Welcome to Reception

Here is our welcome video for our new families starting in September. Due to COVID-19 we are unfortunately unable to invite you into school for our presentation. We hope that our online video gives you the information you require. For any further information please contact school on 01704568375. Thank you.



Reception – Home Educating Tasks

Please click on the letter below for guidance about home learning:

home educating letter -RECEPTION 


We are delighted to announce that Mrs. Hodge secured a bid for OLOL to be registered as a Digital Schoolhouse! This means our school can offer exciting computing activities for all children and teachers in our local area.

Mrs. Hodge has now set up an email and Twitter account for our new Digital Schoolhouse. Our Twitter feed is @digitalolol so why not follow it and keep up to date with all of the updates.

Digital Schoolhouse want OLOL to offer virtual workshops from September and Mrs. Hodge has plans to do some with our own children too. How exciting for our children.

Online Safety at Home: Children love to socialise and as they get older, they will want to stay in touch with their friends online.
There is information and activities for parents and carers to deliver to their children on how they can stay safe while connecting with others on social media apps and platforms: https://www.thinkuknow.co.uk/?utm_source=Thinkuknow&utm_campaign=097f621f2b-TUK_ONLINE_SAFETY_AT_HOME_14_06_20&utm_medium=email&utm_term=0_0b54505554-097f621f2b-55396049

Tuesday 21st July

Phonics: Daily practise of all phase 2 and 3 sounds and tricky words. Letters-And-Sounds-Phase-2-3-Powerpoint-With-Pictures

If you feel your child is ready to move onto phase 4, you can begin to practise consonant blends and clusters. Blends and clusters .

Complete the phonics activity: Phonics


Listen to the story, ‘I Wish you More’


Now think about your own wishes for year one.


Maths: Work through the maths PowerPoint Maths mastery of comparing numbers and quantities

maths PPT

Activity: Continue to complete this booklet. Maths


Make Wishing Star Banks out of card and then over the summer fill it with wishes! As you think of some more wishes for the summer holidays put them in here.

Using cardboard, trace 2 circle templates of the paper towel diameter and cut from the cardboard. Draw a star onto the cardboard that is broader than the paper towel tube and cut one star.

Draw sharp end of scissors through middle of one of the circles to create a “coin-sized” length hole.

Apply glue along the top edge and set one of the circles in place: flip paper towel tube over and repeat this on the other end. Let it dry.

Stand tube upright with the coin slot on top.

Glue star into place.
Now relax with our wishes yoga session


We would like you to finish the reception year by sharing a prayer with your family.

Dear Lord,

Thank you that, wherever we go and whatever we do, you are always with us.

As we get ready to leave this year group, thank you for all the happy memories and all the lessons we have learned.

Thank you that we do not leave you behind, but you will be with us in our new class, too.


Now listen to this lovely song and as you do remember that God is with you every step of the way on your new journey into year 1.


Monday 20th July

Phonics: Daily practise of all phase 2 and 3 sounds and tricky words. Letters-And-Sounds-Phase-2-3-Powerpoint-With-Pictures

If you feel your child is ready to move onto phase 4, you can begin to practise consonant blends and clusters. Blends and clusters .

Complete the phonics activity: Phonics


Ask your grown up to read this with you: t-c-254744-end-of-year-poem_ver_1

We now want you think about all the happy memories you have of your time in reception. Complete the reception memory sheet.

My best memory of Reception

Maths: Work through the maths PowerPoint Maths mastery of counting


Activity: This booklet is to be completed over the following two days

Maths Booklet


Since March you have been the brave rainbow children of 2020. In this story a little boy wants to capture his own rainbow.


Now you can grow your own rainbow. Try this simple science experiment! You only need paper towel, water and washable markers.


1. Fold over a piece of paper towel (so you have 2 pieces on top of each other). Trim the length to be 7.5 inches (any longer and the rainbow may not connect fully).

2.Draw rectangles of the rainbow colours on each end. You want to make sure to fill these colours in well so there is enough dye to travel across the paper towel.

3.Place 2 cups with water filled 3/4 full. You only want the bottom of the paper towel in so leave some space from the top of the cup. Then place the paper towel into the cups, with one end in each cup.

TIP: Do not place the ends too deep in the water or the dye may dissolve into the water instead of moving up the paper towel.

  1. The washable marker dye with slowly make its way up with the water to meet the other side in the centre of the paper towel.
  2. Leave the paper towel for 10-15 minutes and it will eventually connect the colours together.

 Remember to share photographs of your work with us on our Facebook page. If you have any queries do not hesitate to contact us through our Facebook messenger.


Phonics Hero
Your Reception child has been issued their own Phonics Hero login, for use at home on a computer, iPad or Android tablet. You have an obligation-free 30 day trial which can be started at any time. Your child will receive their login details today if they are in or contact us via our Facebook page : http://bit.ly/OLOLReception

Please share this information with our other Reception parents.
Parent Support:
This article gives parents an overview of what they need to know about phonics: http://bit.ly/2w4ut9L
Our CEO’s blog on how to teach a child to read at home: http://bit.ly/3bv5Q6E
A guide to pronouncing the sounds correctly: http://bit.ly/2Slj9il

Tricky words

Continue to practise phase 2 to 5 tricky words at home. Some of these tricky words have featured in your child’s spelling tests so far.  Work through them at your child’s pace and when they are confident, try to use them by writing a simple sentence. Below are the lists of the tricky words in each phase.

Phase 2: I no the to go into

Phase 3: he she we me be you are her was all they my

Phase 4: said have like so do some come little one were there what when out

Phase 5: oh Mrs people their called Mr looked asked could

Please enjoy the information provided on this page about our Reception classes. If you wish to view our classes in action, please contact the office on 01704568375. If you decide to apply for a place in our school you will need to apply via Sefton: https://www.sefton.gov.uk/schools-learning/school-admissions.aspx

Settling into Reception

Having visited every child in their home environment at the start of the year we now really know each child and are privileged to watch our Reception children blossom in our school environment.

We have 2 classes in our Reception, RM (Mrs McMullan’s class with Mrs Dodd) and RT (Miss Talent’s class with Mrs Green).

Mrs McMullan, Miss Talent and the Reception Team

1. A welcome meeting towards the end of June is a chance to learn more about expectations, routines and stages of transition; at this meeting, parents are able to meet key members of the school staff including the Reception team.

2. Taster sessions take place in the Summer term: the children who already attend our Nursery will visit with Nursery staff in the school day.

3. Reception staff will visit nursery settings. This will allow staff to see the child in an environment which is familiar to them, and to talk with nursery staff about any issues.

4. In the first two weeks of September, two members of staff will arrange to visit you in your home. This will allow you to ask any more questions which you may have, and to observe your child in familiar surroundings.

5. A ‘staggered start’ during the third week in September means that a small group join the class each day. This means that each child can be welcomed and have the chance to settle in.

6. We then begin what’s called ‘base line assessment‘ where we observe, talk and work with your child and assess what they can do and what they like to do. This information means the Reception teacher can plan for the year ahead, making sure she and all the Reception team meet the needs and interests of your child as much as possible, providing just enough support and challenge for each pupil to enjoy and achieve.

Our Curriculum

In September Our Lady Of Lourdes Reception Team invite our families into school to talk about our curriculum. There is an opportunity for parents/carers to listen to their child’s teacher, ask questions and look around the classroom.

The Reception classes at Our Lady Of Lourdes Primary are a learning environment which aims at all times to be happy(because we know that happy children are responsive, receptive and enthusiastic to learning) and challenging(because we know children are capable and keen to learn, and enjoy the challenge and the achievements that come with it).

Through planned, purposeful play, children are able to discover, practise and refine their skills in literacy and mathematics as well as find out about themselves and their environment. In a broad and balanced way, our provision ensures coverage of the seven areas of learning and responds to the needs and interests of all our children. At all times, we consider characteristics of effective learning which promote positive attitudes to learning, an enthusiasm for knowledge and the confidence to become successful learners.

We place a good deal of importance on the characteristics of effective learning:

  • playing and exploring – children investigate and experience things, and ‘have a go’ (you can support your child by, for example, making sure they encouraging them to try out new experiences and asking open-ended questions that might stimulate their curiosity);
  • active learning – children concentrate and keep on trying if they encounter difficulties, and enjoy achievements (allow your child to play independently – avoid leading your child’s play, and don’t let them engage for too long in passive activities like watching TV); and
  • creating and thinking critically – children have and develop their own ideas, make links between ideas, and develop strategies for doing things (when your child is playing, provide some challenges and allow them to be inventive – try leaving fewer toys for them but add a few unknown objects for them to use… don’t forget how much fun a cardboard box can be!).

Our assessment data for older children shows that those children who demonstrate strong characteristics of effective learning are more likely to enjoy and achieve at a higher level as they get older. Support your child to develop these characteristics just as much as you support the academic side of things. This document gives you more information about the characteristics – it might help you get an idea of how you can support your child to develop good ‘learning behaviour’.

Your child will be learning skills, acquiring new knowledge and demonstrating their understanding through 7 areas of learning and development. Children should mostly develop the 3 prime areas first. These are:

Communication and Language;
Physical Development:
Personal Social and Emotional development.

These prime areas are those most essential for your child’s healthy development and future learning. As children grow, the prime areas will help them to develop skills in 4 specific areas. These are:

Understanding the world;
Expressive Arts and Design.

These 7 areas are used to plan your child’s learning and activities. Children in the EYFS learn by playing and exploring, being active, and through creative and critical thinking which takes place both indoors and outside.

There are different areas in the Reception classroom (both indoors and the outside). These are known as the ‘areas of provision’: different places set up in different ways. These might vary from time to time, but typically include areas for role-play, reading, writing, maths, sand, creative development, technology… come and have a look! Each area has lots of resources which allow children to learn independently or with an adult to support. Look out for all the different learning challenges in the areas, too – these are prompts for specific learning which could take place.

We believe effective learning in the Early Years is the result of a balance between:

  • adult-led learning: this is led and managed by the adult and is typically planned to meet the specific learning needs of the child(ren)
  • adult-guided learning: this is where adults might support a child by guiding them (for example, by questioning and prompting, or by providing specific resources in an area of the classroom) and the child(ren) can independently practise or explore
  • child-initiated learning: this is when the child chooses where to go and what to do in the learning environment – it might look like play, but a lot of incidental learning can happen

Research shows that the best outcomes for children’s learning occur where most of the activity within a child’s day is a mixture of child-initiated play (actively supported by adults) and focused learning (with adults guiding the learning through playful, rich experiential activities). As the Reception year progresses, and the children become more mature and ready for Year 1, the balance will gradually shift to more adult-led and adult-guided learning.

A key aspect of the Early Years Foundation Stage is to move the learning from what children already know to what children want to know and what children need to know (and there’s often an overlap between the two). Staff in Reception find out what children want to know – what interests them, sparks their natural curiosity, engages them to be effective learners – by making lots of observations of the children and having discussions with children and parents to inform the direction of learning. This will usually influence future topics in the class. What children need to know also derives from observations but staff make sure they use Early Years and Key Stage 1 curriculum documents to make sure we are aware of expectations so children are challenged appropriately.

By the end of Reception, we will have prepared our children for their next step, the transition into Year One.

We will have encouraged our children to develop independence, perseverance and reasoning skills by demonstrating high levels of engagement in their thinking. These skills result in the thrill of learning and the children will show sustained concentration on their tasks. All these skills are essential when accessing the Year One curriculum.

Fun in Reception

Look at the exciting things we do in Reception!

Reception Nativity