Schools and early years providers follow a structure of learning, development and care for children from birth to five years old. This is called the Early Years Foundation Stage (EYFS) and it enables your child to learn through a range of activities.
In our Foundation Stage we have a Nursery with places for 30 children and 2 Reception classes. In the stage we ensure:
Starting school is a very big step for your child and for you. The way your child settles into school is very important and we do our best to help each child come to school happily and enjoy learning here.
We think it is important to establish a partnership with our parents/carers so that together we can help each child settle in and do his/her best.
Adult Support in the Foundation Stage
In Nursery, there are three members of full-time staff. These are made up from a class teacher and two learning support assistants.
In Reception, there are five members of full-time staff. These are made up from two class teachers (responsible for their own classes) and three learning support assistants. Each class has one dedicated learning support assistant and one who works across both classes, usually on outside provision.
Princess Frederica uses Read, Write Inc to support the teaching of phonics. Children start phonics sessions in Nursery and carry on through Reception and Year 1. Children are assessed in Year 1 on their phonics ability in June in the Phonics Screen. This is carried out on a one to one basis with a class teacher in Year 1. A child will either pass or not pass this assessment. Any children who do not pass the assessment when they are in Year 1 will be assessed again at the end of Year 2. Please click on the link to find out more in depth information about phonics and the phonics screen.
Reporting at the end of Reception
Each child receives a Foundation Stage Profile. This profile provides a summary of what your child has achieved at the end of their Reception year in school. In Reception, children are graded in the different of the areas of learning. Where a child is working at the expected level this means that they have achieved the standard set out in an Early Learning Goal. In some areas children’s skills may be emergent as a child may still be working towards an Early Learning Goal. Some children will have exceeded the standard expected at the end of the Foundation Stage in some areas. Exceeding a goal indicates that their achievement is well above average. This information will be indicated in your child's end of year report. There will also be updates during meetings with teachers.
Early Learning Goals
At the end of Reception, children are assessed against a set of Early Learning Goals to see if they are developing in line with age related expectations. This assessment is an informal process. The outcome of the assessment will be shared with parents and used by your child's Year 1 teacher to tailor learning to your child's strengths and areas for development.
Our voluntary aided status means that we pay a contribution to the London Diocesan Board for Schools as they are responsible for the maintenance of the school. We ask parents/carers for a contribution to the fund each year to improve the school. It also helps to fund extra-curricular opportunities for the children that would be possible through the school budget. The set amount for 2019-20 is £20 per child per month.
Admission to Princess Frederica
If you would like to find out more about applying for a place for your child at Princess Frederica then please follow the link below that will take you to our admissions page.
The Early Learning Goals
Communication and Language
Personal, Social and Emotional Development
Communication and Language
Listening and Attention: 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: 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 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.
Children read and understand simple sentences.
They use phonic knowledge to decode regular words and read them aloud accurately.
They also red some common irregular words.
They demonstrate understanding when talking with others about what they have read.
Writing: 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.
Moving and handling: 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: children know the importance for good health of physical exercise, and healthy diet, and talk about ways to keep healthy and safe.
They manage their own basic hygiene and personal needs successfully, including dressing and undressing and going to the toilet independently.
Numbers: children count reliably with numbers from 1 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: 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.
Expressive Arts and Design
Exploring and using media and materials: 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: children use what they have learnt about media and materials in original ways, thinking about uses and purposes.
They represent their own ideas, thought and feelings through design and technology, art, music, dance, role-play and stories.
Personal, Social and Emotional
Self confidence and self-awareness: 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: children talk about how they and others show feelings, talk about their own and others’ behaviour, and it’s consequences, and know that some behaviour is unacceptable.
They work as part of a group or class, and underdstand and follow the rules.
They adjust their behaviour to different situations, and take changes of routine in their stride.
Making relationships: 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 peers.
Understanding The World
People and communities: 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 enjoys 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: 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: children recognise that a range of technology is used in places such as homes and schools.
They select and use technology for particular purposes.