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Reception Pupils 2022/2023


Following our Welcome to Reception meeting last week, please find the presentation from the meeting.  We look forward to welcoming our new families to Reception in September 2022. 



Reception 2021/2022


Please find below our welcome newsletter which provides you with information for the school year and dates for this term. 

Fresh fruit snack


As a healthy school we would like to remind parents that children should only be bringing in a fresh piece of fruit for their snack each day.  Children should not be bringing in alternatives including anything other than water in their water bottles. Children are welcome to bring in a packed lunch and this will be saved until they are in the lunch hall and replaces the school lunch option.  Class teachers stay with their classes in the dining hall each day and will continue to inform and work with parents if they have concerns with a child not eating enough.   Pupils are also offered a fruit snack from school in the afternoon session.  We thank you for your support with this matter.

Our Outside Classroom 


Dear Parents/Carers,


Please can you help us to promote to pupils that they should not use the Reception equipment or provision in our outside classroom before or after school. 

We have been teaching the children to tidy up the provision at the end of each session and how the resources are for learning time during the school day. 


The outside classroom is used by after school club each day, so it would be greatly appreciated if parents/carers exit the area straight after collection.  


Thank you, Reception Team

Reading Books, Key Words, Home Learning and Book Bags


We have completed the phonics assessments with your child.

At Fielding we follow the Read Write Inc programme.

This assessment has provided us with your child’s reading level.


This week (w/c: 20/9/21) your child will receive a reading book.

The type of ‘book’ your child receives will depend on their phonic knowledge.


Some children will focus on learning the sounds of the alphabet.


Some children will receive a sound blending book to help develop their blending skills.


Some children will receive a book called ‘My Phonics Book’. A letter will be sent home with information of how this works.


Some children will receive a reading book.

In addition to this, your child will choose their own picture book.

Your child is not expected to read this book, this book is to be shared with an adult for enjoyment.


All books will be changed once a week.

Please make sure your child brings their book bag to school every day.


Inside their book bag please make sure that you always have:

  • picture book
  • reading book
  • reading record


Please look through the reading record, there is lots of useful information inside.

Please sign the reading record every week and write a comment about how your child is progressing with their reading.


Key words

On page 13 there is the list of key words that the children need to learn to read over the year. Every two weeks we will check how your child is progressing with the reading of these words and let you know in their reading record. Please help your child to learn these words.

We will write what key word list your child is on in their reading record.


Home Learning

Every Friday, your child will receive some phonics home learning from their phonics teacher. This must be done at home and does not need to be returned to school.


If you have any further questions please talk to your class teacher.


Warm wishes,

The Reception Team

Remote Learning - Weekly timetable


If your child is at home and well enough to work, your child is expected to follow the weekly learning that is happening in school and complete some Phonics, Literacy and Maths tasks each week. 

Please scroll down to the weekly Maths and English learning section, here on the Reception noticeboard. This is the learning that takes places in the classroom.

It is really important, if your child is well enough, that they keep up with the learning as much as possible. It will make a real difference to their learning and progress once they are back at school.


It is important that your day reflects the nature of our Early Years and work is balanced with lots of opportunities to play and hear stories being read. 

  • Play activities – pupils are encouraged to direct their own play following their interests. 
  • Story time –  there are links below to much loved stories read by our staff .
  • Reading – follow routines with books sent home in book bag.


Remember that each task for Phonics, Literacy and Maths is only a few minutes long, children at this age are developing their concentration skills. A little and often is key and really makes the difference.


The class teacher will also phone you during the week to find out how your child is.


Reception Instagram account     

A bank of resources to support your child's learning at home, including phonic activities and key word lists. Check out our Instagram story each week where we link the learning that is happening in school. Click on the link below 


Reception Instagram Page - EYFS World



Week commencing: 4.7.22

Our maths lessons this week focus on comparing quantities up to 10, recognising when one quantity is greater, less than or the same as the other.

This week’s focus is on assessing and deepening the children’s understanding of how to compare quantities. The activities included will help to check their comprehension and will provide opportunities for further comparison experiences.

The children will be practising these key skills:

  • comparing groups of the same object with a big difference in number, and then a small difference
  • comparing by looking, then by matching 1-to-1
  • understanding when groups have an equal amount
  • comparing groups of objects that are of different sizes, colours or attributes
  • beginning to generalise about ‘1 more/1 less’ within 10
  • developing a sense of magnitude, e.g. knowing that 8 is a lot more than 2, but that 4 is only a little bit more than 2.


When comparing quantities, we will ensure that the children are focused on the numerosity of the group (how many there are) and that they are not distracted by the size or spatial arrangement of the objects.

Language is also an important consideration. We will model and encourage the use of ‘fewer’ when talking about countable things (e.g. I have fewer cubes than you) and ‘less than’ when talking about a number’s position in the counting sequence (e.g. 4 is less than 6 on our number track).


In lessons we will be:

  • Looking at different amounts and comparing them. We will ask the children:

Were there more red counters or more yellow counters?

How many did you see?

Do we need to count?

We are always promoting and being explicit with the children about using their subitising skills.


  • Comparing different amounts and reinforcing the mathematical vocabulary. We will ask the children:

What do you notice? Who has more toys? Who has fewer toys?

The children will answer by saying:

_____ has more than/fewer than _____ .


Does it matter if the toys are different?

Does it matter if the toys are smaller?

Does it matter if the toys are close together or far apart?

What DOES matter?

We will make explicit that the colour, size, type and/or spatial arrangement of the objects doesn’t matter. It’s the NUMBER of objects that determines who has more/fewer.


  • Using the rekenreks to challenge  the children to push more/ fewer/ an equal number of  beads


This is a rekenrek:

For example:  

  • I’m going to push 2 beads. I’d like you to push more than me. How many have you pushed? Can you show me on your fingers that it’s more than 2? Is it a lot more or just a little bit more? Can you push 1 more than me?


  • I’m going to push 3 beads. What will that look like? [Push 3 beads.]

Who can push an EQUAL number on their rekenrek?

Is it an equal number? How do you know?

Agree that ‘equal’ means having the same number in each set.


  • Now I’m going to push 2 beads. On your top row, can you push 2? On your bottom row, can you push a number that is MORE THAN 2?

How many have you pushed? Can you show me that it’s more than 2 using your fingers?

Have you pushed a lot more than 2 or just a little bit more than 2?

Now I’m going to push 4 beads. What would that look like?

On your top row, can you push 4? What would 1 MORE THAN 4 look like?

Can you push a number that is just 1 more than 4 on your bottom row? Can you do it with ‘one push’?

  • Now I’m going to push 5 beads. Can you push 5 on your top row?

What might FEWER THAN 5 look like?

Can you push a number that is fewer than 5 on your bottom row?

How do you know it’s fewer than 5? Can you show me that it’s fewer than 5 using your fingers?


As we work through the numbers, we will encourage the children to compare the top and bottom rows of their rekenreks to justify their explanations and to use the terms ‘more than’ and ‘fewer than’ when describing what they have pushed.

We will also play games:

  • The children will throw beanbags into a container, we will ask:

Who has scored more than ……?

How do we know?

Who has scored fewer than ……?

  • Use jumps to measure distances:

How many jumps do you think it will be from here to the bench?

What about from here to the fence?

Which will be more?

Were you right?

  • Play linear board games, such as Snakes and Ladders or number track games:

Where does …………   need to start?

How many have they rolled?

Can you show me on your fingers?

Let’s say the number names of the squares they land on together.

Where have they stopped?

How many more do they need to get to the end?


Supporting your child at home:

Collect some objects your child likes e.g. dinosaurs, Lego, anything your child is interested in can be used.

Can your child:

  • look at 2 sets of up to 10 similar objects and say which has more/ fewer?
  • compare 2 sets of up to 10 objects by looking and/or matching, regardless of the colour, size or type of objects being compared?
  • compare 2 sets of up to 10 objects by looking and/or matching, regardless of the spatial arrangements of the objects (i.e. whether they are spread out or close together, etc.)?
  • say when 2 sets have an equal number of objects?
  • make 2 sets that have an equal number of objects?
  • say or demonstrate using practical equipment ‘1 more than’ a number to 9?
  • say or demonstrate using practical equipment ‘1 less than’ a number to 10?
  • begin to develop a ‘mental number line’? Do they know, for example, that 8 is a lot more than 2, but 4 is only a little bit more than 2?


Next week in maths:

In maths we will be focusing on ‘a deep understanding of numbers to 10’ through the Mastering Number Programme.


English - Writing 

Week commencing: 4.7.22


Our lessons this week will focus on our Learning Challenge What can I tell my new teacher about me?

The transition lessons will prepare the children for the next steps and also help the Year 1 teachers to get to know the children.


We will talk to the children about how moving up to Year 1 can bring up a range of emotions and how this is normal.

We will talk about how we can feel lots of different emotions at the same time. How it is possible to feel worried and excited at the same time. We will ask the children to think back to the start of Reception and remember how they were feeling back in September. Teachers have already started having these conversations with the children. The children have also had the opportunity to visit Year 1 and familiarise themselves with their new classroom and where things are.


The children will listen to a range of stories focusing on changes and feelings.

We will help children to articulate how they are feeling and make them realise that all these feelings are normal and part of growing up.


The children make a book about themselves called ‘All About Me’.



The children will write about their family, favourite book and anything they might like to share with their new teachers.

In lessons we will talk about things that will be different in Year 1 and how some things will stay the same.

The children will share this with their new teacher.


In every class there is a book about Year 1. The book has a picture of their new class teacher and the places the children will need to know e.g. lunch hall, playground, toilets, ICT suite etc. Class teachers have gone through this book with class on several occasions and will continue to do this till the end of term.


All the children have now visited their new classroom and spent time with their new teacher. They have been able to ask questions about Year 1 and each teacher has responded to the questions during ‘Move Up Day’.


The children will also have many opportunities to play in their new playground and see their new teacher formally and informally over the last few weeks. Including two more visits to their new Year 1 classroom.


At every opportunity the Reception Team will endeavour to support the pupil’s transition to Year 1. We will focus on all the positives and acknowledge how the children are feeling; using the school values, PSED and RSHE lessons to reinforce the key messages linked to transition.


Supporting your child at home:

Talk to your child about Year 1.

Read through the transition PowerPoint together which is attached below. 

The story is about change and lends itself to talking about feelings around transition.

Encourage your child to ask questions and help them to express their feelings.

Your child can make a poster about themselves.

This can be shared with their new teacher.



Next week in English:

Our lessons will continue to focus on transition from Reception to Year 1 and the text ‘Tomorrow I’ll be Brave’ by Jessica Hische.



In our PSED lesson a few weeks ago, we discussed the NSPCC’s PANTS rules.

These are designed to teach pupils how to stay safe from sexual abuse, without giving explicit information or telling scary stories or even using the term “sexual abuse”. We started the lesson by introducing the children to a character called Pantosaurus.



We will show them this clip:

NSPCC Pantosaurus (2 mins)

This is a film featuring NSPCC’s  friendly mascot Pantosaurus.

His catchy song covers the main points of PANTS and  introduce the topic to the children.

In the lesson, children learnt about the ‘PANTS’ acrostic, which stands for:

  • Privates are private.
  • Always remember your body belongs to you.
  • No means no
  • Talk about secrets that upset you
  • Speak up, someone can help.

The lesson was fully age-appropriate.

The Talk PANTS campaign helps teachers and parents of 4-11 year-olds keep their children safe from abuse. Like the Green Cross Code, it takes a potentially tricky subject and gives teachers and parents the tools to talk about it in an engaging and age-appropriate way.


More information about talking PANTS, including a short film and a parent guide can be found at

If you have any questions please speak to your class teacher.

The Reception Team


English - Phonics/Reading 

Phonics is the way we teach children to recognise the sounds in words. It helps your child to learn to read and is an essential part of your child’s education.

In school we teach children to read through linking letters and sounds using a published programme called ‘Read Write Inc’ (RWI).  There are a range of online resources you can use to support the teaching of phonics at home. 


Additional Phonic Resources 

All our Phonics sounds are in the video below:


Help a hedgehog

Phonics Bloom    

Phonics play       

Forest Phonics  


Story Time

While children are learning to it is also important for them to hear lots of stories being read to them.  We encourage you to read aloud to your child and listen to your child read daily.  To provide your child with the further opportunities to hear stories being read check out the story time videos below:

Story Time with your teachers: 


Please see our curriculum overview to find out what your child is learning now and how that fits in to their wider learning:

Reception Transition Booklet

PE, Music & French Lessons 

If your child is accessing learning from home then check out the timetable in your child's class notebook on Teams.  If you click on the subject links on Thursday afternoon it will take you to the lessons that our specialist teachers have filmed for the Reception children. 



Virtual Support for Families 


In previous years we have invited parents into school to attend our drop in sessions. During these sessions we work with parents and demonstrate strategies and activities that they can replicate at home to support their child.  With the current climate we are unable to invite families into school so have put together a number of videos that can be used as a support resource.  During this term we will focus on Phonics - please see the videos below, your child's class teacher may direct you to the videos that will support your child. 


Guidance on reading books that come home: 


Inside your child's book bag 

Sound Blending Book

My Phonics Book



Set 1 Sounds - Video 1

Set 1 Sounds - Video 2 

Set 1 Sounds - Video 3 

Set 1 Sounds - Video 4 (digraphs) 


Set 2 Sounds - Video 1 


Set 3 Sounds - Video 2 

Understanding the new Early Years Framework 

This September our Early Years became early adopters of the new Early Years Framework that will become statutory in school in September 2021.  Below are documents which breakdown each area of learning. 

Capturing 'Wow moments' at home

Early Years compromises of seventeen aspects of learning with skills that pupils need to achieve before the end of their year in Reception.  We value contributions from parents/carers of moments of achievement that have happened outside of school.  Click on the link below to access our wow moments cards.  If you observe your child achieving something new or wonderful then cut out the card, record the moment and pass it onto your child’s class teacher.  The wow moments are stuck in your child’s learning journey and support assessments throughout the year.  Feel free to send in as many as you would like, parents/carers usually complete a page of wow moments each half term. 


Reading and Reading Records

Please write a comment in your child’s reading record. Let us know how they are reading and progressing. 

If you have any questions please make a note in the reading record, the class teacher will get back to you with a response. It is really important that you read with your child regularly, support from home makes a huge impact on your child’s learning.


If your child is still in the early stages of reading, they will be focusing on learning the sounds of the alphabet. In the reading record you can write the sounds you have been working on and how your child has  responded to the activity.


If your children is reading the Sound Blending books (lilac books), the focus is on learning to blend cvc words. CVC means 'consonant, vowel, consonant', words like – cat, dog, mum, dad, pot, man, sit etc. This skill can take a while to acquire, patience and persistence is needed. Often a child will sound out the word but cannot blend, when the adult sounds it out for them they will often hear the word and then say it. 

Remaining positive and encouraging your child to try again at this point helps, so they can try again until they have learnt to blend.


If your child is reading the paper book called ‘My Phonics Book’, the teacher will focus on one page at a time, each week. 

This stage of reading helps to prepare the children for reading sentences before they move onto the next level of books.

The guided reading session uses each page to focus on:

  • a set of sounds
  • some key words
  • reading simple sentences
  • a comprehension question
  • ‘holding a sentence’ e.g. to practise saying a sentence, rehearsing it and being able to repeat it back (memorising the sentence)


If your child has a reading book e.g. red, green, purple etc. The books contain lots of useful pages with sounds to practice, key words to read and some comprehension questions, as well as the stories. 


Book bags 

Every week your child will have a book bag with a picture book and one or two reading books.

Your child has chosen the picture book, they are not expected to read this independently.

This book is purely for enjoyment and an opportunity for you to share a book with your child. 

The reading book your child receives will link to the phonics baseline assessments that the teachers completed with each child.

Your child will have an opportunity to read through their book with their class teacher during their guided reading lessons. Guided reading lessons happen everyday, where the teacher will read with a different group.

Some children that are in the earlier stages and are beginning to learn their sounds will receive a sheet with the sounds to focus on. The sheet also contains ideas of how to support your child at home.

The class teacher will write the title of the books in the reading record.

Your child must bring their book bag  to school everyday with their picture book, reading book and reading record. Each day the teacher will focus on a different group and change their books once a week. We look forward to reading your comments in the reading records.

Home Learning

Every Friday your child will receive some home learning linked to their phonics lessons that week. This will allow you to see what sounds your child has been focusing on in the lesson.

The home learning can be kept in your child's bookbag so you can revisit the activities at home if needed. 

Please support your child with learning the sounds. Thank you in advance.

Forest School

Please note the day change for your child's class.

Please send in wellies for your child. These can be kept at school on the coat trolleys.

The first lesson will introduce the children to Fielding Forest e.g  rules and boundaries for keeping safe and respecting our environment.

RS - Tuesday am

RH - Tuesday pm

RP - Friday am

RF - Friday pm

Occasionally we do change our days depending on the weather and school events.

Reception Recommended Reading List - 40 Books for Reception

Reception Assessment

The Early Years framework compromises of seven areas of learning. 


The areas are divided into seventeen aspects of learning. These provide pupils with an Early Learning Goal for each aspect that they work towards during their time in Early Years. In the summer term of their Reception year, assessments will determine whether they have achieved a good level of development. 


Click on the links below if you are interested in exploring each area of learning and finding out what skills your child needs to achieve within each area of learning. 



Phonics Workshop



Specialist subjects

Contact Details and Useful Links