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Summer Lane Primary School

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Nursery Mr Morgan

Nursery Updates

This terms books that help us support learning. Changes every two weeks


Goldilocks and The Three Bears

The Gingerbread Man

Little Red Riding Hood


The Train Ride

Shark In the Park

3 Little Fish and the Big Bad Shark




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

On the web page expect suggestions and useful links.

Dojo provides a link between learning in nursery and home. It is also useful where you may have messages you wish to share with the nursery staff.

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.

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.

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.

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,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 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