EYFS Induction Evening Induction Meeting
still face experiment
Welcome Aims • Provide key information for being ‘school ready’ • Meet the EYFS team • Opportunity to visit the EYFS area • To find out which class your child is in • Have any questions that you may have answered
Lutley Staff Headteacher Mrs Rebecca Cox Deputy Headteacher Mrs Kate Hall Assistant Headteacher EYFS and KS1 Mr Alex Hall EYFS Specialist Leader of Education (SLE) Miss Stephanie Wheatcroft Class Teachers TAs Miss Helena Davies Mrs Anne Nock Mrs Heidi Perry Mrs Karen Field Mr Tom Budgen Mrs Tracey Dodgson Healthcare and wellbeing team Mrs Vicky Wright - HLTA, Parent Liaison and Triple P facilitator
School Readiness
Research shows almost all - 99.5 per cent - primary school leaders say that pupils are joining school below the level of school- readiness they expect.
What do we mean by ‘school readiness’? We would expect children to be ready to be separated from their parent or carer, to be able to demonstrate listening skills in being able to show interest and pay attention to a subject or stimulus. To use language to be able to express themselves and talk about themselves and their family. To be able to interact with an adult and peers. For example, during play to be able to take turns and take some responsibility for their actions. We think that children should be able to focus on, and show interest in, their work and the world around them. To make observations, notice things and ask questions. To be able to hold a book, understand some aspects of narrative and respond to some boundary setting.
Percentage of all children ‘school ready’ pupils in 2017 Worst performers Best Performers Local authority % not school ready Local authority % not school ready Halton 39 Lewisham 21 Liverpool 38 Greenwich 22 Middlesbrough 37 Richmond-upon-Thames 22 Peterborough 37 Surrey 23 Leicester 36 Bromley 23 Rochdale 36 South Gloucestershire 23 Oldham 36 Windsor & Maidenhead 23 Sandwell 36 Bexley 23 Dudley 35 Leeds 35 Hull 35
The most common reasons for children not being at expected level
The reasons why children are not at the expected level • Mobile phones • Mobile technology • Screen time • Pressure on parents and family life (66 per cent)
Working in Partnership with You We recognise that you are your child’s first and most enduring educators. When we work together the results have a positive impact on children’s development and learning.
• We know the importance of home learning. • What you do on a daily basis with your children is important. • ‘All parents who regularly involve their children in home learning activities that stretch a child’s mind can enhance their children’s learning and development.’ ‘What parents and carers do makes a real difference to young children’s development.’ (EPPE) There are a range of activities that parents undertake with their children before starting school (all associated with higher intellectual and social/behavioural scores): • reading with your child • teaching songs and nursery rhymes • painting and drawing • playing with letters and numbers and teaching them • visiting the library • taking children on visits • creating regular opportunities for them to play with their friends at home
What we expect children to be able to do when they start Reception in.... • Communication and Language, including speech • PSED • Health and self-care
Learning, Caring , Aiming High - Together How are Lutley getting ready for your children? - Parent meetings - Home visits - Nursery visits and information (22 settings) - Teaching team - Planning for September based on your child’s interests - In school reading sessions - Transition days – Teddy Bear’s picnic - ‘Enabling’ (learning) Environments - Resource and induction information packs Working together with you to get it right!
Communication and Language
What do we mean by language development? • Process by which children come to use words, gestures and vocalisations to communicate with others and gain knowledge • Mastery of the sounds, meaning, order and use of words • The child’s increasing understanding of the social dynamics of language
Helping children develop their communication skills is one of the most important jobs you can do as a parent. That’s because spoken communication is the key to so much in life that’s important, from making friends and getting a good education to enjoying a successful career. Communication is the foundation for getting a great start in life.
The impact of language • Importantly, one of the first steps towards learning to read and write. • H eart of a child’s social and emotional development. Relationships are made and maintained through communication. And it’s through communication that children learn to ‘read’ other people’s emotional states and express their own.
In later life more likely to be Emotional Fewer unemployed, and friendships have health behavioural issues, criminality difficulties “Children who find communication hard find life hard” Jean Gross, 2016 Fewer GCSEs and A-levels Poorer mental Speech or health Weaker language literacy skills impairment
The Communication Tree
By the time children enter school we expect them to be able to... • Listen to what people say • Understand what they say • Follow instructions (two parts) without stopping to look at the teacher • Speak clearly – use sentences of 4-6 words; use future and past tenses • Express themselves using language (good vocabulary of 5000 words) • Share their thoughts and ideas with the class • Communicate in an age-appropriate way • Listen to stories • Able to remember and enjoy telling long stories and sing songs
Speech wheel
Word gap is increasing ‘The size of a child’s vocabulary is the best predictor of success on future tests and children with a poor vocabulary are four times more likely to struggle with reading in adulthood and three times more likely to have mental health issues.’ The rate at which children develop language is sensitive to the amount of your input and quality of your interactions. High quality interactions include talking about the child’s focus of interest, varying vocabulary, and using words in different contexts.
Further Information • Listen Up – resources to encourage listening, understanding, interaction and play for children https://www.thecommunicationtrust.org.uk/media/3163/postcards_p re_school_final.pdf • Small talk - information about what helps children learn to talk and listen https://www.thecommunicationtrust.org.uk/media/3508/small_talk_fi nal.pdf • Talk together - the importance of language, the key milestones in children’s speech and language and development, how to support your child’s language development, what to do if you have a concern. http://www.talkingpoint.org.uk/sites/talkingpoint.org.uk/files/Talk%20 together%202010.pdf
PSED
What do we mean by PSED? • A positive sense of themselves • A positive sense of others • Form positive relationships and respect for others • Social skills • Manage feelings • Confidence in their own abilities
By the time children enter school we expect them to be able to... • Understand turn-taking as well as sharing • Initiate conversations • Enjoy playing with peers • To negotiate problems, using words, not actions • To follow the behaviour rules • To ask for help when needed
What can you do? • Set a good example and give children opportunities for interaction with others so that they can develop positive ideas about themselves and others • Demonstrate active listening and model awareness of the feelings of others and empathy Encourage your child to listen and notice each other’s feelings • Provide sharing and turn-taking activities e.g. playing board games
Self-help skills and resilience
By the time children enter school we expect them to be able to... • Tell us when they are hungry, tired... • Be toilet-trained and able to wipe self and flush • Wash and dry their hands (and know when to do this) • Dress themselves mostly independently e.g. put coat on and fasten a zip, put shoes and socks on, button and unbutton clothes • Use a knife and fork • Open a packed lunch on own – open wrappers and packaging • Drink from a water bottle • Blow their nose • To ask for help when needed
What can you do? • Talk to your child about the importance of hand-washing • Help children with their self-care by giving them small steps to complete and talking them through the process • Give children time in the morning to manage dressing • Teach and encourage your child how to use a knife and fork
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