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St Barnabas

& St Paul's Church of England Primary School

PSED

Reception Curriculum Progression and Expectations

Personal, Social and Emotional Development

It is expected children will be secure at 40 - 60 months by the end of the Autumn term, begin working on the early learning goals in Spring term and securing these by the end of summer term.

Intention 

  • Children will be confident to speak to others, sharing their ideas and be able to select their resources independently. 
  • Children fully understand the setting’s boundaries and that their actions affect other people’s feelings.
  • Children can take account of what others say, negotiate and solve problems appropriately. 

Implementation

Summer Term

Expectations           

 Implementation

Children are confident to speak in a familiar group.

 

A wide range of opportunities for children to speak and listen to others are planned and encouraged e.g. partner talk, group discussion and communication during CP. 

Children are set group challenges e.g. working collaboratively to build a model, organise equipment or solve a problem where successful communication is key for children to succeed.

Children can choose their resources.

Children are provided with a range of resources which are clearly labelled and accessible. Adults encourage children to choose the resources they need and challenge their thinking e.g. you want a chimney for your model house. I wonder what you could use?”

Children talk about their own and others’ behaviour, and its consequences. 

 

Once a conflict has developed between pupils, the adults use this as an example to not only teach those involved but make the rest of the class aware of the outcomes and how to solve. Rules and consequences are explored through stories and puppet scenarios and encouraged and reinforced throughout the session. 

Children take account of one another’s ideas about how to organise their activity.

 

 

Adults support children in continuous provision to listen to others ideas and to appreciate others input. Support may also be given to negotiate ideas where differences may appear. Modelling of listening during discussions/circle-time supports the view that we respect others ideas and children are encouraged and supported to continue this within provision.

                             

Impact

  • Children can express themselves through speaking, be confident in different situations and can access resources/areas, developing their learning independently. 
  • Children’s learning behaviours and expectations are high. Children can independently solve problems, allowing adults to work on catch-up learning, guided tasks and learning focuses. Children display friendly behaviour, creating a safe and happy environment to learn. Children cope with their feelings appropriately as problems are solved.  

 

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