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PE Days


Autumn Term PE


Children in Reception will have PE on Mondays.

Their first session will be on

Monday 13th September.


In Reception the children will be changing into their PE kit at school. This will support your child to be independent in their self-care. Your child should come to school in uniform on these days. PE will take place indoors during the Autumn term.


Your child’s PE kit should include:

White T-shirt

Black shorts

Pumps or trainers


All pieces of PE kit MUST have your child’s name in.


PE kits will be kept in school, on your child’s peg. The kits will be sent home before each half term holiday to be washed. Please only send in clothes and trainers that you are happy to stay in school.





We will be in touch with a start date and information about swimming in the next few weeks. 





What's Happening in Reception.....




We have daily phonic sessions and will begin by learning Phase 2 phonics. The phonic sessions enable the children to learn letter sounds and practice oral blending and segmenting. Phonics also enables the children to learn power words such as I, no, go, to, into and the.  They enjoy playing phonics games where they can apply their knowledge. Check the notice board each week to see the sounds we have been learning. 





Each week the children will read twice a week with an adult. They have their own reading book and reading diary. The children are encouraged to:


  • retrieve information from an illustration.
  • make inferences about how a character is feeling and what is happening.
  • answer who, why, what and where questions.
  • make predictions.  What do you think will happen next?
  • Use phonic knowledge to segment and blend words.


The children also enjoy story time as a whole class. They are learning about fiction and non fiction books and the meaning of the words author and illustrator. 




In Reception chidlren will explore number though a variety of differnt activites to give them a deeper understanding of mathmatical language, methods and numbers. We will also explore differnt shapes, weight, time and length throughout our everyday activities and challenges. 


The children will explore the meaning of number and how numbers can be represented. They will:


  • represent numbers in a variety of ways using objects and pictures
  • count with one to one correspondence
  • count in numerical order
  • learn we can count on and count back
  • explored the meaning of more, less and fewer
  • learnt about compositions of number. Numbers are made up of smaller number



Enhanced Continious Provision


The children have opportunities throughout the day to explore and learn through play. The Enhanced Continuious Provision provides a variety of learning experiences that support and encourage the children to independently choose activities. Some of these activities maybe linked to maths, phonics, handwriting and Mantle. The children also have their own interests and ideas and these are also implemented within the provision provided.



Outdoor Learning


The children experience outdoor learning everyday. They have the opportunity to explore and learn on the playground, the woods and the undercover area.


The children enjoy a range of outdoor learning and this includes:


  • climbing frame and slide
  • bikes
  • construction equipment
  • mud kitchen


The outdoor area also includes learning that is taking place within the Enhanced Continious Provision inside the classroom. These areas of learning are continued and developed outside.

The Early Years at Woodrow First School




“The Statutory Framework for Early Years Foundation Stage, given legal force from September 2014, is mandatory for all schools and Early Years providers in Ofsted registered settings attended by young children, that is children from birth to the end of the academic year in which a child has their fifth birthday.”

EYFS Statutory Framework 2014


The Statutory Framework for Early Years Foundation Stage, given legal force from September 2021, “is mandatory for all early years providers in England: maintained schools, non-maintained school; independent school (including free schools and academies); all providers on the Early Years Register; and all providers registered with an early years childminder. (CMA)

EYFS Statutory Framework 2021



The Foundation Stage is a distinctive stage and the Early Learning Goals establish expectations for children to work towards. It is important to plan a curriculum that helps children make good progress


The introduction of the Early Years Foundation Stage does not change the point at which attendance at school is compulsory, which is the beginning of the term after a child’s fifth birthday.


The children will develop their potential through a well-planned, broad and balanced curriculum of activities. The curriculum will be accessible to all children, giving them equal opportunity. Any special needs will be carefully assessed and work will be planned appropriately. All children will be given full curriculum entitlement, working towards the Early Learning Goals. They will be constantly encouraged and helped to develop a positive attitude to learning.


The Foundation Stage curriculum is organised into three ‘Prime Areas’ and four ‘Specific Areas.’

These Prime Areas are particularly crucial ‘for igniting children’s curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive,’


Communication and Language has been highlighted as a particular need in our school as it underlies so much of the curriculum. Speaking and listening skills will be developed through Letters and Sounds Phase 1 activities, drama, role play and storytelling activities, allowing the children to experience many real and imaginary situations. Mantle of the Expert provides a valuable tool to develop these skills. The children will be encouraged to share their own experiences and ideas. They will learn to follow instructions and respond to what they hear with relevant comments, questions and actions.


Physical Development. Gross and fine motor skills will be improved to allow individuals to achieve their movement potential and master skills such as using tools and equipment effectively, cutting and writing.


Personal, Social and Emotional Development

Each child is valued as an individual and a member of the group. They will develop a strong self-image and high self-esteem, working towards simple goals and begin to regulate their behaviour accordingly. As social and emotional skills develop, children will be able to self-manage and benefit from interaction and co-operation with peers. We will sensitively develop an appreciation of other cultures and beliefs and build relationships to work and play cooperatively. They will also increase their understanding of how their bodies work and what they need to be healthy.


Specific Areas


Literacy. We develop the reading and writing skills of individuals to allow them to record their own ideas and share the ideas and stories of others. Phonics is a key element in this development and due regard will be given to Letters and Sounds documentation and The Reading Framework. Children will explore a variety of different books and have support and opportunities to develop their comprehension. Mark making and letter formation is developed throughout the Foundation Stage using school agreed school formation and progression. Reading and writing are fundamental skills for life.


Mathematics will primarily be explored practically and the emphasis will be placed on investigating numbers and numerical patterns. We use a variety of practical resources and methods to teach and reinforce concepts. The White Rose planning is used to inform the progression of maths teaching/learning and children also have 15 minute daily ‘GLOW Rekenreck’ sessions to support depth of knowledge and mastery of number.


“Young children will develop their mathematical understanding through stories, songs, rhymes and games, sand and water, construction on a large and small scale, imaginative

play, outdoor play and playground games, cooking and shopping, two- and three-dimensional creative work and by observing numbers and patterns in the environment and daily routines.” (Numeracy Framework)


The children will improve their Understanding the World, starting from what they already know and using scientific, technological, geographical and historical skills to extend their understanding further. The children will develop their own ideas, make predictions and question their observations. They will find out about their own environment and learn about people and places that have significance in their lives, in the past and the present.     


Expressive Arts and Design will involve the children in using a variety of materials, tools and techniques. They will express their ideas and feelings through role-play, music, dance, craft and drama, developing their imagination and creativity.


“None of the areas of Learning and Development can be delivered in isolation from the others. They are equally important and depend on each other to support a rounded approach to child development. All the areas must be delivered through planned, purposeful play with a balance of adult led and child initiated activities.”

EYFS Practical Guidance

Please have a look on our policies page for our Foundation Stage Policy which will give you further information. 

Follow this link to find the policies. 

What to Expect When?


Please find the link to the government guidance

'What to Expect ,When?'. This guidance was developed to support parents with the development of their child in the early years. 


0778-What-to-Expect-When-2018.pdf (