Friday 7th July - Reception Parent Phonics Workshop.
What to expect in year 1.
As the transition from the Foundation Stage to Key Stage 1 approaches, how can you help your child adjust to the new pace of Year 1?
Their first year of school is rapidly drawing to a close; soon, your child will be making the move from to . As a parent, the prospect of settling them into their new class is probably a lot less daunting than it was to get ready for their , but the transition from the Foundation Stage to can be a big deal for many children.
‘The jump from Reception to Year 1 can be more difficult than the transition between other school years.
But why is it sometimes a tricky stage for children?
When you ask your Reception child what they’ve done at school today, the answer is often, ‘I played.’ But their school day in Year 1 can be very different – and a bit of a culture shock.
‘In Reception, children get used to a play-based, free-flowing experience,’ explains Caroline. ‘They might be guided by the staff, but a lot of the time, they get to choose what they play with, when and with whom. They gravitate towards the things they enjoy doing, and how they spend their time is largely in their own hands.’
The sets out clear learning goals across every subject, and there are targets including knowing certain times tables and being able to spell a list of words accurately. Children are beginning to prepare for , taken in Year 2, and are also expected to take a towards the end of Year 1.
‘The teaching is subject-based and adult-led, and children have less choice about what they do,’ The challenges of starting the second year of school
As well as getting used to a new classroom, a new teacher, and potentially new classmates – challenges that children face at the start of every school year – there’s a whole new set of skills that they’re expected to master in Year 1.
‘For a lot of children, ,’
‘This sort of self-control can be very difficult for some children.
The level of work also becomes harder. ‘There’s more focus on formal skills like reading, writing and numeracy, and some children even comment on how difficult and tiring it is to hold a pencil for so long,’
Children often miss the freedom that they had in Reception.
The transition can be tough for parents, too. In Reception, there’s usually quite a lot of contact with the teacher; you might take your child directly into the classroom at the start of the day and collect them from there after school, giving you a chance to touch base about any issues. But in Year 1, it’s more likely that your child will line up in the playground, so you don’t get the same day-to-day opportunities to speak to the teacher.o help with the Reception-Y1 transition
Children settle better into Year 1 when the transition between the classes is gradual. ‘For example, the Reception teacher might introduce some of the more formal learning experiences of Year 1 towards the end of the year so they’re more familiar,’ ‘Equally, some of the Reception practices – may be continued into the start of Year 1, so it’s a more gradual process.’
At the end of the Reception year, they’re likely to spend some time in the Year 1 classroom with their new teacher, so the environment isn’t a complete unknown at the start of the autumn term.
Continuity of routines is important too. For example, following a similar daily timetable in both Reception and Year 1, where activities like circle time, break and assembly happen at the same times, can help children feel more settled.
It’s also helpful if the school briefs parents on what to expect from Year 1. This could be in the form of a ‘meet the teacher’ evening, or a letter sent home to explain things like the type and level of work that children will be doing, the learning expectations and any major changes in routine. This can help you prepare your child for what’s to come.help settle your child into Year 1
There’s a lot that you can do to smooth the transition to Year 1 for your child. ‘You have a long before the start of term, so take the opportunity to familiarise your child with the sort of things they’ll be doing at school.
These might include:
Try to avoid saying things like, ‘You’re going to have to work hard next year,’ and instead play up the good things: ‘Won’t it be exciting to have new books to choose from?’ or ‘It’ll be lovely to see all your friends again.’
‘Usually, any teething problems are minor, but if you’re concerned about your child after the first couple of weeks, bring it to the teacher’s attention.
A child who’s settled and happy is ready to learn, and that’s the outcome that every teacher and parent is looking for.
Friday 24th March EYFS Parent Phonics Workshop
Today's workshop focused on the importance of EYFS children being secure at phase 3 by the end of the year.
Children have now been taught all the digraphs and are working hard to learn and apply them in their reading and writing.
Children particularly struggle with the tricky trigraphs from phase 3 and a lot of practice and consolidation is required before children become confident and proficient in using them.
When children start Year 1 they will begin learning the alternative pronunciations and ways of recording each of the digraphs that they have learned so far. It is for this reason that being secure at phase 3 is so crucial.
Friday 10th February Parent Phonics Workshop
It was great to see you again this afternoon. For those of you unable to attend, the following links and resources were shared, in order for you to feel more able to support your child's learning at home. It is always good to get feedback from parents regarding how they feel school and home can work further in partnership to the benefit of their child. On that note please take the time to peruse the school website as frequent updates are taking place.