Reception at Oak Hill
A Day in the Life of a Reception Child
The Reception year is the final year of the Early Years Foundation Stage (EYFS) when children work towards achieving their Early Learning Goals.
We carefully plan your child's time in Reception to ensure a smooth, gradual transition for them into school life from their early years care and education experiences, whether that's been in a nursery, a preschool or a childminder setting.
Our work to prepare for your child's first day in Reception begins well in advance of that first September morning! Getting to know the children and their families is a key part of our preliminary welcome work and we're always delighted by the information shared by our colleagues in your children's early years settings on their individual characters, interests and experiences.
This work is hugely beneficial to both the children and to our staff, so we also strongly encourage families to share information with us about their child at the earliest opportunitiy.
During their time as a Reception pupil at Oak Hill, your child will be gently supported and nurtured by our dedicated, experienced and enthusiastic staff who will help them get the most out of their final year in the foundation stage. As the year progresses, the children's experiences in Reception also help to prepare them for the transition to Key Stage 1.
Our mornings
8.40
A member of staff opens the gate. You will be greeted by a member of Rowan Class staff at the main door. Grown-ups say goodbye and children walk to their classroom.
8.50
Register time. We talk about the plan for the day and complete our calendar. This helps us to learn about the days of the week, the months of the year and the seasons.
9.00
We then start Phonics, following the Little Wandle scheme. We recap previously learnt sounds and learn a new sound each day. We also practice writing these sounds, sometimes on whiteboards and sometimes in a book, helping us to have the correct pencil grip and writing posture.
9.20
Children now go into the ‘Learning Areas’. They have access to an extensive indoor and outdoor provision, in which they are free to choose from any of the carefully planned continuous provision resources.
10.15
Time for whole school collective worship. We come together as a school community to explore our key value, which changes each half term, through stories, reflection and prayer.
10.30
Children wash their hands and go outside to have snack and milk at a table together before joining the rest of the school on the playground.
10.50
Adult led input. This alternates between Literacy and Maths.
We use Drawing Club to teach Literacy. In this time, the children are immersed into the world of story and the children use their creativity and imagination to plan, draw and write stories.
11.05
Children return to the ‘Learning Areas’ to continue with child-initiated play.
12.00
Rowan Class comes together to sing songs or share a story before getting ready for lunch.
12.15
Lunchtime – We eat in the hall where you can either pre order school dinner or have a packed lunch. Children then go outside for playtime.
Our afternoons
1.15
We take the afternoon register and talk about what is happening that afternoon.
1.20
Adult led input. This alternates between Literacy and Maths.
1.35
Children return to the ‘Learning Areas’ to continue with child-initiated play.
2.00
We come together on the carpet for a subject specific session linked to our topic which is matched to the EYFS areas of learning.
This will continue alongside child-initiated play throughout the afternoon.
3.00
It’s time to prepare for the end of the day. We finish off by sharing a story together that we have voted for throughout the day at our story voting station.
3.15
Home time! Children will be bought out to the playground to meet their grown up and tell them all about their brilliant day.
What does continuous provision mean?
Continuous provision refers to the resources and areas laid out in a classroom that provoke learning through play and exploration. These resources are accessible to the children during any un directed time and will stay the same throughout the year to allow children to progress their own play. Regular enhancements are added to the provision which are linked to topics and interest of the children.
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Welcome to Oak Hill Early Years | [pdf 207KB] |
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Our Learning Areas
The Making Area
An area filled with exciting resources, such as glitter, cardboard and paint, for children to express themselves creatively, through making models, cards or pictures.
Small World
This area provides children with resources to represent an environment. They are free to use their imagination to create stories with animals, people and dolls.
Reading Area
In this area, there are a huge variety of different books for children to explore. These are often linked to our topics and interests.
Loose Parts
In this area, children have access to buttons, beads, shells, pebbles and other objects. Children assign their own purpose and meaning to these objects.
Role Play
This area allows imaginations to run wild! We regularly update the resources in this area, linked to topics and children’s interests.
Maths Area
In this area, children are able to further explore what they have learnt during maths sessions.
Science Area
This area provides children with a wide range of resources to allow them to independently explore curiosities and experiment.
Mark Making
In this area there are resources to help children improve their fine motor skills, pencil grip and letter formation.
Sand
This area provides children with the resources to explore sand, sand structures and sand art.
Water
In this area there are resources to allow children to explore volume, floating and sinking, flow and measurement.
Stage
This area has puppets, back drops and accessories to allow children to put on amazing shows!
Mud Kitchen
Our Mud Kitchen is full of pots, pans, plates and most importantly … mud! Children can let their imaginations roam.
Large Construction
Children can experiment with different resources in their construction.
Movement Area
This area provides, skipping ropes, cones and lots of other exercise equipment to allow children to have fun with movement.
Bikes and Trikes
We are lucky to have bikes, trikes and scooters for the children to use when supervised. This helps them to improve their core balance and gross motor skills.
Tuff Trays
Our Tuff Trays are changed regularly, based on topics and children’s interests. We set up fun and engaging activities to spark children’s imagination and give them ideas for their own play.
Just Playing - by Anita Wadley
When I am building in the block room,
Please don’t say I’m “Just Playing.”
For, you see, I’m learning as I play,
About balance and shapes.
Who knows, I may be an architect someday.
When I am getting all dressed up,
Setting the table, caring for the babies,
Don’t get the idea I’m “Just Playing.”
For, you see, I’m learning as I play.
I’m expressing myself and being creative.
I may be an artist or an inventor someday.
When you see me sitting in a chair
“Reading” to an imaginary audience,
Please don’t laugh and think I’m “Just Playing.”
For, you see, I’m learning as I play.
I may be a teacher someday.
When you see me combing the bushes for bugs,
Or packing my pockets with choice things I find,
Don’t pass it off as “Just Play.”
For, you see, I’m learning as I play.
I may be a scientist someday.
When you see me engrossed in a puzzle or some
“plaything” at my school,
Please don’t feel that time is wasted in “Play.”
For, you see, I’m learning as I play.
I’m learning to solve problems and concentrate.
I may be in business someday.
When you see me cooking or tasting foods,
Please don’t think that because I enjoy it, it is “Just Play.”
For, you see, I’m learning as I play.
I’m learning to follow directions and see differences.
I may be a cook someday.
When you see me learning to skip, hop, run, and move my body,
Please don’t say I’m “Just Playing.”
For, you see, I’m learning as I play.
I’m learning how my body works.
I may be a doctor, nurse, or athlete someday.
When you ask me what I’ve done at school today,
And I say, I “Just played.”
Please don’t misunderstand me.
For, you see, I’m learning as I play.
I’m learning to enjoy and be successful at my work,
I’m preparing for tomorrow.
Today, I am a child and my work is play.
