Welcome to Hazel Class.
Mrs Edney is really passionate about Phonics, foreign languages and local History. She loves to sing and play the pianotoo, much to the embarrassment of her almost teenaged son!
Mrs Cross enjoy doing crafts and reading (especially Harry Potter) and keeping her 2 little girls occupied!
Mrs Elvin likes to restore furniture and other upcycling projects when being a mum to 3 sons gives her any "spare" time!
Mrs Leighton teaches PE for Hazel Class and leads RE in school so will also be helping us learn about different faiths, cultures and festivals. She loves reading and dabbles in crochet when she is not busy with her three little boys.
PE takes place on a Thursday morning and we visit the Library every Friday afternoon.
The children have settled back in wonderfully over the last few weeks and we are very proud of them.
It is our intent that the children who enter our EYFS develop physically, verbally, cognitively and emotionally whilst embedding a positive attitude to school and learning. We believe that all children deserve to be valued as an individual and we are passionate in allowing all children to achieve their full, unique potential. With all of this in mind, we begin each new year by looking at the individual needs of our children and – taking into account their different starting points- we then carefully develop our flexible EYFS Curriculum which enables them to follow the path of their learning journey, at a point, that is suitable for their unique needs and stage of development.
Children in both our Nursery and Reception classes follow the EYFS curriculum, which has seven main areas of learning.
The Prime Areas:-
The Specific Areas:-
• Personal, Social and Emotional Development
• Communication and Language
• Physical Development
• Understanding the World
• Expressive Arts
The teaching of these areas of learning is practical and playful with support and challenge from adults in class sessions, small group sessions and working with individuals. There is a combination of adult-led, teacher taught sessions as well as a wealth of stimulating continuous provision opportunities. Our Nursery and Reception classes open up to create an Early Years Base, which enables the children to access a wide variety of resources and teaching staff. Throughout all of these areas of learning and at the heart of the EYFS Curriculum are the “Characteristics of Effective Learning”. At Stanton Community Primary School and Nursery, we strive to develop these key characteristics of “Playing and Learning”, “Active Learning” and “Thinking Critically” in order to give the children the skills that they will continue to draw upon throughout their development. All of the crucial skills, knowledge and vocabulary that we teach are presented to the children throughout the year which encompasses a range of topics, which are designed with their interests in mind.
Our learning environments, both inside and outside are also adapted regularly to meet the different and developing needs of the children in our care. We aim to ensure that these areas are always stimulating and exciting and that, importantly, they are accessible to all children, regardless of where they are on their learning journey. The environments are developed to promote independence within our children and allow them to access the curriculum independently and confidently with the necessary level of support and challenge.
Within our EYFS Curriculum, children are assessed continuously through accurate and informal observations. These provide us with information for future planning, not only for our individual classes but also for individual children’s next steps in their learning. They enable us, as EYFS practitioners, to ensure learning is embedded and consistent and that all children continue to make outstanding progress within our EYFS setting.
In the first half term we focus on settling in, making friends, getting to know our environment and learning to play safely whilst looking after ourselves and our classroom.
In our second term our Topic is Celebrations. We read an Indian tale of the Old Woman and the Pumpkin and learn about celebrations in different parts of the world.
(Where the Wild Things Are)
In the first Spring term we read the story Blue Penguin and learn about Polar animals and consider animal life cycles.
In the second half of the Spring Term we learn about different animal habitats and explore our surroundings to discover which creatures inhabit our school grounds!
(Splish, Splash, Splosh!)
At the start of the summer term we learn about Sharks and other sea creatures and encourage children to consider what impact people have on sea life.
In our final term we read lots of Pirate tales and consider what "treasure" is. We consider how found items can help us learn about the past - for example fossils and dinosaur bones!
Phonics in Hazel Class
At Stanton Community Primary School we follow the Story Time Phonics approach as we deliver our daily Phonics lessons. By doing this teachers are fully supported in their planning and delivery of every Phonics session, ensuring consistency in the daily approach and across the year groups. Additionally, ideas for continuous provision linked to the focus sound are provided to maintain the standard outside of the lesson and to inspire independent application of what has been learned. Our decision to use this approach was further supported by our intent to create a love of reading throughout the school. Story Time Phonics is grounded in real books which are also available for children to access freely in the classrooms.
Michelle Larbey the creator, and the Phonics Fairy herself claims the Story Time Phonics approach ‘instils a sense of awe and wonder around books and provides children with memorable experiences which connect learning to read with pleasure’.
To see and hear how to correctly say each of the sounds we teach you can take a look at the video below.
Maths in Hazel Class
We teach for Mastery in Maths and allow our pupils to gain a deep understanding in order to make continual progress and move onto more complex concepts. Maths is a subject that everyone can and should be able to perform confidently and competently. We choose to teach by breaking down Maths objectives into the smallest steps, so that every pupil is secure in every new concept before moving on.
We want to develop children’s number sense so that they understand the number rather than just recognising the numeral. Children need to understand that numbers can be represented in many ways, not just as a written numeral. Here are some ways to represent 5.
We use many different objects and pictures to show that numbers can be represented in lots of ways. Children sometimes need lots of practice to recognise numbers in different forms. We play matching games and encourage children to recognise and make different amounts in our indoor and outdoor areas.
When counting, children need to understand the following:
- That we need to say one number for each object counted (touch counting).
- The final number we say is how many altogether. Some children continue to count after they have reached the final object as they don’t connect the numbers they are saying to the objects in front of them.
- That we can count objects in any order and the total stays the same.
- That the total stays the same even when the objects move. When children first start to use numbers, they often do not understand that if we move objects into another arrangement the total stays the same. We practice this with many different types of objects before moving onto more abstract ways of recording.
Another skill that is very important is recognising small amounts without the need to count them. This is sometimes called subitising.
Initially this should be by using real objects but as children progress, allowing them to see groups of dots in different arrangements helps them to mentally ‘see’ how many objects are there without needing to count. This is a very important skill when children begin to add and subtract. Using dice is a good way to practise this skill before moving onto objects in different arrangements.
Reasoning helps children explain their thinking, which enables them to more deeply understand how they do maths. It helps them consider how to solve a problem, explain how they solved it and to think about what they could do differently.
Some examples of reasoning are:
- True and false statements, for example: adding to a number always makes it smaller – true or false?
- Spotting Maths errors, for example: 1, 2, 3, 4, 6, 5, 7, 8, 9, 10
- Explaining how we know something or how we worked it out
Problem Solving allows children to use their maths skills in a range of contexts and in situations that are new to them. It allows them to seek solutions, spot patterns and think about the best way to do things rather than blindly following maths procedures that they have been taught.
In Hazel Class problem solving might include:
- Identifying, following and creating patterns
- Estimating amounts of objects
- Predicting how many times they can do something in a minute
- Sharing objects between different groups – particularly when the amount of groups change and the amount of objects stays the same
- Finding different ways to partition numbers, for example 4 can be made up of 3 + 1, 2 + 2, 4 + 0 or 1 + 3.
Early Learning Goals for Maths
There are two Early Learning Goals for maths. This is what children in Reception are expected to be able to do by the end of their first year at school.
Children at the expected level of development will:
- Have a deep understanding of number to 10, including the composition of each number
- Subitise (recognise quantities without counting) up to 5
- Automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts.
ELG: Numerical Patterns
Children at the expected level of development will:
- Verbally count beyond 20 (not simply reciting), recognising the pattern of the counting system
- Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity
- Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally
What can I do at home to help my child?
- Count - steps up the stairs, money into a money box etc
- Play games using dice/dominoes and encourage child to say how many spots without
- Ask children to set the table with enough knives, forks and plates for
- Spot numbers in the environment – on phones, microwaves, clocks, registration plates,
- Ask children to think of their own representations for numbers eg one of them, two hands, three bears, four wheels on a car, five toes, six sides on a dice, seven dwarves, eight legs on an octopus etc
- Deliberately make mistakes. Children need to understand mistakes are normal and everyone makes them eg get mixed up when counting, muddle two numbers when ordering
- Watch Numberblocks on Cbeebies. This programme is written by maths specialists to model maths concepts and represents number brilliantly
- Play outdoor maths games like hopscotch and Even better, let children make up their own games and decide how to score points.
- Read books with maths concepts eg The Very Hungry Caterpillar, One is a snail, ten is a crab, What’s the time, Mr Wolf? The doorbell
- Draw attention to more and
Ask questions - “How do you know?”, “What do you see?” “How many more?”, “How many altogether?”, “How many would I have if…”