Reception 2025/2026

Below you will find the presentation from the Welcome to Reception evening. 

Quick links:

Letters and Information

Cooking contribution 2024-25

In Reception we offer the opportunity for the children to participate in cooking activities throughout the year. In year 1 onwards pupils will have regularly cooking lessons in the school house. 

An annual voluntary contribution of £13.00 has been added to MCAS to cover the cost of ingredients for these Reception sessions.  This fee covers sessions for the whole school year, from September 2024 until July 2025.

This fee is voluntary, however, without the support of our parents, we will be unable to provide an opportunity such as this for our pupils.

To make payment, please log into your MCAS account. The fee, located within the Clubs section, is now available to be added to your basket.

Thanks so much! 

Purple Mash

Dear Parents,

We are thrilled to inform you that your child has access to a fantastic range of online resources on Purple Mash.

Over the year, your child will be introduced to various activities on Purple Mash by their class teacher.

Through this they will learn to independently use the interactive white board.

To explore these enriching materials, simply use your child's login, which you can find in their reading record. 

There are numerous engaging tasks linked to what we are covering in class, scroll down to find out what we are learning this week.

Below there is also a parent guide from the Purple Mini Mash team.

Happy exploring!

The Reception Team

Reading in Reception

At Fielding we follow the Read Write Inc programme.

We do a phonics assessment with each child, this provides us with your child’s reading level.

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.

Please make sure that you always have the following inside your child’s book bag:

• 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.

This is really important for the class teacher to see in school.

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

Learning in Reception

English 

Our handwriting letters this week are: revising all letters

Letters we have practised:

i/ l / t / h / b / p / r / n/ m/ c / o / d/ a / g / q/ e/ s/ u/ y/ v/ w/ k/ f/ j/ x / z

Week commencing: 30.6.25

This week the children will have the chance to learn about the precious nature of our environment, whether this is the immediate space we inhabit, the wider neighbourhood or planet Earth.

Lessons will highlight the responsibilities that everyone has for looking after their world and emphasise the importance of caring for living things.

We will also provide the opportunity for children to learn about the religious ideas connected with Creation and the expectation that religious life can promote a caring approach to the world around us. These lessons link to our RE curriculum.

The week will begin with a nature walk around school, looking, noticing and talking about nature in our immediate environment e.g. trees, plants, clouds, sun, hens, pond, the forest. The children will stop and draw the things they see and like.

The children will listen to the Creation story. In lessons we will explain that many people have faith in God but also that there are many people that believe the world was created in other ways.

We will remind the children of our school value of respect and how we must respect that we may believe in something different to our friends and teachers.

In lessons the children will write a list of things God created.

Features of a list:

• a title
• a new line for each word
• bullet points
• lower case letters (except for names)

The children will discuss the beauty of nature and living things. They will share what they like and write sentences about this.

For example:

Mrs Watts like waterfall, they are magnificent and beautiful. She also likes the countryside; the big open spaces, full of plants and trees.

Mrs Robinson likes the sea. She likes the sound of the water and it makes her feel calm. Whenever she goes to the sea with her family she takes a bag to litter pick!

Miss Karim likes the icebergs. Some ice bergs are huge structures with jagged edges and a hint of blue. Miss Karim could look at icebergs all day!

Mr Webb likes pandas because they seem clumsy. Did you know that a group of pandas is called an embarrassment or a cupboard of pandas?

Throughout the week the children will listen to stories to help them understand and think about how they can help look after the world.

Here are some of the stories we will be reading:

• The Great Kapok tree – Lynne Cherry
• A Planet Full of Plastic – Neal Layton
• Ten Things I Can Do To Help My World – Melanie Walsh
• The Earth Book – Todd Parr
• Don’t Let Them Disappear – Chelsea Clinton
• Where the Forest Meets the Sea – Jeannie Baker

The children finish the week by making a poster showing how they would like to look after the world. They look at some examples first and pick out features that the children can incorporate into their own posters.

Supporting your child at home:

Talk to your child about some of the things they could do to look after the environment.

For example:

1. I always put my litter in the bin.
2. I turn the tap off while I brush my teeth.
3. I switch off the lights off when I leave the room.
4. I use both sides of the paper when I am drawing and writing.
5. I help to recycle.
6. I walk, cycle or scoot to school.
7. I can plant seeds and help them to grow.

Read some stories with messages about how to care for the environment.

Next week in English:

Our English lessons will focus on transition to Year 1.

Maths

Week commencing: 30.6.25

Our maths lessons this week focus on verbally counting beyond 20, looking at numbers to 20 and beyond, and recognising the pattern of the counting system.

Counting beyond 20 is an important focus this week. Unlike other languages (e.g. Welsh, Mandarin), English ‘teen’ number names do not follow a logical pattern; we say ‘eleven, twelve, thirteen’ instead of ‘ten-one, ten-two, ten-three’.

It is only when we count beyond 20 that the pattern of our number system becomes clear. For the children to develop familiarity with the structure and pattern of this system, we need to give them experiences of counting to these larger numbers. The children may not remember the names of every ‘tens’ number (thirty, forty, fifty etc.) but, when prompted, they should be able to rejoin the count because they have understood the pattern of the ‘ones’.

This week’s activities are designed to allow all of the children to practise these skills and deepen their sense of number.

In lessons the children will be using their knowledge of the composition of numbers to show a range of ways of making a number using a ten frame.

This is a ten frame:

First the children will make numbers up to 10 and use the knowledge learnt in our mastering number daily sessions to make numbers using their knowledge of  '5 and a bit'. For example:

                7 is 5 and 2

             8 is 5 and 3

Then the children will move on to making teen numbers using two ten frames.

We will use the stem sentence:

11 is made of 1 full ten and 1.

12 is made of 1 full ten and 2.

We will help children to recognise that the numbers 1 – 9 repeat after every full 10. Therefore:

1 full ten and 1 = 11

1 full ten and 2 = 12

1 full ten and 3 = 13 etc.

We will repeat the activity using Numicon.

Numicon is a resource used in school to support maths teaching that helps children to see the relationship between numbers. They are essentially flat pieces of plastic representing the numbers 1 to 10. Children can pick them up, count the holes, fit the together, lay them on top of each other.

The important part of this lesson is to ensure their understanding that numbers over 10 and up to 20, are made of 1 ten and x amount.

We will then move on to making numbers beyond 20 using ten frames and Numicon.

We will make explicit how you need more ten frames for numbers beyond 20.

For example:

2 ten frames for 20, 3 ten frames for 30 etc. 

23 is made of two full tens and three.

Some children will begin to see the pattern.

We will make bundles of 10 using straws, sticks and towers of 10, like Number Block 10.

Teachers will model counting the bundles/ towers by counting in tens.

This is not a Reception skill. However, some children will be ready for this challenge and extension.

By learning to count in 10s, the children will be able to make numbers beyond 20 more efficiently.

Supporting your child at home:

Look at a 100 number square.

What does your child notice?

Can you see any patterns?

Can you find number ….. ?

What comes before/ after number ….. ?

Cover up a number. What number is hiding? Can you use the numbers around it to help you work out the missing number?

Practise counting beyond 20. Listen carefully - Is your child saying the ‘teen’ numbers correctly? At this age it is very common for a child to say ‘thirty’ instead of ‘thirteen’, ‘forty’ instead of ‘fourteen’ etc.

Next week in maths:

In maths we will be focusing on ‘comparison’ through the Mastering Number Programme.