Has your child recently finished their first year of school? Often called Reception here in the UK, or EYFS (Early Years Foundation Stage), your child’s first year of schooling is actually also their last year of the ‘EYFS’, the stage children begin on at birth and finish at 5 (0-5). Children will have been assessed and checked for progress against the EYFS from their first days at nursery, but have technically been on it since the day they joined the world!
EYFS to Year 1: what’s the difference?
It’s best to begin by explaining what Reception is, in terms of curriculum. While every school handles the first year differently, most schools provide a natural transitional period in this year as a bridge between the more informal nursery setting, and the more formal learning of year one and beyond. When children join Reception, they are not yet on the National Curriculum but still in the EYFS curriculum.
In reality, school approaches to this vary a lot. Some schools feel formalising learning earlier is the best way to prepare children for the rigour of the National Curriculum, so Reception looks similar to Year 1. Others argue that early formalisation of learning isn’t appropriate for young children, and academic goals can still be achieved via ‘learning through play’ - a key focus for the EYFS - so on moving to Year 1, the difference is more obvious. Equally some schools passionately advocate for a play-based curriculum throughout EYFS and Key Stage 1. In this case your child may have an easier transition to the National Curriculum, as Year 1 and Year 2 have similar approaches to learning as Reception, just with different teaching content.
However your child’s school approaches this, the chances are, your child is likely to feel a shift in the way school works when they go back in September as expectations change. So, let’s talk about how to help them!
Informal to formal - how it works
Let’s assume that your child’s school has a more informal Reception year, and a more formal Year 1 (the most common approach). In Reception learning will typically be structured with a ‘carpet’ input to begin each lesson block - for example, an activity about recognising numerals where a teacher explains and models how to recognise numbers 1-10. Children will likely follow this by a longer session in which a teacher, throughout a few days or a week, takes small groups of children to carry out a set activity (5 or 6). The rest of the class are free to choose what to do. Usually these chosen activities are linked to current learning and areas of play, but are self-led. Children will be learning at their own pace and following their own interests with pre-planned activities that still provide an educational opportunity.
In contrast, most Year 1 groups will likely have an input, followed by the entire class doing a focus activity without any ‘choosing time’. Largely this is due to a broader and wider list of curriculum objectives in Year 1, coming from the National Curriculum. In a standard classroom, schools may feel that there is too much to cover for all children to meet every learning focus if most of their time is self-guided. Many EYFS practitioners, and wider academic researchers, would argue this is actually possible to do on a self-guided process, just with much more planning and teaching of independent learning skills. That being said, you are most likely to see a quick formalisation of your child’s learning when they join this new year group, as this is usually a common practice in the UK.
How you can help
Your child is likely going to feel an increase in expectations on behaviour as well as expectations to stay on task. Some children take this in their stride and enjoy a more structured approach to learning. Others may struggle.
There are a few ways you can help. If you anticipate your child may struggle with the change, speak to their new class teacher and ask them how they typically approach the day in Year 1. If you can get an idea of the type of lessons children might be working on, you could help my role playing schools, creating simple visual timetables around the day, and exploring the exciting new topics children will be covering in school. Neurodiverse children may benefit from social stories exploring how a new school routine will look. Some neurodiverse children might thrive with more structure, others may find it more difficult. You know your child best - go with their needs.
Aside from preparing by talking, the best help you can offer your child should be less on preparing them for formalisation, but instead giving them plenty of opportunity for free choice outside of the classroom to mitigate any struggles they feel around structure. Encourage lots of free play, outside time, and activities that let them be free! Equally, offer lots of rest time. If your child’s learning has indeed ramped up in this new school year, give them opportunities to play uninterrupted, and to rest in quiet spaces wherever possible.
Good luck!
We hope the transition goes well for your child. If you feel they aren’t coping, the first port of call is always the class teacher. They want your child to succeed and thrive, so speak to them if you’re worried!
