Is freeflow reception the thing ?

[lookingfortreasure]

I've been viewing infant schools as my DS is due to start reception in September 2020. I've been to three different ones in my catchment. Today I saw a school two reception classes, with the doors open into a very small playground just for that year, with some climbing kit. Kids all over it and very few in the class rooms. It apparently wasn't official break time. One TA out there, but it must of been 40 kids.

The first school I visited children were engaged in a group activity with the teacher & TA. Relatively under control a few stragglers at the back.

The first school I went to it was an evening session, but they said they had a freeflow outdoors policy and would come find children if they needed to sit with them for some work. I don't know what I'm suppose to be looking for. Is this freeflow a thing? Do they just do what they want most of the time and no sitting for lessons? I think they are very young for formal
Education at 4, but how do I know if it's a good school. Btw all 3 have a good from Ofsted if that means anything.

I have noticed the same as you op so it must be the way most schools set up reception. I also had the same concerns as have a very shy, quiet son who gets stressed with too much noise and chaos and likes boundaries and structure. I personally am all for learning through play and child initiated activities but have a child who does struggle in these environments. I have noticed some schools manage behaviour better than others in this sort of set up and some seem less overwhelming than others. I'm also hoping in a year's time my ds will manage free play and noisy environments a bit better than he currently does.

@Kokeshi123 exactly, because 2 adults between 30 children aren't teaching them all. ( I've asked and this is the set up in all 3 schools I visited. In fact one only had a TA mornings apparently.) I understand children might be in small groups of friends and interact with the teacher, but there's still a lot of kids doing their own thing most of the time. I also imagine some kids will seek out the interaction more. I totally get kids can't be sitting at activities or entertained constantly. I just guess I didn't realise reception was like preschool with less help

My DS is at a preschool so he is in one room with all the kids age 2-4, no different rooms for the ages. There are usually around 26 children on a session, but of course lots more adults. Even more adults because they take from age 2, where the ratio is 1 to 3. He struggles with preschool, but yes there the rest of the school year to go before reception.

Sorry think I slightly name changed mid thread, not that it matters. I'm a very regular name changer

One of our local schools has 60 children in one large reception class with access to outdoors, they call it 'freeflow' - I am skeptical.

@Mummy0ftwo12 ours has 90 with free flow accross 2 (of the 3) classrooms and outdoors. It works really well because they have 2 of the teachers and then at least 3 TAs supervising with the third teacher doing reading/interventions with individual children. It works great.

in a typical school reception the kids aren't being ignored for an hour, the teacher will work alongside them. So the kid lining up cars may be encouraged to count them and practise colours or use them in different ways etc

Firstly, that might serve the purpose of getting the child to "practice numbers" or whatever, but it's not serving the purpose of getting the child to develop wider social skills.

Secondly, I can see how the approach of "let the child do what they are interested in and then manipulate the play so that they actually end up doing something else" would probably work fine if a child was being taught one-on-one by a private tutor. But if we are talking about 30 kids with only a handful of adults at best, it's hard to see how this is not going to result in any individual child being left to their own devices a lot of the time. Where there is this kind of adult-child ratio, how can a teacher "work alongside" the hypothetical kid that I just described for more than very short periods of time?

Just remember alot of countries don't do education until they are seven. Children need to learn through play before this. They have plenty of years in education. Let them be little X

My DD has a mixture. They call it independent learning. They have the little outdoor bit with mud kitchen, climbing frame, building area, drawing area, bikes, pushchairs etc etc. They also have lots of things set up inside.

I think they do this for so much of the day but they also have English, maths and drawing books. They have reading too. At my DD school they have topics. This term has been based on animals. So they have had get visits, a story they focus on for a week, like Goldilocks or the zoo.

In independent play as they call it they can do art, laptops, reading, building, counting with cubes etc, water play, sand, home corner. There is loads. So there is a good balance.

I think reception is meant to be all play. Yo be honest that's all they should be doing for a chunk of the time. Learning basic skills like letters and how to read and basic maths is important, but they learn alot through play. It they are outside they will be learning about sharing, socialising, maybe TeamWork and stuff too.

I would not have my DD at school yet if more people waited until they were five. She loves it but 30 hours is long and she doesn't concentrate enough and is still not confident with mixing etc. I'm hoping by the end of the year she feels more comfortable and chatty as year one is more work

@16Kokeshi123

My DD is not the best socialiser yet. I've written a couple of posts about it. She started reception in September and at her first parents evening it felt quite negative. She prefers smaller groups and loves art so she hasn't got stuck in as easily as others. They have senco giving them advice to help her try new things. I just keep my fingers crossed that by January she's more confident and able to join in. She gives it a good go but she isn't the loud child that will shout out ideas and lead her friends. I don't know at this stage if it's because she did less nursery than the average child.

If the teachers are good at their jobs then they should help children get involved more I guess.