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Thank you to our parents who attended 'story club' this week. The children love to have you in their classroom, sharing stories and travelling on thier learning journey with them. Our shared story session was a sensory retell of Michael Rosen's We're going on a bear hunt. It was an enjoyable session with lots of engagement, and laughter. Please join us every Tuesday for 'story club'. We look forward to seeing you soon!

Thank you to our parents who attended 'story club' this week. The children love to have you in their classroom, sharing stories and travelling on thier learning journey with them. Our shared story session was a sensory retell of Michael Rosen's We're going on a bear hunt. It was an enjoyable session with lots of engagement, and laughter. Please join us every Tuesday for 'story club'. We look forward to seeing you soon!  1
Thank you to our parents who attended 'story club' this week. The children love to have you in their classroom, sharing stories and travelling on thier learning journey with them. Our shared story session was a sensory retell of Michael Rosen's We're going on a bear hunt. It was an enjoyable session with lots of engagement, and laughter. Please join us every Tuesday for 'story club'. We look forward to seeing you soon!  2
Thank you to our parents who attended 'story club' this week. The children love to have you in their classroom, sharing stories and travelling on thier learning journey with them. Our shared story session was a sensory retell of Michael Rosen's We're going on a bear hunt. It was an enjoyable session with lots of engagement, and laughter. Please join us every Tuesday for 'story club'. We look forward to seeing you soon!  3
Thank you to our parents who attended 'story club' this week. The children love to have you in their classroom, sharing stories and travelling on thier learning journey with them. Our shared story session was a sensory retell of Michael Rosen's We're going on a bear hunt. It was an enjoyable session with lots of engagement, and laughter. Please join us every Tuesday for 'story club'. We look forward to seeing you soon!  4
Thank you to our parents who attended 'story club' this week. The children love to have you in their classroom, sharing stories and travelling on thier learning journey with them. Our shared story session was a sensory retell of Michael Rosen's We're going on a bear hunt. It was an enjoyable session with lots of engagement, and laughter. Please join us every Tuesday for 'story club'. We look forward to seeing you soon!  5
Thank you to our parents who attended 'story club' this week. The children love to have you in their classroom, sharing stories and travelling on thier learning journey with them. Our shared story session was a sensory retell of Michael Rosen's We're going on a bear hunt. It was an enjoyable session with lots of engagement, and laughter. Please join us every Tuesday for 'story club'. We look forward to seeing you soon!  6
Thank you to our parents who attended 'story club' this week. The children love to have you in their classroom, sharing stories and travelling on thier learning journey with them. Our shared story session was a sensory retell of Michael Rosen's We're going on a bear hunt. It was an enjoyable session with lots of engagement, and laughter. Please join us every Tuesday for 'story club'. We look forward to seeing you soon!  7
Thank you to our parents who attended 'story club' this week. The children love to have you in their classroom, sharing stories and travelling on thier learning journey with them. Our shared story session was a sensory retell of Michael Rosen's We're going on a bear hunt. It was an enjoyable session with lots of engagement, and laughter. Please join us every Tuesday for 'story club'. We look forward to seeing you soon!  8
Thank you to our parents who attended 'story club' this week. The children love to have you in their classroom, sharing stories and travelling on thier learning journey with them. Our shared story session was a sensory retell of Michael Rosen's We're going on a bear hunt. It was an enjoyable session with lots of engagement, and laughter. Please join us every Tuesday for 'story club'. We look forward to seeing you soon!  9

Who's been in our classroom? We have found footprints, half eaten food and mess left in our classroom! We are looking at the evidence to find out who or what it might be!

Who's been in our classroom? We have found footprints, half eaten food and mess left in our classroom! We are looking at the evidence to find out who or what it might be! 1
Who's been in our classroom? We have found footprints, half eaten food and mess left in our classroom! We are looking at the evidence to find out who or what it might be! 2
Who's been in our classroom? We have found footprints, half eaten food and mess left in our classroom! We are looking at the evidence to find out who or what it might be! 3
Who's been in our classroom? We have found footprints, half eaten food and mess left in our classroom! We are looking at the evidence to find out who or what it might be! 4
Who's been in our classroom? We have found footprints, half eaten food and mess left in our classroom! We are looking at the evidence to find out who or what it might be! 5
Who's been in our classroom? We have found footprints, half eaten food and mess left in our classroom! We are looking at the evidence to find out who or what it might be! 6
Who's been in our classroom? We have found footprints, half eaten food and mess left in our classroom! We are looking at the evidence to find out who or what it might be! 7
Who's been in our classroom? We have found footprints, half eaten food and mess left in our classroom! We are looking at the evidence to find out who or what it might be! 8
Who's been in our classroom? We have found footprints, half eaten food and mess left in our classroom! We are looking at the evidence to find out who or what it might be! 9
Who's been in our classroom? We have found footprints, half eaten food and mess left in our classroom! We are looking at the evidence to find out who or what it might be! 10
Who's been in our classroom? We have found footprints, half eaten food and mess left in our classroom! We are looking at the evidence to find out who or what it might be! 11
Who's been in our classroom? We have found footprints, half eaten food and mess left in our classroom! We are looking at the evidence to find out who or what it might be! 12
Who's been in our classroom? We have found footprints, half eaten food and mess left in our classroom! We are looking at the evidence to find out who or what it might be! 13
Who's been in our classroom? We have found footprints, half eaten food and mess left in our classroom! We are looking at the evidence to find out who or what it might be! 14
Who's been in our classroom? We have found footprints, half eaten food and mess left in our classroom! We are looking at the evidence to find out who or what it might be! 15

We went on an educational visit to the Town hall in Birmingham to watch a theatre production of 'We're going on a bear hunt' and the children absolutely loved it!

Welcome to 2020! Happy New Year to everyone, we hope you have had a pleasant break!

Welcome to 2020! Happy New Year to everyone, we hope you have had a pleasant break!  1
Welcome to 2020! Happy New Year to everyone, we hope you have had a pleasant break!  2
Welcome to 2020! Happy New Year to everyone, we hope you have had a pleasant break!  3
Welcome to 2020! Happy New Year to everyone, we hope you have had a pleasant break!  4
Welcome to 2020! Happy New Year to everyone, we hope you have had a pleasant break!  5
Welcome to 2020! Happy New Year to everyone, we hope you have had a pleasant break!  6
Welcome to 2020! Happy New Year to everyone, we hope you have had a pleasant break!  7
Welcome to 2020! Happy New Year to everyone, we hope you have had a pleasant break!  8
Welcome to 2020! Happy New Year to everyone, we hope you have had a pleasant break!  9
Welcome to 2020! Happy New Year to everyone, we hope you have had a pleasant break!  10

It's nearly Christmas! The children have enjoyed many activities; including jumper day, decorating the Christmas tree, putting on a production of the Nativity and of course the Christmas party! Happy holidays to everyone!

It's nearly Christmas! The children have enjoyed many activities; including jumper day, decorating the Christmas tree, putting on a production of the Nativity and of course the Christmas party! Happy holidays to everyone! 1
It's nearly Christmas! The children have enjoyed many activities; including jumper day, decorating the Christmas tree, putting on a production of the Nativity and of course the Christmas party! Happy holidays to everyone! 2
It's nearly Christmas! The children have enjoyed many activities; including jumper day, decorating the Christmas tree, putting on a production of the Nativity and of course the Christmas party! Happy holidays to everyone! 3
It's nearly Christmas! The children have enjoyed many activities; including jumper day, decorating the Christmas tree, putting on a production of the Nativity and of course the Christmas party! Happy holidays to everyone! 4
It's nearly Christmas! The children have enjoyed many activities; including jumper day, decorating the Christmas tree, putting on a production of the Nativity and of course the Christmas party! Happy holidays to everyone! 5
It's nearly Christmas! The children have enjoyed many activities; including jumper day, decorating the Christmas tree, putting on a production of the Nativity and of course the Christmas party! Happy holidays to everyone! 6
It's nearly Christmas! The children have enjoyed many activities; including jumper day, decorating the Christmas tree, putting on a production of the Nativity and of course the Christmas party! Happy holidays to everyone! 7
It's nearly Christmas! The children have enjoyed many activities; including jumper day, decorating the Christmas tree, putting on a production of the Nativity and of course the Christmas party! Happy holidays to everyone! 8
It's nearly Christmas! The children have enjoyed many activities; including jumper day, decorating the Christmas tree, putting on a production of the Nativity and of course the Christmas party! Happy holidays to everyone! 9
It's nearly Christmas! The children have enjoyed many activities; including jumper day, decorating the Christmas tree, putting on a production of the Nativity and of course the Christmas party! Happy holidays to everyone! 10
It's nearly Christmas! The children have enjoyed many activities; including jumper day, decorating the Christmas tree, putting on a production of the Nativity and of course the Christmas party! Happy holidays to everyone! 11
It's nearly Christmas! The children have enjoyed many activities; including jumper day, decorating the Christmas tree, putting on a production of the Nativity and of course the Christmas party! Happy holidays to everyone! 12
It's nearly Christmas! The children have enjoyed many activities; including jumper day, decorating the Christmas tree, putting on a production of the Nativity and of course the Christmas party! Happy holidays to everyone! 13
It's nearly Christmas! The children have enjoyed many activities; including jumper day, decorating the Christmas tree, putting on a production of the Nativity and of course the Christmas party! Happy holidays to everyone! 14
It's nearly Christmas! The children have enjoyed many activities; including jumper day, decorating the Christmas tree, putting on a production of the Nativity and of course the Christmas party! Happy holidays to everyone! 15
It's nearly Christmas! The children have enjoyed many activities; including jumper day, decorating the Christmas tree, putting on a production of the Nativity and of course the Christmas party! Happy holidays to everyone! 16
It's nearly Christmas! The children have enjoyed many activities; including jumper day, decorating the Christmas tree, putting on a production of the Nativity and of course the Christmas party! Happy holidays to everyone! 17
It's nearly Christmas! The children have enjoyed many activities; including jumper day, decorating the Christmas tree, putting on a production of the Nativity and of course the Christmas party! Happy holidays to everyone! 18
It's nearly Christmas! The children have enjoyed many activities; including jumper day, decorating the Christmas tree, putting on a production of the Nativity and of course the Christmas party! Happy holidays to everyone! 19
It's nearly Christmas! The children have enjoyed many activities; including jumper day, decorating the Christmas tree, putting on a production of the Nativity and of course the Christmas party! Happy holidays to everyone! 20

"Stick man, stick man, stick man that's me!" Our story this week has been based around Julia Donaldson's 'Stick man'. The children have enjoyed using their forest school session to collect sticks and construct their own stick people. The children showed high level of interest and engagement in the materials used to make their characters!

"Stick man, stick man, stick man that's me!" Our story this week has been based around Julia Donaldson's 'Stick man'. The children have enjoyed using their forest school session to collect sticks and construct their own stick people. The children showed high level of interest and engagement in the materials used to make their characters! 1
"Stick man, stick man, stick man that's me!" Our story this week has been based around Julia Donaldson's 'Stick man'. The children have enjoyed using their forest school session to collect sticks and construct their own stick people. The children showed high level of interest and engagement in the materials used to make their characters! 2
"Stick man, stick man, stick man that's me!" Our story this week has been based around Julia Donaldson's 'Stick man'. The children have enjoyed using their forest school session to collect sticks and construct their own stick people. The children showed high level of interest and engagement in the materials used to make their characters! 3
"Stick man, stick man, stick man that's me!" Our story this week has been based around Julia Donaldson's 'Stick man'. The children have enjoyed using their forest school session to collect sticks and construct their own stick people. The children showed high level of interest and engagement in the materials used to make their characters! 4
"Stick man, stick man, stick man that's me!" Our story this week has been based around Julia Donaldson's 'Stick man'. The children have enjoyed using their forest school session to collect sticks and construct their own stick people. The children showed high level of interest and engagement in the materials used to make their characters! 5
"Stick man, stick man, stick man that's me!" Our story this week has been based around Julia Donaldson's 'Stick man'. The children have enjoyed using their forest school session to collect sticks and construct their own stick people. The children showed high level of interest and engagement in the materials used to make their characters! 6
"Stick man, stick man, stick man that's me!" Our story this week has been based around Julia Donaldson's 'Stick man'. The children have enjoyed using their forest school session to collect sticks and construct their own stick people. The children showed high level of interest and engagement in the materials used to make their characters! 7
"Stick man, stick man, stick man that's me!" Our story this week has been based around Julia Donaldson's 'Stick man'. The children have enjoyed using their forest school session to collect sticks and construct their own stick people. The children showed high level of interest and engagement in the materials used to make their characters! 8
"Stick man, stick man, stick man that's me!" Our story this week has been based around Julia Donaldson's 'Stick man'. The children have enjoyed using their forest school session to collect sticks and construct their own stick people. The children showed high level of interest and engagement in the materials used to make their characters! 9
"Stick man, stick man, stick man that's me!" Our story this week has been based around Julia Donaldson's 'Stick man'. The children have enjoyed using their forest school session to collect sticks and construct their own stick people. The children showed high level of interest and engagement in the materials used to make their characters! 10
"Stick man, stick man, stick man that's me!" Our story this week has been based around Julia Donaldson's 'Stick man'. The children have enjoyed using their forest school session to collect sticks and construct their own stick people. The children showed high level of interest and engagement in the materials used to make their characters! 11
"Stick man, stick man, stick man that's me!" Our story this week has been based around Julia Donaldson's 'Stick man'. The children have enjoyed using their forest school session to collect sticks and construct their own stick people. The children showed high level of interest and engagement in the materials used to make their characters! 12
"Stick man, stick man, stick man that's me!" Our story this week has been based around Julia Donaldson's 'Stick man'. The children have enjoyed using their forest school session to collect sticks and construct their own stick people. The children showed high level of interest and engagement in the materials used to make their characters! 13
"Stick man, stick man, stick man that's me!" Our story this week has been based around Julia Donaldson's 'Stick man'. The children have enjoyed using their forest school session to collect sticks and construct their own stick people. The children showed high level of interest and engagement in the materials used to make their characters! 14
"Stick man, stick man, stick man that's me!" Our story this week has been based around Julia Donaldson's 'Stick man'. The children have enjoyed using their forest school session to collect sticks and construct their own stick people. The children showed high level of interest and engagement in the materials used to make their characters! 15
"Stick man, stick man, stick man that's me!" Our story this week has been based around Julia Donaldson's 'Stick man'. The children have enjoyed using their forest school session to collect sticks and construct their own stick people. The children showed high level of interest and engagement in the materials used to make their characters! 16
"Stick man, stick man, stick man that's me!" Our story this week has been based around Julia Donaldson's 'Stick man'. The children have enjoyed using their forest school session to collect sticks and construct their own stick people. The children showed high level of interest and engagement in the materials used to make their characters! 17

Making healthy choices. We made fruit kebabs with our two and three year old pupils. The children enjoyed chopping fruit and threading them on to sticks. The children enjoyed eating the snack they prepared all by themselves!

This week we walked along the Hawthorn Road, exploring our local area. We looked at the Library, houses and shops.

This week we walked along the Hawthorn Road, exploring our local area. We looked at the Library, houses and shops.  1
This week we walked along the Hawthorn Road, exploring our local area. We looked at the Library, houses and shops.  2
This week we walked along the Hawthorn Road, exploring our local area. We looked at the Library, houses and shops.  3
This week we walked along the Hawthorn Road, exploring our local area. We looked at the Library, houses and shops.  4
This week we walked along the Hawthorn Road, exploring our local area. We looked at the Library, houses and shops.  5
This week we walked along the Hawthorn Road, exploring our local area. We looked at the Library, houses and shops.  6

"Run,run as fast as you can. You can't catch me i'm the gingerbread man!"

"Run,run as fast as you can. You can't catch me i'm the gingerbread man!" 1
"Run,run as fast as you can. You can't catch me i'm the gingerbread man!" 2
"Run,run as fast as you can. You can't catch me i'm the gingerbread man!" 3
"Run,run as fast as you can. You can't catch me i'm the gingerbread man!" 4
"Run,run as fast as you can. You can't catch me i'm the gingerbread man!" 5
"Run,run as fast as you can. You can't catch me i'm the gingerbread man!" 6
"Run,run as fast as you can. You can't catch me i'm the gingerbread man!" 7

It's been a busy week full of reflection and fundraising. We commemorated 'remembrance day' and engaged in lots of activities to raise awareness for 'Children in Need'. It's important that we know and talk about what is happening in the world around us!

It's been a busy week full of reflection and fundraising. We commemorated 'remembrance day' and engaged in lots of activities to raise awareness for 'Children in Need'. It's important that we know and talk about what is happening in the world around us!    1
It's been a busy week full of reflection and fundraising. We commemorated 'remembrance day' and engaged in lots of activities to raise awareness for 'Children in Need'. It's important that we know and talk about what is happening in the world around us!    2
It's been a busy week full of reflection and fundraising. We commemorated 'remembrance day' and engaged in lots of activities to raise awareness for 'Children in Need'. It's important that we know and talk about what is happening in the world around us!    3
It's been a busy week full of reflection and fundraising. We commemorated 'remembrance day' and engaged in lots of activities to raise awareness for 'Children in Need'. It's important that we know and talk about what is happening in the world around us!    4
It's been a busy week full of reflection and fundraising. We commemorated 'remembrance day' and engaged in lots of activities to raise awareness for 'Children in Need'. It's important that we know and talk about what is happening in the world around us!    5
It's been a busy week full of reflection and fundraising. We commemorated 'remembrance day' and engaged in lots of activities to raise awareness for 'Children in Need'. It's important that we know and talk about what is happening in the world around us!    6
It's been a busy week full of reflection and fundraising. We commemorated 'remembrance day' and engaged in lots of activities to raise awareness for 'Children in Need'. It's important that we know and talk about what is happening in the world around us!    7
It's been a busy week full of reflection and fundraising. We commemorated 'remembrance day' and engaged in lots of activities to raise awareness for 'Children in Need'. It's important that we know and talk about what is happening in the world around us!    8
It's been a busy week full of reflection and fundraising. We commemorated 'remembrance day' and engaged in lots of activities to raise awareness for 'Children in Need'. It's important that we know and talk about what is happening in the world around us!    9
It's been a busy week full of reflection and fundraising. We commemorated 'remembrance day' and engaged in lots of activities to raise awareness for 'Children in Need'. It's important that we know and talk about what is happening in the world around us!    10
It's been a busy week full of reflection and fundraising. We commemorated 'remembrance day' and engaged in lots of activities to raise awareness for 'Children in Need'. It's important that we know and talk about what is happening in the world around us!    11

Our first time changing into our P.E kits for our P.E lesson! We really enjoy P.E. This week we played 'Grandmother's footsteps' we had to apply our phonic skills, follow instructions and move our bodies in various ways. Please parents remember your child's P.E kit is needed every Friday!

Our first time changing into our P.E kits for our P.E lesson! We really enjoy P.E. This week we played 'Grandmother's footsteps' we had to apply our phonic skills, follow instructions and move our bodies in various ways. Please parents remember your child's P.E kit is needed every Friday!  1
Our first time changing into our P.E kits for our P.E lesson! We really enjoy P.E. This week we played 'Grandmother's footsteps' we had to apply our phonic skills, follow instructions and move our bodies in various ways. Please parents remember your child's P.E kit is needed every Friday!  2
Our first time changing into our P.E kits for our P.E lesson! We really enjoy P.E. This week we played 'Grandmother's footsteps' we had to apply our phonic skills, follow instructions and move our bodies in various ways. Please parents remember your child's P.E kit is needed every Friday!  3
Our first time changing into our P.E kits for our P.E lesson! We really enjoy P.E. This week we played 'Grandmother's footsteps' we had to apply our phonic skills, follow instructions and move our bodies in various ways. Please parents remember your child's P.E kit is needed every Friday!  4

Remember, remember! The fifth of November. We celebrated Bonfire night in Nursery, making firework pictures, rockets and performing the firework dance with streamers.

Remember, remember! The fifth of November. We celebrated Bonfire night in Nursery, making firework pictures, rockets and performing the firework dance with streamers.  1
Remember, remember! The fifth of November. We celebrated Bonfire night in Nursery, making firework pictures, rockets and performing the firework dance with streamers.  2
Remember, remember! The fifth of November. We celebrated Bonfire night in Nursery, making firework pictures, rockets and performing the firework dance with streamers.  3
Remember, remember! The fifth of November. We celebrated Bonfire night in Nursery, making firework pictures, rockets and performing the firework dance with streamers.  4
Remember, remember! The fifth of November. We celebrated Bonfire night in Nursery, making firework pictures, rockets and performing the firework dance with streamers.  5
Remember, remember! The fifth of November. We celebrated Bonfire night in Nursery, making firework pictures, rockets and performing the firework dance with streamers.  6

Happy Diwali!

We listened to and danced along to the Cbeebies Diwali song, it helped us to remember what the celebration is all about!. Sing along at home together.

Celebrating the festival of lights- Diwali. Our youngest children enjoyed exploring patterns, we looked at mendhi hand patterns and used paint to create our own patterns. Nursery (am) have been busy this week creating and decorated diya lamps out of clay. The children listened carefully to the instructions and followed the step by step process to make their own diya lamps.

Celebrating the festival of lights- Diwali. Our youngest children enjoyed exploring patterns, we looked at mendhi hand patterns and used paint to create our own patterns. Nursery (am) have been busy this week creating and decorated diya lamps out of clay. The children listened carefully to the instructions and followed the step by step process to make their own diya lamps.  1
Celebrating the festival of lights- Diwali. Our youngest children enjoyed exploring patterns, we looked at mendhi hand patterns and used paint to create our own patterns. Nursery (am) have been busy this week creating and decorated diya lamps out of clay. The children listened carefully to the instructions and followed the step by step process to make their own diya lamps.  2
Celebrating the festival of lights- Diwali. Our youngest children enjoyed exploring patterns, we looked at mendhi hand patterns and used paint to create our own patterns. Nursery (am) have been busy this week creating and decorated diya lamps out of clay. The children listened carefully to the instructions and followed the step by step process to make their own diya lamps.  3
Celebrating the festival of lights- Diwali. Our youngest children enjoyed exploring patterns, we looked at mendhi hand patterns and used paint to create our own patterns. Nursery (am) have been busy this week creating and decorated diya lamps out of clay. The children listened carefully to the instructions and followed the step by step process to make their own diya lamps.  4
Celebrating the festival of lights- Diwali. Our youngest children enjoyed exploring patterns, we looked at mendhi hand patterns and used paint to create our own patterns. Nursery (am) have been busy this week creating and decorated diya lamps out of clay. The children listened carefully to the instructions and followed the step by step process to make their own diya lamps.  5
Celebrating the festival of lights- Diwali. Our youngest children enjoyed exploring patterns, we looked at mendhi hand patterns and used paint to create our own patterns. Nursery (am) have been busy this week creating and decorated diya lamps out of clay. The children listened carefully to the instructions and followed the step by step process to make their own diya lamps.  6
Celebrating the festival of lights- Diwali. Our youngest children enjoyed exploring patterns, we looked at mendhi hand patterns and used paint to create our own patterns. Nursery (am) have been busy this week creating and decorated diya lamps out of clay. The children listened carefully to the instructions and followed the step by step process to make their own diya lamps.  7
Celebrating the festival of lights- Diwali. Our youngest children enjoyed exploring patterns, we looked at mendhi hand patterns and used paint to create our own patterns. Nursery (am) have been busy this week creating and decorated diya lamps out of clay. The children listened carefully to the instructions and followed the step by step process to make their own diya lamps.  8
Celebrating the festival of lights- Diwali. Our youngest children enjoyed exploring patterns, we looked at mendhi hand patterns and used paint to create our own patterns. Nursery (am) have been busy this week creating and decorated diya lamps out of clay. The children listened carefully to the instructions and followed the step by step process to make their own diya lamps.  9
Celebrating the festival of lights- Diwali. Our youngest children enjoyed exploring patterns, we looked at mendhi hand patterns and used paint to create our own patterns. Nursery (am) have been busy this week creating and decorated diya lamps out of clay. The children listened carefully to the instructions and followed the step by step process to make their own diya lamps.  10
Celebrating the festival of lights- Diwali. Our youngest children enjoyed exploring patterns, we looked at mendhi hand patterns and used paint to create our own patterns. Nursery (am) have been busy this week creating and decorated diya lamps out of clay. The children listened carefully to the instructions and followed the step by step process to make their own diya lamps.  11
Celebrating the festival of lights- Diwali. Our youngest children enjoyed exploring patterns, we looked at mendhi hand patterns and used paint to create our own patterns. Nursery (am) have been busy this week creating and decorated diya lamps out of clay. The children listened carefully to the instructions and followed the step by step process to make their own diya lamps.  12
Celebrating the festival of lights- Diwali. Our youngest children enjoyed exploring patterns, we looked at mendhi hand patterns and used paint to create our own patterns. Nursery (am) have been busy this week creating and decorated diya lamps out of clay. The children listened carefully to the instructions and followed the step by step process to make their own diya lamps.  13
Celebrating the festival of lights- Diwali. Our youngest children enjoyed exploring patterns, we looked at mendhi hand patterns and used paint to create our own patterns. Nursery (am) have been busy this week creating and decorated diya lamps out of clay. The children listened carefully to the instructions and followed the step by step process to make their own diya lamps.  14
Celebrating the festival of lights- Diwali. Our youngest children enjoyed exploring patterns, we looked at mendhi hand patterns and used paint to create our own patterns. Nursery (am) have been busy this week creating and decorated diya lamps out of clay. The children listened carefully to the instructions and followed the step by step process to make their own diya lamps.  15
Celebrating the festival of lights- Diwali. Our youngest children enjoyed exploring patterns, we looked at mendhi hand patterns and used paint to create our own patterns. Nursery (am) have been busy this week creating and decorated diya lamps out of clay. The children listened carefully to the instructions and followed the step by step process to make their own diya lamps.  16
Celebrating the festival of lights- Diwali. Our youngest children enjoyed exploring patterns, we looked at mendhi hand patterns and used paint to create our own patterns. Nursery (am) have been busy this week creating and decorated diya lamps out of clay. The children listened carefully to the instructions and followed the step by step process to make their own diya lamps.  17
Celebrating the festival of lights- Diwali. Our youngest children enjoyed exploring patterns, we looked at mendhi hand patterns and used paint to create our own patterns. Nursery (am) have been busy this week creating and decorated diya lamps out of clay. The children listened carefully to the instructions and followed the step by step process to make their own diya lamps.  18
Celebrating the festival of lights- Diwali. Our youngest children enjoyed exploring patterns, we looked at mendhi hand patterns and used paint to create our own patterns. Nursery (am) have been busy this week creating and decorated diya lamps out of clay. The children listened carefully to the instructions and followed the step by step process to make their own diya lamps.  19
Celebrating the festival of lights- Diwali. Our youngest children enjoyed exploring patterns, we looked at mendhi hand patterns and used paint to create our own patterns. Nursery (am) have been busy this week creating and decorated diya lamps out of clay. The children listened carefully to the instructions and followed the step by step process to make their own diya lamps.  20
Celebrating the festival of lights- Diwali. Our youngest children enjoyed exploring patterns, we looked at mendhi hand patterns and used paint to create our own patterns. Nursery (am) have been busy this week creating and decorated diya lamps out of clay. The children listened carefully to the instructions and followed the step by step process to make their own diya lamps.  21
Celebrating the festival of lights- Diwali. Our youngest children enjoyed exploring patterns, we looked at mendhi hand patterns and used paint to create our own patterns. Nursery (am) have been busy this week creating and decorated diya lamps out of clay. The children listened carefully to the instructions and followed the step by step process to make their own diya lamps.  22
Celebrating the festival of lights- Diwali. Our youngest children enjoyed exploring patterns, we looked at mendhi hand patterns and used paint to create our own patterns. Nursery (am) have been busy this week creating and decorated diya lamps out of clay. The children listened carefully to the instructions and followed the step by step process to make their own diya lamps.  23
Celebrating the festival of lights- Diwali. Our youngest children enjoyed exploring patterns, we looked at mendhi hand patterns and used paint to create our own patterns. Nursery (am) have been busy this week creating and decorated diya lamps out of clay. The children listened carefully to the instructions and followed the step by step process to make their own diya lamps.  24
Celebrating the festival of lights- Diwali. Our youngest children enjoyed exploring patterns, we looked at mendhi hand patterns and used paint to create our own patterns. Nursery (am) have been busy this week creating and decorated diya lamps out of clay. The children listened carefully to the instructions and followed the step by step process to make their own diya lamps.  25
Celebrating the festival of lights- Diwali. Our youngest children enjoyed exploring patterns, we looked at mendhi hand patterns and used paint to create our own patterns. Nursery (am) have been busy this week creating and decorated diya lamps out of clay. The children listened carefully to the instructions and followed the step by step process to make their own diya lamps.  26
Celebrating the festival of lights- Diwali. Our youngest children enjoyed exploring patterns, we looked at mendhi hand patterns and used paint to create our own patterns. Nursery (am) have been busy this week creating and decorated diya lamps out of clay. The children listened carefully to the instructions and followed the step by step process to make their own diya lamps.  27
Celebrating the festival of lights- Diwali. Our youngest children enjoyed exploring patterns, we looked at mendhi hand patterns and used paint to create our own patterns. Nursery (am) have been busy this week creating and decorated diya lamps out of clay. The children listened carefully to the instructions and followed the step by step process to make their own diya lamps.  28

Dough disco with our youngest children in Nursery. Manipulating dough is great for developing fine motor skills. Please use the recipe we sent home to make play dough at home.

Dough disco with our youngest children in Nursery. Manipulating dough is great for developing fine motor skills. Please use the recipe we sent home to make play dough at home. 1
Dough disco with our youngest children in Nursery. Manipulating dough is great for developing fine motor skills. Please use the recipe we sent home to make play dough at home. 2
Dough disco with our youngest children in Nursery. Manipulating dough is great for developing fine motor skills. Please use the recipe we sent home to make play dough at home. 3

Our visit to our local library! We really enjoyed our first visit in a series of upcoming visits to Perry Common Library. Inside the 'rainbow room' we had a wide selection and variety of books to choose from. We have given a copy of the form to Grown-ups to fill out to get a library card. Please take your child to visit your local library, together we can help your child to develop a love of stories and a love of reading.

In literacy we have been exploring mark making. We have learnt that information can be retrieved in the form of print and we are beginning to recognise our names. We are learning to hold our pencil and pens with the correct tripod grip. Writing from left to right and from the top to the bottom. We are being 'super learners' and making Pip very proud of our resilience and determination! When your child produces a piece of work, ask them "tell me about your piece of work..." to encourage your child to explain their marks.

In literacy we have been exploring mark making. We have learnt that information can be retrieved in the form of print and we are beginning to recognise our names. We are learning to hold our pencil and pens with the correct tripod grip. Writing from left to right and from the top to the bottom. We are being 'super learners' and making Pip very proud of our resilience and determination!  When your child produces a piece of work, ask them "tell me about your piece of work..." to encourage your child to explain their marks. 1
In literacy we have been exploring mark making. We have learnt that information can be retrieved in the form of print and we are beginning to recognise our names. We are learning to hold our pencil and pens with the correct tripod grip. Writing from left to right and from the top to the bottom. We are being 'super learners' and making Pip very proud of our resilience and determination!  When your child produces a piece of work, ask them "tell me about your piece of work..." to encourage your child to explain their marks. 2
In literacy we have been exploring mark making. We have learnt that information can be retrieved in the form of print and we are beginning to recognise our names. We are learning to hold our pencil and pens with the correct tripod grip. Writing from left to right and from the top to the bottom. We are being 'super learners' and making Pip very proud of our resilience and determination!  When your child produces a piece of work, ask them "tell me about your piece of work..." to encourage your child to explain their marks. 3
In literacy we have been exploring mark making. We have learnt that information can be retrieved in the form of print and we are beginning to recognise our names. We are learning to hold our pencil and pens with the correct tripod grip. Writing from left to right and from the top to the bottom. We are being 'super learners' and making Pip very proud of our resilience and determination!  When your child produces a piece of work, ask them "tell me about your piece of work..." to encourage your child to explain their marks. 4
In literacy we have been exploring mark making. We have learnt that information can be retrieved in the form of print and we are beginning to recognise our names. We are learning to hold our pencil and pens with the correct tripod grip. Writing from left to right and from the top to the bottom. We are being 'super learners' and making Pip very proud of our resilience and determination!  When your child produces a piece of work, ask them "tell me about your piece of work..." to encourage your child to explain their marks. 5
In literacy we have been exploring mark making. We have learnt that information can be retrieved in the form of print and we are beginning to recognise our names. We are learning to hold our pencil and pens with the correct tripod grip. Writing from left to right and from the top to the bottom. We are being 'super learners' and making Pip very proud of our resilience and determination!  When your child produces a piece of work, ask them "tell me about your piece of work..." to encourage your child to explain their marks. 6
In literacy we have been exploring mark making. We have learnt that information can be retrieved in the form of print and we are beginning to recognise our names. We are learning to hold our pencil and pens with the correct tripod grip. Writing from left to right and from the top to the bottom. We are being 'super learners' and making Pip very proud of our resilience and determination!  When your child produces a piece of work, ask them "tell me about your piece of work..." to encourage your child to explain their marks. 7
In literacy we have been exploring mark making. We have learnt that information can be retrieved in the form of print and we are beginning to recognise our names. We are learning to hold our pencil and pens with the correct tripod grip. Writing from left to right and from the top to the bottom. We are being 'super learners' and making Pip very proud of our resilience and determination!  When your child produces a piece of work, ask them "tell me about your piece of work..." to encourage your child to explain their marks. 8
In literacy we have been exploring mark making. We have learnt that information can be retrieved in the form of print and we are beginning to recognise our names. We are learning to hold our pencil and pens with the correct tripod grip. Writing from left to right and from the top to the bottom. We are being 'super learners' and making Pip very proud of our resilience and determination!  When your child produces a piece of work, ask them "tell me about your piece of work..." to encourage your child to explain their marks. 9
In literacy we have been exploring mark making. We have learnt that information can be retrieved in the form of print and we are beginning to recognise our names. We are learning to hold our pencil and pens with the correct tripod grip. Writing from left to right and from the top to the bottom. We are being 'super learners' and making Pip very proud of our resilience and determination!  When your child produces a piece of work, ask them "tell me about your piece of work..." to encourage your child to explain their marks. 10
In literacy we have been exploring mark making. We have learnt that information can be retrieved in the form of print and we are beginning to recognise our names. We are learning to hold our pencil and pens with the correct tripod grip. Writing from left to right and from the top to the bottom. We are being 'super learners' and making Pip very proud of our resilience and determination!  When your child produces a piece of work, ask them "tell me about your piece of work..." to encourage your child to explain their marks. 11
In literacy we have been exploring mark making. We have learnt that information can be retrieved in the form of print and we are beginning to recognise our names. We are learning to hold our pencil and pens with the correct tripod grip. Writing from left to right and from the top to the bottom. We are being 'super learners' and making Pip very proud of our resilience and determination!  When your child produces a piece of work, ask them "tell me about your piece of work..." to encourage your child to explain their marks. 12
In literacy we have been exploring mark making. We have learnt that information can be retrieved in the form of print and we are beginning to recognise our names. We are learning to hold our pencil and pens with the correct tripod grip. Writing from left to right and from the top to the bottom. We are being 'super learners' and making Pip very proud of our resilience and determination!  When your child produces a piece of work, ask them "tell me about your piece of work..." to encourage your child to explain their marks. 13
In literacy we have been exploring mark making. We have learnt that information can be retrieved in the form of print and we are beginning to recognise our names. We are learning to hold our pencil and pens with the correct tripod grip. Writing from left to right and from the top to the bottom. We are being 'super learners' and making Pip very proud of our resilience and determination!  When your child produces a piece of work, ask them "tell me about your piece of work..." to encourage your child to explain their marks. 14
In literacy we have been exploring mark making. We have learnt that information can be retrieved in the form of print and we are beginning to recognise our names. We are learning to hold our pencil and pens with the correct tripod grip. Writing from left to right and from the top to the bottom. We are being 'super learners' and making Pip very proud of our resilience and determination!  When your child produces a piece of work, ask them "tell me about your piece of work..." to encourage your child to explain their marks. 15
In literacy we have been exploring mark making. We have learnt that information can be retrieved in the form of print and we are beginning to recognise our names. We are learning to hold our pencil and pens with the correct tripod grip. Writing from left to right and from the top to the bottom. We are being 'super learners' and making Pip very proud of our resilience and determination!  When your child produces a piece of work, ask them "tell me about your piece of work..." to encourage your child to explain their marks. 16
In literacy we have been exploring mark making. We have learnt that information can be retrieved in the form of print and we are beginning to recognise our names. We are learning to hold our pencil and pens with the correct tripod grip. Writing from left to right and from the top to the bottom. We are being 'super learners' and making Pip very proud of our resilience and determination!  When your child produces a piece of work, ask them "tell me about your piece of work..." to encourage your child to explain their marks. 17
In literacy we have been exploring mark making. We have learnt that information can be retrieved in the form of print and we are beginning to recognise our names. We are learning to hold our pencil and pens with the correct tripod grip. Writing from left to right and from the top to the bottom. We are being 'super learners' and making Pip very proud of our resilience and determination!  When your child produces a piece of work, ask them "tell me about your piece of work..." to encourage your child to explain their marks. 18

To support our physical development, we went on an educational visit to the 'Playstation' soft indoor play. We enjoyed moving our bodies in a range of ways, climbing, mounting stairs, crawling, swinging and jumping! We are also developing characteristic of learning such as a 'can do' attitude, resilience and a 'growth mindset' approach to challenges. It's important that your child engages in activities such as these to support their development of gross motor skills.

To support our physical development, we went on an educational visit to the 'Playstation' soft indoor play. We enjoyed moving our bodies in a range of ways, climbing, mounting stairs, crawling, swinging and jumping! We are also developing characteristic of learning such as a 'can do' attitude, resilience and a 'growth mindset' approach to challenges. It's important that your child engages in activities such as these to support their development of gross motor skills.  1 We began our day with a visual assessment.
To support our physical development, we went on an educational visit to the 'Playstation' soft indoor play. We enjoyed moving our bodies in a range of ways, climbing, mounting stairs, crawling, swinging and jumping! We are also developing characteristic of learning such as a 'can do' attitude, resilience and a 'growth mindset' approach to challenges. It's important that your child engages in activities such as these to support their development of gross motor skills.  2 It is important to keep safe. It's our right!
To support our physical development, we went on an educational visit to the 'Playstation' soft indoor play. We enjoyed moving our bodies in a range of ways, climbing, mounting stairs, crawling, swinging and jumping! We are also developing characteristic of learning such as a 'can do' attitude, resilience and a 'growth mindset' approach to challenges. It's important that your child engages in activities such as these to support their development of gross motor skills.  3
To support our physical development, we went on an educational visit to the 'Playstation' soft indoor play. We enjoyed moving our bodies in a range of ways, climbing, mounting stairs, crawling, swinging and jumping! We are also developing characteristic of learning such as a 'can do' attitude, resilience and a 'growth mindset' approach to challenges. It's important that your child engages in activities such as these to support their development of gross motor skills.  4
To support our physical development, we went on an educational visit to the 'Playstation' soft indoor play. We enjoyed moving our bodies in a range of ways, climbing, mounting stairs, crawling, swinging and jumping! We are also developing characteristic of learning such as a 'can do' attitude, resilience and a 'growth mindset' approach to challenges. It's important that your child engages in activities such as these to support their development of gross motor skills.  5
To support our physical development, we went on an educational visit to the 'Playstation' soft indoor play. We enjoyed moving our bodies in a range of ways, climbing, mounting stairs, crawling, swinging and jumping! We are also developing characteristic of learning such as a 'can do' attitude, resilience and a 'growth mindset' approach to challenges. It's important that your child engages in activities such as these to support their development of gross motor skills.  6
To support our physical development, we went on an educational visit to the 'Playstation' soft indoor play. We enjoyed moving our bodies in a range of ways, climbing, mounting stairs, crawling, swinging and jumping! We are also developing characteristic of learning such as a 'can do' attitude, resilience and a 'growth mindset' approach to challenges. It's important that your child engages in activities such as these to support their development of gross motor skills.  7
To support our physical development, we went on an educational visit to the 'Playstation' soft indoor play. We enjoyed moving our bodies in a range of ways, climbing, mounting stairs, crawling, swinging and jumping! We are also developing characteristic of learning such as a 'can do' attitude, resilience and a 'growth mindset' approach to challenges. It's important that your child engages in activities such as these to support their development of gross motor skills.  8
To support our physical development, we went on an educational visit to the 'Playstation' soft indoor play. We enjoyed moving our bodies in a range of ways, climbing, mounting stairs, crawling, swinging and jumping! We are also developing characteristic of learning such as a 'can do' attitude, resilience and a 'growth mindset' approach to challenges. It's important that your child engages in activities such as these to support their development of gross motor skills.  9
To support our physical development, we went on an educational visit to the 'Playstation' soft indoor play. We enjoyed moving our bodies in a range of ways, climbing, mounting stairs, crawling, swinging and jumping! We are also developing characteristic of learning such as a 'can do' attitude, resilience and a 'growth mindset' approach to challenges. It's important that your child engages in activities such as these to support their development of gross motor skills.  10
To support our physical development, we went on an educational visit to the 'Playstation' soft indoor play. We enjoyed moving our bodies in a range of ways, climbing, mounting stairs, crawling, swinging and jumping! We are also developing characteristic of learning such as a 'can do' attitude, resilience and a 'growth mindset' approach to challenges. It's important that your child engages in activities such as these to support their development of gross motor skills.  11
To support our physical development, we went on an educational visit to the 'Playstation' soft indoor play. We enjoyed moving our bodies in a range of ways, climbing, mounting stairs, crawling, swinging and jumping! We are also developing characteristic of learning such as a 'can do' attitude, resilience and a 'growth mindset' approach to challenges. It's important that your child engages in activities such as these to support their development of gross motor skills.  12
To support our physical development, we went on an educational visit to the 'Playstation' soft indoor play. We enjoyed moving our bodies in a range of ways, climbing, mounting stairs, crawling, swinging and jumping! We are also developing characteristic of learning such as a 'can do' attitude, resilience and a 'growth mindset' approach to challenges. It's important that your child engages in activities such as these to support their development of gross motor skills.  13
To support our physical development, we went on an educational visit to the 'Playstation' soft indoor play. We enjoyed moving our bodies in a range of ways, climbing, mounting stairs, crawling, swinging and jumping! We are also developing characteristic of learning such as a 'can do' attitude, resilience and a 'growth mindset' approach to challenges. It's important that your child engages in activities such as these to support their development of gross motor skills.  14
To support our physical development, we went on an educational visit to the 'Playstation' soft indoor play. We enjoyed moving our bodies in a range of ways, climbing, mounting stairs, crawling, swinging and jumping! We are also developing characteristic of learning such as a 'can do' attitude, resilience and a 'growth mindset' approach to challenges. It's important that your child engages in activities such as these to support their development of gross motor skills.  15
To support our physical development, we went on an educational visit to the 'Playstation' soft indoor play. We enjoyed moving our bodies in a range of ways, climbing, mounting stairs, crawling, swinging and jumping! We are also developing characteristic of learning such as a 'can do' attitude, resilience and a 'growth mindset' approach to challenges. It's important that your child engages in activities such as these to support their development of gross motor skills.  16
To support our physical development, we went on an educational visit to the 'Playstation' soft indoor play. We enjoyed moving our bodies in a range of ways, climbing, mounting stairs, crawling, swinging and jumping! We are also developing characteristic of learning such as a 'can do' attitude, resilience and a 'growth mindset' approach to challenges. It's important that your child engages in activities such as these to support their development of gross motor skills.  17
To support our physical development, we went on an educational visit to the 'Playstation' soft indoor play. We enjoyed moving our bodies in a range of ways, climbing, mounting stairs, crawling, swinging and jumping! We are also developing characteristic of learning such as a 'can do' attitude, resilience and a 'growth mindset' approach to challenges. It's important that your child engages in activities such as these to support their development of gross motor skills.  18
To support our physical development, we went on an educational visit to the 'Playstation' soft indoor play. We enjoyed moving our bodies in a range of ways, climbing, mounting stairs, crawling, swinging and jumping! We are also developing characteristic of learning such as a 'can do' attitude, resilience and a 'growth mindset' approach to challenges. It's important that your child engages in activities such as these to support their development of gross motor skills.  19
To support our physical development, we went on an educational visit to the 'Playstation' soft indoor play. We enjoyed moving our bodies in a range of ways, climbing, mounting stairs, crawling, swinging and jumping! We are also developing characteristic of learning such as a 'can do' attitude, resilience and a 'growth mindset' approach to challenges. It's important that your child engages in activities such as these to support their development of gross motor skills.  20
To support our physical development, we went on an educational visit to the 'Playstation' soft indoor play. We enjoyed moving our bodies in a range of ways, climbing, mounting stairs, crawling, swinging and jumping! We are also developing characteristic of learning such as a 'can do' attitude, resilience and a 'growth mindset' approach to challenges. It's important that your child engages in activities such as these to support their development of gross motor skills.  21
To support our physical development, we went on an educational visit to the 'Playstation' soft indoor play. We enjoyed moving our bodies in a range of ways, climbing, mounting stairs, crawling, swinging and jumping! We are also developing characteristic of learning such as a 'can do' attitude, resilience and a 'growth mindset' approach to challenges. It's important that your child engages in activities such as these to support their development of gross motor skills.  22
To support our physical development, we went on an educational visit to the 'Playstation' soft indoor play. We enjoyed moving our bodies in a range of ways, climbing, mounting stairs, crawling, swinging and jumping! We are also developing characteristic of learning such as a 'can do' attitude, resilience and a 'growth mindset' approach to challenges. It's important that your child engages in activities such as these to support their development of gross motor skills.  23

Welcome to Nursery

 

Starting Nursery is a major milestone for you and your child. As parents, you want your children to make the best possible start to school life. We all want the same thing – a happy, confident child who enjoys going to school and loves learning. By building an effective home/school partnership, we can all achieve this aim together.

 

You and your child will be supported by Mrs Allen, the class teacher in Nursery, Miss Copper our HLTA and Miss James our Teaching Assistant. We are also supported by Miss Brothwood in the afternoon Nursery sessions.

 

Please view the 'Induction PowerPoint' presentations below for further information.

Welcome to Nursery! Please see below for further information....


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