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The Queen's C of E
Primary School


Reception is where our children start their learning journey. Holly and Willow classes are for children aged 4 to 5 years. Their curriculum follows the Early Years Foundation stage programme (EYFS).                                    

Learning in Reception is based upon everyday life real experiences that engage, motivate and enthuse our learners. Children learn through play and exploration. Our provision enables children to be active, creative and critical thinkers. We provide an enriching and play-based environment both indoors and outside.

Throughout the year Reception children will be learning skills, acquiring new knowledge and demonstrating their understanding through 7 areas of learning and development.

These 7 areas are used to plan children’s learning. Our teachers ensure that activities are suited to each child’s unique needs and interests.  

Throughout the academic year children are assessed against the Early Learning Goals within the Early Year Foundation stage programme.

Please see below to develop and understanding of our provision, see what our children can achieve and understand the Early Learning Goal that they are working towards.  

There are 3 prime areas:


Communication and Language  

Communication and language development involves giving children opportunities to speak and listen in a range of situations, to develop their confidence and skills in expressing themselves. This is broken down into the following 3 areas.

Listening and attention - this involves children, concentrating, absorbing and responding to sounds around them. This is how children learn to distinguish between different sounds, these skills form the basis when learning to read and write. 

Listening and attention Early Learning Goal

 Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity. 

Understanding – this is how children make sense of spoken language, starting with simple short sentences and building up to more complex questions, sentences and sequences.

Understanding Early Learning Goal

Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events

Speaking – children develop the ability to articulate themselves, expressing their needs, ideas and feelings and sharing what they are thinking with other people. Children need lots of opportunities to talk before they will be ready to communicate through writing.

Speaking Early Learning Goal

Children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events.

Physical Development 

Physical Development is essentially how young children gain control of their bodies. They learn about keeping themselves active how to use equipment and materials successfully and safely.

Physical Development is broken down into the following 2 areas.

Moving and Handling

At The Queen’s school we provide equipment and resources that are sufficient, challenging and interesting and that can be used in a variety of ways, or to support specific skills. We also make sure that children develop their fine motor skills and gross motor skills.

 We allow sufficient space, indoors and outdoors, to set up relevant activities for energetic play.

  • Fine motor skills activities are incorporated into the daily routine such as threading, using tweezers, peg boards etc.
  • Use additional adult help, as necessary, to support individuals and to encourage increased independence in physical activities.

Early Learning Goal:

Children show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing.

Health and Self- care

Through Health and Self-care children find out about the effects of a healthy life style on their bodies. This includes all the factors that affect healthy development including making healthy choices in relation to food. It also includes managing their personal needs, such as dressing, when it is appropriate. Good health and self-care is evident throughout our curriculum from eating together at lunch time to learning how to move our bodies during physical education lessons.

Early Learning Goal:

Children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.

Personal, Social and Emotional Development  

Our school values of love, compassion and respect promote positive relationships and aid children to develop a positive sense of self , develop strong relationships as well as help them to manage their own feelings and behaviour. 

Personal, social and emotional development is broken down into the following 3 areas.

Self-confidence and self-awareness - promotes children’s confidence to attempt new tasks, explain their needs and develop their own voice and opinions. Through our provision we enable children to make their own choices with materials needed for tasks and ensure they work in a variety of ways; on their own with their peers and a range of adults.

Self –confidence and self awareness Early Learning Goal

Children are confident to try new activities, and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don’t need help.

Managing feelings and behaviour – enables children to respond appropriately to new experiences, respect rules and changes within their environment. It is important to us that children become familiar, comfortable and welcomed within our school community so that they can become resourceful, reflective and happy learners.   

Managing feelings and behaviour Early Learning Goal Children talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations, and take changes of routine in their stride.

Making relationships – it is important that children develop a positive range of relationships within our community. Love, compassion and respect is at the heart of all that we do.   

Making Relationships Early Learning Goal

Children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children.

and 4 specific areas: 


Literacy development involves encouraging children to link letters and sounds to begin to develop the skills and confidence to become competent readers and writers. We promote a language-rich environment and provide a range of resources and opportunities to ignite and develop interest in literacy.

Literacy is broken down into reading and writing however phonics skills underpin these areas.

Phonics – The teaching of systematic synthetic phonics in Reception follows the Letters and Sounds programme, supported by a Jolly Phonics approach. Lessons are active, multi-sensory and fast-paced, using actions, songs, stories and puppets to engage, support and extend children’s phonics learning.

Reading – is a core skill that is integral to children’s development and their progression through our school. Thus we promote a love of language and use reading to inspire creativity and imagination.  Children learn how to use cues such as pictures, letter or word recognition, knowledge of stories in context and to read for meaning. Children are exposed to a range of fiction and non-fiction texts.

Reading Early Learning Goal

Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.

  Writing – is a core skill that is integral to children’s development and their progression through our school. Thus we provide a range of activities to encourage, support and develop children’s letter, word and sentence formation. We provide a range of writing purposes to engage and enthuse children. Children need to see themselves as writers and are given opportunities to write in contexts that are meaningful to them e.g. making a label for a construction model to writing a recipe for a magic potion. Children are also given more structured opportunities to write with the support of an adult, this is where guidance and key teaching opportunities enable progress and skill development. 

Writing Early Learning Goal

Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.


Mathematics development involves encouraging children to count, understand and use numbers, complete simple addition and subtraction number problems and describe shapes, spaces and measures.

Mathematics is broken down into the following 2 areas.

Numbers – children develop an understanding of number and their mathematical thinking in Reception. Children are encouraged to problem solve and reason creatively and imaginatively finding maths in all areas of the classroom both inside and out.     

Numbers Early Learning Goal

Children count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.

Shape, space and measure – enables children to understand and relate to the world around them. Thus everyday life experiences are re-enacted within our provision to provide opportunities to buy and sell or weigh and measure e.g. in a fruit and vegetable shop. This is how exploring, estimating and reasoning skills are developed.   

Shape, Space and Measure Early Learning Goal

Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.

 Understanding the World

This involves children making sense of the world around them and finding out about people, places, technology and the environment.

Understanding the world is broken down into the following 3 areas.

People and Communities

People and Communities Early Learning Goal

Children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.

The World

The World Early Learning Goal

 Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes.


Technology Early Learning Goal

Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.

 Expressive Arts and Design

This involves supporting children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role play and design and technology.

Expressive Arts and Design is broken down into the following 2 areas.

Exploring and using media and materials

Exploring and using media and materials Early learning Goal

Children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function

Being Imaginative

Being Imaginative Early Learning Goal

Children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories.

Exploring and using media and materials: Children will gradually build a repertoire of songs as part of their daily routine, for example to signal a change in routine, such as at tidy up or story time.  They will also sing songs as a fun way of learning, for example, phonic jingles, counting and rhyming songs.  We will celebrate festivals by learning songs as a year group at times such as Harvest and Christmas time.  Children will be shown how to use a range of simple instruments to accompany music and singing and encouraged to explore their different sounds.  During P.E lessons we will explore dances linked to our topic and in class we will encourage children to make music and dance, and experiment with ways of changing them.  

In class, children will have opportunities to use a range of simple tools and techniques and we will be helping them to use them safely and independently.  They will have access to a wide variety of creative resources, such as, paint, crayons, chalks, pastels etc. as well materials for junk modelling, collage, play dough modelling, paper and fabric art.  We will encourage them to explore the materials, experiment with textures and combine different media to create new and original effects!  The processes will be more important than the finished product.

Being imaginative: Children will be encouraged to use materials and media in original ways, thinking about how they might use the materials and putting them to a purpose.  In their art and model making they may create simple representations of events, people and objects for example making a junk model bridge after learning about The Billy Goats Gruff.

There will be lots of opportunities to express their own ideas, thoughts and feelings through design and technology, art, music and dance.  We will provide role play resources and props in our class home corner and encourage the children to play cooperatively alongside other children acting out their own stories, developing narratives and creating make believe scenarios.