Reception to Year 1

Transition Meeting for

parentsMiss Danison

EYFS Phase Leader

Purpose of this meeting

• The Early Years curriculum’s transition to the National Curriculum• The differences between Reception and Year 1• How we prepare the children• How you can prepare your child• Concerns• Expectations • Questions?

What is ‘school readiness’?

It is generally acknowledged that ‘school ready’ is about more than reading, writing and mathematics. Most Reception teachers would use a similar definition as the bullet points below:

School ready children:

have strong social skills

can cope emotionally with being separated from their parents

are relatively independent in their own personal care

have a curiosity about the world and a desire to learn

have a firm grounding in the key skills of communication, language, literacy and mathematics.

EYFS curriculum

Understanding of the world

Personal, social and emotional

Physical development

Communication and language

Literacy

Mathematics

Expressive arts and design

National Curriculum

History

English

Art and D&T

Science

Music RE

PE

Geography PSHE

Maths

Differences between reception and year 1

The principle of Early Years is learning through play. In play children link different elements of their knowledge.

Each child is unique and we support their individual approaches to learning and problem solving.

Children are encouraged to be independent in their choices of activities and resources.

The children’s day is more structured with a distinct separation between play and learning.

Children’s learning is compartmentalised into clear subjects.

Children are expected to sit for longer periods.

Children have less choice in deciding how they learn.

No continuous provision for outdoor learning

Parent concerns…

Toilet times

No more outdoor learning

Less support for my child during class

Harder work

Pupil concerns…

“I will have a different

teacher”

“There is lots of work to

do in year 1. I can’t walk

around lots in the

classroom to choose”

“I like playing outside and

there is not outside time in

year 1”

Emotional environment

Children will not learn and develop if they are not emotionally secure.

To support the children’s emotional development to help them get ready for year 1 we are:

Circle times

Transition books

Year 1 buddies and question time

Meet the teacher

Meeting with year 1 colleagues- about children needs, attainment levels

Encourage complete independence

How can you help your child?

Go through transition book daily

Talk about expectations and routines

Remind the children they will be having different teachers

Get excited about year 1 with your child ‘all grown up’

Encourage complete independence

Physical environment

Daily structure changes- see timetable

What we are doing to support the children:

‘stuck in the mud’ transition game

Handwriting

Less free flow

Timetable adapted in reception summer 2 and continues to autumn term 1.

Frequent visits to year 1 e.g. guided reading in reading buddies.

Less free toilet times

How you can help your child?

Transition book

Homework

8:50 9-9.30 9.30-10.30

10

:30

–1

0:4

5 B

reak

10.45-11.35 11.35-11:55

12

:00

–1

:00

Lun

ch

1:00 1.10-1.30 1.30-2:10

2:1

0 –

2:2

0 B

reak

2.20-3.00 3.003.1

5

Monday

Soft start-

AM

registeration

S

9-9:40

MathsLSA toderesue (5mins)

LSA SALT (15min)

LSA GM(1omin)

HT Assembly Music

10-10:30LSA phonics (10 mins) English Phonics

Soft start -

PM

registeration

Guided

reading

spellin

gs

History FrenchLSA colourful semantics (15min)

LSA SALT (15min)Sto

ry and

ho

metim

e

Tuesday

Tuesday

Maths

LSA toderesue

9: 45 – 10:10

Handwriting 10:10

Phase assembly

LSA phonics

English

Handwriting/ spellings

Phonics Guided

reading Maths

RE/RR/Beleifs and valuesLSA colourful semantics (15min)

LSA SALT (15min)

Wednesday NQT PPA

English Phonics Guided

reading Science ScienceLSA phonics

9:00-9:20

Achievement

AssemblyLSA colourful semantics

(15min)

LSA SALT (15min)

Maths

Thursday

PEPPA

English Phonics Guided

reading

Spelling

test

Handwriting/spellin

gs

ICTLSA GM(1omin)

Friday

Friday

9.00-10

MathsLSA toderesue

10:00-10:30

Library

LSA phonicsEnglish

Phonics

Guided

reading Art/ D&TLSA colourful semantics (15min) Art/D&T

spellingsLSA colourful

semantics (15min)

Curriculum changes

New subject names

Phonics changes and phonic screening end of year 1

Core curriculum subjects literacy and maths

Examples of Expected progress in

writing Rec: Children are writing sentences in a

meaningful context. Sometimes they use

punctuation. They and others can read it

back; some words are spelled correctly and

some phonetically.

Year 1: Children have good handwriting skills.

Their sentences are well structured and always

make sense. They remember to use spaces

between words, capital letters, full stops, etc.

They use adjectives, adverbs, longer sentences.

Progression in reading

Reception

Phonics: children know all single letter

sounds and can sound out and blend regular

words.

Children know 45 High Frequency Reception

words.

Children read simple sentences and

understand what they have read.

Year 1

Phonics: children know how to represent

sounds by groups of letters and decode

unknown words confidently.

Children can read 100 High Frequency Year 1

words.

Children read simple books confidently and

with comprehension.

Phonics screening

There will be a strong focus on Phonics and Reading throughout Year 1. We

will follow the Letters and soundsscheme to provide a structured and

systematic approach to teaching literacy. The new National Curriculum

emphasises the importance of children learning to read using a phonics-

based approach. Children will learn the phonetic sounds to help them blend

and read the words. Teaching them the right phonics skills will ensure they

become successful readers and make them feel confident when taking the

Phonics Screening Test at the end of Year 1.

Progression in mathematics – number

Reception

Children are working with numbers to 20. They can count out up to 20 objects; they read, write and order numbers to 20.

Children add and subtract one digit numbers using objects and other methods, such as counting on/back and begin to use a number line.

Children talk about money and time using everyday language.

• Year 1• Children gradually learn to count to and across 100,

forwards and backwards. They count in multiples of twos

and fives; they read and write numbers to 20 in

numerals and words.

• Children add and subtract two digit numbers to 100.

• They identify one more and one less of a given number.

• They read, write and interpret mathematical

statements using signs: +, -, =

• Children solve one-step problems involving addition,

subtraction, multiplication and division, using concrete

objects and pictorial representations.

• Children recognise and know the value of different

denominations of coins and notes.

• Children recognise, find or name halves and quarters of

an object, shape or quantity.

Progression in mathematics – Shapes and patterns,

Length, weight and volume, Time

Reception

They compare weight, lengths

and capacity.

Children begin to recognise and

describe 2D and 3D shapes.

Year 1

They tell time to the hour and half past the hour.

Children measure and begin to record: lengths and height, capacity and volume, time (hours, minutes, seconds)

They name and describe common 2D and 3D shapes.

Autumn term in year 1

Children will continue carousel structure for a week planned with reception

and year 1 members of staff.

LSAs will frequently visit classes in the first week to support pupils

Meet the teacher for parents

We want to provide the best transition possible for the children so that the

children become independent learners who make rapid progress thought their

school life at Lady Margaret and beyond in later life.

Any questions?