stories. Pose questions such as, how many altogether?
Which number is one more?
 Count out loud with your child saying the names of
numbers clearly.
 Show numbers to your child, particularly those in the
environment e.g. price labels, number plates, house
numbers, road names – numbers are everywhere!
 Sing songs or rhymes with numbers in them; 10 in the bed, 5 little ducks, 10 fat
sausages, etc.
 Read stories with numbers in them e.g. The Very Hungry Caterpillar.
 Count using fingers as a visual aid.
 Encourage children to identify shapes around them – try a circle spotting hunt, or
squares, or triangles.
 Enjoy using shapes and colours to make patterns using paint or felt tips.
 Apply mathematics to real life – size, weight, capacity, position, distance, time and
money.
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Understanding the World
 Talk to your child about special times; birthdays,
weddings, christenings and other key events in their
lives and the lives of others they know.
 Encourage them to explore their surroundings,
particularly outdoors in gardens, parks, woods, at the
beach and so on.
 Allow your child to observe animals and describe
them.
 Talk to your child about the changing seasons and
what happens to the weather, to plants, the clothes they wear, and so on.
 Allow them to use simple tools such as a small hand trowel to help with digging in the
garden.
 Encourage them to feel different textured objects and describe them e.g. rough
cloth, smooth pebble, soft fur, etc.
 Let your child interact with technology in the home and out and about e.g. helping you
to switch on the washing machine, change channel on the TV remote or use a parking
ticket machine (great for mathematics too!).
Expressive Arts and Design
 Allow your child to listen to and sing songs and
rhymes.
 Engage in role play with your child – pretend to be a
train driver and his passengers, or princesses at a
party, or act out a story.
 Explore different media; paint, pencils, crayons. Let
your child have a go and be prepared for a little
mess!
 Using scissors and glue, encourage cutting and
sticking activities.
 Dance to songs and make up actions to complement them e.g. Wheels on the Bus.
Page 15