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Febuary

During the continuous provision the children role play imitating what they have observed from their broadening experiences in the wider environment. " I want all the children to come, its a party you know." “Would you rather have sweets or cake?” From such observations we created cupcakes, party invitations and made party hats!

During the continuous provision the children role play imitating what they have observed from their broadening experiences in the wider environment. " I want all the children to come, its a party you know."  “Would you rather have sweets or cake?” From such  observations we created cupcakes, party invitations and made party hats!  1
During the continuous provision the children role play imitating what they have observed from their broadening experiences in the wider environment. " I want all the children to come, its a party you know."  “Would you rather have sweets or cake?” From such  observations we created cupcakes, party invitations and made party hats!  2
During the continuous provision the children role play imitating what they have observed from their broadening experiences in the wider environment. " I want all the children to come, its a party you know."  “Would you rather have sweets or cake?” From such  observations we created cupcakes, party invitations and made party hats!  3
During the continuous provision the children role play imitating what they have observed from their broadening experiences in the wider environment. " I want all the children to come, its a party you know."  “Would you rather have sweets or cake?” From such  observations we created cupcakes, party invitations and made party hats!  4
During the continuous provision the children role play imitating what they have observed from their broadening experiences in the wider environment. " I want all the children to come, its a party you know."  “Would you rather have sweets or cake?” From such  observations we created cupcakes, party invitations and made party hats!  5
During the continuous provision the children role play imitating what they have observed from their broadening experiences in the wider environment. " I want all the children to come, its a party you know."  “Would you rather have sweets or cake?” From such  observations we created cupcakes, party invitations and made party hats!  6
During the continuous provision the children role play imitating what they have observed from their broadening experiences in the wider environment. " I want all the children to come, its a party you know."  “Would you rather have sweets or cake?” From such  observations we created cupcakes, party invitations and made party hats!  7
During the continuous provision the children role play imitating what they have observed from their broadening experiences in the wider environment. " I want all the children to come, its a party you know."  “Would you rather have sweets or cake?” From such  observations we created cupcakes, party invitations and made party hats!  8
During the continuous provision the children role play imitating what they have observed from their broadening experiences in the wider environment. " I want all the children to come, its a party you know."  “Would you rather have sweets or cake?” From such  observations we created cupcakes, party invitations and made party hats!  9
During the continuous provision the children role play imitating what they have observed from their broadening experiences in the wider environment. " I want all the children to come, its a party you know."  “Would you rather have sweets or cake?” From such  observations we created cupcakes, party invitations and made party hats!  10
During the continuous provision the children role play imitating what they have observed from their broadening experiences in the wider environment. " I want all the children to come, its a party you know."  “Would you rather have sweets or cake?” From such  observations we created cupcakes, party invitations and made party hats!  11

In the home corner we have been demonstrating friendly behaviour, initiating conversations and forming good relationships with peers and familiar adults. We discussed bathing the babies and checking their weight; from this we role played with the doctors surgery equipment. The children were engaged and enjoyed being patient and doctors; through this they have been learning new words, using them in communicating. "How are you feeling, are you feeling ill?" "Let me check your heartbeat, and I will look into your ear."

In the home corner we have been demonstrating  friendly behaviour, initiating conversations and forming good relationships with peers and familiar adults. We discussed bathing the babies and checking their weight; from this we role played with the doctors surgery equipment.  The children were engaged and enjoyed being patient and doctors; through this they have been learning new words, using them in communicating.  "How are you feeling, are you feeling ill?"   "Let me check your heartbeat, and I will look into your ear." 1
In the home corner we have been demonstrating  friendly behaviour, initiating conversations and forming good relationships with peers and familiar adults. We discussed bathing the babies and checking their weight; from this we role played with the doctors surgery equipment.  The children were engaged and enjoyed being patient and doctors; through this they have been learning new words, using them in communicating.  "How are you feeling, are you feeling ill?"   "Let me check your heartbeat, and I will look into your ear." 2
In the home corner we have been demonstrating  friendly behaviour, initiating conversations and forming good relationships with peers and familiar adults. We discussed bathing the babies and checking their weight; from this we role played with the doctors surgery equipment.  The children were engaged and enjoyed being patient and doctors; through this they have been learning new words, using them in communicating.  "How are you feeling, are you feeling ill?"   "Let me check your heartbeat, and I will look into your ear." 3
In the home corner we have been demonstrating  friendly behaviour, initiating conversations and forming good relationships with peers and familiar adults. We discussed bathing the babies and checking their weight; from this we role played with the doctors surgery equipment.  The children were engaged and enjoyed being patient and doctors; through this they have been learning new words, using them in communicating.  "How are you feeling, are you feeling ill?"   "Let me check your heartbeat, and I will look into your ear." 4
In the home corner we have been demonstrating  friendly behaviour, initiating conversations and forming good relationships with peers and familiar adults. We discussed bathing the babies and checking their weight; from this we role played with the doctors surgery equipment.  The children were engaged and enjoyed being patient and doctors; through this they have been learning new words, using them in communicating.  "How are you feeling, are you feeling ill?"   "Let me check your heartbeat, and I will look into your ear." 5
In the home corner we have been demonstrating  friendly behaviour, initiating conversations and forming good relationships with peers and familiar adults. We discussed bathing the babies and checking their weight; from this we role played with the doctors surgery equipment.  The children were engaged and enjoyed being patient and doctors; through this they have been learning new words, using them in communicating.  "How are you feeling, are you feeling ill?"   "Let me check your heartbeat, and I will look into your ear." 6
In the home corner we have been demonstrating  friendly behaviour, initiating conversations and forming good relationships with peers and familiar adults. We discussed bathing the babies and checking their weight; from this we role played with the doctors surgery equipment.  The children were engaged and enjoyed being patient and doctors; through this they have been learning new words, using them in communicating.  "How are you feeling, are you feeling ill?"   "Let me check your heartbeat, and I will look into your ear." 7
In the home corner we have been demonstrating  friendly behaviour, initiating conversations and forming good relationships with peers and familiar adults. We discussed bathing the babies and checking their weight; from this we role played with the doctors surgery equipment.  The children were engaged and enjoyed being patient and doctors; through this they have been learning new words, using them in communicating.  "How are you feeling, are you feeling ill?"   "Let me check your heartbeat, and I will look into your ear." 8
In the home corner we have been demonstrating  friendly behaviour, initiating conversations and forming good relationships with peers and familiar adults. We discussed bathing the babies and checking their weight; from this we role played with the doctors surgery equipment.  The children were engaged and enjoyed being patient and doctors; through this they have been learning new words, using them in communicating.  "How are you feeling, are you feeling ill?"   "Let me check your heartbeat, and I will look into your ear." 9

We have began to build a repertoire of songs, joining in with the repeated refrains and actions within small group activities, on the stage outside and phonics time. We have enjoyed singing number songs on the carpet, taking various roles and carrying out small tasks. This involves counting and checking how many we have left when subtracting one number at a time from a group of 5, or more!

We have began to build a repertoire of songs, joining in with the repeated refrains and actions within small group activities, on the stage outside and phonics time.  We have enjoyed singing number songs on the carpet, taking various roles and carrying out small tasks. This involves counting and checking how many we have left when subtracting one number at a time from a group of 5, or more! 1
We have began to build a repertoire of songs, joining in with the repeated refrains and actions within small group activities, on the stage outside and phonics time.  We have enjoyed singing number songs on the carpet, taking various roles and carrying out small tasks. This involves counting and checking how many we have left when subtracting one number at a time from a group of 5, or more! 2
We have began to build a repertoire of songs, joining in with the repeated refrains and actions within small group activities, on the stage outside and phonics time.  We have enjoyed singing number songs on the carpet, taking various roles and carrying out small tasks. This involves counting and checking how many we have left when subtracting one number at a time from a group of 5, or more! 3
We have began to build a repertoire of songs, joining in with the repeated refrains and actions within small group activities, on the stage outside and phonics time.  We have enjoyed singing number songs on the carpet, taking various roles and carrying out small tasks. This involves counting and checking how many we have left when subtracting one number at a time from a group of 5, or more! 4
We have began to build a repertoire of songs, joining in with the repeated refrains and actions within small group activities, on the stage outside and phonics time.  We have enjoyed singing number songs on the carpet, taking various roles and carrying out small tasks. This involves counting and checking how many we have left when subtracting one number at a time from a group of 5, or more! 5
We have began to build a repertoire of songs, joining in with the repeated refrains and actions within small group activities, on the stage outside and phonics time.  We have enjoyed singing number songs on the carpet, taking various roles and carrying out small tasks. This involves counting and checking how many we have left when subtracting one number at a time from a group of 5, or more! 6
We have began to build a repertoire of songs, joining in with the repeated refrains and actions within small group activities, on the stage outside and phonics time.  We have enjoyed singing number songs on the carpet, taking various roles and carrying out small tasks. This involves counting and checking how many we have left when subtracting one number at a time from a group of 5, or more! 7
We have began to build a repertoire of songs, joining in with the repeated refrains and actions within small group activities, on the stage outside and phonics time.  We have enjoyed singing number songs on the carpet, taking various roles and carrying out small tasks. This involves counting and checking how many we have left when subtracting one number at a time from a group of 5, or more! 8
We have began to build a repertoire of songs, joining in with the repeated refrains and actions within small group activities, on the stage outside and phonics time.  We have enjoyed singing number songs on the carpet, taking various roles and carrying out small tasks. This involves counting and checking how many we have left when subtracting one number at a time from a group of 5, or more! 9
We have began to build a repertoire of songs, joining in with the repeated refrains and actions within small group activities, on the stage outside and phonics time.  We have enjoyed singing number songs on the carpet, taking various roles and carrying out small tasks. This involves counting and checking how many we have left when subtracting one number at a time from a group of 5, or more! 10
We have began to build a repertoire of songs, joining in with the repeated refrains and actions within small group activities, on the stage outside and phonics time.  We have enjoyed singing number songs on the carpet, taking various roles and carrying out small tasks. This involves counting and checking how many we have left when subtracting one number at a time from a group of 5, or more! 11
We have began to build a repertoire of songs, joining in with the repeated refrains and actions within small group activities, on the stage outside and phonics time.  We have enjoyed singing number songs on the carpet, taking various roles and carrying out small tasks. This involves counting and checking how many we have left when subtracting one number at a time from a group of 5, or more! 12
We have began to build a repertoire of songs, joining in with the repeated refrains and actions within small group activities, on the stage outside and phonics time.  We have enjoyed singing number songs on the carpet, taking various roles and carrying out small tasks. This involves counting and checking how many we have left when subtracting one number at a time from a group of 5, or more! 13
We have began to build a repertoire of songs, joining in with the repeated refrains and actions within small group activities, on the stage outside and phonics time.  We have enjoyed singing number songs on the carpet, taking various roles and carrying out small tasks. This involves counting and checking how many we have left when subtracting one number at a time from a group of 5, or more! 14
We have began to build a repertoire of songs, joining in with the repeated refrains and actions within small group activities, on the stage outside and phonics time.  We have enjoyed singing number songs on the carpet, taking various roles and carrying out small tasks. This involves counting and checking how many we have left when subtracting one number at a time from a group of 5, or more! 15
We have began to build a repertoire of songs, joining in with the repeated refrains and actions within small group activities, on the stage outside and phonics time.  We have enjoyed singing number songs on the carpet, taking various roles and carrying out small tasks. This involves counting and checking how many we have left when subtracting one number at a time from a group of 5, or more! 16
We have began to build a repertoire of songs, joining in with the repeated refrains and actions within small group activities, on the stage outside and phonics time.  We have enjoyed singing number songs on the carpet, taking various roles and carrying out small tasks. This involves counting and checking how many we have left when subtracting one number at a time from a group of 5, or more! 17

The children engaged in number pong. Each child took it in turns to throw the ping pong ball into the cup. Each cup had a number inside. After tackling challenges and persisting with the activity the children celebrated their achievements. The children were able to identify which number cup they knocked down and or correctly landed into. The ping pong balls were also numbered, the children used the number line to identify which numbered ball they had, although the children were not always successful in their estimations they became more confident in using the numbers from 1-5 provided.

The children engaged in number pong. Each child took it in turns to throw the ping pong ball into the cup. Each cup had a number inside. After tackling challenges and persisting with the activity the children celebrated their achievements. The children were able to identify which number cup they knocked down and or correctly landed into. The ping pong balls were also numbered, the children used the number line to identify which numbered ball they had, although the children were not always successful in their estimations they became more confident in using the numbers from 1-5 provided. 1
The children engaged in number pong. Each child took it in turns to throw the ping pong ball into the cup. Each cup had a number inside. After tackling challenges and persisting with the activity the children celebrated their achievements. The children were able to identify which number cup they knocked down and or correctly landed into. The ping pong balls were also numbered, the children used the number line to identify which numbered ball they had, although the children were not always successful in their estimations they became more confident in using the numbers from 1-5 provided. 2
The children engaged in number pong. Each child took it in turns to throw the ping pong ball into the cup. Each cup had a number inside. After tackling challenges and persisting with the activity the children celebrated their achievements. The children were able to identify which number cup they knocked down and or correctly landed into. The ping pong balls were also numbered, the children used the number line to identify which numbered ball they had, although the children were not always successful in their estimations they became more confident in using the numbers from 1-5 provided. 3
The children engaged in number pong. Each child took it in turns to throw the ping pong ball into the cup. Each cup had a number inside. After tackling challenges and persisting with the activity the children celebrated their achievements. The children were able to identify which number cup they knocked down and or correctly landed into. The ping pong balls were also numbered, the children used the number line to identify which numbered ball they had, although the children were not always successful in their estimations they became more confident in using the numbers from 1-5 provided. 4
The children engaged in number pong. Each child took it in turns to throw the ping pong ball into the cup. Each cup had a number inside. After tackling challenges and persisting with the activity the children celebrated their achievements. The children were able to identify which number cup they knocked down and or correctly landed into. The ping pong balls were also numbered, the children used the number line to identify which numbered ball they had, although the children were not always successful in their estimations they became more confident in using the numbers from 1-5 provided. 5
The children engaged in number pong. Each child took it in turns to throw the ping pong ball into the cup. Each cup had a number inside. After tackling challenges and persisting with the activity the children celebrated their achievements. The children were able to identify which number cup they knocked down and or correctly landed into. The ping pong balls were also numbered, the children used the number line to identify which numbered ball they had, although the children were not always successful in their estimations they became more confident in using the numbers from 1-5 provided. 6
The children engaged in number pong. Each child took it in turns to throw the ping pong ball into the cup. Each cup had a number inside. After tackling challenges and persisting with the activity the children celebrated their achievements. The children were able to identify which number cup they knocked down and or correctly landed into. The ping pong balls were also numbered, the children used the number line to identify which numbered ball they had, although the children were not always successful in their estimations they became more confident in using the numbers from 1-5 provided. 7
The children engaged in number pong. Each child took it in turns to throw the ping pong ball into the cup. Each cup had a number inside. After tackling challenges and persisting with the activity the children celebrated their achievements. The children were able to identify which number cup they knocked down and or correctly landed into. The ping pong balls were also numbered, the children used the number line to identify which numbered ball they had, although the children were not always successful in their estimations they became more confident in using the numbers from 1-5 provided. 8

At Peter Rabbits Nursery we strive to contribute the Christian values that are at the heart of school life and understand more about the wider community and world. We have been looking at the local Church and the wider Christian community. We created a reflection area in the classroom, emphasising the importance of personal belief; articulating what we value and how we practice these values. Many children contributed to our beliefs tree. They shared their news using vocabulary focused on objects and people that are of particular importance to them. The children referred to Baby Jesus, Mary and Joseph, crucifix, Ala, Urka, Juba, Apa and The Ouran.

At Peter Rabbits Nursery we strive to contribute the Christian values that are at the heart of school life and understand more about the wider community and world. We have been looking at the local Church and the wider Christian community. We created a reflection area in the classroom, emphasising the importance of personal belief; articulating what we value and how we practice these values. Many children contributed to our beliefs tree. They shared their news using vocabulary focused on objects and people that are of particular importance to them. The children referred to Baby Jesus, Mary and Joseph, crucifix, Ala, Urka, Juba, Apa and The Ouran.  1
At Peter Rabbits Nursery we strive to contribute the Christian values that are at the heart of school life and understand more about the wider community and world. We have been looking at the local Church and the wider Christian community. We created a reflection area in the classroom, emphasising the importance of personal belief; articulating what we value and how we practice these values. Many children contributed to our beliefs tree. They shared their news using vocabulary focused on objects and people that are of particular importance to them. The children referred to Baby Jesus, Mary and Joseph, crucifix, Ala, Urka, Juba, Apa and The Ouran.  2
At Peter Rabbits Nursery we strive to contribute the Christian values that are at the heart of school life and understand more about the wider community and world. We have been looking at the local Church and the wider Christian community. We created a reflection area in the classroom, emphasising the importance of personal belief; articulating what we value and how we practice these values. Many children contributed to our beliefs tree. They shared their news using vocabulary focused on objects and people that are of particular importance to them. The children referred to Baby Jesus, Mary and Joseph, crucifix, Ala, Urka, Juba, Apa and The Ouran.  3
At Peter Rabbits Nursery we strive to contribute the Christian values that are at the heart of school life and understand more about the wider community and world. We have been looking at the local Church and the wider Christian community. We created a reflection area in the classroom, emphasising the importance of personal belief; articulating what we value and how we practice these values. Many children contributed to our beliefs tree. They shared their news using vocabulary focused on objects and people that are of particular importance to them. The children referred to Baby Jesus, Mary and Joseph, crucifix, Ala, Urka, Juba, Apa and The Ouran.  4
At Peter Rabbits Nursery we strive to contribute the Christian values that are at the heart of school life and understand more about the wider community and world. We have been looking at the local Church and the wider Christian community. We created a reflection area in the classroom, emphasising the importance of personal belief; articulating what we value and how we practice these values. Many children contributed to our beliefs tree. They shared their news using vocabulary focused on objects and people that are of particular importance to them. The children referred to Baby Jesus, Mary and Joseph, crucifix, Ala, Urka, Juba, Apa and The Ouran.  5
At Peter Rabbits Nursery we strive to contribute the Christian values that are at the heart of school life and understand more about the wider community and world. We have been looking at the local Church and the wider Christian community. We created a reflection area in the classroom, emphasising the importance of personal belief; articulating what we value and how we practice these values. Many children contributed to our beliefs tree. They shared their news using vocabulary focused on objects and people that are of particular importance to them. The children referred to Baby Jesus, Mary and Joseph, crucifix, Ala, Urka, Juba, Apa and The Ouran.  6

The children have enjoyed listening to Jack and the Beanstalk story following them noticing Jack up the beanstalk in nursery! We particularly enjoyed joining in with repeated refrains pretending to be the giant saying "Fee Fi Fo Fum." During PE the children enjoyed rein acting the story. Firstly they exchanged the cow, they shook egg shakers which the magic hen laid and shouted down the tubes, not forgetting climbing up and down the beanstalk! We had lots of fun!

The children have enjoyed listening to Jack and the Beanstalk story following them noticing Jack up the beanstalk in nursery! We particularly enjoyed joining in with repeated refrains pretending to be the giant saying "Fee Fi Fo Fum."  During PE the children enjoyed rein acting the story. Firstly they exchanged the cow, they shook egg shakers which the magic hen laid and shouted down the tubes, not forgetting climbing up and down the beanstalk! We had lots of fun! 1
The children have enjoyed listening to Jack and the Beanstalk story following them noticing Jack up the beanstalk in nursery! We particularly enjoyed joining in with repeated refrains pretending to be the giant saying "Fee Fi Fo Fum."  During PE the children enjoyed rein acting the story. Firstly they exchanged the cow, they shook egg shakers which the magic hen laid and shouted down the tubes, not forgetting climbing up and down the beanstalk! We had lots of fun! 2
The children have enjoyed listening to Jack and the Beanstalk story following them noticing Jack up the beanstalk in nursery! We particularly enjoyed joining in with repeated refrains pretending to be the giant saying "Fee Fi Fo Fum."  During PE the children enjoyed rein acting the story. Firstly they exchanged the cow, they shook egg shakers which the magic hen laid and shouted down the tubes, not forgetting climbing up and down the beanstalk! We had lots of fun! 3
The children have enjoyed listening to Jack and the Beanstalk story following them noticing Jack up the beanstalk in nursery! We particularly enjoyed joining in with repeated refrains pretending to be the giant saying "Fee Fi Fo Fum."  During PE the children enjoyed rein acting the story. Firstly they exchanged the cow, they shook egg shakers which the magic hen laid and shouted down the tubes, not forgetting climbing up and down the beanstalk! We had lots of fun! 4
The children have enjoyed listening to Jack and the Beanstalk story following them noticing Jack up the beanstalk in nursery! We particularly enjoyed joining in with repeated refrains pretending to be the giant saying "Fee Fi Fo Fum."  During PE the children enjoyed rein acting the story. Firstly they exchanged the cow, they shook egg shakers which the magic hen laid and shouted down the tubes, not forgetting climbing up and down the beanstalk! We had lots of fun! 5
The children have enjoyed listening to Jack and the Beanstalk story following them noticing Jack up the beanstalk in nursery! We particularly enjoyed joining in with repeated refrains pretending to be the giant saying "Fee Fi Fo Fum."  During PE the children enjoyed rein acting the story. Firstly they exchanged the cow, they shook egg shakers which the magic hen laid and shouted down the tubes, not forgetting climbing up and down the beanstalk! We had lots of fun! 6
The children have enjoyed listening to Jack and the Beanstalk story following them noticing Jack up the beanstalk in nursery! We particularly enjoyed joining in with repeated refrains pretending to be the giant saying "Fee Fi Fo Fum."  During PE the children enjoyed rein acting the story. Firstly they exchanged the cow, they shook egg shakers which the magic hen laid and shouted down the tubes, not forgetting climbing up and down the beanstalk! We had lots of fun! 7
The children have enjoyed listening to Jack and the Beanstalk story following them noticing Jack up the beanstalk in nursery! We particularly enjoyed joining in with repeated refrains pretending to be the giant saying "Fee Fi Fo Fum."  During PE the children enjoyed rein acting the story. Firstly they exchanged the cow, they shook egg shakers which the magic hen laid and shouted down the tubes, not forgetting climbing up and down the beanstalk! We had lots of fun! 8
The children have enjoyed listening to Jack and the Beanstalk story following them noticing Jack up the beanstalk in nursery! We particularly enjoyed joining in with repeated refrains pretending to be the giant saying "Fee Fi Fo Fum."  During PE the children enjoyed rein acting the story. Firstly they exchanged the cow, they shook egg shakers which the magic hen laid and shouted down the tubes, not forgetting climbing up and down the beanstalk! We had lots of fun! 9
The children have enjoyed listening to Jack and the Beanstalk story following them noticing Jack up the beanstalk in nursery! We particularly enjoyed joining in with repeated refrains pretending to be the giant saying "Fee Fi Fo Fum."  During PE the children enjoyed rein acting the story. Firstly they exchanged the cow, they shook egg shakers which the magic hen laid and shouted down the tubes, not forgetting climbing up and down the beanstalk! We had lots of fun! 10
The children have enjoyed listening to Jack and the Beanstalk story following them noticing Jack up the beanstalk in nursery! We particularly enjoyed joining in with repeated refrains pretending to be the giant saying "Fee Fi Fo Fum."  During PE the children enjoyed rein acting the story. Firstly they exchanged the cow, they shook egg shakers which the magic hen laid and shouted down the tubes, not forgetting climbing up and down the beanstalk! We had lots of fun! 11
The children have enjoyed listening to Jack and the Beanstalk story following them noticing Jack up the beanstalk in nursery! We particularly enjoyed joining in with repeated refrains pretending to be the giant saying "Fee Fi Fo Fum."  During PE the children enjoyed rein acting the story. Firstly they exchanged the cow, they shook egg shakers which the magic hen laid and shouted down the tubes, not forgetting climbing up and down the beanstalk! We had lots of fun! 12

The children have discussed Pancake day. We looked at the ingredients that make a pancake, and what we would like to eat on top. Peppa pig made pancakes at home; we enjoyed watching this and discussed our favourite part of the clip. In the hall and the playground we had pancake races, after our races we shared a story about pancakes. We looked at the meaning behind pancake day. The children identified things they might give up for lent and were excited to know when lent finishes we celebrate Easter!

The children have discussed Pancake day.  We looked at the ingredients that make a pancake, and what we would like to eat on top.  Peppa pig made pancakes at home; we enjoyed watching this and discussed our favourite part of the clip.  In the hall and the playground we had pancake races, after our races we shared a story about pancakes. We looked at the meaning behind pancake day.  The children identified things they might give up for lent and were excited to know when lent finishes we celebrate Easter! 1
The children have discussed Pancake day.  We looked at the ingredients that make a pancake, and what we would like to eat on top.  Peppa pig made pancakes at home; we enjoyed watching this and discussed our favourite part of the clip.  In the hall and the playground we had pancake races, after our races we shared a story about pancakes. We looked at the meaning behind pancake day.  The children identified things they might give up for lent and were excited to know when lent finishes we celebrate Easter! 2
The children have discussed Pancake day.  We looked at the ingredients that make a pancake, and what we would like to eat on top.  Peppa pig made pancakes at home; we enjoyed watching this and discussed our favourite part of the clip.  In the hall and the playground we had pancake races, after our races we shared a story about pancakes. We looked at the meaning behind pancake day.  The children identified things they might give up for lent and were excited to know when lent finishes we celebrate Easter! 3
The children have discussed Pancake day.  We looked at the ingredients that make a pancake, and what we would like to eat on top.  Peppa pig made pancakes at home; we enjoyed watching this and discussed our favourite part of the clip.  In the hall and the playground we had pancake races, after our races we shared a story about pancakes. We looked at the meaning behind pancake day.  The children identified things they might give up for lent and were excited to know when lent finishes we celebrate Easter! 4
The children have discussed Pancake day.  We looked at the ingredients that make a pancake, and what we would like to eat on top.  Peppa pig made pancakes at home; we enjoyed watching this and discussed our favourite part of the clip.  In the hall and the playground we had pancake races, after our races we shared a story about pancakes. We looked at the meaning behind pancake day.  The children identified things they might give up for lent and were excited to know when lent finishes we celebrate Easter! 5
The children have discussed Pancake day.  We looked at the ingredients that make a pancake, and what we would like to eat on top.  Peppa pig made pancakes at home; we enjoyed watching this and discussed our favourite part of the clip.  In the hall and the playground we had pancake races, after our races we shared a story about pancakes. We looked at the meaning behind pancake day.  The children identified things they might give up for lent and were excited to know when lent finishes we celebrate Easter! 6
The children have discussed Pancake day.  We looked at the ingredients that make a pancake, and what we would like to eat on top.  Peppa pig made pancakes at home; we enjoyed watching this and discussed our favourite part of the clip.  In the hall and the playground we had pancake races, after our races we shared a story about pancakes. We looked at the meaning behind pancake day.  The children identified things they might give up for lent and were excited to know when lent finishes we celebrate Easter! 7
The children have discussed Pancake day.  We looked at the ingredients that make a pancake, and what we would like to eat on top.  Peppa pig made pancakes at home; we enjoyed watching this and discussed our favourite part of the clip.  In the hall and the playground we had pancake races, after our races we shared a story about pancakes. We looked at the meaning behind pancake day.  The children identified things they might give up for lent and were excited to know when lent finishes we celebrate Easter! 8
The children have discussed Pancake day.  We looked at the ingredients that make a pancake, and what we would like to eat on top.  Peppa pig made pancakes at home; we enjoyed watching this and discussed our favourite part of the clip.  In the hall and the playground we had pancake races, after our races we shared a story about pancakes. We looked at the meaning behind pancake day.  The children identified things they might give up for lent and were excited to know when lent finishes we celebrate Easter! 9
The children have discussed Pancake day.  We looked at the ingredients that make a pancake, and what we would like to eat on top.  Peppa pig made pancakes at home; we enjoyed watching this and discussed our favourite part of the clip.  In the hall and the playground we had pancake races, after our races we shared a story about pancakes. We looked at the meaning behind pancake day.  The children identified things they might give up for lent and were excited to know when lent finishes we celebrate Easter! 10
The children have discussed Pancake day.  We looked at the ingredients that make a pancake, and what we would like to eat on top.  Peppa pig made pancakes at home; we enjoyed watching this and discussed our favourite part of the clip.  In the hall and the playground we had pancake races, after our races we shared a story about pancakes. We looked at the meaning behind pancake day.  The children identified things they might give up for lent and were excited to know when lent finishes we celebrate Easter! 11
The children have discussed Pancake day.  We looked at the ingredients that make a pancake, and what we would like to eat on top.  Peppa pig made pancakes at home; we enjoyed watching this and discussed our favourite part of the clip.  In the hall and the playground we had pancake races, after our races we shared a story about pancakes. We looked at the meaning behind pancake day.  The children identified things they might give up for lent and were excited to know when lent finishes we celebrate Easter! 12
The children have discussed Pancake day.  We looked at the ingredients that make a pancake, and what we would like to eat on top.  Peppa pig made pancakes at home; we enjoyed watching this and discussed our favourite part of the clip.  In the hall and the playground we had pancake races, after our races we shared a story about pancakes. We looked at the meaning behind pancake day.  The children identified things they might give up for lent and were excited to know when lent finishes we celebrate Easter! 13
The children have discussed Pancake day.  We looked at the ingredients that make a pancake, and what we would like to eat on top.  Peppa pig made pancakes at home; we enjoyed watching this and discussed our favourite part of the clip.  In the hall and the playground we had pancake races, after our races we shared a story about pancakes. We looked at the meaning behind pancake day.  The children identified things they might give up for lent and were excited to know when lent finishes we celebrate Easter! 14
The children have discussed Pancake day.  We looked at the ingredients that make a pancake, and what we would like to eat on top.  Peppa pig made pancakes at home; we enjoyed watching this and discussed our favourite part of the clip.  In the hall and the playground we had pancake races, after our races we shared a story about pancakes. We looked at the meaning behind pancake day.  The children identified things they might give up for lent and were excited to know when lent finishes we celebrate Easter! 15
The children have discussed Pancake day.  We looked at the ingredients that make a pancake, and what we would like to eat on top.  Peppa pig made pancakes at home; we enjoyed watching this and discussed our favourite part of the clip.  In the hall and the playground we had pancake races, after our races we shared a story about pancakes. We looked at the meaning behind pancake day.  The children identified things they might give up for lent and were excited to know when lent finishes we celebrate Easter! 16
The children have discussed Pancake day.  We looked at the ingredients that make a pancake, and what we would like to eat on top.  Peppa pig made pancakes at home; we enjoyed watching this and discussed our favourite part of the clip.  In the hall and the playground we had pancake races, after our races we shared a story about pancakes. We looked at the meaning behind pancake day.  The children identified things they might give up for lent and were excited to know when lent finishes we celebrate Easter! 17
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