Learning in Reception
Strong foundations in faith, language, reading, mathematics, discovery and independence.
Our Vision for Reception
Reception marks the beginning of an exciting journey of learning, friendship and faith. At Sacred Heart, children are welcomed into a community where they are known, valued and encouraged to flourish.
Our curriculum is deliberately broad and carefully connected. Children learn to communicate, read, write, reason, move, create, investigate and care for others. Teaching combines explicit instruction, purposeful continuous provision, stories, outdoor experiences, guided learning and skilled adult interaction.
Our Catholic mission is expressed through our four commitments:
Our curriculum meets the statutory Early Years Foundation Stage requirements and prepares children progressively for the knowledge and expectations of Year 1.
Starting Reception: Knowing Every Child
We recognise that children arrive in Reception with different experiences, strengths, interests and needs. Mrs J. Wroe, our EYFS Lead, coordinates transition into our two Reception classes. She contacts children's previous early years providers and visits their settings as part of our transition practice, to understand each child's learning, development and wellbeing.
Where a visit is not possible, the school arranges an appropriate professional handover. For children who have not attended a previous setting, we work directly with their families to plan a positive start.
Listening to Families
We seek information about children's interests, routines, communication, health and experiences, and provide opportunities for parents and carers to share what matters to their child.
Individual Transition Arrangements
Where children have SEND, medical needs, intimate care requirements or other additional needs, staff work with families, previous settings and relevant professionals to plan appropriate support, accessibility and independence from the outset.
Class teachers use this information alongside their own observations to establish relationships, plan provision and identify any additional teaching or support needed. Transition arrangements are reviewed as children settle into school.
How Our Curriculum Is Organised
Sacred Heart brings together carefully selected programmes and its own curriculum planning. These are coordinated through our EYFS Curriculum Map (CMAP), rather than taught as unrelated activities.
A Curriculum for Reception
Twelve knowledge-rich medium-term units introduce foundations in history, geography, science and design and technology.
Source to Summit – Lighting the Path
Our Catholic Religious Education curriculum follows six branches across the Church year, rooted in Scripture and the Religious Education Directory.
Essential Letters and Sounds
ELS provides systematic synthetic phonics teaching, supported by fully decodable books matched to children's taught knowledge.
White Rose Maths and Mastering Number
White Rose Maths, NCETM Mastering Number and our practical mathematics planning develop number sense, mathematical language and reasoning.
Our EYFS Curriculum Map
Our six half-termly curriculum overviews connect knowledge with stories, seasonal learning, creative experiences, music, computing and wider opportunities.
Learning Beyond the Classroom
Forest School, woodwork, outdoor enquiry, visits and visitors provide practical opportunities to explore, apply and deepen learning.
The seven statutory EYFS areas are interdependent: communication and language; personal, social and emotional development; physical development; literacy; mathematics; understanding the world; and expressive arts and design.
Our Twelve Curriculum Studies
The following sequence is drawn from Sacred Heart's 2026–2027 Reception curriculum. These studies build foundational subject knowledge, language and understanding over time. Exact teaching dates and experiences are adjusted through our current curriculum map and responsive planning.
Autumn 1 — Belonging and Autumn
All About Me and My Family
Children begin developing a sense of personal history. They talk about their families, memories, growing up and changes since infancy. Photographs and familiar objects introduce the language of past, present, before, now, same and different.
Autumn
Children investigate seasonal change through first-hand outdoor observation. They notice leaves, weather, temperature and changes in the natural environment, developing descriptive and observational language.
Autumn 2 — Our Locality and Community
People Who Help Us in Our Locality
Children explore familiar places in Westhoughton and the people whose work supports the community. They begin to use simple maps, recognise local features and develop positional and geographical language.
Community experiences, family customs and celebrations provide meaningful opportunities for discussion and comparison.
Spring 1 — Winter, Movement and Making
Winter
Children compare winter with autumn, observing changes in weather, temperature, clothing and the natural environment.
Move It!
Children investigate movement, forces, pushes and pulls. Practical exploration with wheels, slopes and objects encourages prediction, comparison and explanation.
Let's Make It!
Children plan, select materials, construct, join, test and improve. They begin to understand that designs can be evaluated and refined.
Spring 2 — Cooking, Plants and Spring
Cooking!
Children investigate ingredients, mixing and changes in materials. Age-appropriate practical experiences introduce observation, comparison and simple explanations of change.
Spring — Plant Growth
Children learn about seeds, roots, shoots, growth and the conditions plants need. Planting, caring for and revisiting growing plants develop scientific curiosity.
Summer 1 — Living Things and the Wider World
How Animals Grow
Children explore the life cycles of living things, including chicks, frogs and butterflies. They observe similarities, differences and changes over time.
Where in the World?
Children use maps, globes, photographs and stories to explore places beyond the UK. They compare environments, travel, climate, cultures and ways of life.
Summer 2 — History, Summer and Transition
Castles, Kings and Queens
Children revisit chronology through castles, monarchs and Queen Elizabeth II. They consider what has changed and what has remained the same.
Summer
Children consolidate their understanding of the seasons, comparing summer with autumn, winter and spring. They apply developing knowledge and independence as they prepare for Year 1.
Our wider half-termly enquiries
Our CMAP also provides contexts including celebrations, polar regions, superheroes, the sea and traditional tales. These enrich storytelling, role play, creative learning and exploration without replacing our planned knowledge-rich studies.
Religious Education and Catholic Life
Reception follows Source to Summit – Lighting the Path. Its six branches follow the Religious Education Directory and connect Scripture, Catholic teaching, prayer and liturgy with children's everyday experiences.
Creation and Covenant
Autumn 1
God's creation, belonging, being loved and valued, prayer and caring for our world.
Prophecy and Promise
Autumn 2
Mary and the Annunciation, Advent, the dignity of each person and the Christmas story.
Galilee to Jerusalem
Spring 1
The Wise Men, Jesus welcoming children, calling followers, feeding a crowd and teaching kindness.
Desert to Garden
Spring 2
Lent, reconciliation, sharing, Holy Week, the Last Supper, Good Friday and Easter.
To the Ends of the Earth
Summer 1
The Ascension, Pentecost, the Holy Spirit, the first Christian communities and caring for others.
Dialogue and Encounter
Summer 2
The wider Church, respect for different faiths and communities, including Judaism and Islam.
Prayer and liturgy form part of everyday Reception life. Stories, Scripture, music, symbols, stillness and celebration help children encounter and express faith.
Early Reading, Language and Writing
Communication and language underpin the whole Reception curriculum. Adults deliberately model vocabulary, encourage sustained conversation and provide opportunities to listen, explain, question and retell.
Essential Letters and Sounds
Our ELS programme teaches letter-sound correspondences, blending for reading and segmenting for spelling. Children read decodable books matched to their taught phonics.
Stories and Vocabulary
Stories, poems, rhymes and repeated reading develop comprehension, expression, vocabulary, sequencing and a love of books.
Handwriting and Composition
Drawing, mark-making, pencil control and explicit letter formation lead towards writing words, captions and simple sentences.
Children practise oral composition before writing. Phonics, handwriting, spoken language and purposeful writing are taught as connected foundations.
Mathematics at Sacred Heart
Reception mathematics combines White Rose Maths, NCETM Mastering Number and our school's practical mathematics planning.
Children develop secure number sense through counting, subitising, comparison, composition and understanding numerical relationships. They explain their thinking using objects, representations, songs, games and mathematical language.
Numbers 1–5
Counting accurately, matching numerals and quantities, subitising, comparing sets and exploring part-whole relationships.
Numbers 6–10
Extending cardinality, composition and decomposition, comparing quantities, doubles, pairs and relationships.
Numbers 10–20
Exploring the structure of teen numbers and extending counting and quantities beyond ten.
Shape and Space
Shape properties, construction, patterns, position, direction and spatial reasoning.
Measures
Comparing length, height, weight and capacity through practical exploration and precise vocabulary.
Time and Money
Sequencing daily events, using time vocabulary, recognising coins and exploring money through meaningful role play.
Exploring the World
Our curriculum develops the beginnings of subject knowledge in history, geography and science. Children learn to notice, compare, describe, predict and explain.
Young Historians
Children explore personal chronology, family history, change over time, castles and monarchs, using photographs, objects and stories as evidence.
Young Geographers
Children investigate Westhoughton, familiar routes, local services, maps and globes before comparing places beyond the UK.
Young Scientists
Children observe seasonal change, explore movement, investigate materials, grow plants and learn about animal life cycles.
Creative, Physical and Practical Learning
Art, Design and Music
Children draw, paint, model, construct, sing, explore rhythm, listen, move and perform. Design experiences develop planning, making and evaluation.
Forest School and Outdoor Learning
Children explore natural materials, habitats, seasons, movement, physical challenges and imaginative play. They develop safe routines, teamwork and environmental awareness.
Woodwork
Supported practical experiences introduce tool safety, selecting materials, joining, making and improving. Expectations develop progressively with appropriate supervision.
Computing
Children recognise technology, follow and give instructions, explore unplugged activities and use programmable toys such as Bee-Bots. Safe, purposeful digital habits are introduced.
Physical Development
Movement, balance, coordination, strength, fine motor control, pencil grip and safe equipment use are developed through planned experiences.
Personal and Social Development
Children learn self-regulation, cooperation, healthy routines, independence, emotional understanding and positive relationships.
How We Teach: Strong Foundations
Ofsted's research report Strong foundations in the first years of school highlights the importance of a carefully sequenced curriculum, explicit teaching of foundational knowledge and sufficient practice to secure learning.
At Sacred Heart, these principles are reflected in our actual provision:
Foundations in Reading
ELS provides systematic phonics instruction. Decodable books and additional practice help children apply and secure learning.
Foundations in Mathematics
Mastering Number, White Rose Maths and practical experiences develop fluency, number relationships and mathematical thinking.
Foundations in Language
Carefully selected stories, vocabulary, subject learning and adult conversations strengthen communication and comprehension.
Foundations in Writing
Fine motor development, handwriting, phonics and oral composition are taught deliberately and revisited regularly.
Knowledge Through Experience
Our twelve curriculum studies, Forest School, woodwork and outdoor learning connect direct teaching with purposeful exploration.
Assessment and Adaptation
Staff identify what children know, address misconceptions and adapt teaching to provide support, practice or challenge.
Continuous Provision and Assessment
Short, focused teaching, modelling, stories and guided learning are complemented by purposeful continuous provision. Children revisit and apply knowledge through play, investigation, conversation and collaboration.
Staff use observations, interactions and checks for understanding to decide what children should learn or practise next.
Reception Baseline Assessment
The statutory Reception Baseline Assessment (RBA) is administered during the first six weeks of a pupil's entry to Reception, in accordance with current assessment arrangements. It is not a pass-or-fail test and does not determine the curriculum offered to a child.
Assessment for Teaching
Class teachers use ongoing formative assessment, including observations and Tapestry where appropriate, to check learning, address misconceptions, adapt teaching and plan further practice. Recording is proportionate and does not replace interaction with children.
End-of-Reception EYFS Profile
At the end of Reception, teachers complete the statutory EYFS Profile against all 17 early learning goals, following current guidance. Outcomes and progress are shared with parents and used to inform the transition into Year 1.
Teachers share relevant information with families throughout the year. Assessment supports ambitious teaching for every pupil, including those with SEND or English as an additional language.
Inclusion and Belonging
Our Reception curriculum is planned for all children, including pupils with SEND, children learning English as an additional language and those with differing starting points. Teachers adapt language, modelling, resources, routines and support while maintaining ambitious expectations.
Inclusion means participation in shared classroom learning, with the support needed to develop independence.
Mrs Bernie Furey, Head of School, oversees inclusion strategically. Our SENCOs, Mr M. Stubbs and Miss M. Fairhurst, work with teachers and families to identify needs and coordinate the graduated approach, including assess–plan–do–review cycles where appropriate. Class teachers remain accountable for teaching, assessment and progress.
Our single-storey school has step-free access, accessible entrances, classrooms and toilets. Where needed, pupils have individual arrangements for intimate care, mobility, medical needs and participation, developed with families and relevant professionals.
These arrangements respect each child's dignity, safety and growing independence.
A Safe and Inclusive Start to School
Safeguarding and welfare underpin every aspect of Reception. Staff follow Sacred Heart's safeguarding, behaviour, attendance, health and safety, medical needs and related school policies, alongside the statutory EYFS framework and Keeping Children Safe in Education.
Mrs Paula Cox is our Designated Safeguarding Lead (DSL).
Safety and Supervision
Staff maintain appropriate supervision during arrival and collection, indoor and outdoor learning, meals, transitions and educational visits. Concerns about a child's welfare or unexplained absence are addressed promptly through school procedures.
Health, Care and Dignity
First aid, medicines, intimate care, infection prevention, individual healthcare plans and personal care are managed in accordance with school procedures. Children are supported with sensitivity, privacy and respect.
Food and Allergies
Staff follow arrangements for allergies, dietary requirements, safe eating, choking prevention, hydration and emergency responses. Food-related learning, including cooking, is appropriately supervised and risk assessed.
Positive Relationships and Digital Safety
Adults model kindness and help children develop emotional regulation and safe behaviour. Screens and technology are used purposefully with adult oversight, without displacing conversation, movement, play or practical experiences.
Detailed safeguarding and welfare procedures are set out in our school policies, rather than duplicated on this curriculum page.
Working with Families and Preparing for Year 1
Parents and carers are children's first educators. We build relationships through transition conversations, everyday communication, curriculum information and discussion of each child's progress.
Reading together, talking, singing, counting in daily routines, exploring nature and encouraging independence reinforce learning at home.
Transition into Year 1 is planned carefully. Reception and Year 1 staff share relevant information about children's communication and language, phonics and reading, handwriting and writing, mathematical understanding, relationships, independence and individual needs.
Statutory EYFS Profile outcomes form part of this handover, alongside professional knowledge of each child.
We prepare children for the next stage without treating Reception as an early version of Year 1: the EYFS curriculum remains age-appropriate, ambitious and rooted in purposeful play, explicit teaching, practice and strong relationships.
Curriculum Leadership and Evaluation
Our EYFS Lead, Mrs J. Wroe, coordinates the Reception curriculum, transition from previous settings and its ongoing review.
The school evaluates curriculum quality, teaching, assessment, inclusion and children's learning in the context of the current Ofsted state-funded school inspection toolkit.
We consider whether children are acquiring the foundational knowledge they need, whether teaching responds effectively to their starting points and whether our curriculum prepares them for successful future learning.
The inspection toolkit informs evaluation; it does not prescribe a commercial curriculum, teaching scheme or particular balance of teaching and play.
Curriculum and Statutory References
Statutory learning, development and safeguarding requirements.
View the statutory frameworkResearch into curriculum, teaching and foundational knowledge in the first years of school.
Read the research reportCurrent evaluation guidance for state-funded schools, including early years.
View the inspection toolkitNon-statutory curriculum guidance supporting EYFS implementation.
View Development MattersThe planning resource supporting our twelve knowledge-rich studies.
Visit the programme websiteOur Reception policy explains the school's arrangements for curriculum, transition, assessment, safeguarding, inclusion and welfare. The current approved version is available through the school's policies page.
View the School Policies page