Foundation Stage 2

Welcome to Foundation 2


Welcome to Foundation 2 – Reception. We are delighted to be working with you and your child!


Our Foundation Stage Curriculum

At Stanton Road, we plan topics which are lively, fun and engaging so that our children can develop socially, emotionally and academically through a combination of adult led and child initiated independent tasks. We encourage our children to be creative thinkers and problems solvers who apply their natural curiosity about the world around them.

Children develop quickly in the early years, and early-years practitioners aim to do all they can to help children have the best possible start in life. It is identified in the United Nations Convention on the Rights of the Child that children have a right to provision which enables them to develop their personalities, talents and abilities irrespective of ethnicity, culture or religion, home language, family background, learning difficulties, disabilities or gender. This guidance helps adults to understand and support each individual child’s development pathway.

Other guidance is provided at The EYFS statutory framework is available on the Foundation Years website as well as the Department for Education website: The basis of our curriculum is Development Matters, which identifies the ages and stages of a child’s development and allows us to plan activities which match the pupils’ needs and interests.

Meet the Teaching Team 

Day -






Red Robins

Miss Parker

Miss Parker

Miss Parker

Mrs McMillan

Mrs McMillan

Blue Birds

Mrs Boardman

Mrs Boardman

Mrs McMillan

Mrs Boardman

Mrs Boardman

Teaching Assistants

Mrs Lewin

Mrs Lewin

Miss Carter

Mrs Lewin

Miss Carter

Miss Carter

Mrs Lewin

Classroom Organisation

Our Foundation Unit is organised into two classes, Red Robins and Bluebirds. We sit in our class groups for registration before moving to our groups. The classroom and outdoor space is set up into different areas of provision. Groups are taught by Miss Parker, Mrs Boardman, Mrs McMillan Mrs Lewin and Miss Carter. One of our Higher Level Teaching Assistants (HLTA) also covers groups during the week. Each child is allocated a Key Worker, who may not necessarily be your child's class teacher, but someone with whom they feel most comfortable. These are the adults who know your children best.

If you wish to speak to your child’s Key Worker, please feel free to make an appointment at any time. Alternatively, you can leave a message with the person on duty at the gate.


Our Routines:

School doors open at 8.50am.

School finishes for Foundation 2 children at 3.20pm and they are dismissed by their teachers from the classroom. You can collect your child by lining up at the Foundation 2 gate (through KS1 Playground) where a member of staff will be waiting. They will then ask an adult at the door for your child. The adult at the door will call your child by name and they will come to meet you at the gate after passing 2 members off staff.

Our P.E. day is Tuesday.

Please make sure your child has a kit in school from October half term, this kit then stays in school. Kit consists of a yellow polo shirt, unbranded black shorts and black pumps, unbranded black jogging trousers and a black sweatshirt.  Long hair must be tied back and earrings and watches should be removed.  Kits will go home to be washed on a regular basis (at least half termly).

Home learning:

Your child will be set up with a Reading Record book which will have scheme books marked and commented on in the front and a library book which is chosen by your child recorded in the back.  This will be kept in their reading bag which is the correct size to fit all our books and letters in along with being safe to store in the classroom.  

Please ensure that you read with your child for 10 minutes for a minimum of five sessions per week. This should be recorded in children’s reading records by leaving a very small comment on how well they read, used their sounds, used the illustration and retold you what they, and you, had read.


To view the Development Matters Document, please click on the link below:



Some useful websites to support your learning at home:


Read Write Inc

Read write inc. is the phonics scheme that is used at Stanton Road Primary School. This website will give you access to a series of information and tutorial videos explaining the basics of Read Write Inc. Phonics. If your child is learning to read with our programme, these videos will help you support them at home. 


Teach Your Monster To Read!

The game takes children on a magical journey, meeting colourful characters along the way and collecting fantastic rewards. When children are engaged, they’re motivated to learn.  As they progress, they rehearse a range of essential reading skills; matching letters to sounds, blending, segmenting, tricky words and reading full sentences.



Play along with Alphablocks and have fun with the letters of the alphabet. 


Bug Club

Bug Club is our whole-school online reading programme that brilliantly combines an online reading world with fantastic print books, and assessment tools.

Your child will be given a sticker to put on their reading record that will have all the login details


 ICT Games

A fantastic collection of games at different levels to help your child with their Maths.


 Top Marks

A fantastic collection of interactive Maths games for Reception. 



 The Hour of Code is a global movement reaching tens of millions of students in 180+ countries. Anyone, anywhere can organise an 'Hour of Code' event. One-hour tutorials are available in over 45 languages for all ages. 



With Scratch, you can program your own interactive stories, games, and animations — and share your creations with others in the online community.

Scratch helps young people learn to think creatively, reason systematically, and work collaboratively — essential skills for life in the 21st century.


Parent Zone

 Parent Zone is devoted to providing expert information to  families and schools. We find, curate and check the best available information on all of the issues that are caused or amplified by the internet.

Personal, Social & Emotional Development

Making Relationships, Self Confidence and Self Awareness & Managing Feelings and Behaviour

Through Personal, Social and Emotional Development the children will learn to access their environment, take care of resources and they will become familiar with school life and daily routines. We will also talk about managing our feelings; understanding what acceptable behaviour is and following the school rules. The children will also learn how to form good relationships with their friends and familiar adults.

Ideas for supporting your child at home:

  •          Talk about our school behaviour chart with your child (Smileys,  Sunshine, Warning cloud and Sad rain cloud). Encourage them to strive for the Sunshine and earn lots of smileys!
  •          Encourage your child to take part in turn taking games and activities.
  •          Take part in a range of activities to help them approach new activities with confidence, e.g., swimming, climbing a tree, cooking, painting etc.


Communication & Language Development

 Attention, Understanding & Speaking

Through Communication and Language we will enjoy sharing a range of familiar stories and rhymes. We will encourage ‘how’ and ‘why’ questions in response to stories and your child’s own experiences as well as those of others. Many of our weekly activities will be planned around the stories encouraging children to listen attentively and to share their opinions with others. We will also develop the children’s confidence in speaking about their wants and interests.

Ideas for supporting your child at home:

  •          Enjoy the wordless picture books with your child and encourage them to respond to the pictures.
  •          Ask questions and talk about what might happen next, before you turn the page.
  •          Sing rhymes and engage in imaginative role play with your child to develop their language skills.
  •          Encourage them to express themselves using their voice, e.g., when asking for help.
  •          Encourage them to listen and respond to instructions and questions, e.g., may you pass me a fork please? Please put your coat on. Please put your books in your book bag. What did you do today at school?



Mathematics will introduce early number skills. In class we are currently enjoying a wide range of counting games, rhymes and activities. The children will develop mathematical language such as more, less, the same as, greater, heavier, smaller etc. They will also learn how to recognise, form and order numbers up to 10 and will use numbers in their play.

Shape, Space and Measures

The children will be exploring simple 2D shapes in their environment. They will also be using language such as tallest, shortest and biggest and smallest as they explore size. Through games and stories such as We’re Going on a Bear Hunt they will use positional language, e.g., over, under, around and through.

Ideas for supporting your child at home:

  •          Count different objects e.g. when laying the table counting the correct number of plates to put out etc.
  •          Play board games that involve using counters, dice and moving spaces.
  •          Play ‘I Spy…’ with door numbers, numbers on buses and number plates
  •          Sing some number rhymes e.g. Ten Green Bottles, Five Little Speckled Frogs etc.
  •          Go on a shape hunt in the garden or in the house, looking for shapes in real life objects and talk about them.


Expressive Arts and Design

Exploring and using Media and Materials & Being Imaginative

The children will be encouraged to sing songs, make music and use a range of materials to create collages. They will learn to develop their imagination and begin to act out roles in our home corner and during small world play. The children will also have access to a range of musical instruments and will be learning to use their bodies to respond to what they hear, see, smell, touch and feel.

Ideas for supporting your child at home:

  •          Stick and paint recycled materials to make models e.g. rockets, aliens, animals.
  •          Sing songs with your child.
  •          Discuss the look, smell and texture of various foods




Children will develop an awareness of books and talk about stories and characters using the pictures. They will learn how to recognise their own name and familiar words, signs and advertising logos.



Children will be given opportunities to give meaning to marks as they draw, write and paint, e.g., letters, pictures, lists and greeting cards. Children will learn how to form recognisable letters and also write their name. Literacy also encompasses our daily Read Write Inc. (RWI) phonics program. Children will be learning to read speed sounds, how to segment and to blend words. The children will be attempting to write individual letters, words and labels.


Ideas for supporting your child at home:

  •          Both read to your child and listen to them share their reading book with you.
  •          Hide sounds on post it notes around the house.
  •          Encourage your child to mark make and to read back what they have written (even if they are marks, squiggles and lines).
  •          Give your child lots of opportunities to practise writing their name.


Understanding the World

People and Communities, The World & Technology

Children will be learning about themselves, families and people who help us in our local community. We will talk about past and present events in our own lives and those of our family and friends. They will learn about some of the things they have observed such as plants, animals, natural and found objects. Children will acquire basic skills in turning on and operating some ICT equipment and mechanical toys.

Ideas for supporting your child at home:

  •          Walk in the local park and discuss animals you see and changes to plants/trees through the seasons.
  •          Look through family photo albums and talk about past events. Support them in using ICT equipment and talk about what particular ICT equipment is used for e.g. taking photos on a phone or camera, using a CD player or using a TV remote.


Physical Development

Moving and Handling, Health and Self Care

Through Physical Development children will develop their fine motor skills such as holding a pencil, using plastic tweezers, handling tools, construction and malleable materials safely and with control. Children will learn how to get undressed and dressed for P.E and observe the effect of exercise on their bodies. They will develop an understanding of basic hygiene and healthy foods. The children will learn about how to keep safe and follow rules both in the school and when we visit the local park. The children access the outside area and are learning how to move freely with pleasure in a variety of ways. This will help with control, coordination and skills in rolling, crawling, hopping, going over, under and through obstacles.

Ideas for supporting your child at home:

  •          Give your child pens, pencils or crayons and let them explore!
  •          Have a race with your child using tweezers to pick up objects to put into a pot!
  •          Encourage independent eating at home
  •          Help your child become independent in putting on their coat and shoes.
  •          Talk about ways to keep healthy and safe.


Over the course of the year there will be a range of excursions, extra-curricular opportunities and sporting events for our children to take part in. We believe that this is a vital area in which children can flourish and develop self-awareness and independence.


If you have anything that you feel could help with our learning or if you feel you could help out in school, please do get in touch…we love to have volunteers and visitors! 

EYFS Statutory Assessment

In the final term of the year in which your child reaches age five, an EYFS Profile will be completed for your child. The Profile provides parents and carers, practitioners and teachers with a well-rounded picture of a child’s knowledge, understanding and abilities, their progress against expected levels, and their readiness for Year 1. The Profile must reflect: on-going observation; all relevant records held by the setting; discussions with parents and carers, and any other adults that the teacher, parent or carer thinks can offer a useful contribution.

Your child’s level of development must be assessed against the early learning goals (ELG) and the setting will indicate whether or not your child is meeting the expected levels of development. This is the EYFS Profile.

Your child’s Year 1 teacher will also be given a copy of the Profile report together with a short commentary on your child’s skills and abilities in relation to the three key characteristics of effective learning:

  •          playing and exploring – how your child investigates and experiences things, and ‘has a go’;
  •          active learning – how your child concentrates and keeps on trying if he or she encounter difficulties, and enjoys achievements; and
  •          creating and thinking critically – how your child develops his or her own ideas, makes links between ideas, and develops strategies for doing things.