Welcome to Nursery to all our new families joining us and welcome back to all the families who started with us at the beginning of the school year. 


We are really looking forward to meeting you all and getting to know everyone and getting back to face to face teaching. Please be patient with us as we all work towards following the government guidance and do our best to keep everyone as safe as possible. 

There is lots of useful information on the yellow Parents tab under New parents/carers information 2020 at the very bottom. Please take a look. There are a few changes from last academic year so please take the time to read the documents even if your child is used to coming to Nursery already. 

 Please wear a mask if you are attending any settling in sessions and we ask that only 1 adult accompanies each child. Sadly we cannot accommodate siblings either. 

 You will have all been sent personalised information about your child's start dates. Please read this letter very carefully. If you have any queries please call the school office. 


Looking forwards to meeting everyone very soon. 


The Nursery Team






Dear Parents, 

Thank you so much for your kind words, cards and gifts. We were completely overwhelmed by your generosity. 

We were asked not to give  the children end of year presents this year to reduce the chance of germs being transmitted but I really wanted to find a way to give the children something, so I have made a video of some of our favourite songs that they can sing along to over the Summer. I then thought that some extra number recognition and rhyme practice would be of value to many and then I added some stories about starting Reception - then the whole family got involved and the project grew even further!  The file is now so large that I'm having trouble finding a way to share it with you. I hope your children enjoy it and you enjoy a few moments of peace while they watch. 

Many, many thanks again.  

Mrs Gilbert and the Nursery Team

Week beginning 13th July 2020

Monday 13th July

Task 1:(C&L and Literacy) Play a listening and attention game. Place a selection of pirate objects or pictures onto a tray. Name the objects with your child, cover the tray and remove one. Can they work out which has been removed?

Task 2: (Maths Number) Place a different amount of coins into ‘treasure chests’ (boxes, Tupperware, clean yogurt pots) of varying sizes. Discuss with the children which ‘treasure chest’ has more/less treasure in it. The children can then count and compare the amounts


Tuesday 14th July

Task 1: (Literacy - Rhyme)Can you sing and dance along to this song? Share on tapestry if you wish!

Task 2: (PD- School readiness) Use ziplock bags or screw top containers to store toys, to ensure your child has an opportunity to practice using their fine motor skills when trying to access toys.please make sure they are supervised at all times.


Wednesday 15th July

Task 1: (Literacy)Pretend that you are a pirate and that you have landed on another pirate’s ship and you are taking things! Sound out the words and support the children as they blend the sounds together to work out what you are taking. For example, a sh-oe, c-a-n, b-i-n, c-u-p, h-a-t.

Task 2: (Maths - SSM) Make some Hard tack Biscuits together. Talk about measuring and weighing

Hardtack (Ships Biscuits)

About this recipe:

Difficulty: not rated

Comments: Take care when removing the biscuits from the oven - let them cool before moving them to a tray.

Preparation Time: 20 minutes

Cooking Time: 30-40 minutes

Number of servings: 16 biscuits

Serving suggestions: You'd be better off with digestives or shortbread!


The name hardtack refers to the iron hard biscuits that were stored on ships during the Tudor and later periods. They were a staple part of the diet. They were made from a simple unleavened mixture of flour, water and salt, rolled out thinly and baked slowly until very hard and dry. We have added milk instead of water to our biscuits, and a little butter, to make them more edible.


If cooked slowly, these biscuits are a challenge for even the healthiest of teeth. The sailors must have softened them in some liquid to be able to eat them. Cooked properly, they are hard not brittle and no good for dunking in tea as they are still rock hard afterwards.


However, in former times, maybe the maggots helped to break them down. As voyages progressed, the food would become infested with worms, maggots and other creatures. Ferdinand Columbus, describing one of his father’s voyages, wrote:


"Food had become so wormy that sailors waited to dark to eat … so they could not see the maggots."



The original ingredients for hard Tack:

1 lb flour

1/2 pint water

1/2 tablespoon sea salt

Optional to suit more modern tastes:


2 oz butter (This was not used in the original recipe, but it will make the biscuits easier to eat. You can leave it out if you wish but the biscuits will be very hard). 

Use 1/2 pint skimmed milk instead of water.


Making and cooking it

Measure out the flour and place in a mixing bowl

Measure out the milk and butter and place in a saucepan

Melt the butter in the milk over a very low heat

Add the sea salt to the flour and mix

Add the milk and butter then the flour and mix until you have a dough, kneading the dough until all the flour is absorbed (it should be a thick, shiny, stiff mix)

Roll the dough out until fairly thin

Cut the biscuit shapes using a cup rim

Place on a baking tray and prick all over to let out any air when cooking

Bake slowly at only a moderate heat  (A moderate heat is 350°C, 177°°F, Gas 4 )until golden brown (30-40 minutes - the time will depend on thickness of the biscuits). The biscuits should be dry right through or they might go mouldy when you take them to sea.

Turn off the oven and leave to cool. Store in a dry place until needed.


Thursday 16th July

Task 1: (PD - Fine motor related to story)Help your child to practise and improve their scissor skills using these attached sheets. Remember the rhyme elbow in thumb up.

Task 2: (PSED) Provide den making materials outside for your child and you to work together to construct a den so that you  can hide from the pesky pirates.

 pirate cutting skills.pdfDownload
Showing 1-1 of 1

Friday 17th July

Task 1: (EAD) can you make your own pirate hat? What will you put on it?

Task 2: (UTW)Hide pirate-themed objects (you could print them off) around the house or garden for the children to discover. Can they work out what the objects are and what the pirates use them for? You may like to hide a compass, a telescope and an eye patch, a wheel .

Week Beginning 6th July 2020

Monday 6th July

Task 1:(C&L and Literacy) Create your own story together about a pirate. Can they help you to name the pirate? Where might the story start? Can they suggest what might happen next to the pirate in the story? Who might the pirate meet? How will the story end?  

Task 2: (Maths Number) Draw different-sized treasure chests outside using outdoor chalk. Can your child draw coins and count how many coins are in each. 


Tuesday 7th July

Task 1: (Literacy - Rhyme) can you sing and dance along to this song? Record to tapestry if you wish! https://www.youtube.com/watch?v=YOA3he2Gv4M

Task 2: (PD- School readiness) allocate some time with your child today to play. Model language that would be suitable to use in certain real life situations (e.g. if playing with a toy kitchen, talk about what you do when preparing food).


Wednesday 8th July

Task 1: (Literacy)  Begin to read a pirate book to the children such as ‘Pirates love underpants’ or ‘Night pirates’ . Stop part way through the story and ask the children to predict what they think might happen next and what might happen at the end of the story. 

Task 2: (Maths - SSM)   Instruct your child to hide a toy parrot (pirate picture) in different places within your home or garden, using positional language. For example, tell them to place him under the table or next to the sink.


Thursday 9th July

Task 1: (PD - Fine motor related to story) Support and offer guidance to the children on their cutting skills as they create their very own Split Pin Pirate.  You can use blue tack encourage them to roll a little ball and stick it. Remember the rhyme elbow in thumb up.

Task 2: (PSED) You may like to show your child some pictures of pirates that look scary or cross. These could be used to initiate discussions about how they think the pirates are feeling or how the children feel when they see the pirates.


Friday 10th July

Task 1: (EAD) Make a toilet roll pirate or parrot.  http://mollymoocrafts.com/toilet-roll-crafts-pirate/

Task 2: (UTW) Have a bowl and some water proof objects of different sizes and weights - talk about which they think will float and sink. Investigate which does float and sink. Talk about ships are big and heavy but they float as they are hollow. Ideas could be an apple, a pen, a toy car etc.

Week Beginning 29th June 2020

Monday 29th June

Task 1:(C&L and Literacy) Share Farmer Duck. Can they join in. Talk about -how the duck is feeling and why?

Task 2: (Maths Number) On your iPad or phone can you play this game?

Tuesday 30th June

Task 1: (Literacy - Rhyme) Can you Sing along to this song?
Task 2: (PD- School readiness) I can cut with scissors. In reception they may use the rhyme elbow in thumb up. With a pair of children's scissors take the skill outside and practice cutting using the rhyme to help them. Can they cut blades of grass, leaves, flowers, etc. Please feel free to share on tapestry.


Wednesday 1st July

Task 1: (Literacy) We are going to sound out how many sounds are in a word. You can clap as you break down the word. E.g. R, O,CK = 1, 2, 3. Can you sound out how many sounds are in these words: cat, pin, dog, rock. How many sounds are in your name? How many sounds are in your teachers names? E.g. Mrs Morss = Mrs is 2 and Morss is 1.

Task 2: (Maths - SSM) On your iPad or phone can you play this game?


Thursday 2nd July

Task 1: (PD - related to story)  Encourage your child  to explore different ways of moving to represent different farm animals. They could roll in mud to represent pigs, peck the ground to represent chickens, gallop like horses, eat grass like a cow or skip like a lamb, etc. Please share on tapestry!

Task 2: (PSED) Turn taking game with your child take turns to play the farm animal matching game. See below Challenge them to find a matching pair of cards and make the sound of the animals they find.



Friday 1st July

Task 1: (EAD) Have some toy tractors and other vehicles dipped in paint, on large sheets of paper. Your child can experiment with making tracks in the paint and mixing the colours
Task 2: (UTW)
Talk about the life cycle of a duck using this Poster. Children could then sequence the pictures and discuss the life cycle, using these Activity Sheets

 Week Beginning 22nd June 2020

Monday 25th June


Task 1:(C&L and Literacy) Share Mrs Wishy Washy’s farm.  Can they join in with animal noises. Talk about what some words mean such as suds(from soap, scrub etc.
Task 2: (Maths Number) Can you count the animals in each line and try and write the numeral?
Number formation rhymes found here


Tuesday 26th June

Task 1: (Literacy - Rhyme)
Can you sing along to this song?
The farmer in the dell.
The farmer in the dell.
Hi-ho, the derry-o
The farmer in the dell.

The farmer milks the cow.
The farmer milks the cow.
Hi-ho, the derry-o
The farmer milks the cow.

The farmer feeds the pigs.
The farmer feeds the pigs.
Hi-ho, the derry-o
The farmer feeds the pigs.

The farmer gathers eggs.
The farmer gathers eggs.
Hi-ho, the derry-o
The farmer gathers eggs.

The farmer plants the seeds.
The farmer plants the seeds.
Hi-ho, the derry-o
The farmer plants the seeds.

The farmer picks the corn.
The farmer picks the corn.
Hi-ho, the derry-o
The farmer picks the corn.

The farmer in the dell.
The farmer in the dell.
Hi-ho, the derry-o
The farmer in the dell

Task 2: (PD- School readiness) Can you as a family play a simple board game such as dotty dinos? When you play board games with your child focus on trying to teach turn-taking, sharing, waiting and the ability to cope when they don’t win.

Wednesday 27th June

Task 1: (Literacy)Play a syllables game with the children. Clap out the syllables in the names of different farm animals and items such as two claps for ‘tractor’ and one clap for ‘pig’. 

Task 2: (Maths - SSM) Cut some different shapes out of paper and attach some sticky tack to the back of the shapes. See how many different things you can build with the shapes. You can move the shapes around to makes lots of different pictures if you use sticky tack. What shapes do they know the names of? If you have several of each shape of different sizes can they make items and animals from the farm?

Thursday 28th June

Task 1: (PD - Fine motor related to story)  Help your child to make some salt dough playdough pigs. Encourage them to roll and shape the dough into a ball and then add legs, eyes (by using a pencil, button noses and curly tails!

Task 2: (PSED) What animals can you find on a Farm? What noises do they make? Where do they live on the farm? What can they help us make and do? Share this PPT with more information.

Friday 29th June

Task 1: (EAD) I can make a tractor talk about the shapes and colours used in their tractor

Task 2: (UTW) I can learn about the animals and their young I can learn the names of animals and their young. You could share this PowerPoint with your child.


Week Beginning 15th June 2020

Monday 15th June

Task 1:(C&L and Literacy) https://www.youtube.com/watch?v=Eu9mPX7DuLA&t=24s Share our new story this week. “What the ladybird heard”. Ask questions about the story. Can they join in? Are there any words they recognise? Why do you think the ladybird finally spoke? How do you think he was feeling when he heard about the plan? How do you know? Can they suggest how the story might end?

Task 2: (Maths Number) Can you go on a number hunt? When you are going out for your walk can you help your child to spot numbers on doors, on car number plates, on buses etc. Can they recognise the numbers 0-5?


Tuesday 16th June

Task 1: (Literacy - Rhyme) Can you learn and help adapt this rhyme?

Jumping Up and Down on a Tractor Song 

Jumping up and down on a big red tractor, 

Jumping up and down on a big red tractor, 

Jumping up and down on a big red tractor, All the way to the harvest.

For additional verses, let the children think of a colour and a destination for the tractor, e.g. Jumping up and down on a big yellow tractor…all the way to the seaside. Jumping up and down on a big blue tractor…all the way to the funfair.

Task 2: (PD- School readiness) This week we are going to work on our listening skills. When engaging in daily activities, such as preparing a bath, setting the table, preparing dinner or getting dress model the language that your  child can use/understand in these situations (e.g. preparing the bath: Turn the taps on. Put the plug in. Put the bubbles in. Take your clothes off. Get into the bath.). Then during daily activities encourage your child to follow 2-3 step instructions (e.g. get your hat and then go and get in the car).


Wednesday 17th June

Task 1: (Literacy) We are looking at the strand listens to stories with increasing attention and recall therefore, can your child recall the story before rereading it? Who was in the story? Where was the story happening?

Task 2: (Maths - SSM) Today we are going to be practising different positional language. You will need 2  boxes and 2 teddies, one for your child and one for you. Practice placing the teddy in different positions e.g. I am going to put Teddy on the top of the box, I am going to place Teddy next to the box. I am going to place Teddy in the box. As your child gains confidence can they take turns to say where to place the teddy?


Thursday 18th June

Task 1: (PD - Fine motor related to story) using cotton wool, tweezers and a picture of a sheep or lamb. Can you place the wool on the body of the sheep/lamb using the tweezers?

Task 2: (PSED) in the story Len and Hugh wanted to steal the fine prize cow. Can you talk about how the cow would have felt if they had succeeded? Can you talk about how the other animals would have felt too? Would they have been happy or sad? Why?


Friday 19th June 

Task 1: (EAD) Can you draw your favourite animal(s) from the story? Can you use lines to enclose a space, and different shapes to represent different objects?

Task 2: (UTW) People and communities. In the story that we are looking at this week the Ladybird was unique and different as it did not like to speak however it was brave and used its voice to save the fine prize cow. What makes you special? What is the same and what is different between members of your family?


Week beginning 8th June 2020

Monday 8th June

Task 1:(C&L and Literacy) Share our new story this week click on the link. “Brown Bear, Brown Bear, What do you see?”. Ask questions about the story such as what colours were in the story? What animals can they remember from the story? Explain that the animals are characters. Have they seen a Green frog before? What about a blue horse? Where might these animals live? Can they join in with the repeated refrains? 

Task 2: (Maths Number) You will need 5 teddy bears and some lego bricks or objects to share as well as the numbers 1-5 on different slips of paper. Set out your teddy’s and give them a number card each. Can your child give each teddy the right number of bricks. E.g. if the teddy is holding 3 can they give him 3 bricks? Ask questions such as how do you know it has 3? Model checking with counting 1 to 1 and saying each number name to each brick. Extend if your child is more confident to 10.


Tuesday 9th June

Task 1: (Literacy - Rhyme) Can you learn this rhyme with your child? Can they use their fingers along with the rhyme? Putting one down for each verse.

Five Little Bears

Five little bears
Heard a loud roar
One ran away
Then there were four!

Four little bears
Climbing up a tree
One slid down
Then there were three!

Three little bears
Deciding what to do
One fell asleep
Then there were two!

Two little bears
Having lots of fun
One went home
Then there was one!

One little bear
Feeling all alone
Ran to his mother
Then there were none!

Task 2: (PD- School readiness) Can your child dress themselves by putting on their own shoes and take them off? Encourage them to un-velcro their shoes and open them up. Can they then put their foot in on their own and use their finger at the back to help them put the heel on. Can they close the shoe velcro? Can they also take them off. Talk through and practice putting them on and take them off.


Wednesday 10th June

 Task 1: (Literacy) Can your child choose a story and share it with you? Before reading talk about what a character is (the main animals or people in the story) After you share the story talk about who was in the story and where it was set. Ask questions like did this story take place in a home or a farm? How do you know? What clues were there in the pictures? If you child struggles with this model noticing how you knew e.g. If you share the gruffalo you can point out all the tall trees and say it looks like a wood. Also the animals such as the squirrel hiding in the tree. Ask if a mouse or a squirrel would live in the sea? Ask questions such as Who was in the story? After they answer, say yes that was a character in the story. Ask Who did you like best? Why?
Task 2: (Maths - SSM) Using the story of “brown bear brown bear what do you see” Talk about the sizes of the different animals. Talk about which they think will be the tallest/ biggest. Can they tell you why? Which do they think will be the smallest/ shortest? How do they know. Use the pictures below to help with size ordering.  

Thursday 11th June

Task 1: (PD - Fine motor related to story) Can your child make a pasta necklace for their favourite teddy. Can they thread the string/ shoelace through their penne pasta? If you want to, they can decorate the penne pasta before, with paint and glitter using the colours from the story? 

Task 2: (PSED) Can your child pick out the clothes they want to wear related to their favourite colour from the story? Can they try and get changed independently?


Friday 12th June 

Task 1: (EAD) Can your child draw a picture of their favourite animal from the story? Or a new animal which is their favourite? What colour will they make that animal? Why?

Task 2: (UTW) Go on a colour walk around your local environment or home and encourage your child to spot the different colours from the story of “Brown Bear Brown Bear what do you see” use a camera to take photos of objects of different colours that your child spots. You could share this on Tapestry with us.


This weeks theme is Bears!

Listen to a story -  Going on a Bear Hunt read by the Author, Michael Rosen 

Share some interactive online books about bears here


June is the month for The Wildlife Trusts random acts of wildness project  #30dayswild

 "30 Days Wild! We want you to do one wild thing a day throughout the whole month: for your health, wellbeing and for the planet. That’s 30 simple, fun and exciting Random Acts of Wildness."

Please see Tapestry for more information and ideas.


Friday 5th June Literacy - Writing - Giving meaning to their marks.  (This means that your child understands that the marks they make are there for a purpose/ they “say” something. We’re hoping that your child can tell you that their marks/writing say ‘Wednesday’ ‘ or 'tomorrow' ' this afternoon' etc) To be able to hear the initial sound in words

Task 1 'write' an invitation to your Teddy.

Write an invitation to your Teddy bear, inviting them to a Teddy Bear's Picnic. You should tell your toys which day the picnic is going to be, where the picnic will be and what time it will start. This task would be more meaningful if you were able to really have a Teddy Bear's Picnic. It could be be as involved or simple as you like. Serving a snack/lunch on a picnic blanket with their Teddy is all that is needed (inside or out)  or you can really go to town if you have the time and would like to (your child could help to make honey sandwiches or some of the ideas below, you could think of games to play such as hide and seek or musical statues to the teddy bear picnic music. Siblings/the whole family might like to join in.)

For the invitation your child will need to know what they should write. Talk about any party invitations they have ever received or given out. Tell your child what you wrote on an invitation - maybe to their birthday party or your wedding or your own birthday. Make sure your child knows they've got to tell their Teddy when and where to come for the picnic. You could listen to the Tapestry story that Mrs Finan read several weeks back called Kippers birthday in which the dog writes birthday invitations. 

Some children are at the emergent stage of writing which means that their marks might look like scribbles to you. THIS IS FINE/ GOOD!!! please dont use the word scribble when looking at their writing. Value their attempts and encourage/model/teach them that their writing says somthing. Ask them what their writing says. If they're not sure you could suggest it might say 'tomorrow' or 'this afternoon'. The purpose of this task is for your child to be able 'to give meaning to their marks' this means that they can tell your what their marks say/mean. Please don't expect their writing to look like a recognisable invitation, remember we really want them to understand that marks can give meaning and tell us something. Give them lots of praise for their effort, if their invitation doesnt look very impressive to you it doesn't matter. It's what they say as they write or after they write. Can they take their invitation and read it to their Teddy?

If your child is able to hear the sound that comes at the start of a word they could try writing the initial letter of each word.   Dear Teddy please come to my picnic          might look like this       d      t     p     c     t     m    p .


Again, remember to give them lots of praise for their effort (rather than the outcome) and make writing a positive fun experience that leaves them feeling like they're good at writing and that it's something they enjoy doing. 


You could give your child a template like these to write on- please scroll down for a version that I hope you can print at home. Or they can use plain paper and make their own design. 


Don’t forget to listen to the Teddy Bears picnic https://www.youtube.com/watch?v=QAKcqXA-EQs

If your child made these bear open sandwiches they’d be doing some fine motor work as well as making something yummy for your picnic. I


Task 2 Physical development. Fine motor - increasing finger dexterity and strength

Getting your teddy dressed is a good way to get your fingers working hard. If you have any clothes for a doll or teddy, see if you can put them on your toy by yourself. This is always harder than it looks and you have to be a Go for it Gorilla and a Persevering Parrot. Do the toys' clothes have any tricky fastenings such as buttons? If you don’t have any clothes for your toys then have a look through your own wardrobe for an item with buttons or zips or another type of fastening that is tricky for little fingers. It might be even more fun to raid your grown up’s wardrobe and try on some of their clothes and shoes - just make sure you don’t trip or fall over any long trousers/skirts/high heels. We’d love to see some photos. Don’t forget to try doing up some buttons,  zips or buckles etc.


Thursday 4th June

Task 1 - Rhyme of the week - Teddy Bear, Teddy Bear touch the ground.

Can your child identify any of the rhyming words in this weeks rhyme? Have fun acting out this weeks rhyme. If you remember a different version from your childhood you could share this with your child. 

As you read or listen to the rhyme, pause at the end of alternate lines and encourage your child to guess what word might come next. Any guess is good, a rhyming word is brilliant - remember to praise them for all their efforts. Keep reminding your child that the word has to have the same sound at the end.

If your child is confident at hearing rhyming words you could ask them to think of other words that would fit to create your own version of the rhyme. Eg Teddy bear Teddy bear turn around. Teddy bear, Teddy bear, Look at what I’ve found!/ my ball is round, what was that sound? 


There is another version  https://www.bbc.co.uk/teach/school-radio/eyfs-listen-and-play-the-house-of-the-bears/zfj8gwx at 2mins 45 seconds along with lots of Goldilocks activities. Your child/ren might remember learning about this story at school. You could chat with them about what they remember doing/playing. Do they remember making flapjack? playing with the porridgey gloop? Acting out the story with the weebles?


Task 2- Literacy  - Shows awareness of rhyme/ Able to continue a rhyming string

See Tapestry for 2 differentiated tasks. Some children are at the very beginning of hearing rhyming words and others are more secure. If your child only started Nursery recently or is not yet confident with rhyming then stick to the first activity. For children who are confident hearing rhyme, try the second activity and encourage them to continue a string of words from different rhyming strings. 

The sheets of pictures to play the game at home are just below.  You can insert your child's name in the gap rather than saying 'children' 

Go through the pictures before you play so they know what each picture is meant to be of. Cut the individual pictures out. 

 Say the rhyme: Rhyme, chime, one more time, tell me Freddy, does it rhyme? 

Choose 2 cards to show your child. Ask your child to say both words out loud (this will help them hear and feel with their mouth shape whether it rhymes) It's not however a test of whether your child can remember if the picture if of a boat or a ship - so please tell them, if they forget what the picture is of)

Your child will hopefully be able to say 'yes, it rhymes' or 'no, it doesnt' 

This is a hard skill that takes time to develop, keep practicing little and often and model rhyming words to your child throughout the day. Nonsense words are fun and mean you can make up a rhyme to go with everything - including orange. At breakfast you could say a rhyming string of words based on whatever your child is eating, eg porridge, borridge, splorridge, corridge or toast, poast, most, floast, zoast, broast, 

And remember to begin with children often recognise when words rhyme by looking at mouth shape, so exaggerate the shape of your mouth as you say the ends of the words in particular.  

Please scroll right down to the beginning of this week to find a printable version of these picture cards. The first page is aimed at children just starting to learn to rhyme and contains pictures of things that do or do not rhyme with 'bear' (hair, chair, fair, pear, square and shell, mouse, cap, jam, fish, giraffe. The second and third sheets are for children who are more confident in hearing rhyming words. Apologies for the American 'pants' rather than 'trousers' to rhyme with 'ants'. You could take this pairing out if it causes confusion. 








Monday 3rd June

Task 1 - Maths SSM


Explore filling and emptying different sized and shaped containers.

Use mathematical vocabulary - full, empty, most, least, almost, nearly

Challenge - introduce simple fractions - half full, half empty. 

Use water in the garden or in the bath at bathtime.

Indoors you could also use rice or lentlls. 



Task 2 - Physical Development (gross motor)

Go on a Bear Hunt!

Encourage your child to join in with the repeated parts of the story and the ‘noisy’ words for each setting e.g. swishy, swashy and splash, splosh. 

  •       Grass – walk or jog around the space swaying arms from side to side
  •         River – long strides around the space, lifting arms up high
  •         Mud – slow, large steps as though feet are getting stuck in the mud
  •         Forest – slow, cautious movements, almost on tiptoes, as they stumble over tree roots
  •         Snowstorm – twirling/walking around slowly, hugging arms around self to keep warm
  •         Cave – tiptoe quietly around the space

After the cave and seeing the bear, encourage the children to quickly do the actions again but this time in reverse! 

or have a go at Going on a Bear Hunt Yoga!


Tuesday 2nd June

Task 1 -  PSED and Literacy

School readiness - Name Recognition (reading) Activities.

This week we would like you to practice reading your own name.

Please ensure that you only use lower case letters when writing your child’s name and NOT CAPITALS.

At Nonsuch, we no longer teach cursive (joined) letter formation In the Early Years.
This is the scheme that we use -

You could start with just your child's initial letter, then move onto their name.

If they have a long name, start with the first syllable or the shortened version if you use one.

Here are a few ideas, you can find some more on Tapestry.

  • Label everything - your child's room, cups, plates, water bottles, clothes - anything!
  • Chop up the letters in your child's name, ask them to rearrange them. If they find this difficult, write out their name and ask them to match the letters.
  • Write your child's name in large letters - collage over letters using craft materials, pasta, rice, dried lentil, ink stamps, paint
  • Letter hunt - hide letters around the house, find them all then rearrange to spell name
  • Clap out the syllables in your name and family member's names. "Hann-ah" "Jo-seph"
  • Robot talk name - "T-o-mm-ee"  "J-a-ck"


Challenge - If your child can recognise their first name easily, move on to your surname or other family member names


Task 2 - Understanding the World

Bear cave/den building challenge

Can you build a new home for the Bear in "Going on a Bear Hunt?"


Den building develops so many skills - 

  • Creativity and creative thinking
  • Physical development
  • Independent learning
  • Problem-solving
  • Perseverance
  • Role-play and imaginary play
  • Language development

Challenge - Use some new bear related vocabulary in your play - snout, paws, stitches, muzzle, hibernate 

Monday 1st June

Pinch, punch first day of the month! Hope you all had a lovely half-term.

Today is an INSET day, so there are no activities planned. 



Please use the Tapestry app to upload observations of your child's learning, up to a maximum of 5 observations per child, per week.

We are learning...

PSED:Welcomes and values praise for what they have done. 

Health and Self care Beginning to be independent in self-care

Communication & Language:  Enjoys rhyming and rhythmic activities

Literacy: •Recognises familiar words and signs such as own name and advertising logos.

Physical Development: Gross: Experiments with different ways of moving.

Physical Development: Fine: Uses one-handed tools and equipment, with increasing control.

Maths SSM: Uses the language for shapes, measures and position

Understanding the World: Talks about why things happen and how things work.

Expressive Art  & Design: •sings a few familiar songs,

Helpful websites for home learning

PhonicsPlay This has activities for phonics letters & sounds.

BBC Bitesize Primary

This has activities for children aged 3+

Free online ebooks: National Geographic Young Explorer, Storyline Online and Oxford Owl

Websites with lists of recommended books for different ages / topics: Booktrust and Love Reading

Twinkl: This is a website of resources for teachers which has been made free for families at this time. The resources cover all areas of learning. Enter the code UKTWINKLHELPS


Children's mental health resources, designed to support children who are struggling emotionally with the current situation.


Contact us:

Questions about online learning or to contact the class teacher: teachers@nonsuchprimary.sutton.sch.uk.

All other school matters: office@nonsuchprimary.sutton.sch.uk 

These email addresses are checked daily; responses may be the following day.


 Previous Activities

Friday Task 1 - Rhyme of the week -  5 little monkeys swinging in a tree

There are many different versions of this rhyme. Stick with the one you know or if you're not sure of the words you could learn this one https://www.bbc.co.uk/teach/school-radio/nursery-rhymes-five-little-monkeys-swinging-from-a-tree/z6x9382. You could have a go at acting out the rhyme in any way you like. Perhaps draw/paint/cut out/ use soft toys to pretend to be the monkeys and then you could be the crocodile who comes along and snaps up a monkey. This rhyme has lots of links to maths learning. You could use the vocabulary 'one less' 'fewer' 'getting less' for example.  


Friday Task 2 - Expressive Arts and Design-  To be able to tap out a simple repeated rhythms

Rhythms are sequences of long and short notes, so we are building on last weeks work (making long and short sounds). 

Children often enjoy working with their names so you could start by clapping the rhythm of their name (one clap for each syllable). Ask your child to copy the rhythm. Samantha would be  Sa-- man-- tha (short, short, long or clap clap claaaappppp or )   Bob would be just 1 clap and Jacob would be 2 claps of the same length- Ja -- cob. 

I suggest that you model clapping the rhymth pattern several times for your child and then ask them to have a go, joining in with you. 

You could try clapping the rhythms of names of siblings/friends/family. If your child is getting the hang of it, you could turn it into a little game and see if they can guess who's name you are clapping.

If they find it tricky to clap a repeated pattern they might benefit from some work on feeling the pulse. Try walking/marching to a simple rhyme (the Grand Old Duke of York is great, but any song with a clear beat will do). Encourage your child to step on each beat of the music.

Another way to support children is to say the pattern out loud as you clap it. For example say "short, short, loooonnnnggg" or use a pattern such as tap, clap, tap (tap your thighs and clap your hands) Say "tap, clap, tap" as you perform the rhythm.

Then you could try clapping the rhythms for some jungle animals - ie crocodile, elephant, jaguar         or monkey, toucan, spider,        or bear, ant,

Do they notice any patterns? 

Do any of the jungle animals have the same rhythm as their name? For example Crocodile and Samantha have the same rhythm 

Can they think of any jungle animals with a different rhythm pattern? 


The children might get bored quite quickly with just clapping lots of different rhythms (and sore hands) so you could mix it up with other ways of making sounds such as stamping their feet or one of my personal favourites, a saucepan and a wooden spoon. I recommend raiding the ktichen cupboards for as many sound makers as you can find and settling down on the floor to rock some rhythms. 

We had some lovely video's shared on Tapestry this week with fabulous home made instruments and impromptu family bands playing long and short notes. Maybe this week you could challenge the teachers to guess who's name you are tapping. Decide which of your Nursery friends you are going to choose. Video yourself clapping/  tapping/ playing their name (or your own name) and we will try and guess who's name you are tapping


Here's some inspiration! https://www.youtube.com/watch?v=Rk-q-TBdU4k



and for any big kids out there with too much time on their hands - here is a challenge for you https://www.youtube.com/watch?v=kv-L2pmehyA

Pan Drum Images, Stock Photos & Vectors | ShutterstockBaby Playing Utensils Images, Stock Photos & Vectors | Shutterstock





Thursday Task 1 - Communictaion, Language and Literacy - Understanding the word ‘if’

The little word 'if' can be quite challenging to understand. It will however be particuarly useful for the children moving in to reception to understand it. Teachers often say things like “If you’ve finished your work put it in the tray, If you’re having a hot lunch please line up." etc

You could start by using names of people in the family ( or soft toys) to model what  an 'if' sentence' means. If your name is Mummy stand up. (Mummy stands up) If your name is Sam stand up. If your name is Big Ted  stand up (make the correct toy stand up)  . Make sure your child listens carefully for their name. 

Then try it with a different instruction ie If your name is X clap your hands, if your name is Y clap your hands, If your name is Z clap your hands

Make it harder by giving a differnet intsruction to each person ie If your name is X nod your head, if your name is Y stamp your feet, if your name is Z jump up and down. 


You could try singing the song below to the tune of Mary Had a Little Lamb  or playing the traditional playground game Please Mr Crocodile either with toys or with your family. See Tapestry for a video demonstration. 


If you’re wearing red today, 

Red today, red today,

If you’re wearing red today,

Stand up and shout hurray


Children have to practise self-control during this song. Waiting for the appropriate time to do the action can be a whole extra challenge!

Try other verses such as.....

If you are a dinosaur

If you have a long green tail

If you’re feeling happy/sad                                      stand up and shout hooray

If youve cleaned your teeth today                            jump around and shout hooray

If you've been outside today                                   stand on 1 leg and say hooray

If you've put your shoes on today                           put your hands on your head and say wah hey!

If you've made your bed today                                 touch your nose and say Good day


Thursday Task 2 Fine motor - pincer grip.

Playdough Jungle snakes

Roll out play dough and decorate with any tiny items you have or can find. You might have sequins, hamma beads, googly eyes, buttons, small cereal such as cheerios , or  tiny leaves from the garden or on your walk. Pencil sharpenings can make pretty flower shaped patterns and need to be handled very gently. Picking up small objects is good for strengthening fingers and developing a strong picer grip. Rolling out playdough to make a sausage like snake is also good for strengthening hand and finger muscles. 


If you have enough resources you could link this to the maths activity from earlier in the week on patterns and decorate your snake with a repeating pattern.

 If you dont have playdough, or the ingredients to make it, you could make a jungle snake out of a pipe cleaner and cheerios or a piece of spaghetti and cheerios. Or you could use any beads you have and a threading lace or shoe lace to create a jungle snake.



There are lots of playdough recipes on the web but here is one you could use. You might want to double the recipe to make a really long snake. 



  • 8 tbsp plain flour
  • 2 tbsp table salt
  • 60ml warm water
  • food colouring
  • 1 tbsp vegetable oil 


1. Mix the flour and salt in a large bowl. In a separate bowl mix together the water, a few drops of food colouring and the oil.

2. Pour the coloured water into the flour mix and bring together with a spoon.

3. Dust a work surface with a little flour and turn out the dough. Knead together for a few minutes to form a smooth, pliable dough. If you want a more intense colour you can work in a few extra drops of food colouring.



Wednesday Task 1 - Physical Development - Gross

Jungle Animal Walk

Any animal walks can help build strength, balance, and coordination whilst also having fun.

Many children will find these quite tiring to do, so just choose a few to start off with. You can always come back to these at a later date. (all the previous online learning activities can be found at the very bottom of this page.)

Hyena prowl – Have your child move around on their hands and feet with the front of their body facing the ground and their bottom up in the air.

Elephant Swing – Get your child to put their arms together in front of their body and then swing from side to side as if their arms are an elephant’s trunk.

Tiger Crawl – Have your child crawl on their arms and knees. Tell them to try to stay as low to the ground as they can, just like a tiger would in the jungle.

Flamingo Hop – Ask your child to stand on one foot and do a small jump. When they hop have them switch off which leg is raised to practice balancing.

Snake Slither – Lie on stomach and move forward trying not to leave the floor as much as possible, like an army crawl.

Zebra Run – Galloping is great for gross motor skills. Encourage your child to leap as high as they can with one foot forward. Leg movements need to be coordinated and timed correctly.

Gorilla drag – Have your child lie on their stomach then push up on hands until their arms are straight. Have them move across the room while dragging their legs.

Crocodile  Crawl – Get in a push-up position and move side to side. Don’t let feet or hands cross.

Leaping lizard – Keep legs together and get as low as possible. Jump straight up as high as possible while keeping your legs together.

Parrot flap – stretch arms out to the side, take small, short steps on their tip-toes.

Cheeky chimp (crab) – Tell your child to sit down with their hands by their side and their fingers pointed towards their feet. Tell them to push up on their hands and feet so their body is like a table. Keep hips high to work on strengthening core muscles. If your child is ready for a balance challenge try touching right hand to left foot while in the crab walk position, then switch hands to work on balancing.

Toucan Walk – Squat down and walk around from there. Keep your arms out or bend them to look like wings.

Baboon crawl  – Tell your child to start standing up then bend to touch their toes. Then have them walk their hands forward as far as they can until they’re in a push up position. Stand up and repeat. For an extra challenge, try walking hands back towards feet to stand back up.

Or think of some ideas of your own.

Challenge - 

Find out what all of these Jungle animals look like. 

What do they eat? Are they herbivore, carnivore or something else? 

What do they look like? Do they have fur, feathers or scales?

Where do they live - on land, in trees, in water or in the air? 

Which country are they from? What is the weather like there?


Wednesday Task 2 - Maths: Shape, Space and Measures

Repeating Patterns

This activity is building on from last week.

Start a simple ABABAB  pattern and ask your child to complete it. (eg knife, fork, knife, fork)

If they can manage that easily, try a more difficult pattern sequence. (see below)

Be sure to give your child the opportunity to “read” their pattern when it is complete. This will allow them the opportunity to fix any misplaced objects in their pattern. 

Here are some ideas - or use one of your own.

A pattern is only a pattern if it is repeated twice. 

The easiest patterns are those involving two colours or variables (for example, red, blue, red, blue), referred to as an AB,AB pattern. 

More complex patterns include 

ABC,ABC; eg fork, knife, spoon, fork, knife, spoon

AABB,AABB;   car, car, truck, truck, car, car, truck, truck

AAB,AAB;   grape, grape, blueberry, grape, grape, blueberry

ABB, ABB;    pebble, leaf, leaf, pebble, leaf, leaf

ABCD,ABCD. red, blue, green, yellow, red, blue, green, yellow,




Tuesday Task 1 - Listening and Attention

Teddy is lost in the Jungle Game (hot and cold game) 

You will need -

A teddy or other toy

A Rescuer - to search for the teddy

A hider/some hiders - to hide the tidy


The rescuer leaves the room while the teddy/toy is hidden somewhere in the room.  

 When the Rescuer returns, guide them to the teddy/toy by humming. 

Hum quietly if the Rescuer is far away from the teddy/toy. 

Hum loudly if the Rescuer is close/near to the teddy/toy.

Swap over roles.


Challenge - sing a song instead of humming. Remember to sing quietly when the Rescuer is far away and more loudly as they get nearer to the teddy/toy.


Tuesday Task 2 - Maths, Number -

Super Subitising Search

A really good explanation of Subitising and why it is important in early Maths can be found here

Go on a subitising walk. 

Look for small groups of objects in sets of 1,2,3 around your home, garden or local area.

Eg a pair shoes, 3 dandelions, switches, 3 prongs on a plug, street signs.

Have a look on Tapestry at the things my family and I found on our subitising walk.



Monday Task 1 - PSED - School Readiness - Skill of the week

How to blow your nose

First watch how your family blow their noses. 

 Practice blowing air out of your nose, try to keep your mouth closed (only if possible, some children will find that very difficult.)You could try to move some small, light things with only your nose air. Such as a piece of scrunched up tissue, small paper confetti, cotton wool ball etc

or practice blowing bubbles in the bath using your nose (supervised)

or see if you can steam up a mirror using your nose air.

Try doing these things using both nostrils, then try with just one nostril, by gently pressing it closed.

Next try with a tissue.  Gently press one nostril closed while you blow out with the other, then swap sides.

Then put your tissue in the bin and wash your hands to prevent the spread of germs.

Keep your own small packet of tissues in your pocket, so you always have one when you need one. 



Monday Task 2 - Understanding the World

Some animals that live in the jungle are very good at hiding -

Monkeys hide at the top of the trees;

elephants can hide behind leaves;

rhinos cover themselves in mud;

leaf bugs, toads, and butterflies can look like a leaf;

and chameleons change the colour of their skin.


Watch this video clip

Can you make your toy a camouflage disguise to help it hide?

You could use recycling materials, paper, card, fabric, plastic bags and any other craft materials you have around your home, or use some clothes and scarves yo wrap around your toy.

Then find places around your house/garden where your toy can be camouflaged the best.




Elmer the elephant cannot hide very well because he is very colourful. In the story however, he does manage to make himself a camouflage disguise.

Have a go at making your own Elmer the Elephant. (with or without a camouflage disguise)

Can you find somewhere for him to hide?

You may find it easier not to cut off the top of the bottle.

Friday Task 1 - Rhyme of the week - Please see Tapestry

Why are nursery rhymes so important in early childhood and what can Early Years educators do to ensure that traditional nursery rhymes are never forgotten?

Experts in literacy and child development have discovered that if children know eight nursery rhymes by heart by the time they're four years old, they're usually among the best readers by the time they're eight. -
Mem Fox, Reading Magic.

Nursery rhymes provide bite-sized learning opportunities for young children to develop key developmental skills and can often be the trigger for hours of creative and open-ended play. They are a powerful learning source in early literacy and enable children to become interested in the rhythm and patterns of language. Consider the alliteration in “A Sailor Went to Sea Sea Sea”, or the onomatopoeia in “Baa Baa Black Sheep” and rhyme in “Twinkle Twinkle Little Star”. Many nursery rhymes are also repetitive which can support the development of memory and kick start the practice of listening and speaking.

Rhymes are fantastic vocabulary boosters. They often feature a pleasing rhythmic pattern and simple repetitive phrases that babies and young children find easy to remember and repeat. In order to develop their phonological awareness, children need to be repeatedly exposed to spoken language and nursery rhymes provide the perfect way to do this.

There's a new rhyme to learn this week. with an animal theme. Please see Tapestry for the audio file.  You can find elephants and tortoises in some rainforests but you might want to make sure that your child doesn't  think (or  mis learn) that you could find a kangaroo there. Encourage your child to wobble/jump and find a way to slurpity slop along to the song. Can you learn all the words by next week? Have the grandparents/other relatives been treated to a little concert courtesy of your child recently? Perhaps they could sing all the songs we've covered recently?


Friday Task 2

Fine motor - finger strengthening skills. Have fun with some pegs in any way you wish. Below are some ideas. 


You will need some pegs and a piece of card from an old cereal box etc or a lolly stick. Create a simple tree from the card/lolly stick and then if you wish you can draw some jungle animals and stick them on to the lolly sticks. Ask your child to squeeze the pegs and put the animals somewhere on the tree.

You could make up a simple story for your child to act out with the peg animals. Your child could put the animal on the tree in response to your story. Here's one idea. "Once upon a time there was a jaguar who loved to stand at the bottom of his favourite tree, but one day a snake decided to explore the same tree and started coiling itself around the trunk above the leopard. A bit later a frog jumped into the branches of the tree followed by a toucan. The toucan was very noisy and dropped lots of nuts on the jaguar's head so the jaguar decided to go back home. The snake found the tree trunk too wide and decided to slither off to finder a slimmer tree trunk. When the toucan had eaten all the nuts from the tree he flew off in search of more food." Your child/ren might like to make up their own story after you've modelled it to them. 


Your child might have to show some resilience in this activity as pegs can prove challenging and frustrating for little fingers. 

Feel free to adapt or develop this in any way. Your child/ren may want to help you hang the washing out, or to hang their  teddies clothes to a clothes horse or clip pegs to the curtains, or each peg could be a crocodile mouth snapping and biting anything it can find. 



Thursday Task 1 Writing / Reading-  Giving meaning to marks/ ascribing meaning to marks that they see.


There are two (or more)  ways to play this game. One involves your child 'reading' (ascribing meaning to marks that they can see) and the other involves 'writing' (giving meaning to the marks that they make)

Version 1 - writing

This needs a little adult prep before the game can start. Hide some toy animals (or pictures printed off the internet)  around a room/ the garden/ the house where they will be relatively easy for your child to find. Get a notebook/ paper/clipboard to give to your child. Then ask your child to go on a hunt around the house/room/garden looking for the jungle animals. Ask them to write down/draw what the animals that they find on their journey. (It doesnt matter what kind of marks they make as long as they can tell you what it says. If they know it says monkey then they have achieved the objective)  They might also like to draw a map of where they go or they might like to do this afterwards. Where did they go? Where was each animal. (I would expect the map to look like a wiggly line with maybe some shapes/squiggles to represent the animals).  This is Dally Duck's map. Can you tell which animals he saw? There's a long wiggly green one and a stripey orange and black animal. Can you see an animal with a long trunk?. 


Version 2 - reading

Adult to hide the animals/picutrues as before but this time draw a simple picutre of where the animal is hidden (a bed for under the bed, or a flower pot for under the flower pot etc). You could draw each clue on a separate piece of paper. You might like to try writing your child's name on a clue with a picture ie Sarah and then draw a coat. Hide the animal in Sarah's coat.  If your child can recognise their own name you could do the same with a sibling's name or use the first letter of a sibling's name. 

Another version

You could draw a very simple map of the garden/room/house and mark on the map where the animals are hidden. Can your child 'read' the map and find the hidden animals? Draw a square for the room and then draw on a sofa and a TV and a table. Draw an animal on the sofa for example or you could draw a big red cross if drawing a tiger is out of your comfort zone. Encourage your child to 'read' the map and say - there's a tiger/ there's an animal on the sofa. Then let your child into the room to look for the tiger. 


You might want to use cardboard tube binoculars to help you look for the animals. 



Children can often lack confidence with writing - they might be aware that they can't write in the same way that the adults do or that they see in books. Make sure you give them lots of praise for their effort and for being able to tell you what their writing says. You could show they examples of other languages and explain that you cant read the egyptian hieroglyphics or the japanese characters but other people could. Its the same with their writing. Other people might not understand their 'writing' but as long as they can translate their marks and tell you wat they say that is great Maybe they are writing in their own secret code!!! Please dont refer to their writing as 'scribble' or similar. Value their marks and make them feel confident about 'writing'. If they've forgotten what they wrote you could give them some suggestions - "oh does it say snake? crocodile? was it parrot?"


Thursday Task 2 EAD - music, Exploring and changing sounds. Long and short notes

See Tapestry video for activity. 

You can use vocal sounds and/or use any instruments you have or you could make a simple shaker or drum from the contents of your recycling bin. Some dried pasta in a tub makes a good shaker or elastic bands around a tupperware box could be a guitar type instrument etc. 



Task 1 - Maths, Number 

Super Subitising

Subitising is the ability to ‘see’ a small number of objects and know how many there are without counting.     (eg dots on a dice) Young children will often recognise two or three items instantly and certainly know when there are more and fewer items. (How good are children at telling you that something ‘isn’t fair!’ when they have fewer sweets or a smaller piece of food than a sibling?) 

Developing subitising skills helps children to understand that numbers are made up of other numbers and they can be split into parts (partitioned) Which is an essential skill for understanding how numbers ‘work’ and to solve much more complicated problems later.


Activity - Please see video on Tapestry

Take a handful of counters and scatter on the floor/table.

To begin with, use no more than 6 objects of the same size/colour eg pasta, buttons, raisins.

Ask your child to tell you what they can see - do not count the objects individually. 


What do you see?  

Encourage your child to notice that there is more than one possibility/answer. 

Remember, we’re not asking ‘How many altogether?’ 

Now try this activity with different kinds of objects and different quantities.

Challenge -When sharing books, talk about any small groups/sets of objects in the pictures (without counting them)


Task 2 - Listening and attention

Have fun identifying sounds and playing listening games about animals and where they live.

BBC school radio - Listen and Play, Down in the Jungle

This program is around 15 minutes long. Some children will find it difficult to listen for this long. You can stop and listen to the programme in smaller sections if you prefer. 

Teacher notes with ideas for other activities linked to the programme can be found here (page 12-16)



Tuesday 12th May

Task 1 - Physical Development - Gross Motor 

Jungle Vine Gross Motor Activity


Pull some chairs together and thread either crepe paper, string, yarn, scarves, ties, or masking tape through to make some jungle vines for your child to crawl through. (or attach the vines to a fence/large shrubs/trees outside or blutac to doors/walls inside) 

This is great practice for crawling, climbing, scurrying, balancing and shimmying.

Great for upper body and arm strength as well as coordination and spatial awareness.

This activity also encourages some great imaginative play. Your child could go searching through the jungle for wild animals. Maybe talk about what things you might pack for a jungle adventure, and use some materials from your recycling bin to create some props to take on your journey!

When you've finished playing, you could help your child to chop the vine down using scissors.



Task 2 - Understanding the World

Grow your own Jungle using carrot tops.


Sadly you won't be able to grow new carrot plants from carrot tops - just new leaves. Please explain this to your child before starting.

Place some carrot tops in a bowl or dish, cut side down. Fill the dish with a couple of centimetres of water so the top is halfway covered. 

Place the dish on a sunny windowsill and change the water every day.

Remember to check on your carrot tops every day and talk about any changes you can see.

The tops will eventually sprout shoots and you will have your own miniature jungle scene to use in imaginative play! Just add some small toy animals! (or ask your child to draw some animals on paper and cut them out)

Once you've finished playing, plant the tops in soil, being careful not to cover the shoots. You can then harvest the greens to eat! (some people prefer the baby greens, others prefer them fully grown) 

There are some more ideas for regrowing food from waste here


Monday 11th May

Task 1 - PSED

The Government currently provides all children in Reception, Yr1 and Yr2 with a hot cooked meal for lunch. (You can also opt to provide a packed lunch from home.

Well done for being “Go for it Gorillas” last week and having a go at using a knife independently.

Using a knife and fork to eat requires lots of hand and eye coordination, with both hands doing different things. 

This week, continue practising cutting soft foods like banana, ripe pears, melon, cucumber, but then use a fork to transfer the pieces to a bowl or plate. You could try scooping and stabbing the food with your fork.


Task 2 - Maths (Shape, Space, Measures)

Exploring and recognising patterns is an important maths skill upon which many mathematical concepts are based. 

Can you draw some animal patterns? You could try...

Black and white stripes like a zebra

Yellow and brown spots like a giraffe

Orange and black stripes like a tiger

Green and blue circles like a peacock


Other ideas -


Look for patterns around your home, garden or local area when on your daily walk. Look carefully at leaves, flowers, floor tiles, paving, brickwork, manhole covers etc

Routines are also patterns. If you are following any kind of routine at the moment, talk to your child about the pattern/routines of the day/week and what you do when.

Make up your own animal skin pattern

What would your animal look like?

What would it be called?

You could draw it if you like.


The easiest patterns are those involving two colours or variables (for example, red, blue, red, blue), referred to as an AB,AB pattern. 

More complex patterns include ABC, ABC; AABB,AABB; AAB,AAB; ABB, ABB; and ABCD,ABCD.

Be sure to give your child the opportunity to “read” their pattern when it is complete. This will allow them the opportunity to fix any misplaced objects in their pattern. 


 Week 3 - VE day

Task 1 - Rhyme of the week

Grand old Duke of York and Humpty Dumpty. If you have stairs in your home you could practice marching up, down and half way, but do take care - I’d recommend a slow march!  If you don’t have stairs, you can pretend by stretching up tall, crouching down low and making your body somewhere in between for half way up. Or you could create a hill out of the laundry basket  or some cushions etc. You could then make a Teddy/toy March up, down and half way. 
Make sure you explain what a Duke is and that York is a city. You might also need to discuss the meaning of the word ‘grand’ and whether 10,000 soldiers (men) is a lot or not?



Task 2 fine motor skills- to use simple tools and techniques 

You could have a go at making paper chains to decorate your house ready for VE Day or just to make it look cheerful and bright while we are staying at home. These are simple decorations to make and many people could get hold of scraps of paper during the war- you could maybe use junk mail to make yours, or perhaps red white and blue paper if you have any.

If you have a hole punch you could have a go at making some bunting. Cut out triangles of paper, punch holes and thread string or wool through to hang them up. Children often love using hole punchers so you could just give them some paper and leave them to make holes to their hearts content. 





Task 1 - Maths -Number  

Tea Party Baking - biscuits (recipes can be downloaded from Tapestry)

 These pictorial recipes use tablespoons to measure all of the ingredients.  This is a very simple recipe that your child should be able to follow independently using the pictures.

They may just need help at the end to mix the dough thoroughly. (add some water if the dough is too crumbly)                                                                         


Help your child to count out how many spoons of each ingredient are needed. 

Then help them to measure the correct amounts into the mixing bowl. 

Look and talk about what the ingredients look like before adding to the bowl, then after mixing.

What will happen to the biscuits when we put them in the oven?

How will they change? 

How many biscuits have we made?

Is there enough for everyone?

What shape are they?

Do they have straight or curved edges?

How many pointy corners do they have?


Talk about the temperature number that you have set the oven. Set a timer (you could use a mobile phone if your oven doesn't have one) and watch the numbers decrease over time.


I know that flour is hard to find in the shops at the moment, so I have also included some other pictorial recipes that are easy to follow (but use standard measures)



Task 2 Physical Development - Gross Motor

Play a traditional party game such as hide and seek. Take turns to be the “hider” and the “seeker”. 

As well as being a physical activity, hide and seek teaches your child patience, turn-taking, coordination, planning, organising and develops their memory. 


Or have a dance to some 1940s music, play musical bumps, musical statues, blind man’s buff, or a circle game like ring-a-ring-a-roses.


1940s children’s songs - https://www.youtube.com/watch?v=qNcGmBDF5sI


Here are some more ideas for traditional party games



Tuesday 5th May

Task 1 - CLL -Listening and understanding 

Morse code - Is a way to send messages without using words. They used it during WW2.

You can use short and long sounds or lights to make messages.


  • Explore making short and long sounds using different body parts, different surfaces or objects.
  • Clap, tap or pat to make a short sound.
  • Shake, tap or pat different surfaces/objects to make a long sound
  • Can you stop a long sound to make a short sound? (eg putting fingers on a saucepan

  • Can you tap your initial letter?
  • What about the initial letters of other people in your family?    
  • Challenge - tap out your name in Morse code


Task 2 - Maths/SSM

The Union Jack, or Union Flag, is the national flag of the United Kingdom.

The flag combines aspects of three older national flags: the red cross of St George for the Kingdom of England, the white saltire of St Andrew for Scotland and the red saltire of St Patrick to represent Ireland.




Go on a colour hunt around your house and/or garden. How many red white and blue objects can you find?

  • Now sort your objects by colour,  
  • Which pile has the most/least? Can you guess by looking first, - "estimate" then check by counting. (comparing amounts without counting is a really important early mathematics skill)  
  • Use your objects to make a colour pattern, (eg. blue, red, blue,red  white, red, blue, white, red, blue, blue, blue, red, red, blue, blue, red, red,  white, white, red, white, white, red)  
  • Describe the properties of your objects eg long straight edges, pointy corners, round face, flat face, bumpy/rough, smooth  

Have fun!

Monday 4th May

Task 1 - PSED 

School Readiness Skill of the Week - Cutting skills

The Government currently provides all children in Reception, Yr1 and Yr2 with a hot cooked meal for lunch. (You can also opt to provide a packed lunch from home)

So this week’s School readiness skill is to practice cutting food with a (non-sharp) knife. 

You could - 

  • Chop a banana - how many pieces did you cut? 
  • Make jam or soft cheese  sandwiches (maybe for a VE day tea party?) Have a go at spreading on the butter and jam/cheese with your knife,  then have a go at cutting your sandwiches into triangles? Squares? Or rectangles? 2 pieces or 4 pieces? Or more? (the September starters made jam sandwiches at Nursery in the Autumn Term - do they remember? Can they remember the steps?) 
  • If you have any leftover play dough from last week, practice rolling different shapes and chopping/cutting using your knife
  • At meal times, practice holding your knife in your right hand and your fork in your left. Try and cut some of the softer foods on your plate.



Task 2 - Understanding the World 

VE Day Celebration

Friday 8th May is the 75th anniversary of VE Day. VE Day is also known as Victory in Europe Day and marks the day towards the end of World War Two. 

Please watch the video on Tapestry where Mrs Finan explains the celebration in very simple terms.


After the war, the soldiers and lots of other people were given medals for being brave heroes.

We would like you to make yourself a medal for being a “stay at home” hero. 


Maybe you would like to make a medal for someone else that you know that is also a hero?  Someone that has been looking after you or your family members? a key worker that is going to work everyday?  Or maybe you know someone like Captain Tom that was alive during the war and took part in the war effort?

How to make a Medal -

Ask an adult to help you draw around a shape on thin card (eg cereal box) or paper.

Have a go at cutting out the shape

Decorate your shape, with pencils, pens, paint, stickers, foil, or anything else you have

Attach some ribbon or strip of card to the top of your model

Stick onto your clothes with some sticky tape or masking tape


You could also make some bunting to decorate your windows/home. (template on Tapestry)


This weeks theme is Dinosaurs!

Pinch and a punch, first day of the month. Today is the first day in the month of May. Do you know which month we've just had? Which month will come next? What do you remember about April?


Friday 1st May 

Task 1 Literacy Reading and Writing - To hear the initial sound in words - 'd' for dinosaur snap

I have attached a document that I'm hoping you will be able to download and print. It has 3 pages. I've attached it twice as different types of file in the hope that you are able to download it one way or another. If you look underneath the documents in small font it says 'download document'. Click this and I'm hoping you can then download and print the pictures. They are pictures of things that start with 'd' (and a few that don't start with 'd'). If you are struggling to download the pictures please feel free to call the school office and ask them to let me know you are having problems and I will try my best to think of an alternative.

Look through the pictures with your child and make sure they know what each picture is of. I have been calling the machine a digger but if you prefer to use excavator the game will still work, just make sure your child knows what each picture is of. You could stress/highlight the first sound in each word as you do this. "Oh look a d...d...d...doll." Your child might spot that lots of the words start with the same sound. Look at the shape your mouth makes when you say 'd'. Your lips stick out a little and your teeth are together. You could look in a mirror at the shape of your mouth. Your child may rely more on looking at mouth shape than hearing the letter sound initially - it gives them an extra cue if they are unsure, so I suggest making extra large obvious shapes with your mouth as you play the game.

Make sure you are using the letter sound not the letter name (more like duh than dee, but try not to add the 'uh' to the end of the sound. Keep the d sound as short as possible)

Cut out the pictures provided to form a set of cards and use them to play snap. 

Take turns to turn over a card - if both the objects starts with ‘d’  you have to shout ‘snap’. The first person to say snap wins all the cards.  You could say something like - well done ‘dinosuar and duck both start with ‘d’,d, d'  to reinforce the learning. You could also use the cards for other simple games such as the Kims game/memory game played in a previous week, or pelmanism where you place the cards face down, in a grid  then take turns  to turn 2 cards face up. If they both start with 'd' you get to keep the cards and have another go. If your two cards 'both start with the same sound then you turn them back face down.


If the document doesn't open or you have problems downloading/printing you could either draw your own pictures or cut and stick pictures from magazines or try printing the cards from this website. https://chicagospeechtherapy.com/parent-resources/speech-articulation-worksheets/   you will need the 'd' single syllable There are lots of 'd' images on Twinkl and some twinkl documents are available for free during this lockdown so it might be worth having a look. https://www.twinkl.co.uk/resource/t-s-248-initial-d-sound-playing-cards. I would use 'm' or 'f' words as the words that don't start with 'd' because 'm' and 'f' are formed with a very different mouth shape - lips together or teeth on lips. This will help children. https://www.twinkl.co.uk/resource/t-s-345-initial-m-sound-playing-cards


Friday 1st May

Task 2 - Expressive Arts and Design.

Dance: Creates movement in response to music. Initiates new combinations of movements

See Tapestry video for The Dino Disco song. Have a listen, then see if you can add some actions/dance moves. In some places it might be very obvious ie jump to the left and to the right, in other places you might need to think of your own actions. Or you could think about all the different ways you could jump to the left and right. How might an a T rex or a Stegasaurus jump left and right?

If you are enjoying the dino dancing there are some other songs you can move to here. 

Listen to this dinosaur song - encourage your child to move like a dinosaur to the music. How do you think a dinosaur might move? How would a brontosaurus move - how would it be different from a T Rex? You could talk about whether dinosaurs ran fast, stomped, flew, swam.  Encourage your child to think about whether they are going fast or slow, moving up high or down low? https://www.bbc.co.uk/teach/school-radio/nursery-rhymes-dinosaurs/zv7rf4j

Here is the Prehistoric Animal Brigade https://www.youtube.com/watch?v=bENtOFR66YY&vl=en-G

Don't forget, dinosaurs weren't scared of the rain - get your wellies and rain coats on and go and be a dinosaur stomping through the puddles.



Thursday 30th April

Task 1 - Physical Development - Fine Motor and Hand Strengthening

Put a rubber band around your fingers, then open and close your fingers. You could pretend to be a roaring dinosaur. The band needs to be relatively tight to give some resistance and help the children build up strength in their fingers, but make sure you are not restricting blood circulation! You might need to have a discussion with your child about not wrapping anything too tightly around any part of your body so they can play safely. I also recommend not leaving your child unsupervised during this activity. 

You could use loom bands or hair bobbles if you have these but not rubber bands.


See the Tapestry videos for more information and ideas


Thursday 30th April

Task 2 - Language and Literacy - Rhyme of the week- Dr. Foster

Your rhyme this week is inspired by the change in the weather. Listen out for the rhyming words and highlight these to your child as you read the rhyme "Oh I've just noticed, Doctor and Foster rhyme because they both end in ........er. I wonder if there are any more rhyming words?"

You could also talk about the wonderful work Doctors and Nurses are doing at the moment. 

Explain any language your child is unfamiliar with. Do they know that Gloucester is a real place? Where is their middle - if they stepped in a puddle right up to their middle what would it feel like? How far up would the water come? How would you feel if you stepped in a puddle right up to your middle? Would it be fun or horrible? 

Here is a link in case you need the words

Doctor Foster https://www.youtube.com/watch?v=Fqj07PL1cto


The key to learning a new rhyme is to practice a little but often ie say it once at breakfast, at snack time, when you go for a walk, when you're putting on your pyjamas etc.

Perhaps you could put your wellies on and go and splash in some puddles. Are there any that come up to your middle? Remember to say or act out the rhyme while you are splashing! 


I also have a dinosaur rhyme that is good for adding actions to and for listening out for rhyming words. How many words can you find that rhyme with dinosaur?

Can you add the suggested actions as you listen to/say the rhyme? Or think of your own actions! 

Currently technology is not being kind to me and I can't insert the images so I will try sharing this rhyme via Tapestry instead. Apologies.


Wednesday 29th April

Task 1 - Maths Shape, Space and Measures

Gather lots of different length sticks to use as dinosaur bones. 

(or use straws, paper strips or dried spaghetti cut to different lengths) 

compare the sizes of the "bones", then put the bones into size order, from shortest to longest,  

then longest to shortest.


Which “bone” is the longest? Which is the shortest? 

Can you use some of the smaller bones, to match the length of this long bone? 

Can you find a bone the same length as your hand? 

Can you find a bone that is longer than your parent’s foot?







Growing - our last week of this topic


This week the children have planted the seed potatoes that have been chitting  and have started weeding our digging area. We have been looking closely at the beans we planted in our bottles and have seen a root starting to grow down to reach the water.

The children have read several ‘Supertato’ stories and enjoyed rescuing Supertato from several sticky webs outside.  We have also revisited the Little Red Hen and looked at a real wheat plant, talking about the parts of the plant and their function. We shook the seeds out and used a pestle and mortar to grind the seed to get the flour. On Friday the children kneaded some  dough and decided what shape roll they wanted. I hope they tasted as good as they smelled! Did your child act like the Little Red Hen and eat it all themselves or did they share some with you? You could ask your child to retell the story to you. You could mute this and read the story to your child to remind them if they have forgotten the story https://www.youtube.com/watch?v=WYwjuufc19Q  https://www.youtube.com/watch?v=Gwx5FvZi18U

We  have reinforced that when reading we go from left to right and from the top to the bottom. We have also continued our work on blending sounds together to make words and identifying sounds at the start of words

The children were focussing on circles in maths—learning that they have a curved side and no pointy corners.


How to help at home

Go on a circle hunt around the house— your child could take photos of all the circles they can see in class. If you can print them out we’d love to share their home learning with the class. You could present your child with a few objects that are circles or have circular faces and a couple that don’t. Ask your child how they know that  the Tupperware box lid isn’t a circle, for example. (It doesn't have a curved side and it has got corners)

Your child might enjoy trying to turn a potato (or other vegetables) into a Supertato or Super carrot. They could draw eyes on the potato with felt tips or tie/stick a small bit of fabric on for a cape or belt or sash. Again we’d love to see their efforts—send them in to share in Nursery. Encourage them to act out rescuing/helping others and being a good, kind citizen. You could use your £1 world book day voucher to buy the new Supertato book.

You could make a collection of all the food in your house that is made from flour—biscuits, cake, bread etc. Your child might like to do some more baking. Remind them as you cook about where flour comes from. If you have a pestle and mortar at home your child might enjoy doing some arm strengthening by grinding up some herbs/spices/raisins/egg shells/ etc https://www.howwemontessori.com/how-we-montessori/2017/09/give-the-child-a-mortar-and-pestle-.html


Dates for your diary

Friday 3rd April Nursery Closed

Monday 6th April Easter Holiday

Monday 20th April First day back—Summer Term




Week 2 Book week and growing continued


Thank you so much for all your effort with the costumes on Thursday, the children looked brilliant and loved a day of sharing stories in the library, with year 3 and in class. We have read 21 stories this week! 

Thanks also for all the bottles, small boxes and the generous donations of tissues for the class. We now have enough of all of these things to keep us going. Thank you. 


We talked about fiction and non fiction texts and some ways to tell the difference this week. 

The children have chosen either a broad bean or a runner bean and planted it in their bottles. We also watched some time lapse photography of some different types of beans growing. We have read Jaspar's Beanstalk by Nick Butterworth and continued to learn the names of parts of a plant and the function of each part. In 'Ten Seeds' by Ruth Brown the children saw the flower producing new seeds. We are chitting some seed potatoes ready for planting out later in the term. 

Earlier in the week the class learned about the life cycle of frogs learning about frog spawn, tadpoles, froglets and frogs. 

In maths the children were counting actions and using the musical instruments to tap a given number of times and learning about the properties of circles. What makes a circle? How do you know it is a circle? What might you need a circle for when playing or building - is it good as a roof? for car wheels? etc


How to help at home

Research shows that children that love reading and have positive experiences of sharing books do well in this area. Now is a great time to teach children that reading is amazing (or continue to reinforce this). To foster a love of reading make story time a special, cozy, snuggly time where your child gets your full attention. Talk with them about what you think of the book. "That's a bit sad isnt it? I think he's going to get stuck! I like that story it's really funny especially when......."

Talk about whether the book you are reading is a fiction or non fiction text - is it a made up imaginative story or something true/real that is giving you information? Model these words to your child so they hear them and become familiar with them. 

Plant some seeds at home to keep on the windowsill-cress grows quickly, or start some peas/ beans or seed potatoes. Talk about what you can see happening, remember to be more patient that Jaspar was with his bean!

You could have a day out at Wisley or Kew/ the park and look at all the amazing different types of plants. They all have leaves but are the leaves all the same? Do all plants have flowers? Which plant do you like? Why? Can you find a flower with a lovely scent?

Learn Mary Mary quite contrary https://www.youtube.com/watch?v=61vDyFc7bsI, sing round and round the garden like a teddy bear with your childhttps://www.youtube.com/watch?v=CXzZAssN9Lk

Upcoming dates for your diary

Thursday 4th March World Book day—dressing up.

Friday 3rd April Nursery Closed all day (apologies for previous wrong month) 

Monday 6th April Easter Holiday

Monday 20th April First day back—Summer Term




Welcome back!


week 1 Growing

The children have listened to many stories about plants  including the Enormous Turnip, 10 little seeds and Big, yellow Sunflower. The children planted sunflower seeds and are watching and waiting to see what happens. We have looked closely at some real plants and some artificial flowers, finding similarities and differences. The children have been learning to use the words leaf, stem, root, flower and seed and some also know the function of each of these parts.  The should also know what plants need in order to grow well.

In maths the children have been using maths language to talk about shapes , for example straight, curved, round, flat, raised, long. short, faces, sides, edges. corners


How to help at home

Look out for signs of spring when you are out and about. Help your child spot  daffodils, blossom (children often think trees don’t have flowers so now is a good time to clear up that misconception) tulips, hyacinths and other spring flowers.  You could buy a small bunch of daffodils or pick one from the garden that is in bud then watch what happens as it opens up into a flower. Dip your finger carefully inside and see if any pollen sticks to your finger once it is open.  Reinforce the plant vocabulary  above. Involve your child with watering any house plants you have and remind them that plants need light and water  to grow healthily.  Try asking your child whether trees are plants. What about grass? How do they know?


Use the upcoming World Book Day to motivate you to share lots of stories at home and perhaps try a non fiction book/ comic/magazine. You could go on a hunt around the house for all the different places you keep books—recipe books in the kitchen,  DIY  manuals in the cupboard under the stairs,  guarantees and instructions  in the kitchen drawer or in the board game boxes, maps in the car. Help your child to know that text and writing gives us information or tells  a story. 


Upcoming dates for your diary

Thursday 4th March World Book day—dressing up.

Friday 3rd April Nursery Closed all day

Monday 6th April Easter Holiday

Monday 20th April First day back—Summer Term






Week 5 Goldilocks and the Three Bears


The children have been using the language of size to describe and compare objects, joining in with repeated phrases in stories and remembering the order of events in the story. We talked as a class about Goldilocks' choices and what we can do to make things better if we realise we’ve made a bad choice.

We have been very excited to see that the grass seeds we planted last week have germinated and the children have been  observing their grass closely!

On Friday everyone made flapjack and used this as an opportunity to look at how things change. We used the microwave to melt the butter and sugar. We also talked about healthy and not so healthy foods and how sugary things aren’t very healthy but are OK in small quantities. We also talked about how we could add fruit to the flapjack or eat some fruit with the flapjack to make it a little healthier.  The importance of  brushing our teeth was also discussed.


How to help at home

Do some cooking. It is a great way to spend quality time together and your child can learn so much from 1 activity (maths, science, literacy etc). Lots of the children struggled to see and/or describe the change that happened when we melted the butter  (ie going from pale, yellow, solid cubes to a melted, golden, yellow, runny liquid), so more practice at this would be great. For example cooking scrambled eggs, pasta, boiling carrots, making porridge. Melting chocolate is a good  activity for looking at changes as is leaving the ice cream tub out for too long! Watching ice cubes melt in a drink would be a healthier option. Model words such as hard, runny, snap, soft, crispy, crunchy, chewy, solid, liquid, shiny, pour, change, different, the same, colour, smell, feel,

If you don’t manage a family cooking session use meal times to talk about the textures of the foods you are eating—oooh this is a crispy, crunchy apple, mmmm my macaroni cheese is very soft. You could show your child the raw pasta and talk about how cooking has changed it.

Talk about the foods your child is eating. You could look at the traffic light labels on the packaging and talk about whether the food is high in sugar or salt and what this means.  Remind your children about their food choices when cleaning their teeth and why it is important to do this.


Next Thursday will sadly be Miss Andrew’s last day with us . She will be returning to university after half term. We wish her well with her future placements and career.

Dates for your diary

Friday 14th February NURSERY CLOSED ALL DAY Don’t forget your parent consultation appointment!

17—21 February Half term holiday—NO NURSERY

3rd April  Nursery closed all day. End of term





week 4 The Three Billy Goats Gruff


This week we have listened to several versions of the Billy Goats gruff story. We have revisited ‘characters’  and ‘setting’ and simple story language. We listened to a metronome going fast, slow and medium speed and have tried clapping a steady beat at different tempos to show everyone which goat we are thinking of.

We have planted grass seeds so we can grow our own sweet, green grass and the goats won’t need to cross over the nasty Troll’s bridge. We have extended our vocabularies whilst thinking of words to describe the Troll. He’s mean, greedy, scary, vicious, rude, cruel, unkind. We also talked about what we can do in real life if we feel someone is being unkind to us.  The children have done really well with their rhyming– thank you for all your support. We have started listening carefully to the first sound in a word. This week we have tried to identify words that start with ‘g’ like goat, gate, goose, grass. We have continued trying to be Go for it Gorillas with problem solving challenges such as how to cross a wide river with only 2 stepping stones.


Thank you to everyone who has signed up for a parents evening appointment. If you haven't done this yet, please do so. If you are having any problems with the online system please talk to the school office.


How to help at home

Listen out for words that start with ‘g’ at home, either in day to day conversation or when reading stories. Words that have a ‘g’ followed by a vowel are the easiest for the children to hear (is goat, gate, goose). It is often more challenging for them to hear the ‘g’ sound when its followed by a consonant (grass, green). If you hear or read a ‘g’ word say it to your child and let them know that the words STARTS with a ‘g’ sound. (Rhyming has the same sound at the end of the word)

Can your child remember the story? You could swap roles with your child and ask them to tell you a story at bedtime (or whenever you share stories together) Do they remember the repeated refrains— “Who’s that trip trapping over MY bridge?” If your child isn’t sure you could act out the story together the next day. Use some wooden bricks and a ruler to make a bridge and pictures or toy sheep/horses or playdough goats to pretend to be the goats.

Dates for your diary

Friday 14th February NURSERY CLOSED ALL DAY

17—21 February Half term holiday—NO NURSERY

3rd April Nursery closed all day. End of term







Week 3 Chinese New Year

The children have listened to the story of how the Jade Emperor decided to name the years and learned that this year is the year of the rat! We have practiced saying Kung Hei Fat Choi and learned about how Chinese New Year may be celebrated. The children loved making their own lion and doing a Lion dance, have tried Chinese calligraphy and used a globe to look at China and the UK.

 The children have done really well with rhyming this week– I have sent home some pictures you can use to play some simple games with to help your child consolidate their rhyming skills as we will be moving on to hearing sounds in other positions in words from next week.

In maths the children have practiced counting coins in a random arrangement. They have been encouraged to move each item as they count it so they don’t miscount or count any twice. They have put the coins in a red Chinese money envelope with a corresponding numeral/dot pattern.

Thank you for all the carrier bags and donations of art/craft/cutting/sticking/collage resources. It is really appreciated. We’ve also loved receiving the magic moments!


How to help at home

Play the rhyme game that was sent home,  keeping it short and simple and stopping before your child loses interest.

If your child count any objects (blueberries into their porridge etc), remind your child to physically move the item into another pile/area as they count it to help them to be accurate.

Cook some rice, noodles, make a stir fry, try some Chinese food, try using chopsticks. Talk about the taste, texture, similarities, differences, personal preferences. You could go into London and visit China town and perhaps see the parade starting at 10am on Sunday 26th January. 


Dates for your diary

14th February NURSERY CLOSED ALL DAY for parent teacher consultation meetings.

17th – 21st February Half term holiday. No Nursery

3rd April Nursery Closed all day  End of term

Thank you






Happy New Year!

Week 1- 3 Little pigs and settling back in



Welcome to all our new children - Darya, Eden, Amélie, Laila, Penelope, Zuzanna and we look forward to welcoming Darcy soon too. They have managed the first few days very well and our existing children have been modelling the rules and routines to support them.


This week we have started our Traditional Tales topic by listening to The three little pigs. We will continue this theme next week.

The children really enjoyed climbing aboard our cardboard box train and plane and were very busy making tickets and passports as well as deciding where they wanted to go. We had some amazing trips to South America, the pyramids in Egpyt and Africa. Not all the children bought return tickets but they all made it safely home somehow.

We have continued to work on hearing words that rhyme and trying to think of our own words to add to a list of rhyming words.

This week we introduced our first Learning Power to the children. As well as teaching children to share, rhyme, recognise numbers etc we also teach the children how to be a successful learner. This week we have talked about being a Persevering Parrot. The parrot keeps on trying to open the nut, even though it might be tricky and eventually he manages to do it. We use the motto 'Keep on trying, dont give up!' We have put this to the test when encouraging the children to do the zips up on their coat or to put their shoes on by themselves.

The children were generally quite tired by the end of the week. Try and make sure they are back into term time bedtime routines and getting a good nights sleep to help them get the most out of their time at nursery. Many thanks. 


How to help at home - Existing children

We will soon be moving on to hearing sounds at the start of a word rather than at the end, so if your child is still finding it tricky to identify rhyming words then some extra practice at home would be a great idea. (We will cover rhyme again for the new children who have just started so there is no expectation for them to be confident with this yet.) 

Play 'What's the time Mr Wolf' in the garden or at the park. Support your children to take the correct number of steps. You could talk about whether they are taking long or short steps. 


How to help at home - New starters

There are lots of adults in the nursery for your child to get to know. Please help your child to learn our names as it makes it easier for your child if they need us. Our photographs are below and can be used to support with this. You could print 2 copies of each photo and then cut out each photo. Place all the photos face down and then turn 2 cards over at a time to see if you can find a matching pair. Say the name of the teacher each time you turn a photo over. If you find a matching pair you can keep them and take them out of the game. 

Model the phrase "Please can I have a turn with ........"  (rather than "I want.......")


Tell them they have done really well at learning all our routines and remembering where everything goes. Several of them hung their water play aprons back on the pegs without being asked or reminded.  They have all had the confidence to chat with the grown ups and enjoyed many different areas of the nursery. Well done to them all!


Week 7 Christmas 2

Well done to all the children for their fabulous performances of 'Nativity'. I have heard they all sang and did the actions beautifully. Thank you for all your support with the costumes, they also looked fabulous. 

This week we have continued identifying rhyming words - playing a sorting game called Santa's sack. The children could only drag and drop the items that rhymed into Santa's sack using our interactive whiteboard. We have looked at a globe and found the cold snowy environments near  the North and South pole. We have watched polar bear cubs come out of their winter den and explore the world for the first time and talked about camouflage. We have also read The Snow Bears by Martin Waddell and Snow Bear by Piers Harper.

We recapped our learning from last week about the features of writing a card. Starting with who the card is going TO and finishing with who it is FROM. Writing a few thank you cards after Christmas is another real life  opportunity you could use for modelling and practicing this with your child.  The children also practiced writing their names using lower case letters apart from the first letter in their Christmas cards. We also worked on holding the pencil using a tripod grip.

We have had some Christmas fun - hunting for the missing part of a Christmas card, dancing and playing instruments to Jingle bells and playing musical statues.  

We are looking forward to some new children starting with us after the holidays in both the morning and afternoon sessions. Please help us to make them and their parents feel welcome. 

How to help at home

Try and spend as much quality time as you can with your children, talking and playing their games with them. Involve them with what you are doing as well. The children could peel the sprouts for Christmas lunch or help wrap bacon around sausages or prunes for example. Ask your child to help you wrap presents for someone special - they can try cutting the paper, putting the sticky tape in the correct place to stick the paper down, writing their name on the gift tag etc. 

Read lots of stories together - running your finger under the text as you read so your child knows we read from left to right across the page. Ask a few simple questions about what, how or why something has happened. Talk about the CHARACTERS - who was in the story? Where was the story SET? In the Arctic? at the beach?

Have lots of hugs and cuddles and tell them how well they have done at settling into Nursery and getting to know all us adults.  

Enjoy the magic of Christmas and I hope everyone's wishes come true - especially the ones about not being woken up before 5am :)

Merry Christmas everyone!!

Love from Mrs Gilbert

Dates for your diary

Monday 6th January INSET
Tuesday 7th January first day back at Nursery.

Thursday 13th Feb Parent Consultation evening 3.30 - 8.00

Friday 14th February NURSERY CLOSED ALL DAY for parent consultation meetings. 

Week 6 Christmas I

The children have had several practices of their show in the hall with Reception. They have performed brilliantly. As many early nights as possible will help them be at their freshest for the performances. Please make sure they have their costumes ready to wear. 

We had a wonderful Christmas themed yoga session with Mrs Anderrson for all the children today. We flew like a toy aeroplane, went ski ing and relaxed like a Christmas star. The children all did really well and enjoyed trying to balance like a Chrismas tree and running like a T Rex. Thank you Mrs Anderrson. 

We have been learning how to write a card or a letter this week. The children often get confused about whether it is going TO them or is coming FROM them. If you can model or include your children in writing some Christmas cards together this would really help them consolidate this.  eg "We are giving this card TO Granny so lets write TO Granny" We have read The Jolly Christmas Postman, Meerkat mail, Dear Santa and Winnie the Pooh's Christmas letter. 

The children have made lots of Christmas art and craft including some rocking robins - we used positional language t0 talk about where the red patch might be- top, bottom, middle, underneath, front, back, high, low, above, below. We also made bird feeder fat balls to feed the birds in your gardens - look out for any robins or other birds. The children mixed the fat with the seed and described the textures they could feel and talked about why it is kind to put food out for the birds in winter. Thank you for all the yoghurt pots, really appreciated. 

How to help at home

The children take their shoes off for our yoga sessions and many of the children are able to do this independently - and also put their shoes back on. If your child isn't confident doing this yet it is a good skill for them to start developing. Start encouraging them to have a go themselves. 

if you see any birds on your bird feeder or in the garden use this online bird identifier to work out which bird it is. Go through the questions together https://www.rspb.org.uk/birds-and-wildlife/wildlife-guides/identify-a-bird/ or look at these pictures https://www.lovethegarden.com/uk-en/article/19-common-british-birds-you-can-find-your-garden

We've had a few children starting to say a string of rhyming words which is great - please keep practicing/ pointing out rhyming words on a daily basis. The children enjoyed a really simple game we played last week. I had some pictures of rhyming objects on the board like cat, bat, rat, hat, and the children had to say which one was associated with Dally Ducks party in some way. ie the party HAT. We did the same with cake, snake, rake etc. I then covered up the pictures and asked the children to remember all the rhyming words. We chanted the words several times to help them hear the rhyming sound at the end of the word. They did very well at remembering 3 or 4 pictures. 

You could say some rhyming words and ask your child which one has something to do with Christmas. Key, three, me, knee, tree........Stocking, locking, flocking, docking, or card, hard, lard, (like we used for the fat ball bird feeders) 

Monday 9th December Chicks (afternoon) and Goslings (full time) will be taking part in a dress rehearsal for the Christmas play. Please could the Chicks arrive in costume and the Goslings bring their costumes in a named carrier bag to hang on their peg. 

Tuesday 10.12.19 Early Years Christmas Play 9.30 am (morning and full time children only).

Please can all children arrive at Nursery already wearing their costume.

Full time children will need a bag with their uniform to change into after the play - please make sure their costume will fit in this bag so it stays safe and complete when they take it off. 

Morning children are allowed to go home straight after the show has finished if you wish or they may stay until the usual time of 11.45. 

Tuesday 10.12.19 Early Years Christmas Play 2.15 pm (afternoon and full time children only) 

Children are allowed to go home straight after the show if you wish or they may stay until the usual finishing time of 3.30. 

Wednesday 18th December Nursery Christmas party in the morning only . ALL CHILDREN (am and pm) are invited to attend the morning session
for the party. Part day children (Ducklings and Chicks)  will all need to be collected at 11.45. If your child normally stays all day on a Friday you can choose to either collect them at 11.45 or 3.30. The children can wear their own clothes to the party but please ensure they have sensible shoes and can still use the toilet independently.

Monday 6th January INSET
Tuesday 7th January first day back at Nursery.

Week 5 Stickman

The children have listened and joined in with Stickman by Julia Donaldson, It's not a stick by A Portis and Where's my teddy by Jez Alborough. We talked about the story setting. Where is the story happening?  Are they at the beach? In space? In the woods? etc During shared reading sessions we have been thinking about where you start reading (at the top and on the left). The children have really enjoyed making up their own stories and telling these to an adult to scribe for them. 

To warm ourselves up after reading the snowy story (and to continue building on our science work) we made hot chocolate by melting a square of chocolate in hot milk. The children seemed to really enjoy this and did very well at talking about what they could see happening and what was changing. The idea of washing up after they finished was a little foreign, as was how to wash up a cup but they had a good go at cleaning and drying up by themselves. They also had to 'read' the recipe using the pictures to help them, but showing me where to start reading on each line.

We learnt some new rhymes relating to hot drinks, such as 'Polly put the Kettle on' https://www.bbc.co.uk/teach/school-radio/nursery-rhymes-polly-put-the-kettle-on/zf8vhbk and 'I'm a little tea pot'. We highlighted the rhyming words and thought of other words that would fit in with the rhyme, ie pot, hot, got, not, cot, dot, 

Number of the week - 5. 

Both morning and afternoon children have been to the main school hall to have a run through of the Christmas play. They sang and did the actions beautifully - a great start!

How to help at home

When you are reading a story, ask your child to point/run their finger along the line of text as you read. (If the page has a lot of text on, it's probably easier to ask your child 'Where should I start reading, which word should I read first? and then ask, which direction do I read in, which word next?) If there is only 1 line of text per page they can run their finger along under the text as you read. This not only means we can tick off some of the Early Years objectives but will also help them towards understanding what a word is and the need for spaces between words.

You could ask your child if they could make you a mug of hot chocolate (with some help). Can they remember what they did? What did they have to do first? Next? After that? How long did the milk go in the microwave for?  You could see if they can explain what is changing, and happening. Say something like, uh oh, something has happened to my milk - what is happening? Did yours change like this? The children often struggle to remember what it looked like before it changed. Show them the white milk in the bottle and then ask them to look in their cup - is it the same? etc. Don't forget to wash your hands!

Some of the children are doing really well at hearing rhyming words. Little and often is the best way to learn. Keep practicing using the ideas suggested below in previous weeks or have a look at these for inspiration https://www.youtube.com/watch?v=QJ8g5dxsPIE https://www.themeasuredmom.com/free-simple-rhyming-game/

Please send in a yoghurt pot for next Thursday so we can make bird seed fat balls.  Thank you for those already sent in and apologies for so many requests in such a short period of time. 

Saturday 3oth November School fair 1 - 4pm. Come along and support the school if you can.

Monday 9th December Chicks (afternoon) and Goslings (full time) will be taking part in a dress rehearsal for the Christmas play. Please could the Chicks arrive in costume and the Goslings bring their costumes in a named carrier bag to hang on their peg. 

Tuesday 10.12.19 Early Years Christmas Play 9.30 am (morning and full time children only).

Please can all children arrive at Nursery already wearing their costume.

Full time children will need a bag with their uniform to change into after the play - please make sure their costume will fit in this bag so it stays safe and complete when they take it off. 

Morning children are allowed to go home straight after the show has finished if you wish or they may stay until the usual time of 11.45. 

Tuesday 10.12.19 Early Years Christmas Play 2.15 pm (afternoon and full time children only) 

Children are allowed to go home straight after the show if you wish or they may stay until the usual finishing time of 3.30. 

Wednesday 18th December Nursery Christmas party in the morning only . ALL CHILDREN (am and pm) are invited to attend the morning session
for the party. Part day children (Ducklings and Chicks)  will all need to be collected at 11.45. If your child normally stays all day on a Friday you can choose to either collect them at 11.45 or 3.30. The children can wear their own clothes to the party but please ensure they have sensible shoes and can still use the toilet independently.

Monday 6th January INSET
Tuesday 7th January first day back at Nursery.


Week 4 Dally Ducks Birthday and Jelly on the plate

This week Dally Duck turned 3 years old! The children made birthday cupcakes, party hats and wrote invitations and lists as a class. We used balance scales to weigh out the sponge cake ingredients, using the language 'same' ,'more', 'less', 'heavier' to compare the quantities. The children guessed what the wrapped up present  might be based on the shape, size and texture of the item. We used maths vocabulary such as long, thin, pointy, curved, round, sphere, corners, straight, rectangle etc. We took turns playing 'pass the present' game, waiting for our turn was tricky for some children and we reminded the children to say 'thank you' when they received a small gift.

The highlight of the week was the party on Thursday! Dally opened his presents and then we played party games such as musical statues, parachute games, hokey cokey and joined in with some silly action songs.  The children watched a candle melt and we discussed what was happening as well as safety issues regarding matches. The morning children had a piece of Dally's chocolate cake and the afternoon children had gelatine free jelly. We talked about the texture, smell and taste as well as singing the rhyme Wibble Wobble jelly on the plate. 

Number of the week - 4.

How to help at home

Talk about your child's last (or upcoming) birthday. What do they remember? Encourage them to use a full sentence or to add more words to their phrases by modelling this to them eg If they say "dinosaur cake" you could say. "You had a green dinosaur cake for your 4th birthday." If a family member or friend has a birthday help your child to make a card for that person (or if you are super organised start your Christmas cards). Talk about who the card is for. Why you are making the card (ie for a birthday/ Christmas) 

Have a party for a teddy. You could:

Make a shopping list - what food would you like at the party? 

Write invitations to your other toys or family members to come to the party.

Make a sandwich/ some jelly etc for your teddy. 

Let your child wrap up one of their toys as a present. Practice cutting the paper and sellotape and using the tape to stick it together. 

Play musical statues, hockey cokey, ring a ring a roses etc

Friday 29th November MUFTI day - please remember sensible velcro shoes, no long dresses or garments that make toileting difficult ie belts etc.

Saturday 3oth November School fair

Tuesday 10.12.19 Early Years Christmas Play 9.30 am (morning and full time children only).

Please can all children arrive at Nursery already wearing their costume.

Full time children will need a bag with their uniform to change into after the play - please make sure their costume will fit in this bag so it stays safe and complete when they take it off. 

Morning children are allowed to go home straight after the show has finished if you wish or they may stay until the usual time of 11.45. 

Tuesday 10.12.19 Early Years Christmas Play 2.15 pm (afternoon and full time children only) 

Children are allowed to go home straight after the show if you wish or they may stay until the usual finishing time of 3.30. 

Wednesday 18th December Nursery Christmas party in the morning only . ALL CHILDREN (am and pm) are invited to attend the morning session
for the party. Part day children (Ducklings and Chicks)  will all need to be collected at 11.45. If your child normally stays all day on a Friday you can choose to either collect them at 11.45 or 3.30. The children can wear their own clothes to the party but please ensure they have sensible shoes and can still use
the toilet independently.
Monday 6th January INSET
Tuesday 7th January first day back at Nursery.

Thank you,
Mrs Gilbert

Week 3

Humpty Dumpty

Thank you to everyone who came to one of the parent information meetings. I really hope you found them useful and that you've found a copy of the hand out in your child's book bag. Any feedback that will help me plan the next one would be appreciated. I will do another meeting after Christmas about reading, writing and maths. Suggestions for books/CDs as promised are below please scroll down.

This week the children have sung and listened to different versions of Humpty Dumpty including the Humpty Dumpty opera!!! We have talked about how they are the versions are the same a different and discussed whether the story is different at the beginning or the end of the story. The children have practiced understanding time vocabulary such as before, after ie What was Humpty doing before he fell off the wall? Was he broken at the start of the story? The children made scrambled eggs and talked about how they change when they are heated. 

Number of the week is number 3.

We would also like to welcome Miss Andrew to the team. She is a teaching student from Roehampton who will be training with us. Miss Andrew will in on Fridays until Christmas and then for 5 weeks after Christmas. 

How to help at home

Look at similarities, differences and changes through a cooking activity. You could cook pasta, more eggs, a cake or anything else at all. Let your child look, smell, touch at the ingredients before cooking and look again afterwards. What has happened? 

Use the words 'before' and 'after' in everyday life. We've got to get dressed before we have breakfast. We've got to go to Sally's house after breakfast. That means we're going to eat breakfast first and then go to Sallys house. You could draw 2 simple stick people pictures of breakfast and Sally's house. Can your child point to what they are going to do before they go out? What are they going to do after eating breakfast. 

Act out Humpty Dumpty - use a playdough egg/ paper cut out egg/hard boiled egg (or a raw egg if you're brave!) and some bricks. Build a wall and then act out the song. You could take a photo of each stage on your phone (Humpty on the wall, Humpty broken, toy people or horses with broken Humpty.  Ask your child questions about the rhyme. Was Humpty broken at the start of the rhyme? (If they're not sure you could look back at your photos) What happened at the end of the story? What was Humpty doing before he fell off the wall. 

Take some photos during a day at the weekend. Print  out or down load onto a screen 2 or 3 of these photos. Can your child say which thing they did first? Before or after another event? First we went to Sainsburys and then we watched TV etc. 

Keep working on rhyming - Can your child tell you what Humpty saw when he sat on a log, Did he see a frog or a car? 

Humpty Dumpty sat on a hat. Humpty Dumpty saw a star or rat? Which word rhymes? How do you know? (It has the same sound at the end.) 

Gentle costume reminder for the Christmas play. The children are going to be shepherds. Please make this easy for yourself and for your child. There are no prizes for best costume. If you're struggling to get a tea towel to stay on your child's head either leave this accessory out or try a recommendation from a Nursery parent and put a baseball cap over the tea towel but back to front!

Recommended books for Nursery/ audio CD's/MP3's etc

3 Little Pigs, 3 Goats Gruff, Goldilocks, Magic Porridge pot, Enormous Turnip

Owl Babies, Farmer duck, Little Bear and other Martin Waddell books 

Whatever Next and Peace at last

We're going on a bear hunt

Hungry caterpillar and other Eric Carle stories

Jez Alborough - Duck in the truck series, Wheres my teddy series

The Tiger who came to tea

Guess how much I love you

Jane Simmons Daisy books

Meg and Mog cat and witch books

Oliver Jeffers books

Jan Klassen books

Kes Gray books - great for rhyme!!

Hairy MacLary books - good for rhyme too

Each peach pear plum 

Rod Campbell - Buster books/ Dear Zoo

Juila Donaldson books

Pat Hutchins books - The doorbell rang, the wind blew and others....

Shirley Hughes Alfie and Annie Rose books

Friday 22nd NOVEMBER Nursery closed all day for INSET day. (apologies for previous error) 

Friday 29th November  MUFTI day - please remember sensible velcro shoes,  no long dresses or garments that make toileting difficult ie belts etc. 

Saturday 3oth November School fair

Tuesday 10.12.19 Early Years (Yr N and Yr R) Christmas Play 9.30 am and 2.15 pm

Wednesday 18th December Nursery Christmas party in the morning only . ALL CHILDREN (am and pm)  are invited to attend the morning session

for the party. Part day children will all need to be collected at 11.45  If your child normally stays all day on a Friday you can choose to either

collect them at 11.45 or 3.30. The children can wear their own clothes to the party but please ensure they have sensible shoes and can still use

the toilet independently. 

Monday 6th January INSET

Tuesday 7th January first day back at Nursery.


Thank you

Mrs Gilbert


Week 2

The Grand Old Duke of York and Fireworks

This week we have been singing the Grand Old Duke of York https://www.bbc.co.uk/programmes/p0389klc and talking about our experiences of fire works. We have read The very lonely firefly by Eric Carle and talked about different light sources. We listened to Handel's Music for the Royal Fireworks and used scarves to make firework shapes building up gross motor control. We also watched clips from The Trooping of the Colour and have had a go at being soldiers marching in formation. we practiced "quick march, slow march and attention!" We also took on the role of Sargeant and used positional language to tell our soldier friends where to march such as OVER the bench, UNDER the post, UP the steps. We have practiced sharing a group of 4 soldiers into 2 groups in different ways being aware that the total remains the same. 2 soldiers at the top of the hill and 2 soldiers at the bottom - we still have 4 soldiers altogether. 3 at the top and 1 at the bottom is still 4 in total.  Number of the week is number 2. We had a lovely finish to Friday afternoon when Mrs Anderrson came to do yoga with the afternoon children. We visited little witch Clumsy and made some great potions before breathing deeply and relaxing like a star. 

How to help at home

Sing the rhyme and act it out, march round the room with siblings following BEHIND or INFRONT or let your child be the Sargeant and tell you where to march - IN FRONT of the TV, behind the sofa, over the chair etc. If they find this tricky let the adult take on the Sargeants role first to model this to your child. 

Ask your child to show you 2 fingers, how many different ways can they do this? 1 thumb on each had or two little fingers or the first and second finger of the right hand for example. Look for the numeral 2 in the environment - door numbers, car number plates, food prices in supermarkets. How can you split a group of 2 blue berries into 2 separate pots. 1 and 1 or 2 and 0 or 0 and 2. If they can already do this move onto questions such as What is 2 more than 1? 2 more than 2? 

Keep working on the rhyming!

Dance around to the Royal firework music with a tea towel or some tinsel - be aware of safety issues - only use a short piece of tinsel to avoid injury or worse. 

Practice some of the yoga moves we learnt such as the tree, camel, dog, mouse, and don't forget to stir the potion pot!

Raid the kitchen cupboards for the best pots pans and make your own band with some wooden spoons. Can you drum as well as these soldiers? https://www.youtube.com/watch?v=ZPX3ZbFtPiE



Dates for the diary

 Friday November 15th Nursery Parent Information meeting at 9.00 and 2.30 in the music room (in the Porta cabin on the main playground behind the door into Nursery) We will give you an overview of what we are teaching your child this term and how you can help support them at home. You are welcome to attend either the 9am or 2.30 meeting.

Friday 22nd NOVEMBER Nursery closed all day for INSET day.

15th November MUFTI day please remember sensible velcro shoes,  no long dresses or garments that make toileting difficult ie belts etc. 

29th November  MUFTI day - please remember sensible velcro shoes,  no long dresses or garments that make toileting difficult ie belts etc. 

Saturday 3oth November School fair

Thank you 

Mrs Gilbert



Welcome back! We hope you had a lovely half term. 


Week 1 Pumpkins, potions and Diwali


This week the children have been learning about Diwali, the Hindu festival of lights. They made barfi sweet treats and  rangoli patterns using coloured rice and grains. The children gave the pumpkins a good wash and scrub before looking at them very closely with magnifying glasses and talking about what they could see, feel and smell. We have shared the story 'The magic porridge pot' and made up rhyming spells. The highlight of the week was saying some real rhyming words that made pictures appear in a book and made scarves appear and disappear from a bag. The children have also practiced using language to describe objects that Meg and Mog put in their spells such as a spider, pumpkin, bat, cheese, a sneeze! This week we started our 'number of the week' with number 1. The children have practiced writing a number 1 in the air, on the carpet with a finger, on a friends back etc. We have encouraged them to do just 1 clap/ stamp/jump/ nod and looked for numeral 1 around the nursery. The morning children also had a fantastic themed yoga session led by Miss Anderson where we balanced like trees, made cat shapes with our bodies, rode on a broomstick and relaxed with the stars. The afternoon children will get their chance to join in next week. Thank you very much to Caspian's mum for a great start to our morning we are looking forward to more yoga sessions in the future too!


How to help at home. 

Share this version (or another) of the Magic porridge pot, encouraging your child to join in with the repeated refrains (cook, little pot cook!)

http://www.communication4all.co.uk/Traditional%20Tales/Magic%20Porridge%20Pot%20Story%20Book.pps. Your child might be able to tell you how this version is a little bit different to the book we shared in class. Run your finger underneath the text as you read so your child can see that we read English from left to right, starting from the top. As you go through the book you could ask your child to take over from you and they could point to the text as you read. 

The children found recognising which words rhyme quite tricky (as would be expected at this point in the year) but it is a skill that they generally pick up over time, with little and often being the best way to learn. Please keep pointing out any rhyming words that come up in stories that you read and model saying pairs of lists of words that rhyme such as cat, bat, hat, mat, zat, jat, wat. we did lots of looking at the shape of mu mouth as I said the words and I elongated the words as I said them to make it more obvious. 

The children enjoyed casting spells on me to turn me into a frog, snake, cow and more - you could play this game at home, or enlist a sibling to help if you're not so keen on crawling on the floor like a snake! Choose a magic word/phrase such as Ziggety, Zaggety Z....... or Abracadabra ca d.............  your child has to chose what they are going to turn you into ie a cat and then they need to help you make the spell rhyme Ziggety Zaggety Zoo --- does that rhyme with cat? Is my mouth making the same shape? What about Ziggety Zaggety Zat - oh look my mouth is round and wide - sounds a bit like I'm at the dentist saying 'Ahhh'

Dates for the diary

 Friday November 15th Nursery Parent Information meeting at 9.00 and 2.30 in the music room (in the Porta cabin on the main playground behind the door into Nursery) We will give you an overview of what we are teaching your child this term and how you can help support them at home. You are welcome to attend either the 9am or 2.30 meeting.

Friday 29th November MUFTI day - please remember sensible velcro shoes,  no long dresses or garments that make toileting difficult ie onesies/belts etc. 

Saturday 3oth November School fair

Friday 22nd November Nursery closed all day for INSET day.

Thank you 

Mrs Gilbert



Week 5 Twinkle Twinkle and Hey Diddle Diddle

This week the children have made rockets launch into space using air through a straw and by stomping on the foot pump to launch Stomp rocket. They also watched the cow jump over the moon using a chemical reaction (vitamin C tablet) to propel the cow up into the air. We have been singing both the rhymes mentioned above as well as Zoom Zoom Zoom we're going to the moon. https://www.youtube.com/watch?v=DEHBrmZxAf8 (there's an advert first - apologies) . We watched the first moon landing https://www.youtube.com/watch?v=cwZb2mqId0A and talked about there being less gravity on the moon and why astronauts need to wear space suits. The children know that the sun is our nearest star and it gives us heat and light and they have learned the names and properties of the planets in our solar system. They are really good at recognising planet Earth and Saturn in particular. We have read Whatever next, Man on the moon as well as Peppa in space. 

The children have been learning about 2D shapes and using them to make rockets and pictures of their own choosing.  We have also been practicing counting forwards and backwards to blast off into space. 


How to help at home 

Sing/learn Hey Diddle Diddle https://www.youtube.com/watch?v=rbhF943skmI - remind the children what the vocabulary means (fiddle - violin) Find an image on the internet to look at and discuss with your child. This will really help their vocabulary. Go to the library or search your home book shelf for any nursery rhyme books and enjoy learning some new ones. If there are some rhymes they know well pause every now and again for your child to fill in the missing word - highlight the words that rhyme and explicitly tell them  "moon - soon they rhyme, they both end in oon" When reading books run your finger under the text as you read so the children learn that we start on the left on the top line and work to the right and then down to the next line. 

If you have any blocks or bricks at home use them to make pictures - can they make a space rocket? a house? Use words such as straight, curved, round, pointy, flat to help them develop their maths vocabulary.Image result for 2D shape pictures

Use the slider rocket pictures or the straw rocket launchers we sent home with the children to practice counting forwards or backwards. If your child is confident counting forwards then practice going backwards. If they are not secure counting on from 1 yet then practice 1, 2, 3, blast off.

Whatever Next is a classic Early Years book and great for reading again and again. It is often one of the first books a child learns to read by themselves. Children often love acting out the story with a cardboard box, pari of wellies, colander, blanket some biscuits and an apple. It would make a great Christmas present if you don't already have a copy in the house. 

Parent consultation appointments on Wednesday evening and Thursday are 10 minutes per child. Please come in to school through the main office and walk down the corridor towards the Nursery. Take a seat in the foyer area just o

Image result for duckling, chick and gosling picture

Welcome to the Nursery Class web page

Well done to everyone for such a great start to Nursery. The children have done extremely well!! They have settled quickly and are already learning the nursery routines and rules. We have been trying to learn our friends' names at carpet times by singing and playing lots of name games. We have listened beautifully to several stories including Mr Gumpy's outing and Oh dear! and sung lots of duck and chick songs like this one https://www.youtube.com/watch?v=HOWt5un1-Ts  

Thank you also to everyone for arriving on time so we can get the doors closed,  keeping the children safe and allowing us to get the day started. 

The school has been looking carefully at how we safe guard all the children at Nursery. We are very sorry to have to change the arrangements for the 3.30 collection but a final decision about where the children are collected and dropped off has been confirmed. 

FROM MONDAY 16th September at 3.30 pm children will always be collected from the black nursery gate entrance on  Chadacre Road. We will be asking parents not to come into the Nursery building to ensure that the safety of other children on site is guaranteed. If you wish to speak to a member of the Nursery team if you could collect your child and then just wait until all the other children have been dismissed you can then come in to the Nursery for a private chat. 

8.45 - entrance via the main school playground as usual - this has not changed. 

11.45 - collect your child from the black gate on Chadacre Road - this has not changed but we ask you don't come into the building unless you need to speak to a member of staff. Your child will already have their coat, bag etc with them. 

12.30 - drop your child off through the black gate on Chadacre Road - this has not changed


Sorry for any confusion and inconvenience caused.  

The nursery doors will be locked 10 mins after each session starts, to safe guard the children. If you arrive more than 10 minutes late, please enter the school through the main reception/office entrance through the car park. 

How to help your child (and us!)

Help your child to learn the names of the adults in the room. Remind them it will be Mrs Finan and Mrs Morse on Monday

Help your child to do their 3 morning jobs when you drop them off. Hang their coat on their peg, change their book and put their name tag in the pot. You can do these in any order. Encourage them to get into the routine of doing these each day.

Please check the key rings on your child's book bag. One small picture type keyring is useful to help them identify their bag but please could you take off any that make noises, light up, are bulky etc. The children become very distracted by these when we are expecting them to be listening out for their names. Thank you for your co operation with this. 

Some of the girls are finding the skirts tricky when using the toilets we would prefer all children to be in leggings or tracksuit bottoms please. 

If there are any parents who would be happy to take on the role of parent representative please talk to a member of the Nursery team. 

All full time children need a drink in a spillproof bottle of drink (or carton) included in their lunch boxes please. 

If you think your child might be eligible for Early Years pupil premium (if you receive certain benefits) funding please speak to Mrs Steynburg in the main school office. 

Any questions or queries please do come and ask us, or ask at the office, don't feel shy we know starting nursery can be a lot for the parents to take on board too!

I think the children might sleep well tonight and hope that you all have a wonderful weekend. They have all been super stars. Thank you for all your support.

Mrs Gilbert

This term we are learning about different environments. 

We have been learning about oceans and rivers this week. 

In order to prepare the children for their move up to reception next year we are starting to cut off the picture from their name tags. Please don't worry if we haven't cut your child's picture off yet - we do it gradually so there are fewer names to look through initially. 

We are also encouraging the children moving upto Reception class soon to come into class by themselves. You can drop off your child at the classroom door so your child gets used to coming into school on their own and hanging up their coats etc independently. (If your child is staying with us next academic year please continue to bring them in and help settle them) 

The children have listened to several rhyming books/ poems including Commotion in the ocean and Sharing a Shell.  We have also been working on hearing the initial sounds in words. We have focused on 'f' for fish this week in particular. 

We have also started our 30 days wild initiative with the rest of the school. The children have enjoyed snack time outside and listening to how many sounds they can hear in a minute as well as sharing the photos you have sent in of your children doing something outside.   Please continue to send in any photos of your children being wild at home over half term or recently. 

Using the book Hooray for Fish! we have looked closely at similarities and differences. There are lots of fish and they all have fins, eyes and tails but they are different sizes, shapes, colours and even personalities. The children particularly enjoyed spotting the strawberry and pineapple fish. 

How to help at home

Hearing the first sound in words takes regular practice. You could start with your child's name and point out things you see that start with the same first sound "oh look! Apples, a..a...apples, a....a....Abigail. They both start with the 'a' sound. When you say the sound try to keep it short and not add a 'uh' sound to the end of it. This helps when they blend sounds to gether to make words. This link shows you how to say the sounds - look out for 'c' 'h' 'r' 'b' 'm' 'f'. https://www.youtube.com/watch?v=-ksblMiliA8

Looking at similarities and differences - the children often find it difficult to look closely and verbalise what they can see. You could choose some of their toy cars or teddy bears. How are they all the same? How are they different? Looking at flowers or leaves is good for this. How many different leaf shapes can you find? Are they all the same green colour? Are all the blueberries in the packet exactly the same? Why did you choose that blueberry? If they are struggling you could model some answers for them to choose from Did you choose it because it was the biggest? the softest? 

Dates for your diary

28th June 2.45 - 3.30 Open afternoon

29th June School fair

5th July Nursery fun morning - sports day style races followed by a picnic at the park

23rd July  Nursery closed. 

Week beginning 6.5.19


The children have listened to The Bad Tempered Ladybird and discussed different emotions. We also shared the book Creepy Crawly Calypso and then listened to the instruments  on the CD, https://www.youtube.com/watch?v=f-EsQHr2TQ8 . We used the counting element to learn about the language of 1 more, next, add 1, after.

The children have had lots of large scale mark making opportunities and have been separating 4 black dots between the two sides of a ladybird in different ways, whilst hopefully realising the total remains the same.    

Image result for separating group of 4 objects in different ways ladybirds

We have learnt the ladybirds are a type of beetle and under the hard red case there are some very delicate wings. Your child should also know they have 6 legs and are red/orange to tell birds and other animals that they are poisonous. Ladybirds can have upto 20 spots!

We've also been watching our painted lady caterpillars growing and growing. THe children can't wait to see a chrysalis and are having to learn to be patient!

How to help at home. 

Practicing sharing 4 items between 2 people or 2 plates or on the plate and off the plate. You could have 4 grapes, teddies, biscuits, cars. Practice sharing them between two people in different ways (it doesn't have to be fair). Talk about how they have 3 grapes and you have 1 but altogether, in total there are still 4 grapes - they might need to count them to check initially. They might like to have 4 items and 2 cups - how many are they going to hide under each cup? 1 under here and 3 and under there (or 2 +2, 4 +0, 0+4, 1 +3, 3+1,  etc)

If they are really confident with this you could show them the four grapes then tell them not to look while you hide some under a cup and leave the rest out. Ask your child to have a look at the grapes that are on the table -can they work out how many are under the cup?  If there are 2 on the table, there must also be 2 under the cup because 2 and 2 makes 4 altogether. 

We will be sharing a rhyming story next week so keep working on hearing rhyming words and coming up with a list of rhyming words. hat, pat, cat, mat,      it can include made up words such as leg, deg, teg, jeg, peg. 

Please send in any empty and clean yoghurt pots, small bottles, kitchen roll tubes so that the children can make musical instruments next week. 

If you have any old nursery child sized wellies and are willing to donate them to the nursery please send them in. 

Week beginning 29.4.19

Caterpillars and butterflies

Image result for the very hungry caterpillar

Tiny, baby caterpillars have arrived in Nursery! The children were very excited about their arrival. We have read 'The very hungry caterpillar' by Eric Carle  https://www.youtube.com/watch?v=75NQK-Sm1YY. The children are doing really well at retelling parts of the story and knowing what is going to come next. 

We have done lots of activities focusing on number recognition, including being Postmen butterflies who visit the same flowers in the same order every day. We used numbered flowers to help us with this game on the large playing field. Everyone was quite tired after all the flying from flower to flower so we also talked about how exercise keeps us healthy and how we feel hot, sweaty, out of breath, pink in the cheeks. Here you can watch a postman butterfly emerge from the chrysalis. https://www.youtube.com/watch?v=SkdtSkO7VHQ

Your child may be able to tell you how many wings a butterfly has (4) and how many feet (6) We also learned that butterflies taste with their feet! 

We have had fun with this rhyme too https://www.youtube.com/watch?v=q31_IrnxmP8

How to help at home

Count some fruit in your fruit bowl at home. What would the hungry caterpillar have to eat in your house? 1 apple? 2 pears? 3 plums? Which fruit do you have the most of?  Is there room for 5 oranges in your bowl? 

Use magnetic numerals or the foam ones that cling to the bath to look for numerals that they recognise. Can they show the right number of fingers to match the numeral. Can they find a different way to show it? ie five fingers could be all the fingers on one hand, or 1 and 4 on each hand etc. 

Practice saying the days of the week in order. Talk each morning over breakfast or on the way to school about what day of the week it is. ie It's Wednesday today. On Wednesday we go to Playball. Tomorrow will be Thursday. 


Dates for your diary

6th May - No Nursery Bank holiday

Week beginning 26.4.19

Our new half termly topic is Minibeasts

This week and next we are learning about caterpillars and butterflies. 

Welcome to our new children and their families. They have all had a great first few days and we have been helping everyone to learn each others names. 

We have shared The Crunching Munching Caterpillar this week. The children are familiar with the life cycle of a caterpillar but were interested watching a clip of a caterpillar laying its eggs underneath a leaf . We have seen the long proboscis feeding tube that the butterfly uses to drink nectar from flowers too.  To be accurate we should use the word pupa, or chrysalis to describe the transformation stage as a cocoon is the silk casing a moth spins around itself. Pupa can be used for moths or butterflies, but only butterflies emerge from a chrysalis. 

In maths we have started to look at 3D shapes, we introduced the words cube, cuboid and sphere, faces and 3D but have continued to consolidate 2D shapes alongside this. 

The children were all fabulous during our visit to see the photographer today. They were all on their best behaviour while they were waiting for their turn and all tried very hard to do as they were asked. 

They also enjoyed pretending the tunnels in the outside area were cocoons. 

How to help at home 

Talk about shapes, name 2D or 3D shapes. I often say that an elephant sat on the 2D shapes and squashed them flat, but this time we blamed the carpet fitters. Use words such as sides, long, short, curved straight, corners, and for 3D shapes faces, cube, cuboid, sphere. 

The children have really enjoyed the rhyme Little Arabella Miller-  they might like to perform it to you at home. Here are the words in case they forget any.

Little Arabella Miller found a hairy caterpillar, 

First she put it on her Mother, then upon her baby brother

They all said Arabella Miller, take away that caterpillar!!

You could highlight the rhyming words and keep working on making up strings of rhyming words. 

Dates for your diary

6th May - No Nursery Bank holiday

Week beginning 18.3.19 - Growing Plants

The Nursery children were very excited about Farmer Brown coming to visit on Friday.The class learned all about how wheat grows and what it is used for. Then the children looked at a variety of bean seeds, looking for similarities and differences between them before choosing which seed they would like to plant. Hopefully we will soon have some climbing, runner and broad bean seedlings. Thank you for sending in the bottles, we will be able to watch the roots grow as well as the leaves and stem. 

How to help at home

Plant some seeds - sunflowers are often a popular choice if you have a sunny posiition, or some vegetables. Get the children to help you with a bit of weeding in the garden. When you pull up a weed talk about what you can see. Did you get the roots up? Why do plants have roots. We talked about plants being able to make their own food, a special type of sugar called glucose using the green colouring in their leaves, oxygen from the air and sunshine. 

Talk about which features plants in your garden share eg they all have leaves. Then talk bout how they are different eg pointy leaves or curved leaves, serrated leaves.  Are all the flowers you can see similar? How are they different?

Do a plant experiment to find out what happens if a plant doesnt get any water. Or a more interesting one is to put a small plant in a very dark place. What happens? Can the children apply this information to think about where they would put a plant if they wanted it to be really tall?

Keep working on being able to continue a rhyming string and learning the names of 2D shapes and their properties

Dates for your diary

4th April FON Easter Egg hunt. Nursery children will do this in our garden during their Nursery session £1 to enter. All children will receive a small chocolate treat. No parental help re


23rd April Term starts 

26th April Class Photos

 6th May - No Nursery Bank holiday


Week beginning 11.3.19 Growing 

This week the children have been looking at how people might share similar features or interests but they may also have features or interests that are different. As a class we have discussed the fact that all the children have hair but their hair may be a different colour, length or type for example. We have shared a fun flap book called All Kinds of People and looked at photos and short clips of school children from around the world, including a school on a boat, children that sit on the floor outside for lessons or in metal huts with a mud floor.  

In maths we have been looking at 2D shapes - mostly circles, squares, triangles and rectangles. As well as learning to recognise the shapes and name them we have been helping the children to deepen their understanding by asking them 'How do you know it's a triangle?' We have been talking about shapes having sides that are curved or straight and have called the corners 'sharp pointy corners'. We have sung a simple song about triangles having 3 straight sides and 3 corners to the tune of 3 blind mice. It goes like this:

Triangle, triangle,

3 straight sides, 3 straight sides,

It isn't a circle, it isn't a square

you can see triangles every where,

you can even hear, if you listen with care

a triangle (ting!! on a triangle musical instrument)


Thank you to everyone for your support with the Mini Marsden March on Friday, whether you donated or came in to help with the walk. The children did really well and the rain held off - hooray!! We raised over £200 for the Royal Marsden just in the Nursery classes. The rest of the school will be marching at a later date. 

Pyjama day raised £130 which will be put towards renovating our garden along with the Scoot athon money (we're just waiting for a final few sponsorships forms and money to come back) THANK YOU SO MUCH for all your support, it is greatly appreciated. 

How to help at home

Talk about how as a family you share some features and interests but how you are also different.  Use a mirror to look carefully at each others eye colour. Is it the same or different? Who is tallest? Who likes playing football? Does everyone like carrots? chocolate?

I like this song about shapes,


There is a shape song 2 it mostly just names the shapes but for those that enjoy learning new shape names it goes on to name shapes with 10, 11 and 12 sides. There may be an advert at the start, so you may wish to load it before your child starts viewing. https://www.youtube.com/watch?v=WTeqUejf3D0

 Go on a shape hunt around the house. Which shapes can you find? Which shape did you find the most of ? Practice drawing circles in the air, in a baking tray of flour, in the bubbles in the bath. Cut out some simple shapes from paper and use them to make a shape picture.  Talk about the properties of the shapes - squares have 4 straight sides all the same length, with 4 pointy corners. 

Image result for shape pictures 

Please send in a transparent, see through, bottle that has been cut in half so that we can plant beans and watch them grow. We will need them by next Friday 22nd March. Thank you. See the letter outside the nursery class door. 


Please could everyone check the jumpers they have at home. Caleb is missing a jumper with a school logo. Please send it back in if you find it. Thank you

Dates for your diary


21st April Odd socks day - Down's Syndrome Awareness day

23rd April Term starts 

26th April Class Photos

 6th May - No Nursery Bank holiday



Week beginning 4.3.19

Growing - human life cycle

The children have been learning more about our bodies and how they grow. The children have been really interested in parts of the body. We have talked about when we grow and challenged some misconceptions such as "we grow when it's our birthday". The children have really enjoyed guessing who everyone is from their baby photo. Thank you so much for sending them in. We still have a few more to share next week.

So far the sponsored scoot has raised an amazing amount of money Thank you so much! If anyone is yet to send in their money please do so and we will announce the final amount. 

I hope the children enjoyed book day. We shared lots of stories in class, acted out the bear hunt and Mr Wolf's pancakes in the garden, used lots of our lovely new story sacks  and listened to stories read by the Year 3 children who came to visit us. 

Thanks to everyone for your support at parents evening. It was really useful and valuable for us and I hope for you too. 

How to help at home.

We shared lots of rhyming books and revisited our work on rhyme. Share some rhyming stories at home or visit the library to find some new ones. The Oi series by Kes Grey(Oi Frog, Oi Cat, Oi Dog) has lots of funny rhyming words and is good for the children to predict what might happen at the end. 

Next week we will be finding out how our bodies change during and after exercise. If you go to the park,  play in the garden, go swimming etc, you could talk about how we become out of breath, hot, sweaty, your heart beats faster etc. 

We have been measuring parts of our body and using maths language such as taller, tallest, longer, longest. The children could line up any teddies or soft toys and find out which is the tallest, shortest, which one is taller than ..... When measuring, the children need to use something like the edge of a table or a piece of masking tape on the floor to act as a base line, and ensure all the teddies feet touch the line and are being measured from the same starting point. Are any of your teddies the same length? 

Image result for early years comparing length

If you don't have one you could start a growth chart to measure your child and record how much they grow over time. "I'm as big as" are fun ones to use. 

Dates for your diary

On Friday 15th  we are taking part in a Mini Marsden March with the other schools in the Sutton Education Trust to raise money for the Royal Marsden. The Nursery children will be marching around the playground (and if not too muddy the woodland area) at 11.00 am for the morning children and 2.30 for the afternoon children. Parents are very welcome to come and join us, extra pairs of hands would really help. Thank you. 



Welcome back. We hope you had a good half term break. 

Our new topic is 'GROWING'

This week we have learned about how humans grow from babies, to toddlers, into children, teenagers, adults and elderly people.  We have talked about what babies can and can't do and compared this with what they can do now. 

We also introduced the idea that everybody starts life as a baby. Some children were unsure whether the teachers had ever been babies and were certain that their grandparents had never been a baby. If you have a family photo album or photos of family members when they were younger now would be a great time to dig them out and show your children. 

A massive thank you to everyone for you support with the Scoot a thon. All the children took part and despite the change in the weather tried their hardest. I'll let you know the sum raised when all the money has been collected in. Thank you. 

How to help at home

Please send back the coloured piece of paper given out on Friday with the photos of your child as a new born and a recent photo. There is an example page stuck up by the nursery door if you are unsure of where to put the photos. Image result for image paper folded in half Put a baby photo on the top/front 

Put a recent photo inside. 

The idea is we can try to guess who the baby photo is of and then lift the flap and see who it is underneath.  If they could be back by next Friday that would be great. Any questions please ask. 

Dates for your diary

6th March  Parent's evening 3.30 - 8.00

7th March NURSERY CLOSED ALL DAY to allow Parent teacher consultations

8th March World Book day celebration. Children to come to school dressed in their pyjamas. Please NO onesies that do up at the back or anything that makes it hard for the children to use the toilet independently. Thank you 







Week beginning 


The Gingerbread Man


The children are much more confident with the terms 'character' and 'setting' which is great. Thank you for all your support with this at home too. The children have enjoyed joining in with the repeated refrains and sequencing the story line. Many have relished the not so happy ending as well as comparing and contrasting the story with The Runaway Chapati and the Ninjabread Man. We talked about the similarities and the differences and which story they liked best and why. 

The children have acted out 5 currant buns and played 'Baker shop'. We modelled using full sentences to ask for what they wanted and did some simple maths proble