Results from our recent parent questionnaire show that '97% of children enjoy coming to school’; ‘99% of children feel safe at school’. Results from our recent pupil survey show that 94% of pupils said 'My teacher tells/shows me how to make my work better' and 88% would recommend Calton Primary to their friends.



A typical day in Reception

 8.45am; School Doors Open

8.55 - 9.05am; Registration

9.10am - 9.25am; Assembly

9.30 -10.15am; Phonics / Session One

10.15 - 10.25am; Playtime                                                                    

10.30 -11.45am; Milk and Snack and Session Two

11.45 -12.45pm; Lunchtime

12.45 - 2.15pm; Registration and Session Three

2.15 - 2.30pm; Playtime

2.30 - 3.15pm; Session Four, Snack, Story and Singing

3.15pm; Home Time


Our Literacy Aims

 Reading  Early Years Foundation Stage Profile    40 to 60+ months 

• Continues a rhyming string.

• Hears and says the initial sound in words.

• Can segment the sounds in simple words and blend them together and knows which letters represent some of them.

• Links sounds to letters, naming and sounding the letters of the alphabet.

• Begins to read words and simple sentences.

• Uses vocabulary and forms of speech that are increasingly influenced by their experiences of books.

• Enjoys an increasing range of books.

• Knows that information can be retrieved from books and computers.


Early learning goal – Reading

Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.



Writing Early Years Foundation Stage Profile    40 to 60+ months

• Gives meaning to marks they make as they draw, write and paint.

• Begins to break the flow of speech into words.

• Continues a rhyming string.

• Hears and says the initial sound in words.

• Can segment the sounds in simple words and blend them together.

• Links sounds to letters, naming and sounding the letters of the alphabet.

• Uses some clearly identifiable letters to communicate meaning, representing some sounds correctly and in sequence.

• Writes own name and other things such as labels, captions.

• Attempts to write short sentences in meaningful contexts.


Early learning goal – Writing

Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.



Our Mathematics Aims

Numbers Early Years Foundation Stage Profile   40 to 60+ months

• Recognise some numerals of personal significance.

• Recognises numerals 1 to 5.

• Counts up to three or four objects by saying one number name for each item.

• Counts actions or objects which cannot be moved.

• Counts objects to 10, and beginning to count beyond 10.

• Counts out up to six objects from a larger group.

• Selects the correct numeral to represent 1 to 5, then 1 to 10 objects.

• Counts an irregular arrangement of up to ten objects.

• Estimates how many objects they can see and checks by counting them.

• Uses the language of ‘more’ and ‘fewer’ to compare two sets of objects.

• Finds the total number of items in two groups by counting all of them.

• Says the number that is one more than a given number.

• Finds one more or one less from a group of up to five objects, then ten objects.

• In practical activities and discussion, beginning to use the vocabulary involved in adding and subtracting.

• Records, using marks that they can interpret and explain.

• Begins to identify own mathematical problems based on own interests and fascinations.


Early learning goal – Numbers

Children count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.


Shape, space and measures   Early Years Foundation Stage Profile   40 to 60+ months    

• Beginning to use mathematical names for ‘solid’ 3D shapes and ‘flat’ 2-D shapes, and mathematical terms to describe shapes.

• Selects a particular named shape.

• Can describe their relative position such as ‘behind’ or ‘next to’.

• Orders two or three items by length or height.

• Orders two items by weight or capacity.

• Uses familiar objects and common shapes to create and recreate patterns and build models.

• Uses everyday language related to time.

• Beginning to use everyday language related to money.

• Orders and sequences familiar events.

• Measures short periods of time in simple ways.


Early learning goal – Shape, Space and Measures

Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.




Assessment is on-going and at the heart of good quality early years provision. We use a range of assessments, including; formative assessment which is based on observations of each child in action, both in self-chosen play and planned activities and summative assessment which provides a summary of each child's learning and development at a point in time. These forms of assessment help staff to establish a genuine picture of all children's capabilities, interests and needs. We record our findings in their individual Learning Journals and use these alongside the data collected and our knowledge of each child to complete The Foundation Stage Profile.