End of Reception Expectations
The Early Learning Goals outline these expectations as being minimum requirements your child must meet in order to ensure continued progress.
All of the objectives will be worked on throughout the year and will be the focus of direct teaching. Any extra support you can provide in helping your child to achieve these is greatly valued. If you have any queries regarding or want support in knowing how to best help your child, please talk to your child’s class teacher.
Communication and Language
- Work with a partner or small group
- Take turns when playing a game
- Tidy up effectively
- Speak in full sentences, including use of past, present and future tenses and making use of conjunctions
- Set and work towards simple goals
- Be willing to have a go
- Ask for help and explaining what's wrong
- Follow simple instructions, such as putting away a toy
- Ask and answer simple questions
Maths
- Count to 20 and back
- Understand numbers to 10
- Number bonds to 5/10
- Vocabulary such as greater than/less than, even, odd, the same
- Doubles
- Tallies
- Use maths equipment such as Dienes, cubes, part whole models, ten frames
- Subitise to 10
- Be able to write simple calculations with one number in each square
Literacy
- Write name
- Put words together to write a simple sentence with finger spaces with independent spellings (phonetically aware) with capital letters and full stops
- Correctly form numbers and letters
- Re-read what they have written
- Write on the line with focus on 'lazy letters' e.g. p, g, y
- Independently turn the pages of a work book to find the next clean page
Fine/Gross Motor
- Put on and fasten shoes and coat
- Changing clothes - including turning clothes the correct way around
- Put on gloves
- Understanding of personal hygiene and to be responsible for it
- Wash hands correctly
- Hold a pencil with tripod grip
- Correctly use scissors
At Longmoor we undertake assessment for learning throughout the EYFS. We analyse and review what we know about each child’s development and learning, and then make informed decisions about the individual child’s progress. This enables us to plan the next steps to meet their development and learning needs. All practitioners who interact with the child contribute to the assessment process. We assess our children through a checkpoint system tracking the children's progress each term. Looking at Development Matters which supports Early Years Practitioners, from birth to reception level, in providing quality Early Years Foundation Stage education. We have carefully selected statements from Development Matters also linking to our planning of what we strive for for our children to be achieving each term to be achieving each term.