We will begin implementing the Monster Phonics programme, providing children with a structured, engaging and multisensory approach to early phonics. Our priority will be to establish strong foundations for listening, sound discrimination, phonological awareness and early reading, while helping children become familiar with the Monster Phonics characters, visual cues and routines. The programme uses colour-coded graphemes and memorable monster characters to support children in making connections between sounds and letters.

Through daily, carefully structured sessions, children will have opportunities to hear, say, recognise and practise new sounds, while developing their ability to blend sounds for reading and segment sounds for spelling. We will use songs, stories, actions, games, visual resources and hands-on activities to make phonics meaningful and enjoyable. Phonics will also be reinforced throughout the classroom environment and across the wider curriculum, giving children regular opportunities to apply what they are learning.

Development Matters:

• Understand how to listen carefully and why listening is important

• Learn new vocabulary and use new vocabulary throughout the day

• Read individual letters by saying the sounds for them

• Blend sounds into words so that they can read short words made up of known letter-sound correspondences

• Read some letter groups that each represent one sound and say the sounds for them

• Read a few common exception words matched to the school's phonics programme

• Spell words by identifying the sounds and then writing the sound with letters

Key Vocabulary: sound, phonics, phoneme, grapheme, letter, blend, segment, word, read, write, sound, letter sound, digraph, rhyme, initial sound, tricky word

Our English text for Block 1 will be Peace at Last, which will provide a rich context for developing children's love of stories, vocabulary, speaking and listening, comprehension and early writing. Through the Pathways to Write approach, children will become familiar with the story through repeated reading, discussion, drama, role play and carefully planned activities that encourage them to talk about characters, events and their own experiences.

Children will explore the sequence of the story, make predictions, respond to questions and begin to retell familiar parts of the text using their own words. We will introduce and revisit new vocabulary from the story and encourage children to use this vocabulary confidently in conversations and play. Alongside this, children will have regular opportunities to draw, mark-make and write for meaningful purposes, gradually developing their confidence in communicating ideas through writing.

English learning will be closely connected with our phonics teaching. As children begin to secure their early letter-sound knowledge, they will be encouraged to apply this knowledge when writing labels, captions and simple words. We will focus on developing positive attitudes towards writing while supporting children to develop correct letter formation, pencil control and an understanding that their marks and writing communicate meaning.

Development Matters:

• Engage in storytimes

• Listen to and talk about stories to build familiarity and understanding

• Retell the story, once they have developed a deep familiarity with the text, some as exact repetition and some in their own words

• Use new vocabulary in different contexts

• Engage in non-fiction books

• Form lower-case and capital letters correctly

• Spell words by identifying the sounds and then writing the sound with letters

• Write short sentences with words with known sound-letter correspondences using a capital letter and full stop

• Re-read what they have written to check that it makes sense

Key Vocabulary: story, character, setting, event, sequence, beginning, middle, end, predict, retell, describe, sentence, word, letter, write, mark-making, capital letter, full stop, bedtime, tired, peaceful, noisy, quiet

In Reception, children will explore number, shape, space, and measures through fun, practical activities using the White Rose Maths approach. They will make collections of objects, count, compare quantities, and begin to notice patterns. Singing counting songs and joining in with number rhymes will help them remember number sequences and develop an understanding of more and fewer. Everyday play provides opportunities to compare sizes, shapes, and amounts, helping children see maths in the world around them. These activities make learning maths enjoyable, hands-on, and meaningful.

Development Matters: 

• Develop counting skills and recognise numerals. 

• Link numerals and amounts.

• Compare quantities using language: more than, fewer than. 

Key Vocabulary:  match, sort, number, one, two, three, four, five, count

Children will learn about themselves, their families, and the world around them. They will talk about who they live with, bedtime routines, and explore the contrast between day and night. Simple activities such as listening walks, drawing their families, and talking about their homes will help children develop a sense of identity and belonging.

Children will also focus on the human body, learning the names of different body parts and exploring the five senses. Through indoor and outdoor play, they will use their senses to investigate, explore sand and water, observe plants and animals, and handle natural materials. Linked to stories and our themes, children will ask questions, notice patterns, and make simple connections about how things work. These experiences support curiosity, problem-solving, and self-awareness, helping children understand themselves and the world around them.

Development Matters: 

• Talk about members of their immediate family

• Name and describe people who are familiar to them 

• Explore the natural world around them

Key Vocabulary: family, home, bedroom, day, night, sleep, routine, noise, quiet, bear, senses

In Reception, we use Jigsaw, our new PSHE programme, to help children settle happily into school life and feel part of our class community. Our first theme, Being Me in My World, focuses on helping children understand their place in the group, follow simple rules, and recognise and manage their feelings.

Through play, circle time, and everyday activities, children will practise taking turns, sharing, and being aware of the needs of others. They will explore how it feels to belong, notice similarities and differences between themselves and others, and think about ways to help friends feel welcome. These experiences build confidence, empathy, and a strong sense of community, helping children feel happy, safe, and valued in their classroom.

Development Matters: 

Build constructive and respectful relationships. 

Express their feelings and consider the feelings of others.

Show resilience and perseverance in the face of challenge

Key Vocabulary: me, feelings, family, friendship, belonging, routine, respect, choices, consequences, important, proud, special

In Reception, children will take part in many talk-based activities to help them grow in confidence when speaking and listening. Daily storytimes, small group discussions, and role-play linked to our focus story Peace At Last will help them learn new words, practise speaking in full sentences, and share their ideas with others. Children will also develop listening skills through playing phonics games, paying attention to sounds and learning to respond to simple questions. These activities support clear communication, understanding, and the ability to express thoughts and feelings.

Development Matters: 

• Understand how to listen carefully and why listening is important

• Engage in storytimes  

• Learn new vocabulary

Key Vocabulary: listen, sound, quiet, noisy, night, bear, sleep, morning, talk, whisper

Children will enjoy lots of creative opportunities through painting, music, movement, and storytelling. They will have fun making sound effects for our focus story Peace At Last, building scenes with loose parts, and using simple props to act out parts of the story. Children will also use junk modelling to design cosy beds for Mr Bear or draw parts of the story to express their ideas and feelings.

In art sessions, children will explore drawing as a way to be creative and expressive. They will experiment with different tools and materials to create marks, patterns, and textures, building control, coordination, and confidence. These activities encourage imagination and help children capture movement, sound, and emotion in their work. By exploring lines, shapes, and colours, children develop the foundations for creative expression and enjoy sharing their ideas with others.

Development Matters: 

• Explore and engage in music making and dance. 

• Create collaboratively, sharing ideas and materials. 

• Develop storylines in pretend play.

Key Vocabulary: paint, draw, sound, music, instrument, act, role-play, bear, bedtime, create

In this block, children are introduced to Old-School Hip Hop through the song Hey You! by Joanna Mangona. They explore pulse, rhythm, and pitch while developing listening and appraisal skills. Singing and rapping build confidence and expression, supported by tuned and untuned percussion. Improvisation and composition activities encourage creativity and teamwork. The block also introduces the cultural roots of Hip Hop, culminating in a fun class performance that celebrates rhythm, style, and collaboration.

In Dance, children will move like Mr Bear in different scenarios (sleepy, restless, tiptoeing). They will engage in ‘freeze frames’ where they strike a pose showing a moment from the story, then “unfreeze” into movement. By listening to the sounds from the story, children will move in ways that match the sound’s feeling or tempo.

There will be lots of opportunities for movement through outdoor play to help children build coordination and spatial awareness. In class, they’ll strengthen their fine motor skills using tweezers, threading, cutting, and early writing activities such as name tracing and forming letters from the Phase 2 set.

PE: In PE, children will pretend to be Mr Bear moving through different rooms, crawling under tables (under the bed), tiptoeing over a “creaky floor” (balance beam), jumping over “pillows” (soft play blocks). They will engage in various physical activities to enhance gross motor skills, coordination, and balance and explore movement in relation to space, speed, and control.

Development Matters: 

• Revise and refine the fundamental movement skills. 

• Develop their small motor skills for using tools. 

• Use core strength to support posture.

Key Vocabulary: move, balance, run, jump, stretch, hold, grip, squeeze, pencil, scissors

All students will take part in a weekly swimming lesson designed to build both confidence and enjoyment in the water. Our programme follows a structured level system that ensures steady progression, tailored to each child’s ability. Children also learn important water safety and personal survival skills. We aim for every child to leave Junior School as a competent, confident swimmer with the skills to participate safely in a range of aquatic environments. 

We warmly encourage families to continue learning at home through simple, playful activities that link with what we are doing in Reception:

• Literacy & Phonics – Read our focus story Peace at Last together. Encourage your child to retell the story in their own words and talk about the characters and events. Practise early writing using the Pathways approach: simple mark-making, forming letters, or writing their name. Explore sounds together using the phonics framework, such as noticing initial sounds in everyday words.
  
  

• Mathematics – Count objects around the home, compare quantities, explore patterns, and talk about size, shape, and position.
  
  

• Understanding the World & Expressive Arts – Draw or paint pictures of your family, explore nature on walks, or talk about what you see and hear. Encourage imaginative play and creative expression with crafts or music.
  
  

• Physical Development – Support your child’s coordination and strength through climbing, balancing, running, hopping, and skipping, and by practising fine motor skills such as threading, drawing, and using scissors safely.
  
  

• Communication, Language & PSHE – Talk about feelings, take turns in conversations, use polite words like please and thank you, and discuss experiences and events from home and school.
  
  

We would love for you to add a short note, photo, or video of your child enjoying any of these activities to their Tapestry Learning Journey. This helps us celebrate their learning both at home and at school.