I'm an NQT completely new to foundation stage (mostly trained in KS2) and have been teaching in reception in a one-form-entry primary since January. The weekly timetable and organisation in place when I started have been exactly the same for at least a couple of years.The nursery teacher (who is also FS co-ordinator and my mentor) is happy with the way it is. As I didn't know any better before, I was going to keep it all the same, even though it really doesn't suit me. Then I got into a conversation about it with some other FS NQTs I met briefly and realised that the stress I'm going through to cram everything in and the incredible amount of time I spend planning and making resources could be reduced if my week was organised differently. I also discovered from these other NQTs that some other restrictions I'm under - e.g. only ever being allowed to base CLL carpet sessions on a big book and only planning CLL focus sessions and child-initiated writing table activities to follow on from the big book carpet sessions - are not found at all schools. So what I would like is to hear how other reception teachers organise their teaching and planning and what the positive and negative implications are. If I can come up with a valid alternative and convince my mentor to let me try it, I might be able to improve things for myself and my class. Here is how my day looks currently: 9.05-9.20 guided reading (1 group with child-initiated play for the rest) 9.20-9.35 CLL carpet session (ALWAYS based on big book for the week) 9.35 -9.55 CLL focus group (based on same big book - 1 ability group per day, so 5 differentiated activities to plan per week) 10-10.15 PSRN focus group (again 1 ability group per day, so 5 differentiated activities to plan per week) 10.15 - 11.20 observations 11.30 - 11.50 PSRN carpet session (lunch) 1.10-1.25 phonics carpet session 1.30-3.00 KUW/CD focus activity (a different one each day so 5 to plan) & CI play 3.05-3.20 story/ PSED circle time I also have to plan 5 different writing table activities each week based on the book of the week, which children are very rarely interested in so I waste hours thinking of ideas and making the resources for nothing! I should also point out I only have 1 TA and obviously 1 of us is always outside supervising/ teaching focus activity while other is inside doing the above, so this does impose further restrictions. But I'm sure many other reception classes are the same. One of the main problems I find is that because my carpet sessions are so controlled (as in every day I HAVE to have a CLL, PSRN & phonics session and they can't be used for anything else), I can never fit in any whole-class KUW or CD. So the teaching/modelling/discussion for these areas has to be rushed at the start of afternoon focus activities, when not all children want to be involved and those who do actually just want to get on with the activity. This results in our "topic" becoming almost redundant. There is plenty of provision based on the topic around the classroom and outdoors, but children don't appreciate it because they don't know anything and I have no time to go around talking to them about what the things mean and how they could use them! I'm SURE there must be better ways of doing things. The NQTs I spoke to gave some insight but not enough for my to go ahead with a new plan. So your ideas will be really appreciated!Thank you.