Click here to view the Reception Age-related expectations.

LEARNING IS FUN

Our philosophy at Marshside is to encourage each child to achieve their individual best by persuing their own interests, supported by enthusiastic, caring adults in a safe, secure and stimulating environment.  We provide fun, interesting and challenging activities focussing on the key skills that your child will need to progress into Key Stage One and beyond.

We ensure that our children benefit from a rich variety of experiences, children learn best when they are stimulated and excited and we place a high value on out of school activities as well as the more formal teaching.

In February as part of our Chinese New Year celebrations we enjoyed Chinese Lion dancing, we made our own Chinese Dragon and we visited  New China City in Southport where we enjoyed a fantastic Chinese banquet.

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We went to Liverpool by train and visited the World Museum.  The planetarium show was great and we particularly enjoyed looking at  the dinosaurs and the aquarium.

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 We went by bus to Hesketh Park for a picnic and we, very bravely, went on a Bear Hunt (we didn’t manage to find one but we did discover a giant carved squirrel!)

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Our trip to Formby was great, we went by train and walked down to the Pinewoods, we were lucky enough to see lots of squirrels and we had great fun building dens and climbing trees.  We collected lots of interesting things that we were able to use for collage work back in school.  We made our own puppets in class and a lot of us chose to make a squirrel puppet because we liked them so much.

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At Christmas we had a lovely time visiting Brown’s of Churchtown where we used our painting skills to decorate a ceramic bauble which we took home for our families to display on our Christmas trees at home. The baubles looked fantastic and we were very proud of them.

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Sunshine At Last!!!

As the sun came out we decided that it was time for the long awaited airing of our paddling pool.  This gave the children the opportunity to learn about sun safety and how to have fun safely in water.  The day was a great success and the children came up with the idea of turning our village play houses into changing cubicles and set about making signs for the changing room doors.  Our day was so exciting and unusual that we made front page headlines in the local paper.

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The EYFS Profile summarises and describes children’s attainment at the end of the EYFS. It

is based on ongoing observation and assessment in the three prime and four specific areas

of learning, and the three learning characteristics, set out below:

Prime Areas of Learning

Personal Social and Emotional Development

  • Self confidence and self awareness

    Children are confident to try new activities,

    and to 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 its consequences,

    and know that some behaviour is unacceptable. They work as part of a group or

    class, and understand and follow rules. They adjust their behaviour to different

    situations, and take changes of routine in their stride.

  • Making relationships

    Children play cooperatively, 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 other children.

Communication and Language

  • Listening and attentention

    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.

Physical Development

  • Moving and handling

    Children show good control and coordination 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 a healthy diet, and talk about ways to keep healthy and safe. They

    manage their own basic hygiene and personal needs successfully, including

    dressing and going to the toilet independently.

Specific Areas of Learning

Literacy

  • Reading

    Children read and understand simple sentences. They use phonic

    knowledge to decode regular words and read them aloud accurately. They also

    read some common irregular words. They demonstrate an 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 sentences which can be read by themselves and others. Some words are

    spelt correctly and others are phonetically plausible.

Maths Development

  • Numbers

Children count reliably with numbers from one 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 measures.

    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 materialsChildren 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, thoughts and feelings through design and technology, art, music,

     dance, role play and stories.

Understanding of 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 enjoy 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 to 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.