“Children make a strong start at Churcham.” – Ofsted, January 2024
Your child’s first experience of school is incredibly important. Starting school is a big step, and we work carefully to make this transition happy, calm and positive. In the summer term before children join Reception, we invite them into school each week so they can spend time in their new classroom, meet staff and become familiar with daily routines. These sessions help children feel secure and confident when September arrives.
We place great importance on the partnership between home and school. Before children start, we meet with parents to begin building this relationship, share key information and ensure every child is known well from the very beginning.
Reception children enjoy a rich range of learning opportunities both indoors and outdoors. Activities are thoughtfully planned and often linked to current learning themes. Staff use their knowledge of each child to shape provision, model language and guide early learning with clarity and care. The foundations built in Reception support children’s future development and help them grow as confident, enthusiastic learners.
Daily routines, responsive adult interaction and a nurturing environment help children settle quickly and feel ready to learn. They develop early independence, positive learning behaviours and the ability to sustain attention in both adult‑led and child‑initiated activities. These early experiences enable children to become considerate, curious and resilient learners who enjoy school and experience success.
During the Reception year, children follow the national Early Years Foundation Stage (EYFS) Framework and work towards the Early Learning Goals. For many children, this builds smoothly on their experiences in nursery or pre‑school. Each day, children take part in a wide range of activities that help them develop skills across all areas of learning.
At Churcham, we believe that young children learn best through a balance of purposeful play and carefully planned adult‑led activities. Some learning focuses on specific skills, such as daily phonics sessions or regular handwriting practice. At other times, children learn through child‑initiated exploration, following their own interests and ideas. Staff plan activities that respond to what children enjoy and what they need next, often linking learning to the current topic.
We have high expectations for all children and encourage them to do their very best. Successes are celebrated as children make progress towards the Early Learning Goals and develop confidence in their early learning.