Welcome to Foundation

Teachers: Mrs Callicott and Miss Foster

Teaching Assistants: Mrs Ieronymakis (Mrs I) and Mrs Harrison

Students: Miss Hick, Miss Willson and Miss Antonia

June 2020

This term, as we always would, we are helping the children work towards the ‘Early Learning Goals’ – which are a list of statements the government say a child should be able to do before finishing Foundation.

It is perfectly normal for not all children to reach these goals, as each child is unique.

The learning we are providing at school and for home learning will be working towards these statements. We have provided the ‘Early Learning Goal’ statements and the 40-60 months statements for reading, writing and maths here to help you if you would like to work towards them with your child.

Additionally, our home learning has altered slightly now to include a 'maths menu' to allow more flexibility in supporting your child with the areas of maths they need to focus on, and phonics in a slightly different format to mirror our learning at school. Please do contact us if you need any support with this.

Keep safe, keep happy, keep smiling.

Miss Foster & Mrs Callicott

Reading

40-60 months

• Continues a rhyming string.
• Hears and says the initial sound in words.
• Can segment the sounds in simple words and blend them together and knows which letters represent some of them.
• Links sounds to letters, naming and sounding the letters of the alphabet.
• Begins to read words and simple sentences.
• Uses vocabulary and forms of speech that are increasingly influenced by their experiences of books.
• Enjoys an increasing range of books.
• Knows that information can be retrieved from books and computers.

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

40-60 months

• Gives meaning to marks they make as they draw, write and paint.
• Begins to break the flow of speech into words.
• Continues a rhyming string.
• Hears and says the initial sound in words.
• Can segment the sounds in simple words and blend them together.
• Links sounds to letters, naming and sounding the letters of the alphabet.
• Uses some clearly identifiable letters to communicate meaning, representing some sounds correctly and in sequence.
• Writes own name and other things such as labels, captions.
• Attempts to write short sentences in meaningful contexts

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.”

Number

40-60 months

• Recognise some numerals of personal significance. (eg. How old they are, house number..)
• Recognises numerals 1 to 5.
• Counts up to three or four objects by saying one number name for each item.
• Counts actions or objects which cannot be moved.
• Counts objects to 10, and beginning to count beyond 10.
• Counts out up to six objects from a larger group.
• Selects the correct numeral to represent 1 to 5, then 1 to 10 objects.
• Counts an irregular arrangement of up to ten objects.
• Estimates how many objects they can see and checks by counting them.
• Uses the language of 'more' and 'fewer' to compare two sets of objects.
• Finds the total number of items in two groups by counting all of them.
• Says the number that is one more than a given number.
• Finds one more or one less from a group of up to five objects, then ten objects.
• In practical activities and discussion, beginning to use the vocabulary involved in adding and subtracting.
• Records, using marks that they can interpret and explain.
• Begins to identify own mathematical problems based on own interests and fascinations.

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.”

Curriculum