Allen / Gannel Class (Reception)

“You’re off to great places! Today is your day! Your mountain is waiting, so… get on your way!”

Dr Zeus
Early Years Ethos

At Tregolls School we believe that children deserve the best possible start to their education.
Our dedicated Early Years team provide a safe, happy, caring, secure learning environment that builds upon each individuals wants, needs and interests, where children flourish, feeling confident and ready to learn.
We are committed to providing a quality Early Years education for each individual to ‘be the best that they can be.’

We believe that the Early Years are critical in children’s development and that the EYFS builds a firm basis for future learning, development and independence.
We educate the WHOLE CHILD and embrace a CAN DO ethos.


  • Provide the highest quality learning experiences for all children. Learning that is Vivid – Real – Relevant – Enjoyable – Challenging
  • Provide the highest quality teaching and learning that takes account of, and responds to, the children’s interests, and developmental needs and allows them to make progress on an individual basis.
  • Provide children with first hand learning experiences rooted in purposeful play in which they can become actively engaged, expressing thoughts, ideas and feelings.
  • Ensure that children develop positive attitudes to learning, self-motivation, curiosity, confidence and responsibility.
  • Know and respect our children and their families as individuals, celebrating the richness of diversity and identity.
  • Develop strong and trusting relationships with our families.
  • Value and nurture children’s curiosity, creativity and desire to make sense of the world, giving time for their thoughts and ideas, and value to their work, their conversations and their feelings.
  • Recognise and value children’s strengths, interests and learning styles so that they develop confidence, independence and high self-esteem.
  • Develop a team that is committed to working in partnership to best meet the needs of children and their families.
  • Support the children in making the transition to the next phase of their education with enthusiasm and confidence.
The EYFS principles which guide the work of all practitioners are grouped into four distinct but complementary themes:

  • Every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured;
  • Children learn to be strong and independent through positive relationships;
  • Children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and/or carers;
  • Children develop and learn in different ways and at different rates. 

Foundation Stage Curriculum

In the Foundation Stage we follow the Early Years Foundation Stage Curriculum (EYFS). We support the children to become independent and collaborative learners. We provide a range of activities and experiences that encourage children to take risks, explore and make links between their explorations. We begin to embed the 6Rs that are encouraged through the rest of the school- Relationships, Reflective, Respect, Resilience, Readiness and Resourcefulness.

There are seven areas of learning and development which shape educational programmes in early years settings. All areas of learning and development are important and inter-connected. The three prime area of learning are crucial for igniting children’s curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive.

We believe these fundamental skills are crucial in becoming independent confident individuals, and we ensure an enabling environment supports these skills, responding to individual needs, enabling our children to solve problems, thinking for themselves and encourage children to become active learners.

Prime Areas
Development in these 3 areas underpins learning in the 4 specific areas.

Communication and Language development involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations.
Personal, Social and Emotional development involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities.
Physical Development involves providing opportunities for young children to be active and interactive; and to develop their co-ordination, control, and movement. Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food.

Specific Areas of Learning
Literacy development involves encouraging children to link sounds and letters and to begin to read and write. Children must be given access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest.

Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measures.
Understanding of the world involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.
Expressive arts and design involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role- play, and design and technology.

Throughout the year we address the different areas through a range of themes that are initiated by the children. Staff carefully observe the interests, ages and stages of learning of the children and plan activities and topics to capture those interests and ensure they build on what children can do and take their learning forward. Some of the topics covered are:

  • Space
  • Dinosaurs
  • Castles
  • Dragons

At Tregolls we listen to and respond to the children’s ideas and interests, enhancing our provision through first hand experiences and purposeful play linked to children’s interest. However we also have common themes which form part of our curriculum each year which inspire the children. We believe that incorporating these themes with the children’s ideas helps children to form a deeper understanding of their own identity and celebrate their local community.

  • Seasons
  • Festivals
  • Life cycles
  • Who am I?
  • Space
  • Dinosaurs
  • Castles
  • Dragons
The children have settled so well into their first half term at Tregolls.
Our ‘All About Me’ topic has given us the opportunity to get to know each other. After half term we will continue with ‘Who am I?’ exploring other animals. (Where we end up will depend on the children’s interests).
PE days are Friday this term- please ensure your child has their PE kit in school.
We are enjoying Muddy Mondays- please ensure your child has a spare set of clothes in school and named welly boots.
Don’t forget to log into Tapestry to see even more of what we’ve been up to, and to share home experiences. We enjoy sharing this in our classes.
Please see this term’s planning overview below.
In reception we are learning to develop independence. This is an important part of our learning as we foster a have a go attitude. As the children learn to do things for themselves, they become confident in solving problems, making choices and sharing their opinons. Our environment supports the children to develop skills in the prime areas of learning in the foundation stage. For example putting on waterproofs, squeezing their own paint and washing their hands for snack. To become independent, children have to be confident in their own abilities otherwise they will remain over-reliant on the support of other adults or their more confident peers.
Each day the children have access to indoor and outdoor provision with adults supporting and enhancing teachable moments through play.