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Nursery Mr Morgan

Nursery Updates

We are keen to provide suggestions that will help support yourselves at home and this will be done via this web page, the schools twitter and also through Primary Essence.

On the web page expect suggestions and useful links.

Then on twitter you can share things of great value to the school community,

Finally on Primary Essence you can share achievements from home which school will put on your childs home learning journal. We have had some fabulous entries on Primary Essence where children are baking, making playdough and other suggestions from the home learning activities. Staff are viewing these and saving them in your childs home journal.

Look for our nursery recommended reads. Sharing at home and school bringing our books to life.

Parent Guide to support the Useful Reading Web Page

Jolly Phonics

What to sing and the actions we use to support the learning of letter sounds.

Sounds of the English Phonic Code -Synthetic Phonics.wmv

Tami Reis-Frankfort, reading specialist and trainer, demonstrates how to pronounce the sounds of the English Phonic Code, when teaching children to read with...

This is where you can get a list of suggested activities for the week ahead. Learning through meaningful interactions and play is essential at this age and how young children learn best.

Below are the activities in a EYFS learning grid. From your day see how many you have managed to experience.

 

Please note

The phonics programme aims to help nursery children tune into and remember sounds. Associating the sound is key to preparation for future learning.

Prior to the lock down we were half way through the alphabet for N2's. N1's were focusing and tuning into everyday sounds.  If your child can identify each letter by its sound it will help them tremendously in F2. But please remember maturity isn't something that can be adjusted so your child maynot be ready. We are always teaching when we do everyday things with a love for the language we use. We make a jelly, we talk and they talk through the process and we enjoy the end product. Lots of talking and lots of listening from both adults and children.

After half term we have completed Traditional Stories and instead we will explore Journeys and The Seaside.

As with all of our themed weeks we provide opportunities across 2 weeks for the children to learn in depth.

Children home learning and those attending nursery are sharing the same planning grid which will ensure nobody feels left out.

Mrs Harper is busy writing for our younger children (22-36) and Mr Morgan for our older children.(30-50)

Please continue sending your photos on Primary Essence and we will put them in your childs journal and also select a few for the class pages.

 

 

 

This is for a younger nursery children who stay with us for another year. (N1's)

22-36 Months The Train Ride

 

 

Personal, Social and Emotional Development

Communication and Language

Moving and Handling

Literacy

Mathematics

Understanding the World

Expressive Arts and Design

Making Relationships

Ask which  special person they would like to see waiting for them at the end of a journey?

Listening and Attention

Play a game with items from the train ride on a tray eg. A train, a tractor, a horse, cows, geese, balloon.

Moving and Handling

Play ‘follow the train’.  Pretend to be a train and encourage your child to follow – moving in different ways – speeding up, fast, slowing down, slow, zig-zagging, circling, backwards.

 

Reading

Share the story.  Pause as you are reading for your child to fill in the missing words.  Encourage them to join in with the repeated refrains.

 

Number

Lots of counting opportunities – how many carriages? how many on the train? If one gets on/off, have we got more now?

People and Communities Small world play with trains / cars. Talk to your child about other ways we can travel.

 

 

Exploring using media and materials

actions.

 

Making tracks with toy vehicles in paint or damp sand.

 

Self Confidence and Self Awareness

Does your child remember any journeys they have been on?

Understanding

While sharing a story ask a variety of simple who? where? what? questions to check your child’s understanding.

Health and Self Care

Get your child involved in preparing some food.  You could choose and make a sandwich for lunch together like the girl in the story had.

 

Writing

Help your child to make train tickets.  Encourage them to do the same and make marks on their own tickets.

Shape, space and measures.

Cut out a variety of simple 2D shapes.  Can your child use them to make their own train picture?

The World

Play with toy vehicles  - find out what happens when they go up and down a ramp.

Being Imaginative

Roleplay – use chairs or cushions in a line as a train.

Roleplay being the driver / ticket collector / passenger.

Feelings and Behaviour

Did they enjoy them? Where were they going? How did they feel?

 

Speaking

Speak to the same rhythm as the train in the story.

Talk about what your child likes and what foods are good for us.

 Tune of London Bridge)

Clap a friend’s name with me, name with me, name with me. Clap a friends name with me.

….

Ask ‘which shape would look like a carriage, a wheel, some track?’

Technology

. Watch some different versions of ‘The Train Ride’ being read and sang on Youtube.

Song of the week

Download sung by Mr Morgan. Enjoy Then have a go yourself.

This is for the older children who leave nursery in July 2020.

30-50 The Train Ride

Personal, Social and Emotional Development

Communication and Language

Moving and Handling

Literacy

Mathematics

Understanding the World

Expressive Arts and Design

Making Relationships

To keep play going by adding their suggestions as what to do next. You know you have a train to make. Boxes, chairs etc.

Listening and Attention

Understand and carry out a request. Anticipate repeated phrases such as ‘Were going on a train ride what can you see, what can you see….

Pause after saying What….

Moving and Handling

Play I can move around in many ways. I can record would help to see how many ways scribed by the adult. Your child writes their name on the paper.

Reading

Reading the story ‘The Train Ride.’ Online or the book. After listening a few times see how much of the journey they have remembered.

 

Number

A number train. Can you put the carriages in order? Can you anticipate the missing numbers? Can you suggest which is first, second, third, fourth…

People and Communities

Understanding roles. Ask them, “Are you the passenger or the train driver on the train ride.” What might a train driver have to do.

Exploring using media and materials

actions.

Creating a train using the shapes that you familiar with. The carriage, the wheels, the windows.

Self Confidence and Self Awareness

When you meet people who they may not see frequently are they more confident. Prepare them for different people. Just knowing you say your nearby helps.

Understanding

Positions of objects. Under, on top, at the side, behind. “The train is ……. Or another toy is you haven’t a train.

Health and Self Care

With clothes for the morning.

‘I can’ pile of clothes.

‘With help’ pile of clothes.

‘I need you’ pile of clothes.

See how many go on the ‘I can’ pile?

Are they doing more themselves?

Writing

Reading together signs in the home and outdoors. Extended from last week. Are we starting to place meaning behind the words we see when taking our daily exercise? Eg Closed or Open on shop doors.

Shape, space and measures.

Shapes- Train times throughout the day. The breakfast train leaves at… (A clock with hands where possible.) The lunchtime train. The tea time train. The bedtime train.

The World

Playing with moving and toys that don’t move. What helps the toy move? Can we make it slower? Can we make it faster? From the window in the story what could be seen? What do we know about the countryside?

Being Imaginative

Imagine the journey you are on when on a train ride. Maybe the sofa at home or a collection of chairs together. Add to your story using your imagination.

Feelings and Behaviour

Raise awareness of feelings. Assist them to make changes. Tell them whats happening today when the days begins

Speaking

Consider adding a action before the name of an object. “Jump Darcy. Skip Ivy. Run Jacob.’ etc

 

F2 prep Phonics. Use Jolly phonics online ‘l L’. Bringing us to the end of phase 2 sounds.

 

Technology

Exploring technology such as a tablet. that makes a sound, moves or changes image.

Song

‘Train whistle blowing….’

 

Esme has been watching, listening and remembering the nursery rhyme Hey Diddle Diddle and drew a picture with the characters and wrote their names. Comment by: Mrs. Smith

Esme has been watching, listening and remembering the nursery rhyme Hey Diddle Diddle and drew a picture with the characters and wrote their names. Comment by: Mrs. Smith 1

A preview for after half term. Train Whistle Blowing

Still image for this video
Sing a long and prepare yourself to be onboard.

Every week examples of home learning are posted on Primary Essence that are enjoyed by nursery staff and recorded in your childs home learning journal. (If you are struggling with your Primary Essence log in please let us know through the home learning contact below and we can help.)

Every week we hope to post one of the pieces on our nursery page.

Izabela made an gingerbread man out of shapes . I drew the sapes for her and we cut them togheter and then she glued them all by herself and drew the face and buttons on it . Comment by: Mrs. Tocala

Izabela made an gingerbread man out of shapes . I drew the sapes for her and we cut them togheter and then she glued them all by herself and drew the face and buttons on it . Comment by: Mrs. Tocala 1
This powerpoint guide is designed to help our nursery leavers be supported in their transition to Foundation 2.

Nursery Parents School Readiness Guide for Nursery Leavers

Below are extracts from 

 

'What to expect, when?' Written by actionforchildren.org,uk who worked with the DFE to provide an excellent guide for Foundation Stage Parents.

 

Please read through and see for yourself.

 

If I wasnt helping them what could my child do?

When I listen carefully what can may child say? If another relative listened to them speak could they understand them. Do they understand what im saying?

 

Then look to the suggestions provided that will help my child learn. Remember we learn by revisiting experiences frequently and generally not by something shared once or twice. Also revisit the next day, the next week, the next month and the next year.

 

This is for children who recently had their 3rd birthday and will be staying in nursery for another academic year. Otherwise known as 

N1s. While we recognise every child is unique and will be working below the threshold 16-26 months or above the threshold 30-50 months its an opportunity to see how in line they are with 22-36 age expectation for a N1 child. If your child can be secure or beyond 22-36 before August 31st it helps them thrive.

This is if your child is due to start Foundation 2 in September at this school or another. As every child is unique some children may be still working on 22 to 36 months or working at a higher threshold in some areas of 40 to 60 months. The document below will provide you with every area providing with an idea of what to expect but also suggestions to support your child meet the expectation of a secure 30 to 50 months before 31st August.

Nursery 2 30-50 months

Nursery Curriculum

The Early Years Foundation Stage is the framework followed by the nursery setting. The cycle of observation, then timed intervention,  then evaluation from a further observation supports learning in nursery. 

We cross reference our observations with the stages of development within the seven areas outlined in the guidance and also listed on Early to Primary Essence. We look for a 'best fit' and determine whether a child is emerging, developing or secure.

Children all have different starting points with children starting at 22-36 months or 30-50 months. We also support children who are younger or have special education needs who may match younger stages of development.

The missing areas are mapped during the evaluation of the assessments. Staff then use this information in their teaching.

Any questions please send an email to