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This broad curriculum remains reasonably flexible allowing us to adapt to any particular interests of the children or current events.

Development Matters 40-60 months, Expected (2) and Exceeding (3) Early Learning Goals

Expected, Exceeding and National Curriculum on one page

Baseline Assessment in Reception


This year (2019 to 2020) we are using the NFER Baseline.  This assesses the children in Literacy, Communication and Language and Mathematics.  This will be completed within the first few weeks of the Autumn term.


End of Year Assessment 


The document 'Expected and Exceeding Statements for EYFS' found above show the statements against which the children's achievement is measured at the end of the school year.  You will see both the learning objectives which are 'expected' and those which are 'exceeding'.  Please familiarise yourselves with these learning objectives so that you understand what is expected of your child during their Reception year.  Please also note that the 'expected' category is very broad, including children who are on the border line of 'emerging' or 'exceeding'.  The vast majority of children will fall into the 'expected' band.


The second document 'Early Years Foundation Stage GLD for parents' explains that children are  expected to reach the "expected" (2) level for 12 of the possible 17 strands in order to achieve a Good Level of Development (GLD).

Some children may achieve "exceeding" (3) in some of the strands.  If a child is not yet meeting the expected criteria in any strand they will be given the "emerging" grade (1) for that particular strand.






PE takes place on a Monday (RC) and a Wednesday (RH and RQ) in the school hall for the Autumn and Spring terms.  Children will need a PE T-shirt and shorts.  They do not need pumps until the Summer term when PE will take place outside.

They will be expected to become increasingly independent at dressing and undressing themselves (we will of course help those who need it!)

Please ensure that all uniform is clearly named to avoid unnecessary upset looking for clothes after our lesson.




Children are taught phonics using the Letters and Sounds resource as well as Jolly Phonics (during the Autumn term).

They learn sounds and tricky words in sets as shown below:


Phase 2

s a t p

i n m d

g o c k 

ck e u r

h b f ff l ll ss


Phase 2 Tricky Words

I    no    go     to     the     into


Phase 3 Sounds

j v w x

y z zz qu

ch sh ng th

ai ee igh oa 

oo ar or ur 

ow oi ear air 

ure er


Phase 3 Tricky Words

he        she        all        you

we        me         are      her

be        was        my       they


Phase 4 Tricky Words

said     have    like      so       do

some   come   were    there   were

little    one     when   out      what


Phase 5 Sounds

ay (play)     ou (cloud)   ie (pie)    ea (beach)

oy (boy)    ir (girl)    ue (due/glue)    aw (paw)

wh (when/who)   ph (elephant)    ew (dew/flew)    oe (goes)

au (August)  ey (money)     a-e (cake)  e-e (these) 

i-e (like)   o-e (hole)   u-e (tube)


Phase 5 Tricky Words

oh      their    people   Mr    Mrs

looked  called   asked   

should  would   could