Strong Foundations at The Orchard

Reception, Year 1 and Year 2 Provision 

 

School Aim and Values

Our aim is Inspiring Success for every pupil. 

 
This underpins the design, sequencing and implementation of our curriculum across the early years and Key Stage 1. 

 
Our values of Courage, Determination, Respect and Kindness directly shape pupils’ attitudes to learning, interactions with each other, and the culture of the school. 

 

These values are embedded through explicit teaching, daily routines, staff modelling and the behaviours we consistently expect and reinforce. 

 

Curriculum Intent 

Across Reception, Year 1 and Year 2, our curriculum prioritises: 

• secure foundations in language and communication 
• early reading, including systematic synthetic phonics 
• early writing, including transcriptional fluency 
• mathematical fluency, including number sense 
• personal, social and emotional development 
• equitable access for all pupils, particularly those who are quieter, disadvantaged or have SEND 

 

We focus on a small number of high value components that must become automatic. This ensures all pupils keep up and do not rely on later intervention. 

 

Reception Provision 

Purposeful, Structured Continuous Provision 

Reception practice combines direct teaching with well planned, purposeful play. Every area of provision is linked to the EYFS curriculum and includes: 

• clear learning intentions 
• vocabulary prompts 
• questioning to extend thinking 
• structured opportunities for independent rehearsal and exploration 

 

Provision is carefully adapted in the first term to support children’s emotional regulation, turn taking, attention and readiness to learn. 

 

Attention, Communication and Language (ShREC) 

All staff use ShREC (Share - Respond -  Extend - Conversation) strategies to enhance vocabulary acquisition and sentence structure. Adults: 

• join children in shared attention 
• respond and extend children’s utterances 
• model ambitious language 
• reinforce back-and-forth conversation 

This ensures children develop the communication skills necessary for reading comprehension and early writing. 

 

Attention Autism strategies (Bucket Time) are delivered to the whole class to develop shared attention, engagement and sustained focus 

 

Early Reading and Phonics 

We deliver daily Little Wandle phonics with fidelity to the programme. Teaching includes: 

• systematic progression of GPCs 
• daily revisiting and rehearsal 
• matched decodable reading books 
• three adult-led reading sessions per week (decoding → prosody → comprehension)

 Assessment is used to identify gaps quickly, and additional practice is delivered 1:1 or in small groups. 

 

Early Writing 

We explicitly teach: 

• letter formation using programme specific mnemonics 
• pencil grip through the Nip-Flip-Grip method 
• transcriptional accuracy through twice weekly dictation 
• daily handwriting 

 

Fine motor strengthening activities take place throughout the first half term to support grip, control and stamina. 

 

Early Mathematics 

We teach early number through: 

• structured mathematical talk 
• manipulatives 
• daily fluency routines 
• consistent number formation instruction 

 

Children learn secure understanding of number, subitising, and early composition and comparison relationships.  

 

Number formation rhymes and visual prompts are used consistently to support pupils in learning correct number formation, providing clear, memorable cues that strengthen accuracy, fluency and independence in early mathematics. 

 

Key Stage 1 Provision (Years 1–2) 

Speaking and Listening 

Across KS1, we embed daily speaking and listening through: 

• Question of the Day 
• talk partners 
• expectation of responses in full sentences 
• sentence starters for pupils needing support 
• oral rehearsal prior to writing 
• ShREC approaches 

 

This develops confident, articulate pupils and promotes respectful discussion. 

 

Early Reading and Phonics 

Daily phonics and spelling continue throughout Year 1 and 2 using Little Wandle Letters and Sounds for Year 1 and the Little Wandle Year 2 Spelling Programme.  

 

We use the Little Wandle assessment tracker to identify precisely: 

• which GPCs are secure 
• which require further teaching 
• which pupils require additional practice 

 

Fluent readers move onto appropriate decodable texts; those who need more practice receive targeted support. 

 

Children continue to be heard read in at least 3 adult led reading sessions per week with a focus on decoding, prosody and comprehension. 

 

Writing: Transcription and Composition 

We prioritise transcriptional fluency to avoid cognitive overload during composition. Provision includes: 

• daily handwriting 
• explicit teaching of letter families and number formation 
• continued focus on pencil grip and posture (Nip-Grip-Flip) 
• four dictation sessions per week in Y1, two longer ones in Y2 
• writing that is modelled, orally rehearsed, scaffolded and gradually released to independence 

 

This sequencing ensures pupils learn to compose sentences securely before moving to longer pieces. 

 

Although there is a range of text types children are supported in writing, the focus is on securing strong sentence construction, accurate transcription and fluency before extending to longer pieces. 

 

Mathematics 

We follow a mastery approach. Teaching centres on: 

• micro steps that avoid gaps 
• concrete, pictorial and abstract approach  
• precise use of representations 
• daily Mastering Number sessions 
• structured rehearsal of number facts 

 

A “Maths Race” begins at the end of Year 1 and continues throughout Year 2 to strengthen automatic recall of number bonds and other maths facts. 

 

Number formation continues to be supported through visual prompts and targeted practice. 

  

Targeted Support and Inclusion 

We maintain sharp focus on pupils who are: 

• disadvantaged 
• have SEND 
• are quiet, passive or reluctant to contribute 
• have delayed language or fine motor development 

 

Strategies include: 

• no hands questioning to ensure full participation 
• targeted vocabulary support 
• structured partner talk to encourage full participation  
• extended wait time to support quieter pupils  
• scaffolds and task steps to reduce cognitive load  
• ‘Think Aloud’ strategies used during scaffolding, so children are clear on the process 
• precision teaching for targeted skills  
• use of concrete manipulatives before pictorial/abstract tasks  
• chunked instructions supported with visuals 
• structured interventions (Literacy for All, Write from the Start, TEACCH activities) 
• regular review of phonics, reading, fine motor and speech progress 

 

Support is designed to help pupils keep up, not catch up. 

 

Recall and Retrieval 

Across all subjects, teachers: 

• check prior learning from the previous week, term and/or year in a ‘Memory Moment’ 
• revisit core knowledge to secure long-term retention using low stakes quizzes, visual prompts/dual coding, spaced learning and structured recall tasks 
• explicitly teach and rehearse vocabulary 
• ensure learning intentions are clear and manageable 

 

Behaviour, Attitudes and Personal Development 

 

Staff explicitly teach routines and expectations, including: 

• how to care for equipment 
• how to resolve conflict 
• how to interact kindly and respectfully 
• how to show determination when learning feels challenging 
• how to manage emotions and seek help where needed 

 

Zones of Regulation are used to support children to manage their emotions, and these are displayed in every class and strategies are shared with the children. 

 

Our values (Courage, Determination, Respect, Kindness) are reinforced in daily interactions and celebrated in assemblies and classroom practice. 

 

Visuals are used consistently throughout classrooms and across the school to support pupils’ understanding of learning expectations, routines and behaviour, providing clear, accessible prompts that enable all children to access the curriculum and regulate their conduct effectively. 

Children who struggle behaviourally receive targeted teaching and modelling, not just corrective feedback. 

 

Impact 

• Pupils leave Year 2 with strong foundations in reading, writing and mathematics. 
• Early identification and rapid intervention ensure very few pupils fall behind. 
• Children demonstrate resilience, confidence and positive attitudes to learning. 
• Pupils are articulate, kind and respectful; they understand and embody the school values. 
• Curriculum sequencing results in secure knowledge and increasing independence. 
• Children transition to Key Stage 2 ready to access the full curriculum successfully.