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December 2016

This December we have been using one-handed tools and equipment to make paper snowflakes. The children were able to respond to simple instructions and some were beginning to show preference for dominant hand. When comparing and contrasting the snowflakes we discussed how they are all unique and special just like us!

This December we have been using one-handed tools and equipment to make paper snowflakes. The children were able to respond to simple instructions and some were beginning to show preference for dominant hand. When comparing and contrasting the snowflakes we discussed how they are all unique and special just like us! 1
This December we have been using one-handed tools and equipment to make paper snowflakes. The children were able to respond to simple instructions and some were beginning to show preference for dominant hand. When comparing and contrasting the snowflakes we discussed how they are all unique and special just like us! 2
This December we have been using one-handed tools and equipment to make paper snowflakes. The children were able to respond to simple instructions and some were beginning to show preference for dominant hand. When comparing and contrasting the snowflakes we discussed how they are all unique and special just like us! 3
This December we have been using one-handed tools and equipment to make paper snowflakes. The children were able to respond to simple instructions and some were beginning to show preference for dominant hand. When comparing and contrasting the snowflakes we discussed how they are all unique and special just like us! 4
This December we have been using one-handed tools and equipment to make paper snowflakes. The children were able to respond to simple instructions and some were beginning to show preference for dominant hand. When comparing and contrasting the snowflakes we discussed how they are all unique and special just like us! 5
This December we have been using one-handed tools and equipment to make paper snowflakes. The children were able to respond to simple instructions and some were beginning to show preference for dominant hand. When comparing and contrasting the snowflakes we discussed how they are all unique and special just like us! 6
This December we have been using one-handed tools and equipment to make paper snowflakes. The children were able to respond to simple instructions and some were beginning to show preference for dominant hand. When comparing and contrasting the snowflakes we discussed how they are all unique and special just like us! 7
This December we have been using one-handed tools and equipment to make paper snowflakes. The children were able to respond to simple instructions and some were beginning to show preference for dominant hand. When comparing and contrasting the snowflakes we discussed how they are all unique and special just like us! 8
This December we have been using one-handed tools and equipment to make paper snowflakes. The children were able to respond to simple instructions and some were beginning to show preference for dominant hand. When comparing and contrasting the snowflakes we discussed how they are all unique and special just like us! 9
This December we have been using one-handed tools and equipment to make paper snowflakes. The children were able to respond to simple instructions and some were beginning to show preference for dominant hand. When comparing and contrasting the snowflakes we discussed how they are all unique and special just like us! 10

In the water tray the children enjoyed filling and emptying the cranberries into different containers. They used language of size, varying the volume and capacity they could pick up or sieve.

In the water tray the children enjoyed filling and emptying the cranberries into different containers. They used language of size, varying the volume and capacity they could pick up or sieve.   1
In the water tray the children enjoyed filling and emptying the cranberries into different containers. They used language of size, varying the volume and capacity they could pick up or sieve.   2
In the water tray the children enjoyed filling and emptying the cranberries into different containers. They used language of size, varying the volume and capacity they could pick up or sieve.   3
In the water tray the children enjoyed filling and emptying the cranberries into different containers. They used language of size, varying the volume and capacity they could pick up or sieve.   4
In the water tray the children enjoyed filling and emptying the cranberries into different containers. They used language of size, varying the volume and capacity they could pick up or sieve.   5
In the water tray the children enjoyed filling and emptying the cranberries into different containers. They used language of size, varying the volume and capacity they could pick up or sieve.   6
In the water tray the children enjoyed filling and emptying the cranberries into different containers. They used language of size, varying the volume and capacity they could pick up or sieve.   7
In the water tray the children enjoyed filling and emptying the cranberries into different containers. They used language of size, varying the volume and capacity they could pick up or sieve.   8

We created Robins which were displayed in the school hall. The children particularly enjoyed experimenting with colours and the different media when following instructions during this activity.

We created Robins which were displayed in the school hall. The children particularly enjoyed experimenting with colours and the different media when following instructions during this activity. 1
We created Robins which were displayed in the school hall. The children particularly enjoyed experimenting with colours and the different media when following instructions during this activity. 2
We created Robins which were displayed in the school hall. The children particularly enjoyed experimenting with colours and the different media when following instructions during this activity. 3
We created Robins which were displayed in the school hall. The children particularly enjoyed experimenting with colours and the different media when following instructions during this activity. 4
We created Robins which were displayed in the school hall. The children particularly enjoyed experimenting with colours and the different media when following instructions during this activity. 5
We created Robins which were displayed in the school hall. The children particularly enjoyed experimenting with colours and the different media when following instructions during this activity. 6
We created Robins which were displayed in the school hall. The children particularly enjoyed experimenting with colours and the different media when following instructions during this activity. 7
We created Robins which were displayed in the school hall. The children particularly enjoyed experimenting with colours and the different media when following instructions during this activity. 8
We created Robins which were displayed in the school hall. The children particularly enjoyed experimenting with colours and the different media when following instructions during this activity. 9
We created Robins which were displayed in the school hall. The children particularly enjoyed experimenting with colours and the different media when following instructions during this activity. 10
We created Robins which were displayed in the school hall. The children particularly enjoyed experimenting with colours and the different media when following instructions during this activity. 11
We created Robins which were displayed in the school hall. The children particularly enjoyed experimenting with colours and the different media when following instructions during this activity. 12
We created Robins which were displayed in the school hall. The children particularly enjoyed experimenting with colours and the different media when following instructions during this activity. 13
We created Robins which were displayed in the school hall. The children particularly enjoyed experimenting with colours and the different media when following instructions during this activity. 14

Small world equipment has provided a stimulus for the children to create their own environments. We asked questions about aspects of the world such as Antarctica. We played with penguins, whale’s seals and albatrosses. The children linked their experiences of ice and snow to the popular movie Frozen!

Small world equipment has provided a stimulus for the children to create their own environments.  We asked questions about aspects of the world such as Antarctica. We played with penguins, whale’s seals and albatrosses. The children linked their experiences of ice and snow to the popular movie Frozen!  1
Small world equipment has provided a stimulus for the children to create their own environments.  We asked questions about aspects of the world such as Antarctica. We played with penguins, whale’s seals and albatrosses. The children linked their experiences of ice and snow to the popular movie Frozen!  2
Small world equipment has provided a stimulus for the children to create their own environments.  We asked questions about aspects of the world such as Antarctica. We played with penguins, whale’s seals and albatrosses. The children linked their experiences of ice and snow to the popular movie Frozen!  3
Small world equipment has provided a stimulus for the children to create their own environments.  We asked questions about aspects of the world such as Antarctica. We played with penguins, whale’s seals and albatrosses. The children linked their experiences of ice and snow to the popular movie Frozen!  4
Small world equipment has provided a stimulus for the children to create their own environments.  We asked questions about aspects of the world such as Antarctica. We played with penguins, whale’s seals and albatrosses. The children linked their experiences of ice and snow to the popular movie Frozen!  5
Small world equipment has provided a stimulus for the children to create their own environments.  We asked questions about aspects of the world such as Antarctica. We played with penguins, whale’s seals and albatrosses. The children linked their experiences of ice and snow to the popular movie Frozen!  6
Small world equipment has provided a stimulus for the children to create their own environments.  We asked questions about aspects of the world such as Antarctica. We played with penguins, whale’s seals and albatrosses. The children linked their experiences of ice and snow to the popular movie Frozen!  7
Small world equipment has provided a stimulus for the children to create their own environments.  We asked questions about aspects of the world such as Antarctica. We played with penguins, whale’s seals and albatrosses. The children linked their experiences of ice and snow to the popular movie Frozen!  8
Small world equipment has provided a stimulus for the children to create their own environments.  We asked questions about aspects of the world such as Antarctica. We played with penguins, whale’s seals and albatrosses. The children linked their experiences of ice and snow to the popular movie Frozen!  9
Small world equipment has provided a stimulus for the children to create their own environments.  We asked questions about aspects of the world such as Antarctica. We played with penguins, whale’s seals and albatrosses. The children linked their experiences of ice and snow to the popular movie Frozen!  10
Small world equipment has provided a stimulus for the children to create their own environments.  We asked questions about aspects of the world such as Antarctica. We played with penguins, whale’s seals and albatrosses. The children linked their experiences of ice and snow to the popular movie Frozen!  11
Small world equipment has provided a stimulus for the children to create their own environments.  We asked questions about aspects of the world such as Antarctica. We played with penguins, whale’s seals and albatrosses. The children linked their experiences of ice and snow to the popular movie Frozen!  12
Small world equipment has provided a stimulus for the children to create their own environments.  We asked questions about aspects of the world such as Antarctica. We played with penguins, whale’s seals and albatrosses. The children linked their experiences of ice and snow to the popular movie Frozen!  13
Small world equipment has provided a stimulus for the children to create their own environments.  We asked questions about aspects of the world such as Antarctica. We played with penguins, whale’s seals and albatrosses. The children linked their experiences of ice and snow to the popular movie Frozen!  14
Small world equipment has provided a stimulus for the children to create their own environments.  We asked questions about aspects of the world such as Antarctica. We played with penguins, whale’s seals and albatrosses. The children linked their experiences of ice and snow to the popular movie Frozen!  15
Small world equipment has provided a stimulus for the children to create their own environments.  We asked questions about aspects of the world such as Antarctica. We played with penguins, whale’s seals and albatrosses. The children linked their experiences of ice and snow to the popular movie Frozen!  16

Miss Nicolson introduced ‘Elf On The Shelf’. We named him Tibs. Tibs has magically moved around the nursery and asks the class a different question each day. We particularly enjoyed drawing self-portraits for Tibs and showing him the favourite area of our classroom, carrying him around in a special jar.

Miss Nicolson introduced ‘Elf On The Shelf’. We named him Tibs. Tibs has magically moved around the nursery and asks the class a different question each day. We particularly enjoyed drawing self-portraits for Tibs and showing him the favourite area of our classroom, carrying him around in a special jar.   1
Miss Nicolson introduced ‘Elf On The Shelf’. We named him Tibs. Tibs has magically moved around the nursery and asks the class a different question each day. We particularly enjoyed drawing self-portraits for Tibs and showing him the favourite area of our classroom, carrying him around in a special jar.   2
Miss Nicolson introduced ‘Elf On The Shelf’. We named him Tibs. Tibs has magically moved around the nursery and asks the class a different question each day. We particularly enjoyed drawing self-portraits for Tibs and showing him the favourite area of our classroom, carrying him around in a special jar.   3
Miss Nicolson introduced ‘Elf On The Shelf’. We named him Tibs. Tibs has magically moved around the nursery and asks the class a different question each day. We particularly enjoyed drawing self-portraits for Tibs and showing him the favourite area of our classroom, carrying him around in a special jar.   4
Miss Nicolson introduced ‘Elf On The Shelf’. We named him Tibs. Tibs has magically moved around the nursery and asks the class a different question each day. We particularly enjoyed drawing self-portraits for Tibs and showing him the favourite area of our classroom, carrying him around in a special jar.   5
Miss Nicolson introduced ‘Elf On The Shelf’. We named him Tibs. Tibs has magically moved around the nursery and asks the class a different question each day. We particularly enjoyed drawing self-portraits for Tibs and showing him the favourite area of our classroom, carrying him around in a special jar.   6
Miss Nicolson introduced ‘Elf On The Shelf’. We named him Tibs. Tibs has magically moved around the nursery and asks the class a different question each day. We particularly enjoyed drawing self-portraits for Tibs and showing him the favourite area of our classroom, carrying him around in a special jar.   7
Miss Nicolson introduced ‘Elf On The Shelf’. We named him Tibs. Tibs has magically moved around the nursery and asks the class a different question each day. We particularly enjoyed drawing self-portraits for Tibs and showing him the favourite area of our classroom, carrying him around in a special jar.   8
Miss Nicolson introduced ‘Elf On The Shelf’. We named him Tibs. Tibs has magically moved around the nursery and asks the class a different question each day. We particularly enjoyed drawing self-portraits for Tibs and showing him the favourite area of our classroom, carrying him around in a special jar.   9
Miss Nicolson introduced ‘Elf On The Shelf’. We named him Tibs. Tibs has magically moved around the nursery and asks the class a different question each day. We particularly enjoyed drawing self-portraits for Tibs and showing him the favourite area of our classroom, carrying him around in a special jar.   10
Miss Nicolson introduced ‘Elf On The Shelf’. We named him Tibs. Tibs has magically moved around the nursery and asks the class a different question each day. We particularly enjoyed drawing self-portraits for Tibs and showing him the favourite area of our classroom, carrying him around in a special jar.   11
Miss Nicolson introduced ‘Elf On The Shelf’. We named him Tibs. Tibs has magically moved around the nursery and asks the class a different question each day. We particularly enjoyed drawing self-portraits for Tibs and showing him the favourite area of our classroom, carrying him around in a special jar.   12
Miss Nicolson introduced ‘Elf On The Shelf’. We named him Tibs. Tibs has magically moved around the nursery and asks the class a different question each day. We particularly enjoyed drawing self-portraits for Tibs and showing him the favourite area of our classroom, carrying him around in a special jar.   13
Miss Nicolson introduced ‘Elf On The Shelf’. We named him Tibs. Tibs has magically moved around the nursery and asks the class a different question each day. We particularly enjoyed drawing self-portraits for Tibs and showing him the favourite area of our classroom, carrying him around in a special jar.   14
Miss Nicolson introduced ‘Elf On The Shelf’. We named him Tibs. Tibs has magically moved around the nursery and asks the class a different question each day. We particularly enjoyed drawing self-portraits for Tibs and showing him the favourite area of our classroom, carrying him around in a special jar.   15
Miss Nicolson introduced ‘Elf On The Shelf’. We named him Tibs. Tibs has magically moved around the nursery and asks the class a different question each day. We particularly enjoyed drawing self-portraits for Tibs and showing him the favourite area of our classroom, carrying him around in a special jar.   16
Miss Nicolson introduced ‘Elf On The Shelf’. We named him Tibs. Tibs has magically moved around the nursery and asks the class a different question each day. We particularly enjoyed drawing self-portraits for Tibs and showing him the favourite area of our classroom, carrying him around in a special jar.   17
Miss Nicolson introduced ‘Elf On The Shelf’. We named him Tibs. Tibs has magically moved around the nursery and asks the class a different question each day. We particularly enjoyed drawing self-portraits for Tibs and showing him the favourite area of our classroom, carrying him around in a special jar.   18
Miss Nicolson introduced ‘Elf On The Shelf’. We named him Tibs. Tibs has magically moved around the nursery and asks the class a different question each day. We particularly enjoyed drawing self-portraits for Tibs and showing him the favourite area of our classroom, carrying him around in a special jar.   19
Miss Nicolson introduced ‘Elf On The Shelf’. We named him Tibs. Tibs has magically moved around the nursery and asks the class a different question each day. We particularly enjoyed drawing self-portraits for Tibs and showing him the favourite area of our classroom, carrying him around in a special jar.   20
Miss Nicolson introduced ‘Elf On The Shelf’. We named him Tibs. Tibs has magically moved around the nursery and asks the class a different question each day. We particularly enjoyed drawing self-portraits for Tibs and showing him the favourite area of our classroom, carrying him around in a special jar.   21
Miss Nicolson introduced ‘Elf On The Shelf’. We named him Tibs. Tibs has magically moved around the nursery and asks the class a different question each day. We particularly enjoyed drawing self-portraits for Tibs and showing him the favourite area of our classroom, carrying him around in a special jar.   22
Miss Nicolson introduced ‘Elf On The Shelf’. We named him Tibs. Tibs has magically moved around the nursery and asks the class a different question each day. We particularly enjoyed drawing self-portraits for Tibs and showing him the favourite area of our classroom, carrying him around in a special jar.   23
Miss Nicolson introduced ‘Elf On The Shelf’. We named him Tibs. Tibs has magically moved around the nursery and asks the class a different question each day. We particularly enjoyed drawing self-portraits for Tibs and showing him the favourite area of our classroom, carrying him around in a special jar.   24
Miss Nicolson introduced ‘Elf On The Shelf’. We named him Tibs. Tibs has magically moved around the nursery and asks the class a different question each day. We particularly enjoyed drawing self-portraits for Tibs and showing him the favourite area of our classroom, carrying him around in a special jar.   25
Miss Nicolson introduced ‘Elf On The Shelf’. We named him Tibs. Tibs has magically moved around the nursery and asks the class a different question each day. We particularly enjoyed drawing self-portraits for Tibs and showing him the favourite area of our classroom, carrying him around in a special jar.   26

From our playdough inspired food creations in the role play area, we created: vanilla biscuits, ginger bread men, salt dough decorations, melting snowmen biscuits, and Christmas pudding digestives. We enjoyed getting our hands stuck in and using simple tools to roll and cut out the mixture. We also discussed why things happen and how things work. The children observed the mixture changing in consistency and texture when cooked in the oven

From our playdough inspired food creations in the role play area, we created: vanilla biscuits, ginger bread men, salt dough decorations, melting snowmen biscuits, and Christmas pudding digestives.  We enjoyed getting our hands stuck in and using simple tools to roll and cut out the mixture. We also discussed why things happen and how things work. The children observed the mixture changing in consistency and texture when cooked in the oven 1
From our playdough inspired food creations in the role play area, we created: vanilla biscuits, ginger bread men, salt dough decorations, melting snowmen biscuits, and Christmas pudding digestives.  We enjoyed getting our hands stuck in and using simple tools to roll and cut out the mixture. We also discussed why things happen and how things work. The children observed the mixture changing in consistency and texture when cooked in the oven 2
From our playdough inspired food creations in the role play area, we created: vanilla biscuits, ginger bread men, salt dough decorations, melting snowmen biscuits, and Christmas pudding digestives.  We enjoyed getting our hands stuck in and using simple tools to roll and cut out the mixture. We also discussed why things happen and how things work. The children observed the mixture changing in consistency and texture when cooked in the oven 3
From our playdough inspired food creations in the role play area, we created: vanilla biscuits, ginger bread men, salt dough decorations, melting snowmen biscuits, and Christmas pudding digestives.  We enjoyed getting our hands stuck in and using simple tools to roll and cut out the mixture. We also discussed why things happen and how things work. The children observed the mixture changing in consistency and texture when cooked in the oven 4
From our playdough inspired food creations in the role play area, we created: vanilla biscuits, ginger bread men, salt dough decorations, melting snowmen biscuits, and Christmas pudding digestives.  We enjoyed getting our hands stuck in and using simple tools to roll and cut out the mixture. We also discussed why things happen and how things work. The children observed the mixture changing in consistency and texture when cooked in the oven 5
From our playdough inspired food creations in the role play area, we created: vanilla biscuits, ginger bread men, salt dough decorations, melting snowmen biscuits, and Christmas pudding digestives.  We enjoyed getting our hands stuck in and using simple tools to roll and cut out the mixture. We also discussed why things happen and how things work. The children observed the mixture changing in consistency and texture when cooked in the oven 6
From our playdough inspired food creations in the role play area, we created: vanilla biscuits, ginger bread men, salt dough decorations, melting snowmen biscuits, and Christmas pudding digestives.  We enjoyed getting our hands stuck in and using simple tools to roll and cut out the mixture. We also discussed why things happen and how things work. The children observed the mixture changing in consistency and texture when cooked in the oven 7
From our playdough inspired food creations in the role play area, we created: vanilla biscuits, ginger bread men, salt dough decorations, melting snowmen biscuits, and Christmas pudding digestives.  We enjoyed getting our hands stuck in and using simple tools to roll and cut out the mixture. We also discussed why things happen and how things work. The children observed the mixture changing in consistency and texture when cooked in the oven 8
From our playdough inspired food creations in the role play area, we created: vanilla biscuits, ginger bread men, salt dough decorations, melting snowmen biscuits, and Christmas pudding digestives.  We enjoyed getting our hands stuck in and using simple tools to roll and cut out the mixture. We also discussed why things happen and how things work. The children observed the mixture changing in consistency and texture when cooked in the oven 9
From our playdough inspired food creations in the role play area, we created: vanilla biscuits, ginger bread men, salt dough decorations, melting snowmen biscuits, and Christmas pudding digestives.  We enjoyed getting our hands stuck in and using simple tools to roll and cut out the mixture. We also discussed why things happen and how things work. The children observed the mixture changing in consistency and texture when cooked in the oven 10

We have been doing some letter recognition during snack time. We identified our names on the bananas and sounded out letters on the oranges!

We have been doing some letter recognition during snack time. We identified our names on the bananas and sounded out letters on the oranges! 1
We have been doing some letter recognition during snack time. We identified our names on the bananas and sounded out letters on the oranges! 2
We have been doing some letter recognition during snack time. We identified our names on the bananas and sounded out letters on the oranges! 3
We have been doing some letter recognition during snack time. We identified our names on the bananas and sounded out letters on the oranges! 4
We have been doing some letter recognition during snack time. We identified our names on the bananas and sounded out letters on the oranges! 5
We have been doing some letter recognition during snack time. We identified our names on the bananas and sounded out letters on the oranges! 6
We have been doing some letter recognition during snack time. We identified our names on the bananas and sounded out letters on the oranges! 7
We have been doing some letter recognition during snack time. We identified our names on the bananas and sounded out letters on the oranges! 8
We have been doing some letter recognition during snack time. We identified our names on the bananas and sounded out letters on the oranges! 9
We have been doing some letter recognition during snack time. We identified our names on the bananas and sounded out letters on the oranges! 10
We have been doing some letter recognition during snack time. We identified our names on the bananas and sounded out letters on the oranges! 11
We have been doing some letter recognition during snack time. We identified our names on the bananas and sounded out letters on the oranges! 12
We have been doing some letter recognition during snack time. We identified our names on the bananas and sounded out letters on the oranges! 13
We have been doing some letter recognition during snack time. We identified our names on the bananas and sounded out letters on the oranges! 14
We have been doing some letter recognition during snack time. We identified our names on the bananas and sounded out letters on the oranges! 15

In Phonics the children have played Metal Mike. This activity encouraged the children to distinguish between the differences in vocal sounds. Metal Mike sounds out and blends the phonemes in the words e.g. cat, dog, mug, sock. Each child took it in turn to take out a picture and spoke in a robotic voice exaggerating the sound of each phoneme (e.g. ‘c-a-t’). We then fed the picture into Metal Mike; he made a funny noise when we got it right!

 In Phonics the children have played Metal Mike. This activity encouraged the children to distinguish between the differences in vocal sounds. Metal Mike sounds out and blends the phonemes in the words e.g. cat, dog, mug, sock. Each child took it in turn to take out a picture and spoke in a robotic voice exaggerating the sound of each phoneme (e.g. ‘c-a-t’). We then fed the picture into Metal Mike; he made a funny noise when we got it right! 1
 In Phonics the children have played Metal Mike. This activity encouraged the children to distinguish between the differences in vocal sounds. Metal Mike sounds out and blends the phonemes in the words e.g. cat, dog, mug, sock. Each child took it in turn to take out a picture and spoke in a robotic voice exaggerating the sound of each phoneme (e.g. ‘c-a-t’). We then fed the picture into Metal Mike; he made a funny noise when we got it right! 2
 In Phonics the children have played Metal Mike. This activity encouraged the children to distinguish between the differences in vocal sounds. Metal Mike sounds out and blends the phonemes in the words e.g. cat, dog, mug, sock. Each child took it in turn to take out a picture and spoke in a robotic voice exaggerating the sound of each phoneme (e.g. ‘c-a-t’). We then fed the picture into Metal Mike; he made a funny noise when we got it right! 3
 In Phonics the children have played Metal Mike. This activity encouraged the children to distinguish between the differences in vocal sounds. Metal Mike sounds out and blends the phonemes in the words e.g. cat, dog, mug, sock. Each child took it in turn to take out a picture and spoke in a robotic voice exaggerating the sound of each phoneme (e.g. ‘c-a-t’). We then fed the picture into Metal Mike; he made a funny noise when we got it right! 4
 In Phonics the children have played Metal Mike. This activity encouraged the children to distinguish between the differences in vocal sounds. Metal Mike sounds out and blends the phonemes in the words e.g. cat, dog, mug, sock. Each child took it in turn to take out a picture and spoke in a robotic voice exaggerating the sound of each phoneme (e.g. ‘c-a-t’). We then fed the picture into Metal Mike; he made a funny noise when we got it right! 5
 In Phonics the children have played Metal Mike. This activity encouraged the children to distinguish between the differences in vocal sounds. Metal Mike sounds out and blends the phonemes in the words e.g. cat, dog, mug, sock. Each child took it in turn to take out a picture and spoke in a robotic voice exaggerating the sound of each phoneme (e.g. ‘c-a-t’). We then fed the picture into Metal Mike; he made a funny noise when we got it right! 6
 In Phonics the children have played Metal Mike. This activity encouraged the children to distinguish between the differences in vocal sounds. Metal Mike sounds out and blends the phonemes in the words e.g. cat, dog, mug, sock. Each child took it in turn to take out a picture and spoke in a robotic voice exaggerating the sound of each phoneme (e.g. ‘c-a-t’). We then fed the picture into Metal Mike; he made a funny noise when we got it right! 7
 In Phonics the children have played Metal Mike. This activity encouraged the children to distinguish between the differences in vocal sounds. Metal Mike sounds out and blends the phonemes in the words e.g. cat, dog, mug, sock. Each child took it in turn to take out a picture and spoke in a robotic voice exaggerating the sound of each phoneme (e.g. ‘c-a-t’). We then fed the picture into Metal Mike; he made a funny noise when we got it right! 8
 In Phonics the children have played Metal Mike. This activity encouraged the children to distinguish between the differences in vocal sounds. Metal Mike sounds out and blends the phonemes in the words e.g. cat, dog, mug, sock. Each child took it in turn to take out a picture and spoke in a robotic voice exaggerating the sound of each phoneme (e.g. ‘c-a-t’). We then fed the picture into Metal Mike; he made a funny noise when we got it right! 9
 In Phonics the children have played Metal Mike. This activity encouraged the children to distinguish between the differences in vocal sounds. Metal Mike sounds out and blends the phonemes in the words e.g. cat, dog, mug, sock. Each child took it in turn to take out a picture and spoke in a robotic voice exaggerating the sound of each phoneme (e.g. ‘c-a-t’). We then fed the picture into Metal Mike; he made a funny noise when we got it right! 10
 In Phonics the children have played Metal Mike. This activity encouraged the children to distinguish between the differences in vocal sounds. Metal Mike sounds out and blends the phonemes in the words e.g. cat, dog, mug, sock. Each child took it in turn to take out a picture and spoke in a robotic voice exaggerating the sound of each phoneme (e.g. ‘c-a-t’). We then fed the picture into Metal Mike; he made a funny noise when we got it right! 11
 In Phonics the children have played Metal Mike. This activity encouraged the children to distinguish between the differences in vocal sounds. Metal Mike sounds out and blends the phonemes in the words e.g. cat, dog, mug, sock. Each child took it in turn to take out a picture and spoke in a robotic voice exaggerating the sound of each phoneme (e.g. ‘c-a-t’). We then fed the picture into Metal Mike; he made a funny noise when we got it right! 12
 In Phonics the children have played Metal Mike. This activity encouraged the children to distinguish between the differences in vocal sounds. Metal Mike sounds out and blends the phonemes in the words e.g. cat, dog, mug, sock. Each child took it in turn to take out a picture and spoke in a robotic voice exaggerating the sound of each phoneme (e.g. ‘c-a-t’). We then fed the picture into Metal Mike; he made a funny noise when we got it right! 13
 In Phonics the children have played Metal Mike. This activity encouraged the children to distinguish between the differences in vocal sounds. Metal Mike sounds out and blends the phonemes in the words e.g. cat, dog, mug, sock. Each child took it in turn to take out a picture and spoke in a robotic voice exaggerating the sound of each phoneme (e.g. ‘c-a-t’). We then fed the picture into Metal Mike; he made a funny noise when we got it right! 14
 In Phonics the children have played Metal Mike. This activity encouraged the children to distinguish between the differences in vocal sounds. Metal Mike sounds out and blends the phonemes in the words e.g. cat, dog, mug, sock. Each child took it in turn to take out a picture and spoke in a robotic voice exaggerating the sound of each phoneme (e.g. ‘c-a-t’). We then fed the picture into Metal Mike; he made a funny noise when we got it right! 15
 In Phonics the children have played Metal Mike. This activity encouraged the children to distinguish between the differences in vocal sounds. Metal Mike sounds out and blends the phonemes in the words e.g. cat, dog, mug, sock. Each child took it in turn to take out a picture and spoke in a robotic voice exaggerating the sound of each phoneme (e.g. ‘c-a-t’). We then fed the picture into Metal Mike; he made a funny noise when we got it right! 16
 In Phonics the children have played Metal Mike. This activity encouraged the children to distinguish between the differences in vocal sounds. Metal Mike sounds out and blends the phonemes in the words e.g. cat, dog, mug, sock. Each child took it in turn to take out a picture and spoke in a robotic voice exaggerating the sound of each phoneme (e.g. ‘c-a-t’). We then fed the picture into Metal Mike; he made a funny noise when we got it right! 17

When playing inspector phonics the children searched for letters. When they found the letter, they manipulated the tweezers to pick it up. We had fun linking sounds to letters, naming and sounding the letters of the alphabet. To differentiate this activity we challenged the children to develop understanding of alliteration thinking of words that began with the same letter. Peter piper picked a peck of pickled peppers!

When playing inspector phonics the children searched for letters. When they found the letter, they manipulated the tweezers to pick it up. We had fun linking sounds to letters, naming and sounding the letters of the alphabet. To differentiate this activity we challenged the children to develop understanding of alliteration thinking of words that began with the same letter. Peter piper picked a peck of pickled peppers! 1
When playing inspector phonics the children searched for letters. When they found the letter, they manipulated the tweezers to pick it up. We had fun linking sounds to letters, naming and sounding the letters of the alphabet. To differentiate this activity we challenged the children to develop understanding of alliteration thinking of words that began with the same letter. Peter piper picked a peck of pickled peppers! 2
When playing inspector phonics the children searched for letters. When they found the letter, they manipulated the tweezers to pick it up. We had fun linking sounds to letters, naming and sounding the letters of the alphabet. To differentiate this activity we challenged the children to develop understanding of alliteration thinking of words that began with the same letter. Peter piper picked a peck of pickled peppers! 3
When playing inspector phonics the children searched for letters. When they found the letter, they manipulated the tweezers to pick it up. We had fun linking sounds to letters, naming and sounding the letters of the alphabet. To differentiate this activity we challenged the children to develop understanding of alliteration thinking of words that began with the same letter. Peter piper picked a peck of pickled peppers! 4
When playing inspector phonics the children searched for letters. When they found the letter, they manipulated the tweezers to pick it up. We had fun linking sounds to letters, naming and sounding the letters of the alphabet. To differentiate this activity we challenged the children to develop understanding of alliteration thinking of words that began with the same letter. Peter piper picked a peck of pickled peppers! 5
When playing inspector phonics the children searched for letters. When they found the letter, they manipulated the tweezers to pick it up. We had fun linking sounds to letters, naming and sounding the letters of the alphabet. To differentiate this activity we challenged the children to develop understanding of alliteration thinking of words that began with the same letter. Peter piper picked a peck of pickled peppers! 6
When playing inspector phonics the children searched for letters. When they found the letter, they manipulated the tweezers to pick it up. We had fun linking sounds to letters, naming and sounding the letters of the alphabet. To differentiate this activity we challenged the children to develop understanding of alliteration thinking of words that began with the same letter. Peter piper picked a peck of pickled peppers! 7
When playing inspector phonics the children searched for letters. When they found the letter, they manipulated the tweezers to pick it up. We had fun linking sounds to letters, naming and sounding the letters of the alphabet. To differentiate this activity we challenged the children to develop understanding of alliteration thinking of words that began with the same letter. Peter piper picked a peck of pickled peppers! 8
When playing inspector phonics the children searched for letters. When they found the letter, they manipulated the tweezers to pick it up. We had fun linking sounds to letters, naming and sounding the letters of the alphabet. To differentiate this activity we challenged the children to develop understanding of alliteration thinking of words that began with the same letter. Peter piper picked a peck of pickled peppers! 9
When playing inspector phonics the children searched for letters. When they found the letter, they manipulated the tweezers to pick it up. We had fun linking sounds to letters, naming and sounding the letters of the alphabet. To differentiate this activity we challenged the children to develop understanding of alliteration thinking of words that began with the same letter. Peter piper picked a peck of pickled peppers! 10
When playing inspector phonics the children searched for letters. When they found the letter, they manipulated the tweezers to pick it up. We had fun linking sounds to letters, naming and sounding the letters of the alphabet. To differentiate this activity we challenged the children to develop understanding of alliteration thinking of words that began with the same letter. Peter piper picked a peck of pickled peppers! 11

In PE we have been playing Jack Frost Tig. This game involved running skilfully and negotiating space successfully. The children adjusted speed and direction to avoid each other or tig a friend. When we got caught we had to freeze like a statue. We have also been balancing, kicking, crawling and throwing. To warm our bodies up we have been rolling like ornaments, twinkling and spinning like snowflakes, marching like nutcrackers and galloping like reindeer's. After exercise we also noticed the changes in our bodies, this included our heart beating faster.

In PE we have been playing Jack Frost Tig.   This game involved running skilfully and negotiating space successfully. The children adjusted speed and direction to avoid each other or tig a friend. When we got caught we had to freeze like a statue. We have also been balancing, kicking, crawling and throwing. To warm our bodies up we have been rolling like ornaments, twinkling and spinning like snowflakes, marching like nutcrackers and galloping like reindeer's. After exercise we also noticed the changes in our bodies, this included our heart beating faster. 1
In PE we have been playing Jack Frost Tig.   This game involved running skilfully and negotiating space successfully. The children adjusted speed and direction to avoid each other or tig a friend. When we got caught we had to freeze like a statue. We have also been balancing, kicking, crawling and throwing. To warm our bodies up we have been rolling like ornaments, twinkling and spinning like snowflakes, marching like nutcrackers and galloping like reindeer's. After exercise we also noticed the changes in our bodies, this included our heart beating faster. 2
In PE we have been playing Jack Frost Tig.   This game involved running skilfully and negotiating space successfully. The children adjusted speed and direction to avoid each other or tig a friend. When we got caught we had to freeze like a statue. We have also been balancing, kicking, crawling and throwing. To warm our bodies up we have been rolling like ornaments, twinkling and spinning like snowflakes, marching like nutcrackers and galloping like reindeer's. After exercise we also noticed the changes in our bodies, this included our heart beating faster. 3
In PE we have been playing Jack Frost Tig.   This game involved running skilfully and negotiating space successfully. The children adjusted speed and direction to avoid each other or tig a friend. When we got caught we had to freeze like a statue. We have also been balancing, kicking, crawling and throwing. To warm our bodies up we have been rolling like ornaments, twinkling and spinning like snowflakes, marching like nutcrackers and galloping like reindeer's. After exercise we also noticed the changes in our bodies, this included our heart beating faster. 4
In PE we have been playing Jack Frost Tig.   This game involved running skilfully and negotiating space successfully. The children adjusted speed and direction to avoid each other or tig a friend. When we got caught we had to freeze like a statue. We have also been balancing, kicking, crawling and throwing. To warm our bodies up we have been rolling like ornaments, twinkling and spinning like snowflakes, marching like nutcrackers and galloping like reindeer's. After exercise we also noticed the changes in our bodies, this included our heart beating faster. 5
In PE we have been playing Jack Frost Tig.   This game involved running skilfully and negotiating space successfully. The children adjusted speed and direction to avoid each other or tig a friend. When we got caught we had to freeze like a statue. We have also been balancing, kicking, crawling and throwing. To warm our bodies up we have been rolling like ornaments, twinkling and spinning like snowflakes, marching like nutcrackers and galloping like reindeer's. After exercise we also noticed the changes in our bodies, this included our heart beating faster. 6
In PE we have been playing Jack Frost Tig.   This game involved running skilfully and negotiating space successfully. The children adjusted speed and direction to avoid each other or tig a friend. When we got caught we had to freeze like a statue. We have also been balancing, kicking, crawling and throwing. To warm our bodies up we have been rolling like ornaments, twinkling and spinning like snowflakes, marching like nutcrackers and galloping like reindeer's. After exercise we also noticed the changes in our bodies, this included our heart beating faster. 7
In PE we have been playing Jack Frost Tig.   This game involved running skilfully and negotiating space successfully. The children adjusted speed and direction to avoid each other or tig a friend. When we got caught we had to freeze like a statue. We have also been balancing, kicking, crawling and throwing. To warm our bodies up we have been rolling like ornaments, twinkling and spinning like snowflakes, marching like nutcrackers and galloping like reindeer's. After exercise we also noticed the changes in our bodies, this included our heart beating faster. 8
In PE we have been playing Jack Frost Tig.   This game involved running skilfully and negotiating space successfully. The children adjusted speed and direction to avoid each other or tig a friend. When we got caught we had to freeze like a statue. We have also been balancing, kicking, crawling and throwing. To warm our bodies up we have been rolling like ornaments, twinkling and spinning like snowflakes, marching like nutcrackers and galloping like reindeer's. After exercise we also noticed the changes in our bodies, this included our heart beating faster. 9
In PE we have been playing Jack Frost Tig.   This game involved running skilfully and negotiating space successfully. The children adjusted speed and direction to avoid each other or tig a friend. When we got caught we had to freeze like a statue. We have also been balancing, kicking, crawling and throwing. To warm our bodies up we have been rolling like ornaments, twinkling and spinning like snowflakes, marching like nutcrackers and galloping like reindeer's. After exercise we also noticed the changes in our bodies, this included our heart beating faster. 10
In PE we have been playing Jack Frost Tig.   This game involved running skilfully and negotiating space successfully. The children adjusted speed and direction to avoid each other or tig a friend. When we got caught we had to freeze like a statue. We have also been balancing, kicking, crawling and throwing. To warm our bodies up we have been rolling like ornaments, twinkling and spinning like snowflakes, marching like nutcrackers and galloping like reindeer's. After exercise we also noticed the changes in our bodies, this included our heart beating faster. 11
In PE we have been playing Jack Frost Tig.   This game involved running skilfully and negotiating space successfully. The children adjusted speed and direction to avoid each other or tig a friend. When we got caught we had to freeze like a statue. We have also been balancing, kicking, crawling and throwing. To warm our bodies up we have been rolling like ornaments, twinkling and spinning like snowflakes, marching like nutcrackers and galloping like reindeer's. After exercise we also noticed the changes in our bodies, this included our heart beating faster. 12
In PE we have been playing Jack Frost Tig.   This game involved running skilfully and negotiating space successfully. The children adjusted speed and direction to avoid each other or tig a friend. When we got caught we had to freeze like a statue. We have also been balancing, kicking, crawling and throwing. To warm our bodies up we have been rolling like ornaments, twinkling and spinning like snowflakes, marching like nutcrackers and galloping like reindeer's. After exercise we also noticed the changes in our bodies, this included our heart beating faster. 13
In PE we have been playing Jack Frost Tig.   This game involved running skilfully and negotiating space successfully. The children adjusted speed and direction to avoid each other or tig a friend. When we got caught we had to freeze like a statue. We have also been balancing, kicking, crawling and throwing. To warm our bodies up we have been rolling like ornaments, twinkling and spinning like snowflakes, marching like nutcrackers and galloping like reindeer's. After exercise we also noticed the changes in our bodies, this included our heart beating faster. 14
In PE we have been playing Jack Frost Tig.   This game involved running skilfully and negotiating space successfully. The children adjusted speed and direction to avoid each other or tig a friend. When we got caught we had to freeze like a statue. We have also been balancing, kicking, crawling and throwing. To warm our bodies up we have been rolling like ornaments, twinkling and spinning like snowflakes, marching like nutcrackers and galloping like reindeer's. After exercise we also noticed the changes in our bodies, this included our heart beating faster. 15
In PE we have been playing Jack Frost Tig.   This game involved running skilfully and negotiating space successfully. The children adjusted speed and direction to avoid each other or tig a friend. When we got caught we had to freeze like a statue. We have also been balancing, kicking, crawling and throwing. To warm our bodies up we have been rolling like ornaments, twinkling and spinning like snowflakes, marching like nutcrackers and galloping like reindeer's. After exercise we also noticed the changes in our bodies, this included our heart beating faster. 16
In PE we have been playing Jack Frost Tig.   This game involved running skilfully and negotiating space successfully. The children adjusted speed and direction to avoid each other or tig a friend. When we got caught we had to freeze like a statue. We have also been balancing, kicking, crawling and throwing. To warm our bodies up we have been rolling like ornaments, twinkling and spinning like snowflakes, marching like nutcrackers and galloping like reindeer's. After exercise we also noticed the changes in our bodies, this included our heart beating faster. 17
In PE we have been playing Jack Frost Tig.   This game involved running skilfully and negotiating space successfully. The children adjusted speed and direction to avoid each other or tig a friend. When we got caught we had to freeze like a statue. We have also been balancing, kicking, crawling and throwing. To warm our bodies up we have been rolling like ornaments, twinkling and spinning like snowflakes, marching like nutcrackers and galloping like reindeer's. After exercise we also noticed the changes in our bodies, this included our heart beating faster. 18

We have thoroughly enjoyed discussing Christmas and family celebrations in December. The children showed a great interest in the lives of each other. Some were lucky enough to meet Santa who came to visit. We were very fortunate to all receive a gift from him too and open our story advent calendar each day this month. The children have enjoyed rein-acting the nativity story, practicing the songs for the production and performing in front of the school, their siblings and parents. We are all very proud of the children and wish you all a merry Christmas.

We have thoroughly enjoyed discussing Christmas and family celebrations in December. The children showed a great interest in the lives of each other. Some were lucky enough to meet Santa who came to visit. We were very fortunate to all receive a gift from him too and open our story advent calendar each day this month. The children have enjoyed rein-acting the nativity story, practicing the songs for the production and performing in front of the school, their siblings and parents. We are all very proud of the children and wish you all a merry Christmas.  1
We have thoroughly enjoyed discussing Christmas and family celebrations in December. The children showed a great interest in the lives of each other. Some were lucky enough to meet Santa who came to visit. We were very fortunate to all receive a gift from him too and open our story advent calendar each day this month. The children have enjoyed rein-acting the nativity story, practicing the songs for the production and performing in front of the school, their siblings and parents. We are all very proud of the children and wish you all a merry Christmas.  2
We have thoroughly enjoyed discussing Christmas and family celebrations in December. The children showed a great interest in the lives of each other. Some were lucky enough to meet Santa who came to visit. We were very fortunate to all receive a gift from him too and open our story advent calendar each day this month. The children have enjoyed rein-acting the nativity story, practicing the songs for the production and performing in front of the school, their siblings and parents. We are all very proud of the children and wish you all a merry Christmas.  3
We have thoroughly enjoyed discussing Christmas and family celebrations in December. The children showed a great interest in the lives of each other. Some were lucky enough to meet Santa who came to visit. We were very fortunate to all receive a gift from him too and open our story advent calendar each day this month. The children have enjoyed rein-acting the nativity story, practicing the songs for the production and performing in front of the school, their siblings and parents. We are all very proud of the children and wish you all a merry Christmas.  4
We have thoroughly enjoyed discussing Christmas and family celebrations in December. The children showed a great interest in the lives of each other. Some were lucky enough to meet Santa who came to visit. We were very fortunate to all receive a gift from him too and open our story advent calendar each day this month. The children have enjoyed rein-acting the nativity story, practicing the songs for the production and performing in front of the school, their siblings and parents. We are all very proud of the children and wish you all a merry Christmas.  5
We have thoroughly enjoyed discussing Christmas and family celebrations in December. The children showed a great interest in the lives of each other. Some were lucky enough to meet Santa who came to visit. We were very fortunate to all receive a gift from him too and open our story advent calendar each day this month. The children have enjoyed rein-acting the nativity story, practicing the songs for the production and performing in front of the school, their siblings and parents. We are all very proud of the children and wish you all a merry Christmas.  6
We have thoroughly enjoyed discussing Christmas and family celebrations in December. The children showed a great interest in the lives of each other. Some were lucky enough to meet Santa who came to visit. We were very fortunate to all receive a gift from him too and open our story advent calendar each day this month. The children have enjoyed rein-acting the nativity story, practicing the songs for the production and performing in front of the school, their siblings and parents. We are all very proud of the children and wish you all a merry Christmas.  7
We have thoroughly enjoyed discussing Christmas and family celebrations in December. The children showed a great interest in the lives of each other. Some were lucky enough to meet Santa who came to visit. We were very fortunate to all receive a gift from him too and open our story advent calendar each day this month. The children have enjoyed rein-acting the nativity story, practicing the songs for the production and performing in front of the school, their siblings and parents. We are all very proud of the children and wish you all a merry Christmas.  8
We have thoroughly enjoyed discussing Christmas and family celebrations in December. The children showed a great interest in the lives of each other. Some were lucky enough to meet Santa who came to visit. We were very fortunate to all receive a gift from him too and open our story advent calendar each day this month. The children have enjoyed rein-acting the nativity story, practicing the songs for the production and performing in front of the school, their siblings and parents. We are all very proud of the children and wish you all a merry Christmas.  9
We have thoroughly enjoyed discussing Christmas and family celebrations in December. The children showed a great interest in the lives of each other. Some were lucky enough to meet Santa who came to visit. We were very fortunate to all receive a gift from him too and open our story advent calendar each day this month. The children have enjoyed rein-acting the nativity story, practicing the songs for the production and performing in front of the school, their siblings and parents. We are all very proud of the children and wish you all a merry Christmas.  10
We have thoroughly enjoyed discussing Christmas and family celebrations in December. The children showed a great interest in the lives of each other. Some were lucky enough to meet Santa who came to visit. We were very fortunate to all receive a gift from him too and open our story advent calendar each day this month. The children have enjoyed rein-acting the nativity story, practicing the songs for the production and performing in front of the school, their siblings and parents. We are all very proud of the children and wish you all a merry Christmas.  11
We have thoroughly enjoyed discussing Christmas and family celebrations in December. The children showed a great interest in the lives of each other. Some were lucky enough to meet Santa who came to visit. We were very fortunate to all receive a gift from him too and open our story advent calendar each day this month. The children have enjoyed rein-acting the nativity story, practicing the songs for the production and performing in front of the school, their siblings and parents. We are all very proud of the children and wish you all a merry Christmas.  12
We have thoroughly enjoyed discussing Christmas and family celebrations in December. The children showed a great interest in the lives of each other. Some were lucky enough to meet Santa who came to visit. We were very fortunate to all receive a gift from him too and open our story advent calendar each day this month. The children have enjoyed rein-acting the nativity story, practicing the songs for the production and performing in front of the school, their siblings and parents. We are all very proud of the children and wish you all a merry Christmas.  13
We have thoroughly enjoyed discussing Christmas and family celebrations in December. The children showed a great interest in the lives of each other. Some were lucky enough to meet Santa who came to visit. We were very fortunate to all receive a gift from him too and open our story advent calendar each day this month. The children have enjoyed rein-acting the nativity story, practicing the songs for the production and performing in front of the school, their siblings and parents. We are all very proud of the children and wish you all a merry Christmas.  14
We have thoroughly enjoyed discussing Christmas and family celebrations in December. The children showed a great interest in the lives of each other. Some were lucky enough to meet Santa who came to visit. We were very fortunate to all receive a gift from him too and open our story advent calendar each day this month. The children have enjoyed rein-acting the nativity story, practicing the songs for the production and performing in front of the school, their siblings and parents. We are all very proud of the children and wish you all a merry Christmas.  15
We have thoroughly enjoyed discussing Christmas and family celebrations in December. The children showed a great interest in the lives of each other. Some were lucky enough to meet Santa who came to visit. We were very fortunate to all receive a gift from him too and open our story advent calendar each day this month. The children have enjoyed rein-acting the nativity story, practicing the songs for the production and performing in front of the school, their siblings and parents. We are all very proud of the children and wish you all a merry Christmas.  16
We have thoroughly enjoyed discussing Christmas and family celebrations in December. The children showed a great interest in the lives of each other. Some were lucky enough to meet Santa who came to visit. We were very fortunate to all receive a gift from him too and open our story advent calendar each day this month. The children have enjoyed rein-acting the nativity story, practicing the songs for the production and performing in front of the school, their siblings and parents. We are all very proud of the children and wish you all a merry Christmas.  17
We have thoroughly enjoyed discussing Christmas and family celebrations in December. The children showed a great interest in the lives of each other. Some were lucky enough to meet Santa who came to visit. We were very fortunate to all receive a gift from him too and open our story advent calendar each day this month. The children have enjoyed rein-acting the nativity story, practicing the songs for the production and performing in front of the school, their siblings and parents. We are all very proud of the children and wish you all a merry Christmas.  18
We have thoroughly enjoyed discussing Christmas and family celebrations in December. The children showed a great interest in the lives of each other. Some were lucky enough to meet Santa who came to visit. We were very fortunate to all receive a gift from him too and open our story advent calendar each day this month. The children have enjoyed rein-acting the nativity story, practicing the songs for the production and performing in front of the school, their siblings and parents. We are all very proud of the children and wish you all a merry Christmas.  19
We have thoroughly enjoyed discussing Christmas and family celebrations in December. The children showed a great interest in the lives of each other. Some were lucky enough to meet Santa who came to visit. We were very fortunate to all receive a gift from him too and open our story advent calendar each day this month. The children have enjoyed rein-acting the nativity story, practicing the songs for the production and performing in front of the school, their siblings and parents. We are all very proud of the children and wish you all a merry Christmas.  20
We have thoroughly enjoyed discussing Christmas and family celebrations in December. The children showed a great interest in the lives of each other. Some were lucky enough to meet Santa who came to visit. We were very fortunate to all receive a gift from him too and open our story advent calendar each day this month. The children have enjoyed rein-acting the nativity story, practicing the songs for the production and performing in front of the school, their siblings and parents. We are all very proud of the children and wish you all a merry Christmas.  21
We have thoroughly enjoyed discussing Christmas and family celebrations in December. The children showed a great interest in the lives of each other. Some were lucky enough to meet Santa who came to visit. We were very fortunate to all receive a gift from him too and open our story advent calendar each day this month. The children have enjoyed rein-acting the nativity story, practicing the songs for the production and performing in front of the school, their siblings and parents. We are all very proud of the children and wish you all a merry Christmas.  22
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