Reception year 1 and 2 class... any tips?

[avocadosarentmiddleclassed]

Im justa bout to start my first teaching job in a reception year 1 and 2 class, if any of you are in the same boat, do you have any tips on delivering the eyes and ks1 curriculum simultaneously?
How do you make sure children are assessed enough throughout the week?
Any ideas very appreciated!

eyfs! sorry silly phone and sausage fingers!

Good luck!! How many children, how many adults and how much space? I've just (today) left a job teaching a mix of year 1 and 2 because I found it sooo hard to properly meet the wildly different needs of both year groups. But I had 30 children, 1 TA and a classroom which wasn't big enough to have any form of continuous provision, with no access to the outside.

On the other hand, I loved having the children for two years as I really got to know them well and I knew exactly what they'd been taught last year. And the year 2s were fantastic at working with the year 1s on all sorts of things, from being talking partners on the carpet (so modelling good speaking) to helping with reading instructions when working in mixed ability groups to helping them get to grips with classroom routines very quickly in September. They are a very caring, supportive bunch who really look out for each other.

Moving on to KS1 by Julie Fisher explains very well how you can use an EYFS approach with year 1 (and 2) children. When I read it I got quite excited about the possibilities. Until the limitations of my classroom stumped me at every turn. So in answer to your question, I suggest you get hold of a copy of the book and read it as your starting point. All successful teachers of mixed age classes I know are ruthlessly organised, so you'll need to develop a clear idea of who you are teaching/observing throughout the day and week - lots of split inputs and very little/no whole class teaching. And if you've got a separate space to have your year 2s working in for extended writing, so much the better. I used to send my year 1s to the hall with my TA (for speaking and listening or drama to prepare for writing) while I got the year 2s started on independent, extended writing. Then once the year 2s were settled and working, the year 1s could come back to start their writing. If they all start writing at the same time, I just don't get the length or quality I need from the year 2s if I want them to get the high level 2s/level 3s they're capable of.

thank you I'm in the uni library now writing my dissertation and I will look for the book you have recommended.

The class has 28 children and 3 TA's!

This being my first role, I am not amazing at deploying adult support effectively yet so I really need to get to grips with this. The TA's have been woking in this class for 6 years so they will be massively helpful and have told me to to just ask.

I want to start off by ensuring that each day an observation is gathered per child relating to the development matters document.
The classroom is very small so I feel at the moment the reception children are a bit sidelined (told to shh) so the older ones can do their important work.

I know that the maths and literacy is adult lead every day with one of the TA's supporting this.

I can see myself grappling so much with year 2's work that I don't get any time with reception children.

For me the worry is grouping and ensuring I get the evidence collected throughout the week.

My assessment against the early learning goals is being moderated in may because I am an NQT and Im really worried because I haven't quite got to grips with what would be sufficient evidence.

I can see that I will be doing a lot of reading in the next few months (worried)