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How has the term started for you? What have you learnt about your cohort so far?

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Ruth Swailes - Independent Education Consultant

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Handwriting, Readiness and Rhythm: Finding Balance Between Policy and Practice. - Ruth Swailes

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When the DfE Writing Framework (2025) landed, many of us read the line about children in Reception being taught to “form lower-case and capital letters correctly” and felt that familiar flicker of tension. On paper it sounds reasonable — who wouldn’t want children to write confidently and fluently? But in practice, those of us who spend our days alongside four- and five-year-olds know that development doesn’t always follow policy timelines.When the DfE Writing Framework (2025) landed, many of us read the line about children in Reception being taught to “form lower-case and capital letters correctly” and felt that familiar flicker of tension. On paper it sounds reasonable — who wouldn’t want children to write confidently and fluently? But in practice, those of us who

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Birth To 5 Matters – Guidance by the sector, for the sector

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What did you take from the last session together and what has the impact been?

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Share what worked well and what will you take forward into future planning?

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What has been your best sparkly start and why?

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What's in your sparkly bag?

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What does early writing mean to you?

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Developing accurate letter formation as the basis for a fluent handwriting style.

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What does early writing look like in your setting?

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What does early writing look like in your setting?

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What would we see children doing and what would we see practitioners doing?

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"Educators have a responsibility to create an environment for young children where learning is irresistible, to create a place where literacy learning looks so good that children just can't wait to pursue opportunities presented to them.The key to presenting an exciting environment is to be excited yourself".

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We have been using small bricks to make a new wall for Humpty Dumpty. We challenges ourselves to make a wall with more bricks each time. We then wrote our names and how many bricks we used independently 

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Cece used the tweezers to balance the bricks on the shaving foam

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As a class, we sequenced the story 'After the Fall' and discussed what the words 'First' 'Next' and Finally' mean

extended for year 1 - En1/2.2a

1. becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics

2. recognising and joining in with predictable phrases