Home Page
Telephone: 01202 673652


Welcome to Reception

Ladybirds: Miss Cox (Year Leader) 


Bumblebees: Mrs Evans and Miss Butters


Butterflies: Mrs Fazal


Teaching Assistants:


Mrs Fellows   Mrs Lewis     Mrs James   Miss Phillips  Mrs Winter   Mrs Hillier


Welcome to Reception!  We are delighted to be working with your children as they start their learning journey at Longfleet CE Primary School.


If you would like to discuss your child’s learning or share any pastoral information (e.g. changes in circumstances at home, friendships) please contact the team on, noting in the subject heading which teacher you would like to get in touch with. We will endeavour to get back to you as quickly as possible during the working week.  For all non-learning matters (e.g. payments, clubs, pick-up arrangements), please contact .

Our aim is to give every child the opportunity to experience ‘Life in All Its Fullness’ and we hope that your child has a wonderful year with us here in Reception.


PE days: Tuesday and Thursday 

Your child will need to come into school in their PE kit on their PE days, alongside any days in which they are attending an after school sports club. 

Reception Spring Newsletter (things to look forward to in the spring term)

Home Learning 


Reading: At least 3 times a week, checked on Friday.

Your child will bring home a selection of books to read.  Ideally, we hope that our children read daily, but we expect every child to read a minimum of three times a week and record this in their reading record.  Please see our parent guide below for further year group-specific information. 


GO WILD for Reading is Longfleet's home reading reward scheme for pupils in Reception and Key Stage 1.  Children challenge themselves by reading as frequently as possible at home, colouring in 'WILD' letters and aiming to collect pin badges to celebrate their accomplishments over the year.  We encourage every child to develop a love of books and, as it is such an essential life skill, we expect all of our children to read a minimum of three times a week at home and to record these reads in their reading records. Thank you for your support with this. 

  • Children must have their reading records and books in school every day.
  • Reading records will be checked every Friday.
  • 'WILD' letters will be coloured in at school.

You also have the option of enjoying some e-books on the Oxford Owl website.  These are allocated by class teachers each week and log on information is stuck inside the front cover of your child’s reading record. 


Phonics: (Optional)

Each Friday, the children will take home a sheet with the four letter sounds taught that week.  'Harder to read and spell' words ('tricky' words) will also be sent home for your child to practise reading.  We encourage you to practise the sounds and words with your child to help consolidate their learning.  Below, you will find a useful video showing a range of phonemes (letter sounds) and their correct pronunciation. 



For technical and password support on Google Classroom, please contact Mr Oulton on or follow the link below:

Topic overview: Shiver Me Timbers!


This half term, Reception will be following a theme called, ‘Shiver Me Timbers!’  Here is a brief outline of some of the work and activities we will be covering.

Prime Areas of Learning and Development:

These areas of learning are fundamental and work together to support development in all other areas. 

Personal, Social and Emotional Development

  • Using the ‘Jigsaw’ scheme, our topic focus is, ‘Dreams and Goals’- talking about times we had to show resilience to achieve a goal, using kind words to encourage people and being able to talk about our school values of Aspiration and resilience
  • Use taught strategies to manage conflict and find a solution, solving problems with less adult support
  • Actively demonstrate an understanding of our school and classroom rules
  • Introduce the 'Zones of Regulation' to support self-regulation
  • Introduce 'Learnersaurs' to help encourage positive learning behaviours

Communication and Language

  • Talk about familiar books
  • Pirate ship/treasure island role play
  • Ask relevant and purposeful questions
  • Give descriptions of events adding interesting details
  • Practise using correct tenses when speaking (for example, 'ran' instead of 'runned')
  • Speaking and listening games in small groups or as a whole class

Physical Development

  • Gross motor skills- throw, roll, kick and catch a large ball, jumping and hopping skills, balancing on and off equipment, jumping safely from equipment, and dance that involves travelling in different ways, experimenting with movement and responding to music through the story, 'We're Going on a Bear Hunt'
  • Fine motor skills- use a tripod grip with increasing confidence, hold scissors correctly, use cutlery to hold food in position and practise correct letter formation


Specific Areas of Learning and Development:

These areas of learning help strengthen and apply the Prime Areas of Learning and include essential skills and knowledge for children to participate successfully in society.


  • Continue Phase Three letter sounds (phonemes) following the ‘ELS’ phonics programme and practise oral blending of sounds and blending sounds to read
  • Continue to introduce Harder to Read and Spell words (‘tricky’ common exception words)
  • Sequence events when retelling a story
  • Read a variety of stories about pirates and treasure, for example, 'The Night Pirates' and 'Pirate Pete' 
  • Represent initial, medial and end sounds using taught phonics and use taught digraphs in writing (two letters that make one sound) 


  • Represent, compare and explore the composition of numbers to 10
  • Explore mass, capacity, length and height
  • Explore 3D shapes

Understanding the World

  • Explore Chinese New Year
  • Explore Lent
  • Find out about Harry Paye, the famous Poole pirate
  • Celebrate Easter and compare Easter traditions, past and present and around the world
  • Explore the seasons, with a focus on winter 

Expressive Arts and Design

  • Pirate ship/treasure island role play
  • Easter rhymes and songs
  • Build a junk model pirate ship and explore the properties of materials

Autumn Topic Overviews

A Typical Day in Reception (Spring 1)


8.40-8.55 Arrive at school and complete morning jobs

8.55 Registration

9.00 Phonics

9.20 Wheel Time (adult directed learning- children working with an adult or independently at a task)

10.10 Snack and a story

10.30 Morning break

10.50 Maths

11.10 Busy Time (child initiated learning- staff observing and working with individuals and/or small groups of children)

12.00 Lunch

1.00 Teaching input (wider curriculum focus, such as Topic or PSHE for example)

1.20 Busy Time (child initiated learning- staff observing and working with individuals and/or small groups of children)

2.15 Afternoon break

2.30 Worship

3.00-3.15 Home time


Reception Baseline Assessment

Reception 'Must Read' Books

Above are a selection of our 'Must Read' books that we enjoy throughout the year in Reception. These are high quality texts that we feel will enrich our children's reading experiences as well as help to take them on a varied reading journey throughout their time at primary school.  By the end of Reception, all of the children will have heard and enjoyed these books in class, but they may wish to add them to their own collection at home.  Re-reading and discussing favourite books is such a valuable part of the reading experience and something that can also be enjoyed as a family.  Happy reading! 

How Can I Support My Child at Home?

Department for Education (DfE) support for parents

Phonics: How to pronounce pure sounds- Oxford Owl

Learn how to pronounce all 44 phonics sounds, or phonemes, used in the English language with these helpful examples from Suzy Ditchburn and her daughter.

Phonics: How to blend sounds to read words - Oxford Owl

Suzy Ditchburn explains how letter sounds can be blended to read words, and gives tips on how to practise phonics with your child.

Reception 'Harder to Read and Spell' words

The words on green bricks are words that your child can sound out and are commonly used (high frequency) words.  The words on red bricks are 'tricky' or harder to read and spell words which you cannot sound out to read.  

Number formation video

Still image for this video

We hope you and your child will enjoy completing these challenges this year!  Some of them will be completed at school through our topic work and others you may like to complete as a family at home.  Have fun!

COVID 19 Provision: Explanation of the Home School Expectations (3 Stages)