Welcome to Chorley New Road’s Reception 2020 blog. When your child first starts school, it’s a big change in your family life, especially if it is your oldest child, your youngest child or your only child. It is natural to feel a little sad or anxious. You may even wonder about how your child will settle into their classroom, handle making friends or even eat their lunch. You will be keen to support your child to make it all feel exciting while, on the inside, feel just as nervous as them.
Starting primary school can be one of the biggest transitions in a child’s life, but it’s worth remembering that almost all children love to go to school and starting school in Reception at Chorley New Road School is the beginning of an exciting journey where children learn to be independent and resilient. Where they make firm friendships, have fun and thrive! In this blog you will find tips and advice on starting school that you may find helpful.
We will update the blog with information about school life, checklists for starting school preparation, and hints and tips for helping your child prepare for their next great adventure at CNR!
How to help your child to develop early maths skills.
Mathematics, is best learned in a real situation, rather than a formal learning session and is always easiest when it is fun!
You can help your child in Mathematics by providing opportunities for them to develop the following number skills;-
adding and subtracting
ordering everyday objects
making predictions whenever an opportunity arises
recognising shapes in the world around them.
You do not need special equipment to teach these skills; they can all be done with things in the home and in the environment outside.
For example, a conversation with your child whilst waiting for a bus might include comparisons of short and tall people, counting the people who are waiting, looking at the shapes of the road signs and the numbers on them etc.
Here are some more ideas;-
Compare objects to see which is the longest, tallest, thickest etc.
Talk about a set of things, for example; which is the longest pencil?’
Predict which of two objects will be heavier.
Count, read, write and order numbers up to at least 10
Know that counting from 1 to 10 means there are ten things there, for example 10 cherries, and from 1 – 15 means there are 15 things there.
Know that were there are for example, 7 oranges, there will still be 7 however they are arranged.
Add or take away using everyday objects, where there are no more than 10.
Estimate the number of objects where there are no more than 10, for example, the number of peaches in a bag.
Copy, continue or devise a repeating pattern, for example, threading beads onto a string: green, green, purple, green, green, purple. (making a necklace will make this activity purposeful and fun).
Do the same sequencing with shapes or with low numbers, for example, 1, 2, 1, 2, 1, 2….
Compare and order objects without measuring them, into tall, taller than, tallest; cold, warm, hot; and so on, and use the right vocabulary to describe the result.
Fit together blocks (perhaps building or items from a construction kit) to make different 3-D shapes.
Talk about the made shapes, for example, ‘This is the longest’.
Make predications about the timing of the day, for example, knowing that the milkman usually calls before breakfast.
Sort simple 2-D and 3-D objects, matching shapes and sizes.
Build using a variety of 3-D shapes and describing them.
Draw 2-D shapes and describe them.
Describe where something is, using the appropriate words: under, above, behind, on, inside, next to…..
Decide the rules for sorting a set of objects and be able to stick to what has been decided, for example, ‘I am going to put all the red ones together, first’.
Draw a picture representing the position of people or things, for example, showing where people are sitting at the table.
Chorley New Road Primary School Uniform can be purchased from school uniform suppliers Andrew Leaches (Horwich) and Whittakers (Bolton). This summer these shops will be operating appointment systems. Details of these can be found below.
1 Easy-iron trousers and shirts work well, saving on the amount of ironing each weekend. These can be purchased from high street retailers, supermarkets and uniform suppliers.
2 Polo shirts are easier for younger children to get on and off. Children often struggle with buttons so encouraging children to practise doing up the buttons over the summer is an excellent way to improve fine motor skills and encourage independence.
3 For younger girls, on winter days when they have PE send them to school in trousers. This avoids the problem of them trying to put their tights on by themselves.
4 If you want to use proper name labels, it’s worth ordering them early on. Alternatively, use a Sharpie or laundry marker to write your child’s name. Biro washes out easily and can be difficult for children and staff to read. Label everything!
5. Buy school uniform that is easier for your child. It’s tempting to buy those lovely shoes with the pretty buckles or laces but your child has to be able to take them on and off for PE themselves and this can be difficult when they’re little. Instead go for Velcro shoes which are much easier for them.
6. Look for early sales. Many shops have back to school sales at the beginning of summer. This is a great time to get a good deal and avoid the last-minute panic in August or September when the shelves are bare. Your child is unlikely to grow out of their new uniform over summer but it’s often worth buying a size bigger if you can get away with it. And if they end up being too big, you can stash them away in the wardrobe ready for next year.
Chorley New Road School Uniform Requirements;-
Shorts/long trousers Skirt, pinafore dress
V neck, crew neck, sweatshirt, cardigan or jumper (LOGO OPTIONAL)
Summer dress (Summer Term only)
Shoes (not trainers)
T-Shirt (LOGO OPTIONAL)
Children will require a blue CNR book-bag which can be purchased from the school office (£5.00)
A drawstring bag will be needed for PE kits. These can be purchased from high street retailers, supermarkets and uniform suppliers.
On health and safety grounds children may not wear jewellery in our school. The exceptions to this rule are watches, but these must be kept to a low value and appropriate size. We ask the children to remove them during PE, games and swimming to prevent them from causing injury. Earrings are not to be worn in school.
Children should wear black shoes as part of their uniform for health and safety reasons.
Children should not have extreme hair styles which draw attention to themselves e.g. including eye brows, tram lines, Mohican, shaving. Hair colour should be one matching natural shade. No creative block colour or contrasting colours are allowed.
The purpose of the ‘What to Expect When’ booklet is to help you as a parent/carer find out more about how your child is learning and developing during their first five years, in relation to the Early Years Foundation Stage Framework (EYFS). The EYFS sets out the learning and development stages for children as they grow from birth to five years Children develop more rapidly during the first five years of their lives than at any other time. The booklet has been written to help parents know what to expect during these vitally important years by focusing on the seven areas of learning and development which are covered in the EYFS.
In this guide, your child’s first five years have been divided up into six age bands which overlap. This is because every child is different and children do not grow and develop at the same rate. It highlights what you might notice your child doing at these points.
Children learn and develop through playing, exploring, being active, creative and being asked questions to help their thinking. After each age band the guide gives you an example of some ideas and tips as to how you can help your child’s learning and development.
Remember that all children are different. One way of using this booklet could be to use it as a reference – see what you notice your child can do. Use it as a prompt to explore and try new things together.
Encourage your child to dress on their own – tackling buttons, zips and taking off and putting on jackets. Encourage your child to eat using a knife, fork and spoon independently and be able to go to the toilet without help.
It’s important that your child can recognise their name so they can pick up the correct name-labelled uniform or coat, and also find their own drawer in the classroom. With your child, explore what the letters in their name look like and help them try writing their name, too.
Children’s thoughts about school can vary enormously. Some can hardly wait to start while some find it stressful to leave their parents for the day. Start helping your child look forward to school by talking enthusiastically about it now.
Try to introduce new words in context. This will help your child to understand the meanings of new words.
Encourage your child to ask questions and model asking questions yourself.
Talk about and share personal stories.
When you are watching television together, talk about what you are watching. Discuss characters and storylines in cartoons or talk about documentaries together. You could bring familiar storylines from favourite books and television programmes to life using toy figures, dolls, puppets or soft toys.
Talk to your child about stories, poems or rhymes that you are reading together and how they make them feel. Discuss the characters, settings and storylines, talk about favourite moments or parts of the book they didn’t enjoy. Encourage them to make links with other things they have read or seen, or to their own personal experiences.
Engage in conversation with your child as much as possible, showing them how to take turns speaking and maintaining eye contact to show them how to listen attentively.
Encourage children to listen to rhymes, poems and songs. Introduce characters and simple plots that they can recall readily. Share these with young children on a daily basis. Include family favourites as well as classics.
Children will be introduced to the sounds in the English language at school. We call these ‘phonemes’. In readiness for this, talk to them about all sorts of sounds they hear in the environment. How are they the same? How are they different? Can you make that sound? Of what does it remind us?
Encourage children to listen out for rhyme, alliteration (when words start with the same sound) and repetition. Clap along with beats and rhythms and encourage children to move rhythmically to music. All these skills will help children to be ready for learning phonics at school.
Managing emotions, developing friendships and being confident
Being able to share, take turns, interact with peers and adults and work or play independently is an integral part of the Reception Year. Providing opportunities for children to identify and develop an awareness of their feelings, share their experiences and develop an understanding and awareness of others is crucial for young children to settle quickly and thrive.
Encourage your child to share and take turns. They will be expected to be able to work alongside both staff and their peers and be willing to share and take turns in many different learning experiences throughout each school day.
Encourage children to persist at an activity for an extended amount of time. When your child selects an activity e.g. a game, puzzle, painting etc. encourage them to persist with the activity until they have completed it rather than change to something else part way through.
In Reception, children will be progressing towards being able to work independently on self-chosen or assigned activities. To support your child and develop their ability to work independently, encourage them to work by themselves on a puzzle, picture or game.
Drawing, painting, and playing with modelling clay are all important steps towards writing. This helps children develop the muscles they need for a strong pencil grip whilst they are also exercising their imaginations.
Children love to ‘play’ at writing and encouraging them to write as much as possible – even though you might not be able to read what they have written – helps them to think of themselves as a writer. So, have paper, pens and notebooks at home and encourage children to use these to write for different purposes. Try to keep it as a way of relaxing and creating; children expressing, communicating and sharing ideas.
Show your child when you are using writing to communicate yourself. Leave notes for your child, show them when you are writing cards or labels. This helps children to understand the purpose of writing and also lets them see that you value it.
Have magnetic letters on the fridge or foam ones in the bath to play with. Make links with simple words children have read with you. You could start with three letter words like d/o/g. How about rhyming words like bog – dog – log.
Create a bedtime reading routine. Not only does it support your child to wind down at the end of the day, but listening to all kinds of books and stories read aloud helps to tune children in to the rhythms of writing. And don’t worry if you’re not a confident reader, you could try making up stories using the pictures in books.
Bring books to life by using your voice in different ways. Create voices for characters, pause for suspense and sing along with rhyming books
Don’t worry if your child wants to read or listen to the same book over and over again. This is perfectly normal. It is also very important as it lets young children revisit favourite parts and commit the story to memory.
Encourage children to join in with reading for real life purposes; helping you read out recipe instructions as you cook, or a shopping list and labels around the supermarket