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Reception

Welcome. We hope that you will find out about what we do in Reception. We believe that Reception is one of the most important stages in a child's education so it is important for us to get it right.

Here at Corpus Christi we have a dedicated, professional and experienced team who will ensure that your child receives an education that will set them up for the rest of their schooling years.

Please click on our welcome book below to find out what you can expect for your child when they are preparing to become part of the Corpus Christi family.

Click the image below to find out what it is like to be a part of the Corpus Christi Family and what practical advice you might need to ensure that your child has a smooth start to their time here.

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Our Philosophy

At Corpus Christi, our philosophy is to value every child as a unique individual, who enjoys learning and thinking for him or herself. Our aim within the Early Years Foundation Stage is to provide a happy, safe and stimulating environment, which allows all children to feel secure and valued and therefore ready and eager to learn. We provide a supportive and secure environment in which every child can flourish and learn at their own pace and in their own individual way. Our role is to stimulate and encourage their development and enjoyment of learning through a variety of different activities, both adult directed and child initiated in secure indoor and outdoor situations. 

We believe the relationships which the children develop in the Early Years, with each other and with our staff, are central to their happiness and will lay the best possible foundation for them to become independent lifelong learners. 

Early Years Foundation Stage Curriculum Intent

Children in our Early Years phase follow the Early Years Foundation Stage Curriculum, which consists of seven areas of learning. We teach children by ensuring challenging, playful opportunities across both the prime and specific areas of learning. We recognise that all children develop and learn at different rates and so our EYFS curriculum is designed flexibly to meet the needs of all individuals. We support individual learning through our skilful interactions and observations which lead to detailed next step planning. The Characteristics of Effective Learning underpin our curriculum and pupils learning, through an enabling and well-planned environment we ensure we provide meaningful opportunities for playing and learning, active learning and creating and thinking critically. As children utilise and develop these characteristics they become effective and motivated learners who demonstrate high levels of well-being and involvement. We have attached the Early Years Foundation Stage Curriculum.

Our Setting

Continuous Provision is how we plan our learning environment. The purpose of continuous provision is "to continue the provision for learning in the absence of an adult".  Each and every part of our learning environment has been carefully planned to meet and challenge the development needs of our children.

Parental Involvement

One of the main ways that we will be supporting home learning is through a platform called Seesaw and many of you have already accessed this. Seesaw is a platform for student engagement that inspires students of all ages! Students use creative tools to take pictures, draw, record videos and more to capture learning in a portfolio. Teachers find or create activities to share with students.

Students and families, we will be using Seesaw for home learning. Please sign in with your Home Learning code following the steps below:

1. Go to https://web.seesaw.me on a computer Or install the Seesaw Class iOS or Android app.
2. Tap “I’m a Student”.
3. Scan or type in your Home Learning code. Each child will be given their own code.  PLEASE DO NOT SHARE WITH OTHER CHILDREN.
4. Post to your journal, respond to activities, and view class announcements. When signing in with their Home Learning Code, students can post to their journal, respond to activities, and view class announcements. Students do not see the work of any other student in the class.
5. Remember, this code is like a password. Keep it safe! The code lasts for 90 days.

IF YOU HAVE LOST YOUR CODE PLEASE EMAIL THE SCHOOL OFFICE.

Leuven Scales of Wellbeing and Involvement

The Leuven Scales acknowledge the critical importance of a child’s emotional well-being on the quality and depth of learning. We use the Leuven Scales to indicate a child's level of Well-Being and Involvement at the time of assessment (low, medium or high level). Well-being is defined as ‘the state of being comfortable, healthy, or happy’. Involvement is defined as ‘the fact of being involved with or participating in something’.The Leuven Scales support accurate and authentic summative assessment of a child’s knowledge, skills, understanding and learning behaviours.

The Leuven Scale for Wellbeing

Level

Well-being

Signals

1

Extremely low

The child clearly shows signs of discomfort such as crying or screaming.  They may look dejected, sad, frightened or angry.  The child does not respond to the environment, avoids contact and is withdrawn.  The child may behave aggressively, hurting him/ herself or others.

2

Low

The posture, facial expression and actions indicate that the child does not feel at ease.  However, the signals are less explicit than under level 1 or the sense of discomfort is not expressed the whole time.

3

Moderate

The child has a neutral posture.  Facial expression and posture show little or no emotion.  There are no signs indicating sadness or pleasure, comfort or discomfort.

4

High

The child shows obvious signs of satisfaction (as listed under level 5).  However, these signals are not constantly present with the same intensity.

5

Extremely high

The child looks happy and cheerful, smiles, cries out with pleasure.  They may be lively and full of energy.  Actions can be spontaneous and expressive.  The child may talk to him/herself, play with sounds, hum, sing.  The child appears relaxed and does not show any signs of stress or tension.  He/she is open and accessible to the environment.  The child expressed self-confidence and self-assurance.

The Leuven Scale for Involvement

Level

Well-being

Signals

1

Extremely low

Activity is simple, repetitive and passive.  The child seems absent and displays no energy.  They may stare into space or look around to see what others are doing.

2

Low

Frequently interrupted activity.  The child will be engaged in the activity for some of the time they are observed, but there will be moments of non-activity when they will stare into space, or be distracted by what is going on around.

3

Moderate

Mainly continuous activity.  The child is busy with the activity but at a fairly routine level and there are few signs of real involvement.  They make some progress with what they are doing but don’t show much energy and concentration and can be easily distracted.

4

High

Continuous activity with intense moments.  They child’s activity has intense moments and at all times they seem involved.  They are not easily distracted.

5

Extremely high

The child shows continuous and intense activity revealing the greatest involvement.  They are concentrated, creative, energetic and persistent throughout nearly all the observed period.

Characteristics of Effective Learning

The characteristics of effective learning underpin our pupils learning within the Early Years Foundation Stage. The ways in which they engage with others and their environment – playing and exploring, active learning and creating and thinking critically – underpin learning and development across all areas and support the children to remain effective and motivated learners. We make judgements about a child's demonstration of the Characteristics of Effective Learning at their particular age and whether or not the learning behaviours defined within these characteristics describes the child.

Characteristics of Effective Learning

Phonics - Essential Letters & Sounds

Please click on the PDF to find out more about the way we teach phonics at Corpus Christi

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