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July 2017

This month we celebrated Den Day, building dens together to raise money for Save the Children. The children used a variety of materials including pegs, tape and string in the outdoor area to create shelters, we enjoyed playing inside our dens, some became airports, houses, ice cream shops and caves!

This month we celebrated Den Day, building dens together to raise money for Save the Children. The children used a variety of materials including pegs, tape and string in the outdoor area to create shelters, we enjoyed playing inside our dens, some became airports, houses, ice cream shops and caves! 1
This month we celebrated Den Day, building dens together to raise money for Save the Children. The children used a variety of materials including pegs, tape and string in the outdoor area to create shelters, we enjoyed playing inside our dens, some became airports, houses, ice cream shops and caves! 2
This month we celebrated Den Day, building dens together to raise money for Save the Children. The children used a variety of materials including pegs, tape and string in the outdoor area to create shelters, we enjoyed playing inside our dens, some became airports, houses, ice cream shops and caves! 3
This month we celebrated Den Day, building dens together to raise money for Save the Children. The children used a variety of materials including pegs, tape and string in the outdoor area to create shelters, we enjoyed playing inside our dens, some became airports, houses, ice cream shops and caves! 4
This month we celebrated Den Day, building dens together to raise money for Save the Children. The children used a variety of materials including pegs, tape and string in the outdoor area to create shelters, we enjoyed playing inside our dens, some became airports, houses, ice cream shops and caves! 5
This month we celebrated Den Day, building dens together to raise money for Save the Children. The children used a variety of materials including pegs, tape and string in the outdoor area to create shelters, we enjoyed playing inside our dens, some became airports, houses, ice cream shops and caves! 6
This month we celebrated Den Day, building dens together to raise money for Save the Children. The children used a variety of materials including pegs, tape and string in the outdoor area to create shelters, we enjoyed playing inside our dens, some became airports, houses, ice cream shops and caves! 7
This month we celebrated Den Day, building dens together to raise money for Save the Children. The children used a variety of materials including pegs, tape and string in the outdoor area to create shelters, we enjoyed playing inside our dens, some became airports, houses, ice cream shops and caves! 8
This month we celebrated Den Day, building dens together to raise money for Save the Children. The children used a variety of materials including pegs, tape and string in the outdoor area to create shelters, we enjoyed playing inside our dens, some became airports, houses, ice cream shops and caves! 9
This month we celebrated Den Day, building dens together to raise money for Save the Children. The children used a variety of materials including pegs, tape and string in the outdoor area to create shelters, we enjoyed playing inside our dens, some became airports, houses, ice cream shops and caves! 10
This month we celebrated Den Day, building dens together to raise money for Save the Children. The children used a variety of materials including pegs, tape and string in the outdoor area to create shelters, we enjoyed playing inside our dens, some became airports, houses, ice cream shops and caves! 11
This month we celebrated Den Day, building dens together to raise money for Save the Children. The children used a variety of materials including pegs, tape and string in the outdoor area to create shelters, we enjoyed playing inside our dens, some became airports, houses, ice cream shops and caves! 12
This month we celebrated Den Day, building dens together to raise money for Save the Children. The children used a variety of materials including pegs, tape and string in the outdoor area to create shelters, we enjoyed playing inside our dens, some became airports, houses, ice cream shops and caves! 13
This month we celebrated Den Day, building dens together to raise money for Save the Children. The children used a variety of materials including pegs, tape and string in the outdoor area to create shelters, we enjoyed playing inside our dens, some became airports, houses, ice cream shops and caves! 14
This month we celebrated Den Day, building dens together to raise money for Save the Children. The children used a variety of materials including pegs, tape and string in the outdoor area to create shelters, we enjoyed playing inside our dens, some became airports, houses, ice cream shops and caves! 15
This month we celebrated Den Day, building dens together to raise money for Save the Children. The children used a variety of materials including pegs, tape and string in the outdoor area to create shelters, we enjoyed playing inside our dens, some became airports, houses, ice cream shops and caves! 16
This month we celebrated Den Day, building dens together to raise money for Save the Children. The children used a variety of materials including pegs, tape and string in the outdoor area to create shelters, we enjoyed playing inside our dens, some became airports, houses, ice cream shops and caves! 17
This month we celebrated Den Day, building dens together to raise money for Save the Children. The children used a variety of materials including pegs, tape and string in the outdoor area to create shelters, we enjoyed playing inside our dens, some became airports, houses, ice cream shops and caves! 18

The children selected a number card from the pack of cards. They were able to match numeral quantity correctly, reciting number names in sequence from the number line. The children selected the correct amount of pegs to match their number card, checking and evaluating their actions as they attached the pegs.

The children selected a number card from the pack of cards. They were able to match numeral quantity correctly, reciting number names in sequence from the number line. The children selected the correct amount of pegs to match their number card, checking and evaluating their actions as they attached the pegs. 1
The children selected a number card from the pack of cards. They were able to match numeral quantity correctly, reciting number names in sequence from the number line. The children selected the correct amount of pegs to match their number card, checking and evaluating their actions as they attached the pegs. 2
The children selected a number card from the pack of cards. They were able to match numeral quantity correctly, reciting number names in sequence from the number line. The children selected the correct amount of pegs to match their number card, checking and evaluating their actions as they attached the pegs. 3
The children selected a number card from the pack of cards. They were able to match numeral quantity correctly, reciting number names in sequence from the number line. The children selected the correct amount of pegs to match their number card, checking and evaluating their actions as they attached the pegs. 4
The children selected a number card from the pack of cards. They were able to match numeral quantity correctly, reciting number names in sequence from the number line. The children selected the correct amount of pegs to match their number card, checking and evaluating their actions as they attached the pegs. 5
The children selected a number card from the pack of cards. They were able to match numeral quantity correctly, reciting number names in sequence from the number line. The children selected the correct amount of pegs to match their number card, checking and evaluating their actions as they attached the pegs. 6
The children selected a number card from the pack of cards. They were able to match numeral quantity correctly, reciting number names in sequence from the number line. The children selected the correct amount of pegs to match their number card, checking and evaluating their actions as they attached the pegs. 7
The children selected a number card from the pack of cards. They were able to match numeral quantity correctly, reciting number names in sequence from the number line. The children selected the correct amount of pegs to match their number card, checking and evaluating their actions as they attached the pegs. 8
The children selected a number card from the pack of cards. They were able to match numeral quantity correctly, reciting number names in sequence from the number line. The children selected the correct amount of pegs to match their number card, checking and evaluating their actions as they attached the pegs. 9
The children selected a number card from the pack of cards. They were able to match numeral quantity correctly, reciting number names in sequence from the number line. The children selected the correct amount of pegs to match their number card, checking and evaluating their actions as they attached the pegs. 10
The children selected a number card from the pack of cards. They were able to match numeral quantity correctly, reciting number names in sequence from the number line. The children selected the correct amount of pegs to match their number card, checking and evaluating their actions as they attached the pegs. 11
The children selected a number card from the pack of cards. They were able to match numeral quantity correctly, reciting number names in sequence from the number line. The children selected the correct amount of pegs to match their number card, checking and evaluating their actions as they attached the pegs. 12
The children selected a number card from the pack of cards. They were able to match numeral quantity correctly, reciting number names in sequence from the number line. The children selected the correct amount of pegs to match their number card, checking and evaluating their actions as they attached the pegs. 13
The children selected a number card from the pack of cards. They were able to match numeral quantity correctly, reciting number names in sequence from the number line. The children selected the correct amount of pegs to match their number card, checking and evaluating their actions as they attached the pegs. 14
The children selected a number card from the pack of cards. They were able to match numeral quantity correctly, reciting number names in sequence from the number line. The children selected the correct amount of pegs to match their number card, checking and evaluating their actions as they attached the pegs. 15

Research published by the National Literacy Trust confirms the link between children and young people using public libraries and good reading skills. As communities across the country campaign to save their local libraries from widespread cuts, this new study of 17,089 pupils finds that young people who use their public library are nearly twice as likely to be above average readers than peers who don’t visit their library. We enjoy using our school library weekly, choosing and exploring different books. The children are developing their abilities to: handle books carefully, showing interest in illustrations and print in books and print in the environment; and finally listen to and joining in with stories and poems, one-to-one and also in small groups.

Research published by the National Literacy Trust confirms the link between children and young people using public libraries and good reading skills. As communities across the country campaign to save their local libraries from widespread cuts, this new study of 17,089 pupils finds that young people who use their public library are nearly twice as likely to be above average readers than peers who don’t visit their library.  We enjoy using our school library weekly, choosing and exploring different books. The children are developing their abilities to: handle books carefully, showing interest in illustrations and print in books and print in the environment; and finally listen to and joining in with stories and poems, one-to-one and also in small groups. 1
Research published by the National Literacy Trust confirms the link between children and young people using public libraries and good reading skills. As communities across the country campaign to save their local libraries from widespread cuts, this new study of 17,089 pupils finds that young people who use their public library are nearly twice as likely to be above average readers than peers who don’t visit their library.  We enjoy using our school library weekly, choosing and exploring different books. The children are developing their abilities to: handle books carefully, showing interest in illustrations and print in books and print in the environment; and finally listen to and joining in with stories and poems, one-to-one and also in small groups. 2
Research published by the National Literacy Trust confirms the link between children and young people using public libraries and good reading skills. As communities across the country campaign to save their local libraries from widespread cuts, this new study of 17,089 pupils finds that young people who use their public library are nearly twice as likely to be above average readers than peers who don’t visit their library.  We enjoy using our school library weekly, choosing and exploring different books. The children are developing their abilities to: handle books carefully, showing interest in illustrations and print in books and print in the environment; and finally listen to and joining in with stories and poems, one-to-one and also in small groups. 3
Research published by the National Literacy Trust confirms the link between children and young people using public libraries and good reading skills. As communities across the country campaign to save their local libraries from widespread cuts, this new study of 17,089 pupils finds that young people who use their public library are nearly twice as likely to be above average readers than peers who don’t visit their library.  We enjoy using our school library weekly, choosing and exploring different books. The children are developing their abilities to: handle books carefully, showing interest in illustrations and print in books and print in the environment; and finally listen to and joining in with stories and poems, one-to-one and also in small groups. 4
Research published by the National Literacy Trust confirms the link between children and young people using public libraries and good reading skills. As communities across the country campaign to save their local libraries from widespread cuts, this new study of 17,089 pupils finds that young people who use their public library are nearly twice as likely to be above average readers than peers who don’t visit their library.  We enjoy using our school library weekly, choosing and exploring different books. The children are developing their abilities to: handle books carefully, showing interest in illustrations and print in books and print in the environment; and finally listen to and joining in with stories and poems, one-to-one and also in small groups. 5
Research published by the National Literacy Trust confirms the link between children and young people using public libraries and good reading skills. As communities across the country campaign to save their local libraries from widespread cuts, this new study of 17,089 pupils finds that young people who use their public library are nearly twice as likely to be above average readers than peers who don’t visit their library.  We enjoy using our school library weekly, choosing and exploring different books. The children are developing their abilities to: handle books carefully, showing interest in illustrations and print in books and print in the environment; and finally listen to and joining in with stories and poems, one-to-one and also in small groups. 6
Research published by the National Literacy Trust confirms the link between children and young people using public libraries and good reading skills. As communities across the country campaign to save their local libraries from widespread cuts, this new study of 17,089 pupils finds that young people who use their public library are nearly twice as likely to be above average readers than peers who don’t visit their library.  We enjoy using our school library weekly, choosing and exploring different books. The children are developing their abilities to: handle books carefully, showing interest in illustrations and print in books and print in the environment; and finally listen to and joining in with stories and poems, one-to-one and also in small groups. 7
Research published by the National Literacy Trust confirms the link between children and young people using public libraries and good reading skills. As communities across the country campaign to save their local libraries from widespread cuts, this new study of 17,089 pupils finds that young people who use their public library are nearly twice as likely to be above average readers than peers who don’t visit their library.  We enjoy using our school library weekly, choosing and exploring different books. The children are developing their abilities to: handle books carefully, showing interest in illustrations and print in books and print in the environment; and finally listen to and joining in with stories and poems, one-to-one and also in small groups. 8
Research published by the National Literacy Trust confirms the link between children and young people using public libraries and good reading skills. As communities across the country campaign to save their local libraries from widespread cuts, this new study of 17,089 pupils finds that young people who use their public library are nearly twice as likely to be above average readers than peers who don’t visit their library.  We enjoy using our school library weekly, choosing and exploring different books. The children are developing their abilities to: handle books carefully, showing interest in illustrations and print in books and print in the environment; and finally listen to and joining in with stories and poems, one-to-one and also in small groups. 9
Research published by the National Literacy Trust confirms the link between children and young people using public libraries and good reading skills. As communities across the country campaign to save their local libraries from widespread cuts, this new study of 17,089 pupils finds that young people who use their public library are nearly twice as likely to be above average readers than peers who don’t visit their library.  We enjoy using our school library weekly, choosing and exploring different books. The children are developing their abilities to: handle books carefully, showing interest in illustrations and print in books and print in the environment; and finally listen to and joining in with stories and poems, one-to-one and also in small groups. 10
Research published by the National Literacy Trust confirms the link between children and young people using public libraries and good reading skills. As communities across the country campaign to save their local libraries from widespread cuts, this new study of 17,089 pupils finds that young people who use their public library are nearly twice as likely to be above average readers than peers who don’t visit their library.  We enjoy using our school library weekly, choosing and exploring different books. The children are developing their abilities to: handle books carefully, showing interest in illustrations and print in books and print in the environment; and finally listen to and joining in with stories and poems, one-to-one and also in small groups. 11
Research published by the National Literacy Trust confirms the link between children and young people using public libraries and good reading skills. As communities across the country campaign to save their local libraries from widespread cuts, this new study of 17,089 pupils finds that young people who use their public library are nearly twice as likely to be above average readers than peers who don’t visit their library.  We enjoy using our school library weekly, choosing and exploring different books. The children are developing their abilities to: handle books carefully, showing interest in illustrations and print in books and print in the environment; and finally listen to and joining in with stories and poems, one-to-one and also in small groups. 12

One of our favourite stories this term is included 'The Gruffalo'. In this activity we mixed together baby oil and flour to create owl ice cream referred to in the story. We used different tools to mix up the ingredients which created a soft texture. We used the prompts to make owls or created things from our imagination.

One of our favourite stories this term is included 'The Gruffalo'. In this activity we mixed together baby oil and flour to create owl ice cream referred to in the story. We used different tools to mix up the ingredients which created a soft texture. We used the prompts to make owls or created things from our imagination. 1
One of our favourite stories this term is included 'The Gruffalo'. In this activity we mixed together baby oil and flour to create owl ice cream referred to in the story. We used different tools to mix up the ingredients which created a soft texture. We used the prompts to make owls or created things from our imagination. 2
One of our favourite stories this term is included 'The Gruffalo'. In this activity we mixed together baby oil and flour to create owl ice cream referred to in the story. We used different tools to mix up the ingredients which created a soft texture. We used the prompts to make owls or created things from our imagination. 3
One of our favourite stories this term is included 'The Gruffalo'. In this activity we mixed together baby oil and flour to create owl ice cream referred to in the story. We used different tools to mix up the ingredients which created a soft texture. We used the prompts to make owls or created things from our imagination. 4
One of our favourite stories this term is included 'The Gruffalo'. In this activity we mixed together baby oil and flour to create owl ice cream referred to in the story. We used different tools to mix up the ingredients which created a soft texture. We used the prompts to make owls or created things from our imagination. 5
One of our favourite stories this term is included 'The Gruffalo'. In this activity we mixed together baby oil and flour to create owl ice cream referred to in the story. We used different tools to mix up the ingredients which created a soft texture. We used the prompts to make owls or created things from our imagination. 6
One of our favourite stories this term is included 'The Gruffalo'. In this activity we mixed together baby oil and flour to create owl ice cream referred to in the story. We used different tools to mix up the ingredients which created a soft texture. We used the prompts to make owls or created things from our imagination. 7
One of our favourite stories this term is included 'The Gruffalo'. In this activity we mixed together baby oil and flour to create owl ice cream referred to in the story. We used different tools to mix up the ingredients which created a soft texture. We used the prompts to make owls or created things from our imagination. 8
One of our favourite stories this term is included 'The Gruffalo'. In this activity we mixed together baby oil and flour to create owl ice cream referred to in the story. We used different tools to mix up the ingredients which created a soft texture. We used the prompts to make owls or created things from our imagination. 9
One of our favourite stories this term is included 'The Gruffalo'. In this activity we mixed together baby oil and flour to create owl ice cream referred to in the story. We used different tools to mix up the ingredients which created a soft texture. We used the prompts to make owls or created things from our imagination. 10
One of our favourite stories this term is included 'The Gruffalo'. In this activity we mixed together baby oil and flour to create owl ice cream referred to in the story. We used different tools to mix up the ingredients which created a soft texture. We used the prompts to make owls or created things from our imagination. 11
One of our favourite stories this term is included 'The Gruffalo'. In this activity we mixed together baby oil and flour to create owl ice cream referred to in the story. We used different tools to mix up the ingredients which created a soft texture. We used the prompts to make owls or created things from our imagination. 12

The children are engaged in a baking activity creating Gruffalo cookies. They listened well to instructions and assisted Sarah to follow the recipe looking at all the ingredients. They used tools safely and for a purpose. The children helped to grease the tray by using butter and helped put the various ingredients into the bowl and mix it all together.

The children are engaged in a baking activity creating Gruffalo cookies. They listened well to instructions and assisted Sarah to follow the recipe looking at all the ingredients. They used tools safely and for a purpose. The children helped to grease the tray by using butter and helped put the various ingredients into the bowl and mix it all together. 1
The children are engaged in a baking activity creating Gruffalo cookies. They listened well to instructions and assisted Sarah to follow the recipe looking at all the ingredients. They used tools safely and for a purpose. The children helped to grease the tray by using butter and helped put the various ingredients into the bowl and mix it all together. 2
The children are engaged in a baking activity creating Gruffalo cookies. They listened well to instructions and assisted Sarah to follow the recipe looking at all the ingredients. They used tools safely and for a purpose. The children helped to grease the tray by using butter and helped put the various ingredients into the bowl and mix it all together. 3
The children are engaged in a baking activity creating Gruffalo cookies. They listened well to instructions and assisted Sarah to follow the recipe looking at all the ingredients. They used tools safely and for a purpose. The children helped to grease the tray by using butter and helped put the various ingredients into the bowl and mix it all together. 4
The children are engaged in a baking activity creating Gruffalo cookies. They listened well to instructions and assisted Sarah to follow the recipe looking at all the ingredients. They used tools safely and for a purpose. The children helped to grease the tray by using butter and helped put the various ingredients into the bowl and mix it all together. 5
The children are engaged in a baking activity creating Gruffalo cookies. They listened well to instructions and assisted Sarah to follow the recipe looking at all the ingredients. They used tools safely and for a purpose. The children helped to grease the tray by using butter and helped put the various ingredients into the bowl and mix it all together. 6

Outside in our own school woods we developed our imagination to create tree faces. We collected different natural materials including twigs, daisies, leaves, pebbles and grass from the woodland area. We used these materials to make marks in the clay and represent features on the face. When doing our activity the gardeners came, we tuned into sounds in the environment and tried to replicate the sounds of the lawn mower and strimmer. They were loud! We reviewed each other's work as a group and celebrated everyone's achievements. We explained what we had used and the features on our tree face reinforcing and establishing new words in our vocabulary.

Outside in our own school woods we developed our imagination to create tree faces.  We collected different natural materials including twigs, daisies, leaves, pebbles and grass from the woodland area.  We used these materials to make marks in the clay and represent features on the face.  When doing our activity the gardeners came, we tuned into sounds in the environment and tried to replicate the sounds of the lawn mower and strimmer. They were loud!  We reviewed each other's work as a group and celebrated everyone's achievements.  We explained what we had used and the features on our tree face reinforcing and establishing new words in our vocabulary. 1
Outside in our own school woods we developed our imagination to create tree faces.  We collected different natural materials including twigs, daisies, leaves, pebbles and grass from the woodland area.  We used these materials to make marks in the clay and represent features on the face.  When doing our activity the gardeners came, we tuned into sounds in the environment and tried to replicate the sounds of the lawn mower and strimmer. They were loud!  We reviewed each other's work as a group and celebrated everyone's achievements.  We explained what we had used and the features on our tree face reinforcing and establishing new words in our vocabulary. 2
Outside in our own school woods we developed our imagination to create tree faces.  We collected different natural materials including twigs, daisies, leaves, pebbles and grass from the woodland area.  We used these materials to make marks in the clay and represent features on the face.  When doing our activity the gardeners came, we tuned into sounds in the environment and tried to replicate the sounds of the lawn mower and strimmer. They were loud!  We reviewed each other's work as a group and celebrated everyone's achievements.  We explained what we had used and the features on our tree face reinforcing and establishing new words in our vocabulary. 3
Outside in our own school woods we developed our imagination to create tree faces.  We collected different natural materials including twigs, daisies, leaves, pebbles and grass from the woodland area.  We used these materials to make marks in the clay and represent features on the face.  When doing our activity the gardeners came, we tuned into sounds in the environment and tried to replicate the sounds of the lawn mower and strimmer. They were loud!  We reviewed each other's work as a group and celebrated everyone's achievements.  We explained what we had used and the features on our tree face reinforcing and establishing new words in our vocabulary. 4
Outside in our own school woods we developed our imagination to create tree faces.  We collected different natural materials including twigs, daisies, leaves, pebbles and grass from the woodland area.  We used these materials to make marks in the clay and represent features on the face.  When doing our activity the gardeners came, we tuned into sounds in the environment and tried to replicate the sounds of the lawn mower and strimmer. They were loud!  We reviewed each other's work as a group and celebrated everyone's achievements.  We explained what we had used and the features on our tree face reinforcing and establishing new words in our vocabulary. 5
Outside in our own school woods we developed our imagination to create tree faces.  We collected different natural materials including twigs, daisies, leaves, pebbles and grass from the woodland area.  We used these materials to make marks in the clay and represent features on the face.  When doing our activity the gardeners came, we tuned into sounds in the environment and tried to replicate the sounds of the lawn mower and strimmer. They were loud!  We reviewed each other's work as a group and celebrated everyone's achievements.  We explained what we had used and the features on our tree face reinforcing and establishing new words in our vocabulary. 6
Outside in our own school woods we developed our imagination to create tree faces.  We collected different natural materials including twigs, daisies, leaves, pebbles and grass from the woodland area.  We used these materials to make marks in the clay and represent features on the face.  When doing our activity the gardeners came, we tuned into sounds in the environment and tried to replicate the sounds of the lawn mower and strimmer. They were loud!  We reviewed each other's work as a group and celebrated everyone's achievements.  We explained what we had used and the features on our tree face reinforcing and establishing new words in our vocabulary. 7
Outside in our own school woods we developed our imagination to create tree faces.  We collected different natural materials including twigs, daisies, leaves, pebbles and grass from the woodland area.  We used these materials to make marks in the clay and represent features on the face.  When doing our activity the gardeners came, we tuned into sounds in the environment and tried to replicate the sounds of the lawn mower and strimmer. They were loud!  We reviewed each other's work as a group and celebrated everyone's achievements.  We explained what we had used and the features on our tree face reinforcing and establishing new words in our vocabulary. 8
Outside in our own school woods we developed our imagination to create tree faces.  We collected different natural materials including twigs, daisies, leaves, pebbles and grass from the woodland area.  We used these materials to make marks in the clay and represent features on the face.  When doing our activity the gardeners came, we tuned into sounds in the environment and tried to replicate the sounds of the lawn mower and strimmer. They were loud!  We reviewed each other's work as a group and celebrated everyone's achievements.  We explained what we had used and the features on our tree face reinforcing and establishing new words in our vocabulary. 9
Outside in our own school woods we developed our imagination to create tree faces.  We collected different natural materials including twigs, daisies, leaves, pebbles and grass from the woodland area.  We used these materials to make marks in the clay and represent features on the face.  When doing our activity the gardeners came, we tuned into sounds in the environment and tried to replicate the sounds of the lawn mower and strimmer. They were loud!  We reviewed each other's work as a group and celebrated everyone's achievements.  We explained what we had used and the features on our tree face reinforcing and establishing new words in our vocabulary. 10
Outside in our own school woods we developed our imagination to create tree faces.  We collected different natural materials including twigs, daisies, leaves, pebbles and grass from the woodland area.  We used these materials to make marks in the clay and represent features on the face.  When doing our activity the gardeners came, we tuned into sounds in the environment and tried to replicate the sounds of the lawn mower and strimmer. They were loud!  We reviewed each other's work as a group and celebrated everyone's achievements.  We explained what we had used and the features on our tree face reinforcing and establishing new words in our vocabulary. 11
Outside in our own school woods we developed our imagination to create tree faces.  We collected different natural materials including twigs, daisies, leaves, pebbles and grass from the woodland area.  We used these materials to make marks in the clay and represent features on the face.  When doing our activity the gardeners came, we tuned into sounds in the environment and tried to replicate the sounds of the lawn mower and strimmer. They were loud!  We reviewed each other's work as a group and celebrated everyone's achievements.  We explained what we had used and the features on our tree face reinforcing and establishing new words in our vocabulary. 12
Outside in our own school woods we developed our imagination to create tree faces.  We collected different natural materials including twigs, daisies, leaves, pebbles and grass from the woodland area.  We used these materials to make marks in the clay and represent features on the face.  When doing our activity the gardeners came, we tuned into sounds in the environment and tried to replicate the sounds of the lawn mower and strimmer. They were loud!  We reviewed each other's work as a group and celebrated everyone's achievements.  We explained what we had used and the features on our tree face reinforcing and establishing new words in our vocabulary. 13
Outside in our own school woods we developed our imagination to create tree faces.  We collected different natural materials including twigs, daisies, leaves, pebbles and grass from the woodland area.  We used these materials to make marks in the clay and represent features on the face.  When doing our activity the gardeners came, we tuned into sounds in the environment and tried to replicate the sounds of the lawn mower and strimmer. They were loud!  We reviewed each other's work as a group and celebrated everyone's achievements.  We explained what we had used and the features on our tree face reinforcing and establishing new words in our vocabulary. 14
Outside in our own school woods we developed our imagination to create tree faces.  We collected different natural materials including twigs, daisies, leaves, pebbles and grass from the woodland area.  We used these materials to make marks in the clay and represent features on the face.  When doing our activity the gardeners came, we tuned into sounds in the environment and tried to replicate the sounds of the lawn mower and strimmer. They were loud!  We reviewed each other's work as a group and celebrated everyone's achievements.  We explained what we had used and the features on our tree face reinforcing and establishing new words in our vocabulary. 15
Outside in our own school woods we developed our imagination to create tree faces.  We collected different natural materials including twigs, daisies, leaves, pebbles and grass from the woodland area.  We used these materials to make marks in the clay and represent features on the face.  When doing our activity the gardeners came, we tuned into sounds in the environment and tried to replicate the sounds of the lawn mower and strimmer. They were loud!  We reviewed each other's work as a group and celebrated everyone's achievements.  We explained what we had used and the features on our tree face reinforcing and establishing new words in our vocabulary. 16
Outside in our own school woods we developed our imagination to create tree faces.  We collected different natural materials including twigs, daisies, leaves, pebbles and grass from the woodland area.  We used these materials to make marks in the clay and represent features on the face.  When doing our activity the gardeners came, we tuned into sounds in the environment and tried to replicate the sounds of the lawn mower and strimmer. They were loud!  We reviewed each other's work as a group and celebrated everyone's achievements.  We explained what we had used and the features on our tree face reinforcing and establishing new words in our vocabulary. 17
Outside in our own school woods we developed our imagination to create tree faces.  We collected different natural materials including twigs, daisies, leaves, pebbles and grass from the woodland area.  We used these materials to make marks in the clay and represent features on the face.  When doing our activity the gardeners came, we tuned into sounds in the environment and tried to replicate the sounds of the lawn mower and strimmer. They were loud!  We reviewed each other's work as a group and celebrated everyone's achievements.  We explained what we had used and the features on our tree face reinforcing and establishing new words in our vocabulary. 18
Outside in our own school woods we developed our imagination to create tree faces.  We collected different natural materials including twigs, daisies, leaves, pebbles and grass from the woodland area.  We used these materials to make marks in the clay and represent features on the face.  When doing our activity the gardeners came, we tuned into sounds in the environment and tried to replicate the sounds of the lawn mower and strimmer. They were loud!  We reviewed each other's work as a group and celebrated everyone's achievements.  We explained what we had used and the features on our tree face reinforcing and establishing new words in our vocabulary. 19
Outside in our own school woods we developed our imagination to create tree faces.  We collected different natural materials including twigs, daisies, leaves, pebbles and grass from the woodland area.  We used these materials to make marks in the clay and represent features on the face.  When doing our activity the gardeners came, we tuned into sounds in the environment and tried to replicate the sounds of the lawn mower and strimmer. They were loud!  We reviewed each other's work as a group and celebrated everyone's achievements.  We explained what we had used and the features on our tree face reinforcing and establishing new words in our vocabulary. 20
Outside in our own school woods we developed our imagination to create tree faces.  We collected different natural materials including twigs, daisies, leaves, pebbles and grass from the woodland area.  We used these materials to make marks in the clay and represent features on the face.  When doing our activity the gardeners came, we tuned into sounds in the environment and tried to replicate the sounds of the lawn mower and strimmer. They were loud!  We reviewed each other's work as a group and celebrated everyone's achievements.  We explained what we had used and the features on our tree face reinforcing and establishing new words in our vocabulary. 21
Outside in our own school woods we developed our imagination to create tree faces.  We collected different natural materials including twigs, daisies, leaves, pebbles and grass from the woodland area.  We used these materials to make marks in the clay and represent features on the face.  When doing our activity the gardeners came, we tuned into sounds in the environment and tried to replicate the sounds of the lawn mower and strimmer. They were loud!  We reviewed each other's work as a group and celebrated everyone's achievements.  We explained what we had used and the features on our tree face reinforcing and establishing new words in our vocabulary. 22
Outside in our own school woods we developed our imagination to create tree faces.  We collected different natural materials including twigs, daisies, leaves, pebbles and grass from the woodland area.  We used these materials to make marks in the clay and represent features on the face.  When doing our activity the gardeners came, we tuned into sounds in the environment and tried to replicate the sounds of the lawn mower and strimmer. They were loud!  We reviewed each other's work as a group and celebrated everyone's achievements.  We explained what we had used and the features on our tree face reinforcing and establishing new words in our vocabulary. 23
Outside in our own school woods we developed our imagination to create tree faces.  We collected different natural materials including twigs, daisies, leaves, pebbles and grass from the woodland area.  We used these materials to make marks in the clay and represent features on the face.  When doing our activity the gardeners came, we tuned into sounds in the environment and tried to replicate the sounds of the lawn mower and strimmer. They were loud!  We reviewed each other's work as a group and celebrated everyone's achievements.  We explained what we had used and the features on our tree face reinforcing and establishing new words in our vocabulary. 24
Outside in our own school woods we developed our imagination to create tree faces.  We collected different natural materials including twigs, daisies, leaves, pebbles and grass from the woodland area.  We used these materials to make marks in the clay and represent features on the face.  When doing our activity the gardeners came, we tuned into sounds in the environment and tried to replicate the sounds of the lawn mower and strimmer. They were loud!  We reviewed each other's work as a group and celebrated everyone's achievements.  We explained what we had used and the features on our tree face reinforcing and establishing new words in our vocabulary. 25
Outside in our own school woods we developed our imagination to create tree faces.  We collected different natural materials including twigs, daisies, leaves, pebbles and grass from the woodland area.  We used these materials to make marks in the clay and represent features on the face.  When doing our activity the gardeners came, we tuned into sounds in the environment and tried to replicate the sounds of the lawn mower and strimmer. They were loud!  We reviewed each other's work as a group and celebrated everyone's achievements.  We explained what we had used and the features on our tree face reinforcing and establishing new words in our vocabulary. 26
Outside in our own school woods we developed our imagination to create tree faces.  We collected different natural materials including twigs, daisies, leaves, pebbles and grass from the woodland area.  We used these materials to make marks in the clay and represent features on the face.  When doing our activity the gardeners came, we tuned into sounds in the environment and tried to replicate the sounds of the lawn mower and strimmer. They were loud!  We reviewed each other's work as a group and celebrated everyone's achievements.  We explained what we had used and the features on our tree face reinforcing and establishing new words in our vocabulary. 27

Inside and outside the nursery environment we explored nature through different media and materials. The nursery practitioners and teacher enhance the environment daily to reflect children’s experiences, achievements and interests. We enjoyed leaf printing and painting alongside mark making, using the props provided in the provision.

Inside and outside the nursery environment we explored nature through different media and materials. The nursery practitioners and teacher enhance the environment daily to reflect children’s experiences, achievements and interests. We enjoyed leaf printing and painting alongside mark making, using the props provided in the provision.  1
Inside and outside the nursery environment we explored nature through different media and materials. The nursery practitioners and teacher enhance the environment daily to reflect children’s experiences, achievements and interests. We enjoyed leaf printing and painting alongside mark making, using the props provided in the provision.  2
Inside and outside the nursery environment we explored nature through different media and materials. The nursery practitioners and teacher enhance the environment daily to reflect children’s experiences, achievements and interests. We enjoyed leaf printing and painting alongside mark making, using the props provided in the provision.  3

On the last week of term the children too part in the school Sports Day. They ran in the sprint race and the bat and bean bag race. They enjoyed watching their friends and family take part, cheering them on.

On the last week of term the children too part in the school Sports Day.  They ran in the sprint race and the bat and bean bag race.  They enjoyed watching their friends and family take part, cheering them on. 1
On the last week of term the children too part in the school Sports Day.  They ran in the sprint race and the bat and bean bag race.  They enjoyed watching their friends and family take part, cheering them on. 2
On the last week of term the children too part in the school Sports Day.  They ran in the sprint race and the bat and bean bag race.  They enjoyed watching their friends and family take part, cheering them on. 3
On the last week of term the children too part in the school Sports Day.  They ran in the sprint race and the bat and bean bag race.  They enjoyed watching their friends and family take part, cheering them on. 4
On the last week of term the children too part in the school Sports Day.  They ran in the sprint race and the bat and bean bag race.  They enjoyed watching their friends and family take part, cheering them on. 5
On the last week of term the children too part in the school Sports Day.  They ran in the sprint race and the bat and bean bag race.  They enjoyed watching their friends and family take part, cheering them on. 6
On the last week of term the children too part in the school Sports Day.  They ran in the sprint race and the bat and bean bag race.  They enjoyed watching their friends and family take part, cheering them on. 7
On the last week of term the children too part in the school Sports Day.  They ran in the sprint race and the bat and bean bag race.  They enjoyed watching their friends and family take part, cheering them on. 8
On the last week of term the children too part in the school Sports Day.  They ran in the sprint race and the bat and bean bag race.  They enjoyed watching their friends and family take part, cheering them on. 9
On the last week of term the children too part in the school Sports Day.  They ran in the sprint race and the bat and bean bag race.  They enjoyed watching their friends and family take part, cheering them on. 10
On the last week of term the children too part in the school Sports Day.  They ran in the sprint race and the bat and bean bag race.  They enjoyed watching their friends and family take part, cheering them on. 11
On the last week of term the children too part in the school Sports Day.  They ran in the sprint race and the bat and bean bag race.  They enjoyed watching their friends and family take part, cheering them on. 12

Nursery and Reception went on an adventure on their very first school trip to Brockoles. In the morning we went on a 'Gruffalo Hunt' to the 'Deep Dark Wood' with Kathryn. In the afternoon we went on an 'Earth Walk' with Phil. We used our senses to explore the Fairy Wood.

Nursery and Reception went on an adventure on their very first school trip to Brockoles. In the morning we went on a 'Gruffalo Hunt' to the 'Deep Dark Wood' with Kathryn.  In the afternoon we went on an 'Earth Walk' with Phil. We used our senses to explore the Fairy Wood. 1
Nursery and Reception went on an adventure on their very first school trip to Brockoles. In the morning we went on a 'Gruffalo Hunt' to the 'Deep Dark Wood' with Kathryn.  In the afternoon we went on an 'Earth Walk' with Phil. We used our senses to explore the Fairy Wood. 2
Nursery and Reception went on an adventure on their very first school trip to Brockoles. In the morning we went on a 'Gruffalo Hunt' to the 'Deep Dark Wood' with Kathryn.  In the afternoon we went on an 'Earth Walk' with Phil. We used our senses to explore the Fairy Wood. 3
Nursery and Reception went on an adventure on their very first school trip to Brockoles. In the morning we went on a 'Gruffalo Hunt' to the 'Deep Dark Wood' with Kathryn.  In the afternoon we went on an 'Earth Walk' with Phil. We used our senses to explore the Fairy Wood. 4
Nursery and Reception went on an adventure on their very first school trip to Brockoles. In the morning we went on a 'Gruffalo Hunt' to the 'Deep Dark Wood' with Kathryn.  In the afternoon we went on an 'Earth Walk' with Phil. We used our senses to explore the Fairy Wood. 5
Nursery and Reception went on an adventure on their very first school trip to Brockoles. In the morning we went on a 'Gruffalo Hunt' to the 'Deep Dark Wood' with Kathryn.  In the afternoon we went on an 'Earth Walk' with Phil. We used our senses to explore the Fairy Wood. 6
Nursery and Reception went on an adventure on their very first school trip to Brockoles. In the morning we went on a 'Gruffalo Hunt' to the 'Deep Dark Wood' with Kathryn.  In the afternoon we went on an 'Earth Walk' with Phil. We used our senses to explore the Fairy Wood. 7
Nursery and Reception went on an adventure on their very first school trip to Brockoles. In the morning we went on a 'Gruffalo Hunt' to the 'Deep Dark Wood' with Kathryn.  In the afternoon we went on an 'Earth Walk' with Phil. We used our senses to explore the Fairy Wood. 8
Nursery and Reception went on an adventure on their very first school trip to Brockoles. In the morning we went on a 'Gruffalo Hunt' to the 'Deep Dark Wood' with Kathryn.  In the afternoon we went on an 'Earth Walk' with Phil. We used our senses to explore the Fairy Wood. 9
Nursery and Reception went on an adventure on their very first school trip to Brockoles. In the morning we went on a 'Gruffalo Hunt' to the 'Deep Dark Wood' with Kathryn.  In the afternoon we went on an 'Earth Walk' with Phil. We used our senses to explore the Fairy Wood. 10
Nursery and Reception went on an adventure on their very first school trip to Brockoles. In the morning we went on a 'Gruffalo Hunt' to the 'Deep Dark Wood' with Kathryn.  In the afternoon we went on an 'Earth Walk' with Phil. We used our senses to explore the Fairy Wood. 11
Nursery and Reception went on an adventure on their very first school trip to Brockoles. In the morning we went on a 'Gruffalo Hunt' to the 'Deep Dark Wood' with Kathryn.  In the afternoon we went on an 'Earth Walk' with Phil. We used our senses to explore the Fairy Wood. 12
Nursery and Reception went on an adventure on their very first school trip to Brockoles. In the morning we went on a 'Gruffalo Hunt' to the 'Deep Dark Wood' with Kathryn.  In the afternoon we went on an 'Earth Walk' with Phil. We used our senses to explore the Fairy Wood. 13
Nursery and Reception went on an adventure on their very first school trip to Brockoles. In the morning we went on a 'Gruffalo Hunt' to the 'Deep Dark Wood' with Kathryn.  In the afternoon we went on an 'Earth Walk' with Phil. We used our senses to explore the Fairy Wood. 14
Nursery and Reception went on an adventure on their very first school trip to Brockoles. In the morning we went on a 'Gruffalo Hunt' to the 'Deep Dark Wood' with Kathryn.  In the afternoon we went on an 'Earth Walk' with Phil. We used our senses to explore the Fairy Wood. 15
Nursery and Reception went on an adventure on their very first school trip to Brockoles. In the morning we went on a 'Gruffalo Hunt' to the 'Deep Dark Wood' with Kathryn.  In the afternoon we went on an 'Earth Walk' with Phil. We used our senses to explore the Fairy Wood. 16
Nursery and Reception went on an adventure on their very first school trip to Brockoles. In the morning we went on a 'Gruffalo Hunt' to the 'Deep Dark Wood' with Kathryn.  In the afternoon we went on an 'Earth Walk' with Phil. We used our senses to explore the Fairy Wood. 17
Nursery and Reception went on an adventure on their very first school trip to Brockoles. In the morning we went on a 'Gruffalo Hunt' to the 'Deep Dark Wood' with Kathryn.  In the afternoon we went on an 'Earth Walk' with Phil. We used our senses to explore the Fairy Wood. 18
Nursery and Reception went on an adventure on their very first school trip to Brockoles. In the morning we went on a 'Gruffalo Hunt' to the 'Deep Dark Wood' with Kathryn.  In the afternoon we went on an 'Earth Walk' with Phil. We used our senses to explore the Fairy Wood. 19
Nursery and Reception went on an adventure on their very first school trip to Brockoles. In the morning we went on a 'Gruffalo Hunt' to the 'Deep Dark Wood' with Kathryn.  In the afternoon we went on an 'Earth Walk' with Phil. We used our senses to explore the Fairy Wood. 20
Nursery and Reception went on an adventure on their very first school trip to Brockoles. In the morning we went on a 'Gruffalo Hunt' to the 'Deep Dark Wood' with Kathryn.  In the afternoon we went on an 'Earth Walk' with Phil. We used our senses to explore the Fairy Wood. 21
Nursery and Reception went on an adventure on their very first school trip to Brockoles. In the morning we went on a 'Gruffalo Hunt' to the 'Deep Dark Wood' with Kathryn.  In the afternoon we went on an 'Earth Walk' with Phil. We used our senses to explore the Fairy Wood. 22
Nursery and Reception went on an adventure on their very first school trip to Brockoles. In the morning we went on a 'Gruffalo Hunt' to the 'Deep Dark Wood' with Kathryn.  In the afternoon we went on an 'Earth Walk' with Phil. We used our senses to explore the Fairy Wood. 23
Nursery and Reception went on an adventure on their very first school trip to Brockoles. In the morning we went on a 'Gruffalo Hunt' to the 'Deep Dark Wood' with Kathryn.  In the afternoon we went on an 'Earth Walk' with Phil. We used our senses to explore the Fairy Wood. 24
Nursery and Reception went on an adventure on their very first school trip to Brockoles. In the morning we went on a 'Gruffalo Hunt' to the 'Deep Dark Wood' with Kathryn.  In the afternoon we went on an 'Earth Walk' with Phil. We used our senses to explore the Fairy Wood. 25
Nursery and Reception went on an adventure on their very first school trip to Brockoles. In the morning we went on a 'Gruffalo Hunt' to the 'Deep Dark Wood' with Kathryn.  In the afternoon we went on an 'Earth Walk' with Phil. We used our senses to explore the Fairy Wood. 26
Nursery and Reception went on an adventure on their very first school trip to Brockoles. In the morning we went on a 'Gruffalo Hunt' to the 'Deep Dark Wood' with Kathryn.  In the afternoon we went on an 'Earth Walk' with Phil. We used our senses to explore the Fairy Wood. 27
Nursery and Reception went on an adventure on their very first school trip to Brockoles. In the morning we went on a 'Gruffalo Hunt' to the 'Deep Dark Wood' with Kathryn.  In the afternoon we went on an 'Earth Walk' with Phil. We used our senses to explore the Fairy Wood. 28
Nursery and Reception went on an adventure on their very first school trip to Brockoles. In the morning we went on a 'Gruffalo Hunt' to the 'Deep Dark Wood' with Kathryn.  In the afternoon we went on an 'Earth Walk' with Phil. We used our senses to explore the Fairy Wood. 29
Nursery and Reception went on an adventure on their very first school trip to Brockoles. In the morning we went on a 'Gruffalo Hunt' to the 'Deep Dark Wood' with Kathryn.  In the afternoon we went on an 'Earth Walk' with Phil. We used our senses to explore the Fairy Wood. 30

Before the last day the nursery children held a ‘Celebration Performance’ for parents and carers with refreshments. We performed an ant dance and danced to the ugly bug ball, inspired by our interest in nature over the summer term. We hope you all enjoyed the performance; your children are a credit to you all and worked really hard. Good luck to those children that are moving into reception class and we hope you all have a fantastic summer!

Before the last day the nursery children held a ‘Celebration Performance’ for parents and carers with refreshments. We performed an ant dance and danced to the ugly bug ball, inspired by our interest in nature over the summer term. We hope you all enjoyed the performance; your children are a credit to you all and worked really hard. Good luck to those children that are moving into reception class and we hope you all have a fantastic summer! 1
Before the last day the nursery children held a ‘Celebration Performance’ for parents and carers with refreshments. We performed an ant dance and danced to the ugly bug ball, inspired by our interest in nature over the summer term. We hope you all enjoyed the performance; your children are a credit to you all and worked really hard. Good luck to those children that are moving into reception class and we hope you all have a fantastic summer! 2
Before the last day the nursery children held a ‘Celebration Performance’ for parents and carers with refreshments. We performed an ant dance and danced to the ugly bug ball, inspired by our interest in nature over the summer term. We hope you all enjoyed the performance; your children are a credit to you all and worked really hard. Good luck to those children that are moving into reception class and we hope you all have a fantastic summer! 3
Before the last day the nursery children held a ‘Celebration Performance’ for parents and carers with refreshments. We performed an ant dance and danced to the ugly bug ball, inspired by our interest in nature over the summer term. We hope you all enjoyed the performance; your children are a credit to you all and worked really hard. Good luck to those children that are moving into reception class and we hope you all have a fantastic summer! 4
Before the last day the nursery children held a ‘Celebration Performance’ for parents and carers with refreshments. We performed an ant dance and danced to the ugly bug ball, inspired by our interest in nature over the summer term. We hope you all enjoyed the performance; your children are a credit to you all and worked really hard. Good luck to those children that are moving into reception class and we hope you all have a fantastic summer! 5
Before the last day the nursery children held a ‘Celebration Performance’ for parents and carers with refreshments. We performed an ant dance and danced to the ugly bug ball, inspired by our interest in nature over the summer term. We hope you all enjoyed the performance; your children are a credit to you all and worked really hard. Good luck to those children that are moving into reception class and we hope you all have a fantastic summer! 6
Before the last day the nursery children held a ‘Celebration Performance’ for parents and carers with refreshments. We performed an ant dance and danced to the ugly bug ball, inspired by our interest in nature over the summer term. We hope you all enjoyed the performance; your children are a credit to you all and worked really hard. Good luck to those children that are moving into reception class and we hope you all have a fantastic summer! 7
Before the last day the nursery children held a ‘Celebration Performance’ for parents and carers with refreshments. We performed an ant dance and danced to the ugly bug ball, inspired by our interest in nature over the summer term. We hope you all enjoyed the performance; your children are a credit to you all and worked really hard. Good luck to those children that are moving into reception class and we hope you all have a fantastic summer! 8
Before the last day the nursery children held a ‘Celebration Performance’ for parents and carers with refreshments. We performed an ant dance and danced to the ugly bug ball, inspired by our interest in nature over the summer term. We hope you all enjoyed the performance; your children are a credit to you all and worked really hard. Good luck to those children that are moving into reception class and we hope you all have a fantastic summer! 9
Before the last day the nursery children held a ‘Celebration Performance’ for parents and carers with refreshments. We performed an ant dance and danced to the ugly bug ball, inspired by our interest in nature over the summer term. We hope you all enjoyed the performance; your children are a credit to you all and worked really hard. Good luck to those children that are moving into reception class and we hope you all have a fantastic summer! 10
Before the last day the nursery children held a ‘Celebration Performance’ for parents and carers with refreshments. We performed an ant dance and danced to the ugly bug ball, inspired by our interest in nature over the summer term. We hope you all enjoyed the performance; your children are a credit to you all and worked really hard. Good luck to those children that are moving into reception class and we hope you all have a fantastic summer! 11
Before the last day the nursery children held a ‘Celebration Performance’ for parents and carers with refreshments. We performed an ant dance and danced to the ugly bug ball, inspired by our interest in nature over the summer term. We hope you all enjoyed the performance; your children are a credit to you all and worked really hard. Good luck to those children that are moving into reception class and we hope you all have a fantastic summer! 12
Before the last day the nursery children held a ‘Celebration Performance’ for parents and carers with refreshments. We performed an ant dance and danced to the ugly bug ball, inspired by our interest in nature over the summer term. We hope you all enjoyed the performance; your children are a credit to you all and worked really hard. Good luck to those children that are moving into reception class and we hope you all have a fantastic summer! 13
Before the last day the nursery children held a ‘Celebration Performance’ for parents and carers with refreshments. We performed an ant dance and danced to the ugly bug ball, inspired by our interest in nature over the summer term. We hope you all enjoyed the performance; your children are a credit to you all and worked really hard. Good luck to those children that are moving into reception class and we hope you all have a fantastic summer! 14
Before the last day the nursery children held a ‘Celebration Performance’ for parents and carers with refreshments. We performed an ant dance and danced to the ugly bug ball, inspired by our interest in nature over the summer term. We hope you all enjoyed the performance; your children are a credit to you all and worked really hard. Good luck to those children that are moving into reception class and we hope you all have a fantastic summer! 15
Before the last day the nursery children held a ‘Celebration Performance’ for parents and carers with refreshments. We performed an ant dance and danced to the ugly bug ball, inspired by our interest in nature over the summer term. We hope you all enjoyed the performance; your children are a credit to you all and worked really hard. Good luck to those children that are moving into reception class and we hope you all have a fantastic summer! 16
Before the last day the nursery children held a ‘Celebration Performance’ for parents and carers with refreshments. We performed an ant dance and danced to the ugly bug ball, inspired by our interest in nature over the summer term. We hope you all enjoyed the performance; your children are a credit to you all and worked really hard. Good luck to those children that are moving into reception class and we hope you all have a fantastic summer! 17
Before the last day the nursery children held a ‘Celebration Performance’ for parents and carers with refreshments. We performed an ant dance and danced to the ugly bug ball, inspired by our interest in nature over the summer term. We hope you all enjoyed the performance; your children are a credit to you all and worked really hard. Good luck to those children that are moving into reception class and we hope you all have a fantastic summer! 18
Before the last day the nursery children held a ‘Celebration Performance’ for parents and carers with refreshments. We performed an ant dance and danced to the ugly bug ball, inspired by our interest in nature over the summer term. We hope you all enjoyed the performance; your children are a credit to you all and worked really hard. Good luck to those children that are moving into reception class and we hope you all have a fantastic summer! 19
Before the last day the nursery children held a ‘Celebration Performance’ for parents and carers with refreshments. We performed an ant dance and danced to the ugly bug ball, inspired by our interest in nature over the summer term. We hope you all enjoyed the performance; your children are a credit to you all and worked really hard. Good luck to those children that are moving into reception class and we hope you all have a fantastic summer! 20
Before the last day the nursery children held a ‘Celebration Performance’ for parents and carers with refreshments. We performed an ant dance and danced to the ugly bug ball, inspired by our interest in nature over the summer term. We hope you all enjoyed the performance; your children are a credit to you all and worked really hard. Good luck to those children that are moving into reception class and we hope you all have a fantastic summer! 21
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