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Getting it right in reception / Neil Farmer.
- Format:
- Book
- Author/Creator:
- Farmer, Neil, author.
- Language:
- English
- Subjects (All):
- Early childhood education--Activity programs.
- Early childhood education.
- Physical Description:
- 1 online resource (149 pages) : illustrations, tables
- Edition:
- 1st ed.
- Place of Publication:
- London, [England] : Featherstone Education, 2016.
- Summary:
- This book provides a comprehensive guide to effectively managing and leading Reception year classes within the Early Years Foundation Stage (EYFS) in the UK. It emphasizes the importance of pedagogical approaches, strategic planning, and the creation of purposeful learning environments to support the developmental needs of four- and five-year-olds. The author, drawing from extensive experience in education and consultancy, outlines strategies for fostering positive attitudes toward learning, developing growth mindsets, and promoting independent and collaborative learning. The book also addresses the transition from Reception to Key Stage 1, leadership practices, observation and assessment techniques, and the integration of British values into the curriculum. Intended for educators, school leaders, and policymakers, it aims to empower practitioners to achieve high-quality outcomes for young learners while balancing short-term academic goals with long-term developmental needs. Generated by AI.
- Contents:
- Cover
- HalfTitle
- Title
- Copyright
- Contents
- Acknowledgements
- Introduction
- A look at the Reception year
- Changes in the Foundation Stage
- Transition into Reception
- A quick word on leadership
- Using this book
- Chapter 1: The revised common inspection framework and everyday practice
- Getting to grips with the expectations
- A look at the common inspection framework
- British values
- School readiness
- Chapter 2: Getting the basics right
- Developing an overall strategic vision for your Reception class
- From vision to practice
- Growth mindsets
- What is behaviour for learning?
- Chapter 3: Routines and environment
- Developing a routine
- Developing learning environments that are fit for purpose
- Chapter 4: Observation, assessment and planning
- Observing to inform planning
- What is observation?
- Learning detectives
- Planning
- Chapter 5: Discrete challenges and shared success criteria
- Discrete challenges
- Shared success criteria
- Chapter 6: Progress
- What constitutes typical progress?
- Transition into Year 1 and life without levels
- Development of language
- How aspirational are you for your children?
- Chapter 7: Leading an effective Reception class team
- How to recruit the right people for your team
- What will you need to successfully grow, develop and lead your team?
- What makes a good Reception year leader?
- Monitoring your impact as a leader
- Leadership and monitoring quality
- Conclusion
- Appendices
- Appendix 1: Sample aspiration, skills and development map across the Foundation Stage
- Appendix 2: End of year data analysis
- Appendix 3: Progression of successful text reading through EYFS, KS1 and KS2
- Appendix 4: Example action plan
- Bibliography and further reading.
- Notes:
- Includes bibliographical references.
- Description based on online resource; title from PDF title page (ebrary, viewed July 11, 2016).
- Description based on publisher supplied metadata and other sources.
- Part of the metadata in this record was created by AI, based on the text of the resource.
- ISBN:
- 1-4729-3072-X
- OCLC:
- 952650184
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