Welcome to our Early Years page; here you will be able to meet the team, find out about our curriculum and any events that have taken place in Early Years. We will be posting home learning activities that you can do with your child, these will help them practise and apply the skills they have learnt in the classroom. We will also provide a range of links to useful websites to support your child with phonics, maths, reading and much more.  Any letters that are sent out will be uploaded here to ensure that you are always kept up to date with the latest news in school, specifically in Early Years. Please take a look at our Early Years gallery, here you will be able to see photos of our stimulating environments and the learning that takes place within our setting.

Meet Our Team

Emily Rankin

Early Years Leader (maternity leave)

Hello my name is Miss Rankin. I am the Early Years Leader at Ryecroft Academy. I have worked in EYFS... Read More

Emily Rankin

Early Years Leader (maternity leave)

Hello my name is Miss Rankin. I am the Early Years Leader at Ryecroft Academy. I have worked in EYFS for many years and have a wealth of experience supporting children in Reception and Nursery. I started teaching in 2015 and throughout my time in education I have taught in Year 1, 2 and Reception. I am passionate about learning through play and providing children with lifelong memories and experiences. Building positive relationships with both children and parents is essential to a child’s education and is something I always try to do when families join our school. I believe in creating a safe, secure and settled environment where families feel welcomed. This supports us in developing a sense of community as soon as our youngest children start with us. My favourite area of provision is the reading area. I love telling stories and bringing them to life with puppets and silly character voices! Teaching children to read is magical, seeing children progress in reading and begin to enjoy stories is truly rewarding. My role of ECT mentor enables me to support new teachers and help them to grow in confidence and be the best they can be. Sharing my knowledge and experience to support new teachers, and seeing them progress in their careers is a particular highlight. Outside of school I am a proud Mum to a 2 year old, my little girl Clara. We enjoy the great outdoors and love nothing more than exploring local parks and woods, and trips to the seaside. We enjoy messy play and crafting. I enjoy listening to music, walks along the canal and the occasional game of bingo with my friends to wind down.

Michelle Baxter

Respectful Robins Class Teacher

Hello, my name is Mrs Baxter, and I am an Early Career Teacher at Ryecroft Academy. I work across both... Read More

Michelle Baxter

Respectful Robins Class Teacher

Hello, my name is Mrs Baxter, and I am an Early Career Teacher at Ryecroft Academy. I work across both Early Years and Key Stage One and have extensive experience in both phases.

I began my journey at Ryecroft Academy seven years ago as a volunteer before progressing into a classroom Teaching Assistant role and later undertaking my teacher training. Throughout my time at the academy, I have developed a strong understanding of early childhood education and inclusive practice.

In addition, I have worked as a one-to-one support, gaining valuable experience supporting children with SEND and adapting provision to meet individual needs. This experience has strengthened my ability to create nurturing, inclusive learning environments where all children can thrive.

I love being part of the Ryecroft team. Every day brings new challenges and rewards, and we work closely together to ensure a safe, welcoming environment where every child feels valued and supported to flourish.

My favourite area within provision is the creative area. I believe that early mark-making is a fundamental part of a child’s development, and I love seeing how children’s confidence and skills progress over time. I also enjoy the reading area, where I encourage children to use their imaginations and create their own stories.

Outside of school, I have two very active children, so I usually spend my weekends on the sidelines of a hockey or football pitch cheering them on. In my spare time, I also enjoy hiking and going camping with my family.

Jessica Broxholme

Early Years Leader and Robins Class Teacher

My name is Mrs Broxholme, and I have been an Early Years Professional at Ryecroft Academy for almost nine years.... Read More

Jessica Broxholme

Early Years Leader and Robins Class Teacher

My name is Mrs Broxholme, and I have been an Early Years Professional at Ryecroft Academy for almost nine years. I feel incredibly proud to be part of such a wonderful, dynamic team and have loved watching our Early Years provision grow and develop over the years.

Building positive, trusting relationships with children and their families is one of the parts of my role that I value most. I believe that strong partnerships between home and school are essential in helping children feel happy, secure and confident, and I really enjoy getting to know each family and understanding how we can work together to support their child. As an Early Years Leader, I feel it is a privilege to be someone that families can talk to, rely on and feel comfortable approaching. I always want families to feel listened to, valued and supported, particularly during those important early years when there can be lots of questions, changes and new experiences.

During my time at Ryecroft Academy, I have also worked as a one-to-one support assistant and as a class teaching assistant. Both roles have been incredibly rewarding and have given me a wealth of experience and a deeper understanding of how to support children with a wide range of needs, personalities and interests. Every day brings a new challenge, experience or opportunity to learn, which is one of the things I love most about working in Early Years.

When I am in provision, some of my favourite things to do with the children are arts and crafts, construction, anything musical and sharing a good story. I love creating fun, engaging experiences that encourage children to explore, wonder, ask questions and develop their independence. I am passionate about helping children overcome barriers to learning and watching them grow in confidence and flourish. Being able to play a part in their learning journey is a real privilege.

As an Early Years Leader, I am passionate about creating an environment where children, families and staff all feel supported and valued. I enjoy sharing my knowledge and experience with colleagues and working as part of a team to continually develop our provision. My role as an ECT mentor is particularly rewarding, as I am able to support new teachers as they develop their confidence, find their own strengths and become the best teachers they can be. Seeing colleagues grow and progress in their careers is a real highlight for me.

Outside of school, I live with my husband, our two children, Noah and Florentina, and our much-loved dog, Percy. Life is certainly busy with football practice, dancing and gymnastics, but we love spending time together as a family. We enjoy days out, discovering new places and returning to old favourites. We have always loved travelling and we are enjoying sharing that love of exploring new places and experiencing new adventures with Noah and Florentina.

Amber Grayson

Friendly Frogs Class Teacher

Hello, my name is Miss Grayson and I am a qualified teacher currently working in Nursery. This is my third... Read More

Amber Grayson

Friendly Frogs Class Teacher

Hello, my name is Miss Grayson and I am a qualified teacher currently working in Nursery. This is my third year at the academy, I have previously taught in Reception here and I am excited to be teaching Nursery this year. As well as in schools, I also have experience working with children 16-18 who are NEET (not in education employment or training) and football coaching.

My favourite lesson to teach is phonics, it is very rewarding watching the children learn all the letter sounds and eventually learning to read and write. During provision, I enjoy engaging in role play, encouraging children to explore different roles and characters. I also really enjoy anything creative; making stories, drawing and building, it is lovely to see what the children create with their imaginations. Early Years is my favourite phase to work in and it is amazing to see the children learn and flourish through play, it is a pleasure to be a part of their learning journey.

Outside of school I enjoy spending time with my family and going for long walks, we also enjoy camping. I love to read; I could spend all day reading a good book. I have also recently started painting, although I still need a lot of practice.

Harriet Eccles

Level 3 Teaching Assistant

Hello, my name is Miss Eccles. I am currently working in Nursery as a Level 3 Teaching Assistant, I really... Read More

Harriet Eccles

Level 3 Teaching Assistant

Hello, my name is Miss Eccles. I am currently working in Nursery as a Level 3 Teaching Assistant, I really enjoy working with all the Friendly Frogs. Before I worked at Rycroft, I worked at a school in Halifax working with children from Nursery up to Year 6. This gave me lots of experience working within Early Years, however it was just too far away from where I live!

Working in Nursery, everyday is different. Each day is a new opportunity to really engage with the children using all the fantastic provision we have. It also gives us a chance to really build our learning up to be the best that we can be.

Outside of school, I love to go concerts all across the country and I love going to the cinema to watch new films (especially Marvel films). I also enjoy traveling to new places, in the UK or outside the UK.

Steph Brewis

Teaching Assistant

Hello, name is Miss Brewis. I joined Ryecroft Academy in October 2023 working in Early Years as a Teaching Assistant.... Read More

Steph Brewis

Teaching Assistant

Hello, name is Miss Brewis. I joined Ryecroft Academy in October 2023 working in Early Years as a Teaching Assistant. I have a level 3 qualification in Children’s Care, Learning and Development. I have worked in private day nurseries for many years with ages ranging from 3 months old to 5 years old. My passion is helping the young children grow and develop, helping them to learn new things & engage in new experiences. I’m also a parent to twin girls who also attend Ryecroft Academy. On our weekends, we enjoy swimming lessons and going out to explore new places, have fun with our friends and playing Uno on a Sunday evening with all our family. I'm looking forward to being a part of your children's development and helping them to become the very best they can be.

Emma Young

Level 3 Teaching Assistant

Hello, I'm Mrs Young and I am Level 3 teaching assistant working in Reception. I am a qualified teacher... Read More

Emma Young

Level 3 Teaching Assistant

Hello, I'm Mrs Young and I am Level 3 teaching assistant working in Reception. I am a qualified teacher and have taught across all key stages throughout my career, but my favourite times have been working in EYFS. I began my teaching 29 years ago and spent the first 11 years working in London before moving up to Yorkshire 18 years ago. Since then, I have worked as a Reception teacher and have really enjoyed my time shaping the minds of the young children in my care. I am passionate about Early Years and the important role we play as practitioners in helping children build the building blocks they need to gain the most from their educational experiences. I value the importance of communication and see it as the most important tool we can equip our young people with as it underpins all other areas of learning. I'm excited about being part of the Ryecroft team and I'm looking forward to bringing my passion and experience to my new role.

Outside of school I enjoy walking, going to the theatre and getting lost in a good book. I'm married with two children, and we have three cats who keep me very busy and give the best cuddles!

Karen Stanley

Level 3 Teaching Assistant

Hello, my name is Ms Stanley. I have been part of our school community for over 15 years, working in... Read More

Karen Stanley

Level 3 Teaching Assistant

Hello, my name is Ms Stanley. I have been part of our school community for over 15 years, working in a variety of supporting roles. Currently, I am a level 3 Teaching Assistant and a Wraparound Care Early Years Practitioner. I truly love helping our youngest learners grow, play and discover new things every day. When I am not at school, you will usually find me packing up my VW camper van and heading out to the Yorkshire Dales for long walks in the fresh air. I love to travel to Italy and travel there for a holiday whenever I get the chance.

Closer to home, my absolute favourite thing is spending quality time with my two wonderful grandchildren.

Katie Lian

Higher Level Teaching Assistant

Hi, my name is Mrs Lian, I joined Ryecroft academy in 2023 and work as a HLTA throughout school and... Read More

Katie Lian

Higher Level Teaching Assistant

Hi, my name is Mrs Lian, I joined Ryecroft academy in 2023 and work as a HLTA throughout school and a SALT teaching assistant also. I am level 3 qualified and worked at a children's centre for 10 years with children aged 3 months to 5 years. I decided to take a break from working in childcare to raise my own family of 3 children.

Since my children all attend school now, I made the decision to start working again and I look forward to working at Ryecroft helping the children develop and grow throughout their first year in school. My favourite area to play in the classroom is in the creative area, I love being creative and making crafts with the children. Outside of school I love to bake with my children and we also enjoy going for family walks around the local area to parks and post hill.

Classrooms, shared spaces and facilities

Weekly Staff Story Share

Each week a member of the EYFS team reads a story aloud. We then share this for children to enjoy via a QR code that is stuck in pupil planners. Children can enjoy this at home for pleasure whenever they choose.

Pugicorn Books Christmas Wish

Oi Frog

I Love You Blue Kangaroo

Hairy Maclary

Beast Feast

There’s A Dinosaur In Your Book

The Princess And The Wizard

The Selfish Crocodile

Christopher Pumpkin

Miss Brewis reading The Bedtime Bear

Mrs Wilby reading Mince Spies

The Flying bath read by Miss Eccles

When The Dragons Came read by Miss Butler

I Love You, Blue Kangaroo read by Mrs Young

Rabbit’s Winter Walk read by Miss Rankin

Curriculum

The Early Years curriculum is made up of 7 areas of learning, which has been broken down into a further 17 strands. We use this guidance in order to develop our bespoke curriculum, ensuring that every child who attends our early years is provided with a secure foundation for learning. This gives them what they need today, as well as the skills and knowledge to succeed through their primary education and beyond.

It is vital that a child’s prime areas are focused on during their earliest years and as these become well embedded each child’s learning will begin to focus on the specific areas of learning.

Below is an overview of the 7 areas of learning and the strands with these, at the end of your child’s Reception year they will be assessed against each of the 17 strands.

Prime Areas
Personal, Social and Emotional Development Communication and Language Physical Development
  • Self-Regulation
  • Managing Self
  • Building Relationships
  • Listening, Attention and Understanding
  • Speaking

 

  • Gross Motor
  • Fine Motor

 

Prime Areas of the Curriculum

The development of children’s spoken language underpins all seven areas of learning and development. Children’s back-and-forth interactions from an early age form the foundations for language and cognitive development.  The number and quality of the conversations they have with adults and peers throughout the day in a language-rich environment is crucial. By commenting on what children are interested in or doing, and echoing back what they say with new vocabulary added, practitioners will build children’s language effectively. Reading frequently to children, and engaging them actively in stories, non-fiction, rhymes and poems, and then providing them with extensive opportunities to use and embed new words in a range of contexts, will give children the opportunity to thrive. Through conversation, story-telling and role play, where children share their ideas with support and modelling from their teacher, and sensitive questioning that invites them to elaborate, children become comfortable using a rich range of vocabulary and language structures.
ELG Listening, Attention and Understanding

Children at the expected level of development will:

  • Listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions;
  • Make comments about what they have heard and ask questions to clarify their understanding;
  • Hold conversation when engaged in back-and-forth exchanges with their teacher and peers.
ELG Speaking

Children at the expected level of development will:

  • Participate in small group, class and one-to-one discussions, offering their own ideas, using recently introduced vocabulary;
  • Offer explanations for why things might happen, making use of recently introduced vocabulary from stories, non-fiction, rhymes and poems when appropriate;
  • Express their ideas and feelings about their experiences using full sentences, including use of past, present and future tenses and making use of conjunctions, with modelling and support from their teacher.
Children’s personal, social and emotional development (PSED) is crucial for children to lead healthy and happy lives, and is fundamental to their cognitive development. Underpinning their personal development are the important attachments that shape their social world. Strong, warm and supportive relationships with adults enable children to learn how to understand their own feelings and those of others. Children should be supported to manage emotions, develop a positive sense of self, set themselves simple goals, have confidence in their own abilities, to persist and wait for what they want and direct attention as necessary. Through adult modelling and guidance, they will learn how to look after their bodies, including healthy eating, and manage personal needs independently. Through supported interaction with other children they learn how to make good friendships, co-operate and resolve conflicts peaceably. These attributes will provide a secure platform from which children can achieve at school and in later life.
ELG Self-Regulation

Children at the expected level of development will:

  • Show an understanding of their own feelings and those of others, and begin to regulate their behaviour accordingly;
  • Set and work towards simple goals, being able to wait for what they want and control their immediate impulses when appropriate;
  • Give focused attention to what the teacher says, responding appropriately even when engaged in activity, and show an ability to follow instructions involving several ideas or actions.
ELG Managing Self

Children at the expected level of development will:

  • Be confident to try new activities and show independence, resilience and perseverance in the face of challenge;
  • Explain the reasons for rules, know right from wrong and try to behave accordingly;
  • Manage their own basic hygiene and personal needs, including dressing, going to the toilet and understanding the importance of healthy food choices.
ELG Building Relationships

Children at the expected level of development will:

  • Work and play cooperatively and take turns with others;
  • Form positive attachments to adults and friendships with peers;
  • Show sensitivity to their own and to others’ needs.
Physical activity is vital in children’s all-round development, enabling them to pursue happy, healthy and active lives. Gross and fine motor experiences develop incrementally throughout early childhood, starting with sensory explorations and the development of a child’s strength, co-ordination and positional awareness through tummy time, crawling and play movement with both objects and adults. By creating games and providing opportunities for play both indoors and outdoors, adults can support children to develop their core strength, stability, balance, spatial awareness, co-ordination and agility. Gross motor skills provide the foundation for developing healthy bodies and social and emotional well-being. Fine motor control and precision helps with hand-eye co-ordination which is later linked to early literacy. Repeated and varied opportunities to explore and play with small world activities, puzzles, arts and crafts and the practise of using small tools, with feedback and support from adults, allow children to develop proficiency, control and confidence.
ELG Gross Motor Skills

Children at the expected level of development will:

  • Negotiate space and obstacles safely, with consideration for themselves and others;
  • Demonstrate strength, balance and coordination when playing;
  • Move energetically, such as running, jumping, dancing, hopping, skipping and climbing.
ELG Fine Motor Skills

Children at the expected level of development will:

  • Hold a pencil effectively in preparation for fluent writing – using the tripod grip in almost all cases;
  • Use a range of small tools, including scissors, paint brushes and cutlery;
  • Begin to show accuracy and care when drawing.
Specific Areas
Literacy Maths
  • Comprehension
  • Word Reading
  • Writing
  • Number
  • Numerical Pattern
Understanding of the World Expressive Arts and Design
  • Past and Present
  • People, Culture and Communities
  • The Natural World
  • Creating with Materials
  • Being imaginative and Expressive

Specific Areas of the Curriculum

Literacy

It is crucial for children to develop a life-long love of reading. Reading consists of two dimensions: language comprehension and word reading. Language comprehension (necessary for both reading and writing) starts from birth. It only develops when adults talk with children about the world around them and the books (stories and non-fiction) they read with them, and enjoy rhymes, poems and songs together. Skilled word reading, taught later, involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Writing involves transcription (spelling and handwriting) and composition (articulating ideas and structuring them in speech, before writing).

ELG Comprehension

Children at the expected level of development will:

  • Demonstrate understanding of what has been read to them by retelling stories and narratives using their own words and recently introduced vocabulary;
  • Anticipate, where appropriate, key events in stories;
  • Use and understand recently introduced vocabulary during discussions about stories, non-fiction, rhymes and poems and during role-play.
ELG Word Reading

Children at the expected level of development will:

  • Say a sound for each letter in the alphabet and at least 10 digraphs;
  • Read words consistent with their phonic knowledge by sound-blending;
  • Read aloud simple sentences and books that are consistent with their phonic knowledge, including common exception words.
ELG Writing

Children at the expected level of development will:

  • Write recognisable letters, most of which are correctly formed;
  • Spell words by identifying sounds in them and representing the sounds with a letter or letters;
  • Write simple phrases and sentences that can be read by others.
Developing a strong grounding in number is essential so that all children develop the necessary building blocks to excel mathematically. Children should be able to count confidently, develop a deep understanding of the numbers to 10, the relationships between them and the patterns within those numbers. By providing frequent and varied opportunities to build and apply this understanding – such as using manipulatives, including small pebbles and tens frames for organising counting – children will develop a secure base of knowledge and vocabulary from which mastery of mathematics is built. In addition, it is important that the curriculum includes rich opportunities for children to develop their spatial reasoning skills across all areas of mathematics including shape, space and measures. It is important that children develop positive attitudes and interests in mathematics, look for patterns and relationships, spot connections, ‘have a go’, talk to adults and peers about what they notice and not be afraid to make mistakes.
ELG Number

Children at the expected level of development will:

  • Have a deep understanding of number to 10, including the composition of each number;
  • Subitise (recognise quantities without counting) up to 5;
  • Automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts.
ELG Numerical Patterns

Children at the expected level of development will:

  • Verbally count beyond 20, recognising the pattern of the counting system;
  • Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity;
  • Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally.
Understanding the world involves guiding children to make sense of their physical world and their community. The frequency and range of children’s personal experiences increases their knowledge and sense of the world around them – from visiting parks, libraries and museums to meeting important members of society such as police officers, nurses and firefighters. In addition, listening to a broad selection of stories, non-fiction, rhymes and poems will foster their understanding of our culturally, socially, technologically and ecologically diverse world. As well as building important knowledge, this extends their familiarity with words that support understanding across domains. Enriching and widening children’s vocabulary will support later reading comprehension.
ELG Past and Present

Children at the expected level of development will:

  • Talk about the lives of the people around them and their roles in society;
  • Know some similarities and differences between things in the past and now, drawing on their experiences and what has been read in class;
  • Understand the past through settings, characters and events encountered in books read in class and storytelling.
ELG People, Culture and Communities

Children at the expected level of development will:

  • Describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps;
  • Know some similarities and differences between different religious and cultural communities in this country, drawing on their experiences and what has been read in class;
  • Explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, non-fiction texts and, when appropriate, maps. 
ELG The Natural World

Children at the expected level of development will:

  • Explore the natural world around them, making observations and drawing pictures of animals and plants;
  • Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class;
  • Understand some important processes and changes in the natural world around them, including the seasons and changing states of matter. 
The development of children’s artistic and cultural awareness supports their imagination and creativity. The quality and variety of what children see, hear and participate in is crucial for developing their understanding, self-expression, vocabulary and ability to communicate through the arts. The frequency, repetition and depth of their experiences are fundamental to their progress in interpreting and appreciating what they hear, respond to and observe.
ELG Creating with Materials

Children at the expected level of development will:

  • Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function;
  • Share their creations, explaining the process they have used;
  • Make use of props and materials when role-playing characters in narratives and stories.
ELG Being Imaginative and Expressive

Children at the expected level of development will:

  • Invent, adapt and recount narratives and stories with peers and their teacher;
  • Sing a range of well-known nursery rhymes and songs;
  • Perform songs, rhymes, poems and stories with others, and, when appropriate, try to move in time with music. 

Below are our curricular goals for Nursery and Reception. These are the key skills and knowledge that we want children to learn by the end of their time with us at Ryecroft Academy. A range of opportunities and experiences are provided throughout the year to support children to confidently achieve these. We have written these in a child friendly way and they are regularly shared with them, so they are aware of what they are working towards.

Our Half Termly Topics

Below is an overview of our half termly topics that take place over a two-year cycle. Both Nursery and Reception follow these topics, however, different key texts are used to support the teaching and learning in each year group.

Nursery Year A Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Theme How am I unique? Let’s Celebrate People who help us How does your garden grow? Down on the Farm Once Upon a Time
Nursery Year B Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Theme How am I unique? Let’s Celebrate Amazing Animals How does your garden grow? How do we get there? Once Upon a Time
Reception Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Theme How am I unique? Let’s Celebrate People who help us How does your garden grow? Let’s Go! Let’s Imagine

Alongside the above topics we learn about the following as they fall within the academic year:

Seasons Religious Festivals Celebrations
Autumn

Winter

Spring

Summer

Diwali

Eid

Christmas

Easter

Holi

Halloween

Bonfire Night

Remembrance Day

Chinese New Year

Shrove Tuesday

World Book Day

We also cover additional one-off events that may take place throughout each academic year. We also celebrate additional religious festivals and celebrations depending on the cohort of children we have.

Please contact Emily Rankin if you would like further information about our curriculum.

Nursery

Our Nursery provides the best start for our children through play-based learning which follows our highly aspirational curriculum. We encourage our children to express their own ideas and interests and these are also followed throughout the year to ensure maximum engagement from all of our children. Our children have access to high quality provision both indoors and outdoors which is carefully planned and led by a qualified teacher specialising in early years, alongside a team of skilled support staff. Within our provision, our Nursery children are able to play, enquire, explore, create, experiment, learn and develop their social and communication skills. Following their excellent start with us, our Nursery children enrol in our Reception classes as they continue their academic journey with us.

At Ryecroft Academy, we accept children into our Nursery from the age of three. We offer both 15 and 30 hour funded places. Sessions are also bookable on a paid basis, charged at £20 for a full day and £10 for a half day (morning or afternoon). If you are keen to register your interest, please visit our school office, or alternatively fill out an expression of interest form by clicking here.

Please see below for the timings of our Nursery sessions:

Options for 2.5 days

Option 1 Option 2
Monday: 8.45am until 3.15pm
Tuesday:8.45am until 3.15pm
Wednesday: 8.45am until 11.45am
Wednesday: 12.15pm until 3.15pm
Thursday: 8.45am until 3.15pm
Friday: 8.45am until 3.15pm

Options for 15 Hours

Option 1 Option 2
Mornings: 8.45am until 11.45am Afternoons: 12.15pm until 3.15pm

If your child is eligible for 30 hours, the code needs to be applied for the term before the hours are to be used. If your child attends for 30 hours each week, the session times are as follows:

Monday – Friday: 8.45am until 3.15pm

Events

At Ryecroft Academy we feel it is really important to provide a range of exciting events to make our curriculum more engaging for all children. It also gives parents the opportunity to be more involved in their child’s learning journey at school. We have detailed some of the key events we do in Early Years throughout the year;

Hooks/Celebration Events

Each term we have a different topic, at the start of each topic we will have a hook. This is used as a way to develop the children’s intrigue and curiosity around the topic. This may be through a dress up day, a visitor to talk about their job or an educational workshop.  At the end of each topic we have a celebration event, this showcases what the children have learnt through a celebration assembly, class production or activities such as graduation events or trips.

Parent Workshops

We hold parent workshops each half term, during these sessions we model to parents different aspects of the curriculum and how they can support their child at home. These have previously focused on phonics, reading, maths, writing and physical development. During these sessions you will find out about curriculum expectations in both Nursery and Reception, how we teach the subject in school and we will model different activities that you can do at home. You will also get the opportunity to have a go at these activities with your child during the session.

In class events

Please see below some of the things the children have been learning about.

Home learning

December 4th, 2025|

The Early Years children have been learning about Diwali and the traditions associated with the festival. They enjoyed a special assembly and spent time in provision creating their own Diya lamps and exploring traditional [...]

Diwali

December 4th, 2025|

The Early Years children have been learning about Diwali and the traditions associated with the festival. They enjoyed a special assembly and spent time in provision creating their own Diya lamps and exploring traditional [...]

Bonfire

December 4th, 2025|

EYFS have been learning all about Bonfire Night and the traditions surrounding this celebration. The children have made bonfires, toasted marshmallows, and completed a range of bonfire-themed craft activities. [...]

Screen Time

Juggling family life and raising children in a digital world can be challenging. Digital screens are a part of modern life, but finding the right balance between screen time and other activities for young children can be tricky. Find out more about how to support healthy screen habits for children under 5.

Home Learning

We feel that it is hugely important for parents to be as involved as possible with their child’s education and for us to form an effective home school partnership. Doing this allows you to keep up to date with what your child is doing in school and it provides opportunities for this learning to continue at home. We will regularly provide activities that you can do with your child to help them practise and apply their skills using a real-life context. Take a look at the Autumn Term home learning activity menu for Reception and Nursery.

Children and families receive a weekly round up video message from an EYFS teacher, via the Class dojo online platform, describing what they have learnt that week in Literacy, Phonics, Maths and Topic. Teachers will also set challenges for children to complete at home to compliment their learning in school.

Using technology is also a great way for children to be engaged in their learning and to continue to practise and apply their skills. Below you will find links to some useful websites that can be used to support learning at home.

EYFS Letters Home

Here you will find copies of half termly newsletters and any other letters or notices that have gone out to Early Years children.