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St Margaret's CEVA Primary School

Looking to Jesus, the pioneer and perfecter of our Faith

Class RA

Staff: Mrs  Andrews   Class Teacher

           Mrs Gopinath   PPA Cover

           Miss Whincop Teaching Assistant



The Importance of the EYFS

“Every child deserves the best possible start in life and the support that enables them to fulfil their potential. Children develop quickly in the Early Years and a child’s experiences between birth and age 5 have a major impact on their future life chances. A secure, safe and happy childhood is important in its own right. Good parenting and high quality early learning together provide the foundation children need to make the most of their abilities and talents as they grow up.”

(Statutory Framework for the Early Years Foundation Stage )

Themes and Principles

There are 4 themes and principles which underpin the EYFS












When planning sessions and activities practitioners must take into account the different ways in which children learn. The 3 characteristics of effective teaching and learning are:









The Areas Of Learning and Development

There are 7 areas of development in the EYFS. These are made up of the 3 Prime areas and 4 Specific areas.

Practitioners working with the youngest children are expected to focus strongly on the 3 prime areas, which are the basis for successful learning in the other 4 specific areas.


  The 3 prime areas are:

•Personal Social and Emotional Development

•Communication and Language

•Physical Development

The Complete Picture
















Read Write Inc

•The RWI programme will begin in week 5

•In the programme reading and writing are taught at the same time

•The children are introduced to the 26 letters of the alphabet as phonemes(sounds) They are taught the letter names later in the year. At this initial stage they are also taught 6 other phonemes which are made up of 2 letters. (e.g. ‘th’ and ‘sh’)

•The sounds are taught as pure sounds (e.g.’m’ is ‘mmm’ not ‘muh’)

•The children are taught to handwrite the letters at the same time as learning the sounds.

•As soon as a few sounds have been learnt the children are taught to blend them together to read words.

•Initially children are able to bring story books home to share and enjoy with their families.

•Once the RWI programme has begun teachers will assess individual children’s readiness to bring home a reading scheme book at the appropriate level to practise with their parents.

Pie Corbett Storytelling

•Early on in the term children will start to learn particular stories.

•These stories will be practised each day until the children are able to recite them from memory.

•The children learn particular signs and actions to help them memorise these stories.

•The purpose of storytelling is to enrich the children’s vocabulary, and to  help them to understand story structure and use it in their own writing.

Story Writing


•We aim to create a writing culture in the classroom.

•Early on in the term an adult will begin to scribe the children’s own stories.

•Often these stories will be acted out in class.

•As the year progresses the children will begin to ‘take the pen’ and gradually begin to write more and more of their stories independently.

•As far as possible we try to write for practical purposes i.e. recipes for food that we are cooking, shopping lists for ingredients,plans for construction activities etc.


Class Rules

We have 4 class rules:

1.We listen.

2.We are kind and helpful.

3.We walk and talk in school.

4.We look after our classroom and garden.

The rules are reinforced in the following ways:

•Class behaviour chart and reward system.

•‘Going for Gold’ certificates.

•House points.


Mrs Andrews