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Sanderlings – Preschool

Within the Early Years at Starcross Primary School, we are passionate about children being happy, confident, well-rounded individuals with a love for learning. We believe that the Early Years Foundation Stage (EYFS) is crucial in securing solid foundations, that children will continue to build upon throughout their lives.

In these first years at school – children’s learning and confidence grows in leaps and bounds. Here at Starcross Primary, we offer high quality adult interactions to develop and support children’s learning, alongside purposeful and exciting daily child-initiated opportunities. We are fortunate to have access to an on-site nature area and outdoor learning space for every EYFS classroom. We provide our children with opportunities to develop their gross motor skills, deepen their imagination and sense of curiosity. We value the necessity of children managing their own risks and developing their own narratives. Our topics are thematic in nature and each exciting week is linked to a key text. We are passionate about developing a love for reading from the very start. We promote this through our key texts, on-site library space and phonetically matched reading books. We also follow Read Write Inc from the Spring term in pre-school.

We recognise that children learn to be confident and independent through the development of secure relationships. We develop caring, respectful, professional relationships with the children and their families. Working in partnership with parents and carers is central to the success of the Early Years Foundation Stage (EYFS). We work together with families, consulting them about their children’s early experiences which helps practitioners plan for effective learning, and helps us support our families in continuing their children’s learning development at home. We are committed to giving our children the best possible start to their school life, teaching them skills which ensure their well-being now, and success in the future.

Welcome to Sanderlings!

Pre-school provides our children with a wonderful first experience of learning, filled with fun, magic and laughter. We offer a truly special family feel in a nurturing environment.

We are a pre-school provision linked with the primary phase here at Starcross Primary School, led by a fully qualified teacher.

Our pre-school provision consists of two rooms, an outdoor decking space and access to all school facilities. We have regular access to our wonderful onsite nature space, where children are encouraged to explore the world around them.

We take children from age two upwards, and welcome them to start at any point during term time.

Our experienced team consists of:

Mrs K Pritchard
(SENDCo and Class Teacher)

Trish Broom
(Pre-school manager)

Sarah Williams
(Pre-school manager)

Laurie Phillips
(EY support assistant)

Julie Broad
(EY apprentice)

During the day, you can enjoy seeing what your child is up too via the Seesaw app. This is a great way for us to communicate between home and school. You will be able to upload your own photos, videos and add comments to your child’s learning.

 

To enquire about joining our pre-school, please contact the school office for more information: admin@starcross-primary.devon.sch.uk or call us directly 01626 890454

 

Autumn term:

At Starcross Primary School, we use a thematic approach to our learning.
Our topics this half-term are ‘Let’s build & explore’ and ‘Marvellous Machine’s’. Please see our learning web for this half-term.

Please see below our curriculum map for further information: 

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Topic Let’s Explore &

Build it Up

Marvelous Machines & Puppets and Pop Ups Long Ago & Stories and Rhymes Ready, Steady Grow & Signs of Spring Animal Safari & Creep, Crawl and Wriggle On the Beach & Move it &

Moving On (Reception only)

Themes Our homes, the local area, communities 

Buildings, materials and structures

Technology, machines, how they help us

Exploring and making puppets and pop-up stories

How we’ve grown and how life in the past is similar/different today

Exploring traditional stories and rhymes

Food, farming, where our food comes from, survival, healthy eating

Seasonal changes, weather and holidays in Spring

Animals that live around the world, caring for them and the environment

Minibeasts in the local environment

Plants and animals that live on the seaside, holidays in the past, keeping safe in the sun

Healthy lifestyle, diet, exercise, games

Memorable Experience  Welly walks in the local area Pantomime/ Theatre experience Inviting grandparents in, World of Country Life Park Visit to a local farm/ supermarket Zoo visit/animal visitor experience Trip to a local beach
Core Texts ·        Week 1-2:  In Every House, on Every Street

·        Week 3-4: The Three Little Pigs

·        Week 5-6: Let’s Build a House

 

 

·        Week 1-2: The Most Magnificent Thing

·        Week 3-4: Car, Car, Truck, Jeep

·        Week 5-6: Stick Man

·        Week 1-2: There is No Big Bad Wolf in This Story

·        Week 3-4: Smartest Giant in Town

·        Week 5-6:  The Growing Story

·        Week 1-2: The Extraordinary Gardener

·        Week 3-4: Oliver’s Vegetables

·        Week 5-6: Eating the Alphabet: Fruits and Vegetables A –Z

 

·        Week 1-2: Omar, the Bees and Me

·        Week 3-4: A First Book of Animals

·        Week 5-6: Little Red and the Very Hungry Lion

·        Week 1-2: Who’s Hiding at the Seaside?

·        Week 3-4: Somebody Swallowed Stanley

·        Week 5-6:  The Snail and the Whale

Literacy Sanderlings:

2–year-olds:

Daily song and rhyme time

 

Daily story time in small groups – access to story sacks.

 

3-4 year olds

Enjoy sharing stories with a familiar adult.

Daily rhyme time

 

Access to indoor/outdoor mark making

 

Sanderlings:

2–year-olds:

Daily song and rhyme time

 

Daily story time in small groups – access to story sacks. Introducing new vocabulary

 

Opportunities for mark-making indoor/outdoor

 

3-4 year olds

Enjoy sharing stories with a familiar adult.

Daily rhyme time

 

Introduction to RWI sounds for our school starters

 

Access to indoor/outdoor mark making

 

Name writing

 

Sanderlings:

2–year-olds:

Daily song and rhyme time

 

Daily story time in small groups – access to story sacks. Introducing new vocabulary

 

Opportunities for mark-making indoor/outdoor

 

3-4 year olds

Enjoy sharing stories with a familiar adult.

Daily rhyme time

 

Continue to practice single RWI sounds for our school starters – in preparation for school

 

Access to indoor/outdoor mark making

School starters to begin writing captions with support

Sandpipers:

·        RWI phonics daily input to develop phonological awareness

·        Engage in extended conversations about stories, learning new vocabulary.

·        Write some or all of their name.

·        Write some letters accurately.

 

·        Engage in extended conversations about stories, learning new vocabulary.

·        Use some of their print and letter knowledge in their early writing

·        Write some or all of their name.

·        Write some letters accurately.

 

·        Develop a love for reading through daily story-time.

·        Re-tell simple stories.

·        Use our phonological skills to spell simple words.

·        Daily literacy focus

·        Access to mark-making resources both inside & outside

 

·        Develop a love for reading through daily story-time.

·        Use our phonological skills to spell simple words.

·        Create different types of texts e.g. fact files, instructions.

·        Explore rhyme, and other word groups.

·        Access to mark-making resources inside & outside.

 

·        Develop a love for reading through daily story-time.

·        Write short sentences with words with known letter-sound correspondences using a capital letter and full stop.

·        Begin to orally rehearse sentences prior to writing.

·        Re-read what they have written to check that it makes sense.

 

·        Develop a love for reading through daily story-time.

·        Write short sentences with words with known letter-sound correspondences using a capital letter and full stop.

·        Continue to explore and re-create different text types.

·        Re-read what they have written to check that it makes sense.

 

Mathematics

White Rose Maths & Master the Curriculum

Sanderlings:

·        Colours, matching and sorting

Sanderlings:

·        Numbers 1-2

·        Shapes and Patterns

Sanderlings:

·        Numbers 3, 4, 5

Sanderlings:

·        Numbers beyond 5

·        Height and Length

·        Mass

·        Capacity

Sanderlings:

·        Sequencing, positional language

·        More than/fewer than

·        2D and 3D shapes

Sanderlings:

·        Composition 1-5

·        One more/one less

·        Number consolidation

Sandpipers:

·        Baseline Assessments

·        Match, sort, compare

·        Measure and Patterns

Sandpipers:

·        It’s me 1,2,3

·        Shape

·        Numbers to 5

Sandpipers:

·        Alive in 5

·        Mass and Capacity

·        Growing 6,7, 8

 

Sandpipers:

·        Length, height, time

·        Building 9 and 10

·        3D shapes

 

Sandpipers:

·        Numbers to 20 and beyond

·        How many now?

·        Manipulate, compose and decompose

Sandpipers:

·        Sharing and grouping

·        Visualise, build and map

·        Make connections

Understanding the World Sanderlings:

The Natural World:

·        Observing seasonal changes

·        Exploring everyday materials

People, Culture & Communities: 

·        Our Pre-School and local area

·        People that live in our community

The Past & Present: 

·        Our own and family experiences (looking at photos)

·        Who am I? Exploring daily routines and interests

 

 

Sanderlings:

The Natural World:

·        Observing seasonal changes

·        Exploring everyday materials

·        Exploring how different objects work

People, Culture & Communities: 

·        People who help us

·        Diwali

·        Hannukah

·        Christmas

The Past & Present: 

·        Our own and family experiences (looking at photos)

·        Who is in my family?

 

Sanderlings:

The Natural World:

·        Observing seasonal changes

·        Taking care of ourselves

People, Culture & Communities: 

·        Chinese New Year

·        Exploring the local communities and our family

The Past & Present: 

·        Exploring photos of our families past and present

·        Exploring memories

·        Exploring traditional toys and characters

 

Sanderlings:

The Natural World:

·        Observing seasonal changes

·        Growing seeds and taking care of plants

·        Where our food comes from

People, Culture & Communities: 

·        Easter

·        Ramadan/Eid

The Past & Present: 

·        Our own and family experiences

 

Sanderlings:

The Natural World:

·        Observing seasonal changes

·        Taking care of animals and local wildlife

·        Talking around the features of animals

People, Culture & Communities: 

·        Exploring the world and discussing differences and similarities

·        Discussing our role when looking after animals

The Past & Present: 

·        How we change and grow over time (life cycles in ourselves and animals)

 

Sanderlings:

The Natural World:

·        Observing seasonal changes

·        Taking care of animals and the local environment

·        Exploring marine animals and plant life

People, Culture & Communities: 

·        Exploring the world and discussing differences and similarities

·        Discussing our role when looking after the local environment and wildlife

The Past & Present: 

·        Holidays past and present (referring to own experiences and experiences from texts seen)

Sandpipers:

The Natural World:

·        Materials and Structures

·        Autumn

People, Culture & Communities: 

·        People that live in our community

·        Local area

·        RE sessions

·        Harvest Festival

The Past & Present: 

·        Our own and family experiences

Sandpipers:

The Natural World:

·        Autumn/Winter

·        Machines

·        Vehicles

People, Culture & Communities:

·        Diwali

·        Hannukah

·        Christmas

·        RE sessions

The Past & Present:

·        Changes in transport/vehicles over time

·        People who help us

Sandpipers:

The Natural World:

·        How we grow/change

·        Winter

People, Culture & Communities:

·        Chinese New Year

·        Communities past and present

·        RE sessions

The Past & Present:

·        How Starcross has changed

·        Life in the past

·        How we have changed over time

Sandpipers:

The Natural World:

·        Spring

·        Growing seeds

·        Where our food comes from

·        Healthy eating

People, Culture & Communities:

·        Easter

·        Ramadan/Eid

·        Local area and farming

·        RE sessions

The Past & Present:

·        Farming/food in the past

Sandpipers:

The Natural World:

·        Spring/Summer

·        Minibeasts

·        Lifecycles

·        Animal features and diets

People, Culture & Communities:

·        Local area and wildlife

·        People who care for wildlife

·        Comparing climates/countries

·        RE sessions

The Past & Present:

·        How animals change over time (lifecycles link)

Sandpipers:

The Natural World:

·        Summer

·        Being safe in the sun

·        Seaside habitats and animals

·        Taking care of the world

·        Healthy lifestyle

People, Culture & Communities:

·        Seaside locations (including local areas)

·        Lifeguards, RNLI

·        RE sessions

The Past & Present:

·        Seaside holidays of the past

·        Our own holiday experiences

Expressive Arts & Design Sanderlings:

·        Daily Nursery rhyme opportunities

·        Start to make marks intentionally

·        Explore paint using body parts, printing and with tools such as brushes

·        Explore a variety of materials to build structures including junk modelling

·        Role-play opportunities including domestic play and people who help us

Sanderlings:

·        Daily Nursery rhyme opportunities

·        Explore colour mixing with different mediums such as chalk, water colours, pastels

·        Use their imagination to explore materials and represent objects in a variety of ways including through small world and drawing

·        Manipulate moulding materials using a variety of tools and techniques

·        Role-play opportunities including recreating familiar stories and farms

 

Sanderlings:

·        Daily Nursery rhyme opportunities

·        Explore different materials freely and begin to talk around their ideas and processes

·        Exploring joining materials and different structures through transient art and loose parts

·        Create closed shapes with continuous lines and begin to use these shapes to represent objects

·        Role-play opportunities including creating animal worlds and seaside holidays

 

Sandpipers:

·        Daily nursery rhyme opportunities

·        Daily role-play opportunities in the CP (home corner)

·        Weekly Sing-Up Music lesson Scheme

·        DT Project: Building structures

Sandpipers:

·        Daily nursery rhyme opportunities

·        Daily role-play opportunities in the CP (people who help us)

·        Weekly Sing-Up Music lesson Scheme

·        Art Project: Developing accurate drawing skills through designing and making vehicles

Sandpipers:

·        Daily nursery rhyme opportunities

·        Daily role-play opportunities in the CP (puppet shows)

·        Weekly Sing-Up Music lesson Scheme

·        DT Project: Making characters with moving parts

 

Sandpipers:

·        Daily nursery rhyme opportunities

·        Daily role-play opportunities in the CP (garden centre/farm)

·        Weekly Sing-Up Music lesson Scheme

·        Art Project: Colour mixing watercolour flower paintings

Sandpipers:

·        Daily nursery rhyme opportunities

·        Daily role-play opportunities in the CP (animal explorers)

·        Weekly Sing-Up Music lesson Scheme

·        Art Project: Exploring textures through animal collage

 

Sandpipers:

·        Daily nursery rhyme opportunities

·        Daily role-play opportunities in the CP (beach, seaside)

·        Weekly Sing-Up Music lesson Scheme

·        DT Project: Creating a beach picnic

 

Prime Areas

Physical Development

 

Communication & Language

 

Personal, Social, Emotional Development

Sanderlings:

PD –

Daily funky finger opportunities such as using tweezers, manipulating playdough and mark making opportunities

Access to climbing equipment, bikes & trikes

C&L – 

2 years olds: express needs through sounds/talk/actions, responds to name, understand and use simple words in context

3-4 year olds: follow simple instructions, repeat familiar words/phrases, express emotions and name them, listen to simple stories and nursery rhymes, describe objects and their properties

PSED – 

Settling in to pre-school, establishing routines and boundaries. Ensure that children feel safe and happy through close positive relationships with staff. Key person introduced.

Find ways to calm themselves, through being calmed and comforted by their key person

establish their sense of self.

Express preferences and decisions, they also try new things and start establishing their autonomy

engage with others through gestures, gaze and talk

Sanderlings:

PD –

Daily funky finger opportunities such as using tweezers, threading, manipulating playdough, puzzles, using a range of tools and mark making opportunities

Access to climbing equipment, bikes & trikes

C&L –

2 years olds: recognise and point to objects, start to develop conversations, talk around simple emotions and needs

3-4 year olds: enjoy listening to longer stories, join in with familiar nursery rhymes and songs, ask simple questions, start and continue conversations with turn taking

PSED –

Identify simple emotions and how these will look and feel. Staff to model facial expressions for a range of emotions.

develop friendships with other children

safely explore emotions beyond their normal range through play and stories

talk about their feelings in more elaborated ways: “I’m sad because…” or “I love it when …”

Sanderlings:

PD –

Daily funky finger opportunities such as using tweezers, threading, manipulating playdough, puzzles, using a range of tools (including one-handed tools) and mark making opportunities

Access to climbing equipment, bikes & trikes

RWI begins for school starters, working on letter formation and name writing

C&L –

2 years olds: make themselves understood, develop pretend play, listen to simple stories, understand simple questions

3-4 year olds: ask and understand simple questions, use talk to organise play, follow more complex instructions, express point of view, can speak in sentences of 4-6 words

PSED –

Play with one or more other children, extending and elaborating play ideas

Provide daily opportunities to play with new friends and engage in exciting, purposeful activities.

Be increasingly able to talk about and manage their emotions.

Develop their sense of responsibility and membership of a community – transition to school (school starters)

Sandpipers:

PD –

ARENA PE

EYFS FUNDAMENTALS

EYFS GYMNASTICS

Daily funky finger opportunities, dough disco, weekly access to bikes & trikes and climbing equipment

C&L – 

Use new learnt vocabulary around the local area and building

Develop listening skills during adult-led learning

Express needs to adults

Engage in story times

PSED – 

Weekly Jigsaw sessions, Being Me in My World

Focus around settling in, expectations and routines

Sandpipers:

PD –

ARENA PE

EYFS FUNDAMENTALS

EYFS GYMNASTICS

Daily funky finger opportunities, dough disco, weekly access to bikes & trikes and climbing equipment

C&L – 

Use new learnt vocabulary around machines, people who help us and celebrations

Responding to more complex instructions

Ask how/why questions

Retell stories

PSED –

Weekly Jigsaw sessions, Celebrating Differences

Develop understanding of expectations, emotional regulation and cooperative play

Sandpipers:

PD –

ARENA PE

EYFS GAMES

DANCE

Daily funky finger opportunities, dough disco, weekly access to bikes & trikes and climbing equipment

C&L – 

Use new learnt vocabulary around traditional stories and the past

Develop confidence when speaking in front of peers and whole class

Explore more complex sentence structures

PSED –

Weekly Jigsaw sessions, Dreams & Goals

Develop cooperative play skills (sharing, turn taking etc.)

Continue to develop emotional regulation strategies

Sandpipers:

PD – 

ARENA PE

EYFS GAMES

DANCE

Daily funky finger opportunities, dough disco, weekly access to bikes & trikes and climbing equipment

C&L – 

Use new learnt vocabulary around food, farming and plants

Retell stories without visual aids

Listen and focus for longer periods of times and to unfamiliar adults

PSED –

Weekly Jigsaw sessions, Healthy Me

Focus on taking care of ourselves and others, hygiene, sleep, diet etc.

Sandpipers:

PD –

ARENA PE

FUNDAMENTAL ATHLETICS

DANCE

Daily funky finger opportunities, dough disco, weekly access to bikes & trikes and climbing equipment

C&L – 

Use new learnt vocabulary around animals and minibeasts

Understand and use a range of questions when speaking

Use talk to clearly link ideas and sequence their thoughts

PSED –

Weekly Jigsaw sessions, Relationships

Develop strategies around resolving conflicts and being a good friend

Develop more elaborate ideas in role play and narratives

Sandpipers:

PD – 

ARENA PE

FUNDAMENTAL ATHLETICS

STRIKING & FIELDING

Daily funky finger opportunities, dough disco, weekly access to bikes & trikes and climbing equipment

C&L – 

Use new learnt vocabulary around the seaside and caring for our planet

Have more complex conversations with peers and adults with back-and-forth interactions

To use a range of tenses correctly when speaking

PSED –

Weekly Jigsaw sessions, Changing Me

Focus on transition and reflecting on their first year of school

Continue to develop more complex communication skills with peers and adults

Expression of Interest Form

Fees and Entitlement Letter

Introductory Letter

Registration Documents

Uniform Information

School Money Letter

Pre-School Admissions Policy

Starcross Primary School
Starcross | Exeter
Devon | EX6 8QD
Telephone: 01626 890454

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