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Life in Reception is full of fun, discovery, and plenty of smiles! Our daily routines give children a sense of security and independence, while our exciting curriculum keeps them curious and engaged. Here’s a little peek into what a typical day looks like:

Bright and Cheerful Mornings

When children arrive, they confidently carry out their morning routines – hanging up coats, popping book bags in the right place, self-registering, and settling themselves into an activity. These small steps help build independence right from the start of the day. Our amazing staff are always on hand to guide and encourage, making sure every child feels supported and ready for the day ahead.

Once everyone is ready, we gather together on the carpet for the register, our cheerful “Good Morning” song, and a lively “Wake Up Shake Up” dance. With lots of giggles and energy, this is the perfect way to get minds and bodies warmed up for learning.

Phonics Fun with Little Wandle

Each morning, we dive into phonics using the Little Wandle programme, a fun and interactive way to help children become confident readers. Through songs, actions, games, and plenty of practice, children learn to recognise sounds, blend words, and take their first steps into the magical world of reading. We love seeing their pride as they begin to spot sounds and words in books, signs, and even around the classroom!

Maths Magic with White Rose and Mastering Number

Maths in Reception is practical, playful, and hands-on. We follow the White Rose Maths scheme and the Mastering Number programme, which give children strong foundations in number sense. Sessions are full of fun challenges, problem-solving, and real-life maths – from counting fruit at snack time to building towers and patterns with blocks. Children learn through games, songs, and practical activities, making maths something they really look forward to each day.

Lunchtime

After a busy morning of learning, it’s time to enjoy lunch together. This is not only a chance to recharge, but also a lovely opportunity to develop independence, practice good manners, and share conversation with friends.

Funky Fingers

In the afternoon, it’s time for Funky Fingers! Children carousel around a range of fun fine motor and gross motor activities, all to music. From threading beads to squeezing playdough, building with construction, or using tweezers, every activity strengthens little fingers and hands, helping prepare them for writing. It’s always a favourite time of the day – busy, energetic, and full of laughter.

Exploring Our Enhancement Curriculum

We then dive into our enhancement curriculum, where children enjoy purposeful, engaging activities linked to our current topic. This might mean painting, role-play, storytelling, outdoor exploration, or exciting science investigations. These sessions give children the chance to follow their curiosity, explore new ideas, and develop a wide range of skills across all areas of learning.

Reflecting on Our Day

Before heading home, we come together to reflect on our day. Children love sharing their proudest moments, talking about what they’ve learned, and celebrating achievements big and small. We finish with a story or song, leaving everyone calm, happy, and ready to go home with a smile

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Our EYFS is not just about school readiness—it’s about laying the foundations for happy, successful, and confident lifelong learners. As children move from Nursery into Reception, and then from Reception into Year 1, we carefully adjust routines and expectations to support their growth. For example, carpet sessions gradually lengthen and group activities increase in size, helping children develop the focus and collaboration skills they’ll need for the next stage.

The impact of this is clear: children leave our Early Years as well-rounded, resilient, and enthusiastic learners. Nursery children become “Reception Ready,” and Reception children become “Year 1 Ready.” By the end of their EYFS journey, they are equipped with the essential skills, knowledge, and positive attitudes to thrive as readers, writers, mathematicians—and most importantly—as curious, confident lifelong learners.

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For many children, the outdoors is where they learn most deeply. At Woodlesford, outdoor learning is not an ‘extra’—it is an integral and valued part of our curriculum. Our outdoor spaces are open daily, in all weathers, and are thoughtfully designed to support learning across all areas of development. Whether inside or outside, children enjoy equal access to high-quality opportunities that nurture curiosity, creativity, independence, and joy

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Learning in the early years isn’t just about what children learn—it’s also about how they learn. At Woodlesford, we are guided by the Characteristics of Effective Teaching and Learning, which shape our provision and help us nurture the whole child:

Playing and Exploring (Engagement) – children investigate, try new things, and are willing to ‘have a go’.

Active Learning (Motivation) – children concentrate, persevere through challenges, and take pride in their achievements.

Creating and Thinking Critically (Thinking) – children make connections, develop their own ideas, and find ways to solve problems.

By reflecting on these characteristics, we identify how each child learns best and use this to guide next steps in their journey

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Our Early Years Foundation Stage (EYFS) offers children a rich, exciting, and purposeful start to school life. At Woodlesford, we believe that the early years are about more than preparation for school—they are the foundation for a lifelong love of learning.

Our curriculum is built around stimulating topics and meaningful experiences that spark curiosity and inspire every child. We follow well-established programmes including Little Wandle for phonics, White Rose Maths, and Mastering Number, which together give children strong foundations in reading, number sense, and mathematical understanding. Guided by the Development Matters framework, we create a broad and balanced learning journey where every child can thrive.

We know that children develop in different ways and at different times. That’s why our curriculum offers a carefully planned blend of adult-led teaching and child-initiated play, underpinned by real-life experiences and purposeful exploration. Our skilled practitioners respond warmly to children’s needs and interests, adapting teaching and interactions so that every child is supported and challenged to reach their full potential

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Impact
By the end of Early Years, our children are ready and excited for Year 1. They are curious, confident, and resilient, with strong friendships and a love of learning. Alongside meeting the Early Learning Goals, they leave our Early Years with the skills and mindset they need to thrive not just at school, but in life.

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Implementation
Children in our Early Years learn through a rich mix of play, exploration, and hands-on experiences. Our classrooms and outdoor spaces are filled with opportunities to be curious, creative, and adventurous. Teachers and support staff gently guide, encourage, and celebrate each child, helping them ask questions, share ideas, make friends, and try new things. We also work closely with parents and carers, making sure we understand where each child is starting from, so we can support them in the best possible way.

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Intent
At Woodlesford Primary, we want every child’s first steps into school to be filled with joy, curiosity, and care. Our aim is to make sure children feel safe, valued, and excited to learn. We believe every child has their own special story, and we want to build on their experiences from home and nursery. In Early Years, we set the foundations for children to grow into confident, independent, and happy learners who love discovering the world around them.

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I asked the children what they have learnt so far in Reception class....

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I asked the children what they have learnt so far in Reception class....

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"to write"
"my sounds"
"to read"
"to ride a bike."
"to do the wake up shake up dances."
"to write my letters."
"to subitise."
"to cut up my own food"
"my numbers."
"to draw ducks."

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"I like playing in the mud kitchen"
"I like playing with the magnets and building models with my friends."
"I liked doing the Christmas play, being an Innkeeper"
I like to come to school to play in the adventure playground with my friends."
"I like drawing trains."
"I like writing and playing."
"I enjoyed watching the ducklings splashing."
"I enjoy doing maths can counting."
"I liked watching the ducklings hatching."
"Making friends."
I liked looking after the ducklings and I like flowers."
"I really like going on the balance bikes, and I liked the fireman who came to talk to us."
"I think we all love getting stickers."
"I liked going on our trip to the farm, I was very excited."
"I liked it when we went digging for potatoes and washed them."
"I enjoy looking for worms in the mud kitchen and also drawing."
"I liked it when the police offer came in and we put on police jackets."
"I liked going on the coach for the school trip."
"I like playing football with my friends."

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Look at our Reception classes letter formation in Spring term: 

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Look at our Reception classes letter formation in Spring term: 

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Investigating ice on a cold January day....

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Investigating ice on a cold January day....

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Reception class wrote about their visit from Pam the Schools Crossing Patrol Warden. (Spring1) 

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Reception class wrote about their visit from Pam the Schools Crossing Patrol Warden. (Spring1) 

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Look at our Tooth Fairy pencil drawings (Spring 1) 

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Look at our Tooth Fairy pencil drawings (Spring 1) 

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Team work building a car - ‘Where shall we go?…..’

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Team work building a car - ‘Where shall we go?…..’

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Boats and boating--Equipment and supplies

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All subject pallets can be found under ‘curriculum’ on our school website

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All subject pallets can be found under ‘curriculum’ on our school website

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Developing our balance and co-ordination on the tyres.

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Developing our balance and co-ordination on the tyres.

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Woodlesford Primary School Writing Padlet

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Woodlesford Primary School Writing Padlet

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Woodlesford Primary School Reading, Phonics and Spelling Padlet

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Woodlesford Primary School Reading, Phonics and Spelling Padlet

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The top piece of writing (in the photo) is from the beginning of the year and the bottom piece is from the end of the year. (Reception) 

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The top piece of writing (in the photo) is from the beginning of the year and the bottom piece is from the end of the year. (Reception) 

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Look at our pencil drawings in Summer term (Reception) 

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Look at our pencil drawings in Summer term (Reception) 

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Our pencil drawings in Autumn 1.. (Reception) 

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Our pencil drawings in Autumn 1.. (Reception) 

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Reception all about me booklet for my new teacher:

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Reception all about me booklet for my new teacher:

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Nursery all about me booklet for my new teacher:

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Nursery all about me booklet for my new teacher:

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Dojos

In Early Years we use the same reward system as the rest of the school.  The children are given a dojo character. They can gain dojo points for following the school rules and expectations:

Our three core values are:

Respect: We embrace our differences and listen to others.  We treat ourselves and others with care and thought.  We look after our school and belongings.

Kindness: We are honest.  We look after one another.  We are polite and appreciate all that we have.

Perseverance: We have a positive attitude.  We approach every challenge with energy and optimism.  We take pride in what we do and keep going even when things seem hard.

You will receive an email invite to join your child's class dojo.  Please talk to your child about the dojos they receive and reinforce their achievements.
This platform will also be used to share whole school events, information and weekly class posts to support your child’s learning at home.
(Dojo helps build up your child's early years profile, any achievements they do at home can be uploaded and share by you on their Dojo profile).

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Thank you for taking the time to look through our Padlet.  If you require any more information please email info@woodlesford.leeds.sch.uk