Twitter

15/05/20

EYFS and KS1 have been story mapping and making books of The Bad Tempered Ladybird at the Hub today. We might have changed some characters too! 🐞 https://t.co/FFPeQP8sbN

14/05/20

Our Key Stage 2 children have been researching the different layers of the rainforest in class today before presenting them to their peers https://t.co/heir5VgNCq

13/05/20

Join Mrs Oakley for story time. Chocolate Mousse for Greedy Goose 📚 🐛 https://t.co/DKVy9uEMYp

12/05/20

Brilliant- well done! 🥇🏃 https://t.co/GZDhWE7jT6

11/05/20

Happy Monday Kent House! Mr Cope has set us 3 challenges. How many can you complete and share with us? ⛳️ 🏃🏽‍♀️ ⚽️ https://t.co/g2BrfgmT4F

07/05/20

Some lovely messages from our children in school today https://t.co/CQELJIzPA3

06/05/20

We Miss You All At Kent House 👋🏽 ⁩ 🌈😃👋🏽 https://t.co/jQgrb7LTvA

05/05/20

EYFS and KS1 found out that there are blue ladybirds 🐞 in New Zealand and Australia at our hub today! https://t.co/e0GcWg2216

05/05/20

KS2 have been classifying new species in the sweet kingdom at our hub. https://t.co/36nCaPyUzN

04/05/20

Happy Monday. Lots of new videos going up this week. Starting with The Bad Tempered Ladybird https://t.co/Vec9CfAzbI via 🐞📚🐛

03/05/20

Retweetd From BookTrust

Did you know that Dodie Smith was born in 1896? She wrote The Hundred and One Dalmatians AND I Capture the Castle - two of our absolute favourites. Are you a fan? https://t.co/0hEoCMw5Ky

01/05/20

Don’t forget to share your photos with us if you read in your pyjamas today

01/05/20

Ms Bowern reading War Horse by Michael Morpurgo in her pyjamas with a very old teddy! https://t.co/t6vVEBn4l9

01/05/20

Retweetd From Helena

Lucas and Ryan taking part in the Ed Vere Pyjama draw-along https://t.co/eJPLbhCaww

01/05/20

Come and listen to Poems with Mr Hayward https://t.co/yUceg5TE7c via 📚🐛

01/05/20

Join Ms Hicks for Jack and the Flum Flum Tree https://t.co/yuGsBWs4tj via 📚 🐛

28/04/20

Come and enjoy a ‘Quiet Night In’ with Ms Tadman and her dog! 🐶 https://t.co/9avPbPJMW0 via 📚 🐛 👩🏽‍🏫

28/04/20

Good Morning from Ms Bowern and Norman the Slug with the Silly Shell 🐌 🍩 https://t.co/yvJ1InP7m3 via 📚 🐛

24/04/20

Happy Friday all! We hope you’ve enjoyed some sunshine 🌞 Lots of new stories were uploaded today. Come and have a watch... Until next week! https://t.co/54cj5SYwLj 📚 🐛 ☀️

24/04/20

Come over to Kent House and meet The Smartest Giant in Town https://t.co/8Gcrth5DJ6 via

Harris Academies
All Academies in our Federation aim to transform the lives of the students they serve by bringing about rapid improvement in examination results, personal development and aspiration.

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Reception Year Intake 2020-2021

Welcome!

We are delighted that you have been offered a place at Harris Primary Academy Kent House, and welcome you to our school community.

Please ensure you accept your offer by confirming with the Borough as soon as possible.

As schools are presently closed to the majority of pupils, please could you download the Enrolment Admissions Booklet at the bottom of this page. Also the Free School Meals Application Form.

We would be very grateful if you could return both forms, plus a copy of you child’s birth certificate, by email to info@harrisprimarykenthouse.org.uk by Friday, 5 June 2020.

We will send confirmation of induction dates, plus 'meet the teacher' and start dates for September, once we have a clearer picture nearer the time.

As the school is currently closed, staff are working remotely and therefore any questions or queries must be made via info@harrisprimarykenthouse.org.uk

We will be adding to this section details about the following as soon as we can: Breakfast Club, After School Club, School Uniform and the Home/Academy Agreement

We look forward to meeting you soon!

Helping To Get You Child 'Reception Ready'

Starting school is a big change in a young child's life, and quite an adjustment for parents too! Being well prepared will help to make it a more positive and exciting experience for them, and you too.

This guide will offer some useful tips to make it all go smoothly.

Writing and recognising their own name

It would be helpful if your child could write and recognise their own name. Help them practise this before they come to school by showing them what their name looks like, and by helping them write it.

Then, if your child sees their name on a name card, a coat peg or on their belongings they will be able to find their own things.

Getting dressed and undressed independently

Your child will be changing their clothes and shoes during the school day to go outside to play or to do activities such as PE. To help your child feel more confident about getting changed, make sure that their clothes are easy for them to take off and put back on again. Clothes with easy fastenings or big buttons are ideal, as well as skirts with elasticated waists and shoes with Velco fastenings.

Encourage your child with practice sessions before they start school.

Going to the toilet independently

Teach your child how to use the toilet and to clean themselves afterwards. Explain the importance of flushing to leave the toilet clean for the next child to use.

Turn practising into a game by asking them to 'what comes next?' so they remember to flush each time.

Encourage them to wash their hands thoroughly with soap before drying them. 

An adult is always available if they need help at school, and our toilets are very easy for small children to use as they are designed with them in mind.

Being able to sit and concentrate

It is important that children become used to stting still and concentrating. Practise this with your child at home. Make sessions fun as you encourage them to sit still and listen while you talk about something that intersts them.

Ask them easy questions to keep their attention and get them used to focussing on what you are talking about.

Being able to handle books properly and enjoy a story

We use reading and enjoying stories a lot to help the children learn about the world as well as helping them with their reading and writing.

Help them get used to handling books and enjoying stories by sharing and reading books with them at home.

Allow them to hold the book and turn the pages sometimes as you read them a story.

This will help make them feel 'in charge' of the story, and will be an important step for them towards handling and reading books of their own.

Reception Year

In Reception, we follow the Statutory Framework for the Early Years Foundation Stage issued by the Department for Education (DfE).

The curriculum consists of seven areas of learning:

  • Personal, Social and Emotional Development
  • Physical Development
  • Communication and Language
  • Literacy
  • Mathematics
  • Understanding the World
  • Expressive Arts and Design

There are then 17 Early Learning Goals (ELGs) which are part of these areas of learning. If a child achieves these goals by the end of the Reception year then they are said to be working at the expected level.

To support children with working towards these ELGs we use a document called 'Development Matters'. This breaks down each goal into different age bands and is used by staff throughout the year to assess how close children are to reaching the goals.

All of these documents, and many other useful resources, are available from this website: http://www.foundationyears.org.uk/

In The Classroom

Early Years learning and development is provided through purposeful play and through adult led structures and routines that build confidence and provide intellectual stimulus and challenge.

Throughout the day, children will have direct teaching sessions for maths, literacy and phonics, either as the whole-class or in small groups. The rest of the time they will be taking part in activities inside and outside the classroom. Some of the activities will have been prepared by the teacher and will focus on specific objectives. They may be led by an adult or modelled initially and then the children can access them independently. The children will also be able to choose activities from any of the other resources available.

Teachers choose which activities to set-up by assessing the children’s levels of understanding across all areas of the curriculum and identifying any ‘gaps’ in their learning. Teaching inputs and activities are then planned to address these gaps and evidence is then gathered to show the children have then achieved this learning.

All the teaching staff will be engaging with the children during the activities and helping to support their learning and development. Children’s learning is assessed by observing what they say and do during these times. These are recorded and are then shared with parents.