Welcome to Little Acorns!

 

 A very warm welcome to our Little Acorns and their families.

"WELCOME TO RIPPONDEN J&I SCHOOL"

 

Spring 2019 - NEWS !
You will be receiving lots of information over the next few weeks to help you support your child with their learning so don't forget to check your child's book bag, check your text messages and emails.

Here are some initial information booklets which I hope you will find useful (please click on the links):

Long Term Plan

                                                                           PE Long Term Plan

                                                                       Spring Term Newsletter

Summer Newsletter

Numbers Leaflet for Parents

Reading Leaflet for Parents

Writing Leaflet for Parents

 

DIARY DATES

 

Early Years/Key Stage 1 Celebration Assembly: Friday 10th May 2019 

Break up for Spring Bank: Friday 24th May

Return to school: Monday 3rd June

Please keep checking the newsletters and text messages to keep up-to-date with all events.

Check out the 50 things to do before you're five website. Can you tick them all off your list? 

Link to website 50 things to do before five

 

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 WHAT DO WE LEARN IN LITTLE ACORNS?

We follow the EYFS curriculum (Early Years Foundation Stage).  There are three prime areas of learning, which are:

- Personal, social and emotional development

- Communication and language

- Physical development

These provide the basis for successful learning and development.

There are four specific areas of learning, which are:

- Literacy

- Mathematics

- Understanding the world

- Expressive arts and design

These areas evolve out of the prime areas as a natural progression.

 

All seven areas of learning are implemented through planned, purposeful play and through a mix of adult-led and child initiated activities.  Learning is linked to topics which are changed throughout the year (i.e. Autumn, Special Me & Special Others, Traditional Tales etc.) but also in response to children’s interests. This allows lessons to be cross-curricular in order to cover all the areas of learning as well as making children’s learning relevant, fun and engaging. 

Quality observations of children in Little Acorns are embedded in every day practice to build up an accurate picture of them.  They are purposeful, informative and capture what children know, can do and are currently interested in.  These demonstrate their current stage of development. 

On-going formative assessment is at the heart of Early Years practice.  It is the link between observing children and effective planning to support children’s progress.    Observations are made in a range of contexts, for example in their independent play, during every day routines and when engaged with others.  They reflect multiple perspectives – the child, their family and practitioners.

Assessments are summarised formally and children’s progress reviewed and discussed with senior management to ensure children are making expected progress.  Your child’s progress is also shared with parents at two significant points of the year via parent evenings in Autumn and Summer as well as an end of year report.

For further information about how children learn and develop in their first five years, please access the following document which is a really useful guide for parents and carers, supported by the Department for Education.

What to expect, when?

Click on the link above for - Guidance to Children's Learning and Development

 

CONTINUOUS PROVISION - What is continuous provision?

Continuous provision is any area (indoors or outdoors) where a range of resources are organised for children to access independently in order to develop a variety of skills via personal interaction, curiosity and exploration.  Resources are carefully selected to meet the needs of the children in the class.  Continuous provision areas are regularly enhanced to support termly themes, in response to children's interests and informed by adult observations and assessments.

It is not unusual for a planned theme or topic to change and this is good practice in the early years, where adults are responding to children's interests.  Children become very engaged and active learners if they have been involved in the planning process.