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Gladstone Primary Academy

Welcome to Reception

The Teaching Team

Laura Wales Assistant Head for EYFS and Reception
Ruth Reho Reception Class Teacher
Joanna Moore Reception Class Teacher
Justine Paul Higher Level Teaching Assistant
Amanda Walton Teaching Assistant
Julia Hejnowska Teaching Assistant


The Curriculum

In Reception classes, we follow the statutory Early Years Foundation Stage Framework 2012. The curriculum is split into seven areas of Learning and Development. These areas include Personal, Social and Emotional Development, Communication and Language, Physical Development, Literacy, Mathematics, Understanding the World and Expressive Arts and Design.

The areas of learning are delivered by setting up appropriate provision both inside the classroom and in the secure outdoor area. Children can then access their own learning continuously through planned purposeful play, in between adult led activities including whole class sessions and focused group tasks.

We cover different learning projects each half term. At other times we follow the children's interests and current learning experiences when planning, as these interests often lead to powerful learning.

The early learning goals summarise the knowledge, skills and understanding that all young children should have gained by the end of the Reception year.


We use 'Tapestry' - an online learning journal, to share your your child's learning with parents. Parents can have immediate access to your child's learning, leave comments and upload observations from home. Please one of the Reception team to get access.


Book Bag

Please ensure your child has their book bag in school every day. We change their books regularly and also listen to your child read individually. The reading record will be used for us to communicate, please sign it to show you have read with your child.

Letters and information from school will come home in the book bag, please check it every evening.


Children have access to the outdoors throughout the day. Please ensure your child has appropriate clothes to go outside in all weathers.

  • In Autumn/Winter – Warm coat, scarf, hat, gloves and wellies
  • In Spring/Summer – Sun hat, sun cream

We have outdoor suits for the children to wear when enjoying Mud and water play.


Children have a PE session on Monday afternoons and Tuesday morning, but we like to use the hall space at other times. Please ensure your child has their PE bag in school, on their peg every day.

It is useful to provide extra pants and socks and a change of clothes in the PE bag in case of any accidents.

The Early Learning Goals

Communication and language

Listening and attention: Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity.

Understanding:  Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.

Speaking:  Children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events.

Physical development

Moving and handling: Children show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing.

Health and self-care: Children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.

Personal, social and emotional development

Self-confidence and self-awareness: Children are confident to try new activities, and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don’t need help.

Managing feelings and behaviour: Children talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations, and take changes of routine in their stride.

Making relationships: Children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children.


Reading:  Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.

Writing:  Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.


Numbers:  Children count reliably with numbers from 1 to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.

Shape, space and measures:  Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.

Understanding the world

People and communities:  Children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.

The world:  Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes.

Technology:  Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.

Expressive arts and design

Exploring and using media and materials:  Children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.

Being imaginative:  Children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role-play and stories.


Department of Education, Statutory framework for the early years foundation stage: setting the standards for learning, development and care for children from birth to five (2014.) Crown copyright.

We make a judgement at the end of the reception year on how children learn, we observe for) the characteristics of learning:

  • Active learning
  • Creating and thinking critically
  • Playing and exploring


We use an assessment that relies on teachers' observations of children's skills within the normal day-to-day school routine. This method of assessment, devised by a small educational consultancy called Early Excellence, is approved by the Department for Education and designed so that children don't even know they're being tested. The baseline assessment, along with parent and key worker voice and the summary 2 evidence from nursery, ensure we are clear on each child’s starting point.

Assessment is ongoing throughout the academic year but the official EYFS profile for each child is completed in the final term of Reception. The assessment takes place through teacher observation of children’s learning and development as they take part in everyday activities, and planned observations, where teachers spend time on a specific task with an individual child or small group. We evidence children’s learning using Tapestry (an online learning journal) the children also have numeracy and literacy books.

On leaving the Foundation Stage at the end of Reception, a child is considered to have a ‘good level of development’ if they have achieved at least the expected level in the Early Learning Goals in all aspects of PSE, Physical development, Communication and language, Literacy and Mathematics.

Home Learning

Read together every day. Reading with your child continues to be really important so keep reading lots of different books together. It is good for children to listen to a story or information book and talk about the pictures with you.

Listen to your child read: Your child will bring home ‘decodable’ books from school, these books are designed to allow your child to learn how to read independently. The books help children apply their phonic skills – sounding out the words on the page. Be patient and be impressed!