Can segment the sounds in simple words and blend them together and knows which letters represent some of them
Links sounds to letters, naming and sounding the letters of the alphabet
Begins to read words and simple sentences
Uses vocabulary and forms of speech that are increasingly influenced by their experiences of books
Enjoys an increasing range of books
Knows that information can be retrieved from books and computers
Early Learning Goal – 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 understanding when talking to others about what they have read.
Mathematics
Our Mathematics Aims
Numbers EYFS Profile – 40 – 60+ months
Recognise some numeral of personal significance
Recognise numerals 1 to 5
Counts up to three or four objects by saying one number name for each item
Counts actions or objects which cannot be moved
Counts objects to 10, and beginning to count beyond 10
Counts up to six objects from a larger group
Selects the correct numeral to represent 1 to 5, then 1 to 10 objects
Counts an irregular arrangement of up to ten objects
Estimates how many objects they can see and checks by counting them
Uses the language of ‘more’ and ‘fewer’ to compare two sets of objects
Finds the total number of items in two groups by counting all of them
Says the number that is one more than a given group
Finds one more or one less from a group of up to five objects, then ten objects
In practical activities and discussions, beginning to use the vocabulary involved in adding and subtracting
Records, using marks that they can interrupt and explain
Begins to identify own mathematical problems based on own interests and fascinations
Early Learning Goal – Numbers
Children count reliably with numbers from one to 20, place them in order and say which one 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
Shape, Space and Measures
EYFS Profile – 40 – 60+ months
Beginning to use mathematical names for ‘solid’ 3D shapes and ‘flat’ 2D shapes and mathematical terms to describe shapes.
Selects a particular named shape
Can describe their relative position such as ‘behind’ or ‘next to’
Orders two or more items by length or height
Orders two or more items by weight or capacity
Use familiar objects and common shapes to create and recreate patterns and build models
Uses everyday language related to time
Beginning to use everyday language related to money
Orders and sequences familiar events
Measures short periods of time in simple ways
Early Learning Goal – Shapes, Space & Measures
Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.
Assessment
Assessment
Assessment is on-going and at the heart of good quality early years provision. We use a range of assessments, including; formative assessment which is based on observations of each child in action, both in self-chosen play and planned activities and summative which provides a summary of each child’s learning and development at a point of time. These forms of assessment help staff to establish a genuine picture of all children’s capabilities, interests and needs. We record our findings in their individual Learning Journals and use these alongside the data collected and our knowledge of each child to complete The Foundation Stage Profile.
