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March 2017

Following Jack and The Beanstalk' story in February, the children planted some runner beans in different containers. After including all the necessary parts in the containers we talked about how these seeds need soil, sun and water to grow. Through observing our plants we are developing an understanding of growth, decay and change over time. This has provided lots of opportunities to identify other similar aspects of our familiar world such as the place where they live and the natural world.

Following Jack and The Beanstalk' story in February, the children planted some runner beans in different containers. After including all the necessary parts in the containers we talked about how these seeds need soil, sun and water to grow. Through observing our plants we are developing an understanding of growth, decay and change over time. This has provided lots of opportunities to identify other similar aspects of our familiar world such as the place where they live and the natural world. 1
Following Jack and The Beanstalk' story in February, the children planted some runner beans in different containers. After including all the necessary parts in the containers we talked about how these seeds need soil, sun and water to grow. Through observing our plants we are developing an understanding of growth, decay and change over time. This has provided lots of opportunities to identify other similar aspects of our familiar world such as the place where they live and the natural world. 2
Following Jack and The Beanstalk' story in February, the children planted some runner beans in different containers. After including all the necessary parts in the containers we talked about how these seeds need soil, sun and water to grow. Through observing our plants we are developing an understanding of growth, decay and change over time. This has provided lots of opportunities to identify other similar aspects of our familiar world such as the place where they live and the natural world. 3
Following Jack and The Beanstalk' story in February, the children planted some runner beans in different containers. After including all the necessary parts in the containers we talked about how these seeds need soil, sun and water to grow. Through observing our plants we are developing an understanding of growth, decay and change over time. This has provided lots of opportunities to identify other similar aspects of our familiar world such as the place where they live and the natural world. 4
Following Jack and The Beanstalk' story in February, the children planted some runner beans in different containers. After including all the necessary parts in the containers we talked about how these seeds need soil, sun and water to grow. Through observing our plants we are developing an understanding of growth, decay and change over time. This has provided lots of opportunities to identify other similar aspects of our familiar world such as the place where they live and the natural world. 5
Following Jack and The Beanstalk' story in February, the children planted some runner beans in different containers. After including all the necessary parts in the containers we talked about how these seeds need soil, sun and water to grow. Through observing our plants we are developing an understanding of growth, decay and change over time. This has provided lots of opportunities to identify other similar aspects of our familiar world such as the place where they live and the natural world. 6
Following Jack and The Beanstalk' story in February, the children planted some runner beans in different containers. After including all the necessary parts in the containers we talked about how these seeds need soil, sun and water to grow. Through observing our plants we are developing an understanding of growth, decay and change over time. This has provided lots of opportunities to identify other similar aspects of our familiar world such as the place where they live and the natural world. 7
Following Jack and The Beanstalk' story in February, the children planted some runner beans in different containers. After including all the necessary parts in the containers we talked about how these seeds need soil, sun and water to grow. Through observing our plants we are developing an understanding of growth, decay and change over time. This has provided lots of opportunities to identify other similar aspects of our familiar world such as the place where they live and the natural world. 8
Following Jack and The Beanstalk' story in February, the children planted some runner beans in different containers. After including all the necessary parts in the containers we talked about how these seeds need soil, sun and water to grow. Through observing our plants we are developing an understanding of growth, decay and change over time. This has provided lots of opportunities to identify other similar aspects of our familiar world such as the place where they live and the natural world. 9
Following Jack and The Beanstalk' story in February, the children planted some runner beans in different containers. After including all the necessary parts in the containers we talked about how these seeds need soil, sun and water to grow. Through observing our plants we are developing an understanding of growth, decay and change over time. This has provided lots of opportunities to identify other similar aspects of our familiar world such as the place where they live and the natural world. 10
Following Jack and The Beanstalk' story in February, the children planted some runner beans in different containers. After including all the necessary parts in the containers we talked about how these seeds need soil, sun and water to grow. Through observing our plants we are developing an understanding of growth, decay and change over time. This has provided lots of opportunities to identify other similar aspects of our familiar world such as the place where they live and the natural world. 11
Following Jack and The Beanstalk' story in February, the children planted some runner beans in different containers. After including all the necessary parts in the containers we talked about how these seeds need soil, sun and water to grow. Through observing our plants we are developing an understanding of growth, decay and change over time. This has provided lots of opportunities to identify other similar aspects of our familiar world such as the place where they live and the natural world. 12
Following Jack and The Beanstalk' story in February, the children planted some runner beans in different containers. After including all the necessary parts in the containers we talked about how these seeds need soil, sun and water to grow. Through observing our plants we are developing an understanding of growth, decay and change over time. This has provided lots of opportunities to identify other similar aspects of our familiar world such as the place where they live and the natural world. 13
Following Jack and The Beanstalk' story in February, the children planted some runner beans in different containers. After including all the necessary parts in the containers we talked about how these seeds need soil, sun and water to grow. Through observing our plants we are developing an understanding of growth, decay and change over time. This has provided lots of opportunities to identify other similar aspects of our familiar world such as the place where they live and the natural world. 14
Following Jack and The Beanstalk' story in February, the children planted some runner beans in different containers. After including all the necessary parts in the containers we talked about how these seeds need soil, sun and water to grow. Through observing our plants we are developing an understanding of growth, decay and change over time. This has provided lots of opportunities to identify other similar aspects of our familiar world such as the place where they live and the natural world. 15
Following Jack and The Beanstalk' story in February, the children planted some runner beans in different containers. After including all the necessary parts in the containers we talked about how these seeds need soil, sun and water to grow. Through observing our plants we are developing an understanding of growth, decay and change over time. This has provided lots of opportunities to identify other similar aspects of our familiar world such as the place where they live and the natural world. 16

In the home corner the children have been using available resources and props to use their imagination and role play from their experiences. In the kitchen we were making scrambled eggs on toast and drinks, we enjoyed setting the table for dinner. Some children were unsure where our food comes from, because of this we have been exploring the ‘Tesco Farm to Fork’ initiative, this includes various ICT games and short clips on the website. We predominantly enjoyed exploring real food in the role play area identifying its different features such as seeds.

In the home corner the children have been using available resources and props to use their imagination and role play from their experiences. In the kitchen we were making scrambled eggs on toast and drinks, we enjoyed setting the table for dinner.  Some children were unsure where our food comes from, because of this we have been exploring the ‘Tesco Farm to Fork’ initiative, this includes various ICT games and short clips on the website. We predominantly enjoyed exploring real food in the role play area identifying its different features such as seeds. 1
In the home corner the children have been using available resources and props to use their imagination and role play from their experiences. In the kitchen we were making scrambled eggs on toast and drinks, we enjoyed setting the table for dinner.  Some children were unsure where our food comes from, because of this we have been exploring the ‘Tesco Farm to Fork’ initiative, this includes various ICT games and short clips on the website. We predominantly enjoyed exploring real food in the role play area identifying its different features such as seeds. 2
In the home corner the children have been using available resources and props to use their imagination and role play from their experiences. In the kitchen we were making scrambled eggs on toast and drinks, we enjoyed setting the table for dinner.  Some children were unsure where our food comes from, because of this we have been exploring the ‘Tesco Farm to Fork’ initiative, this includes various ICT games and short clips on the website. We predominantly enjoyed exploring real food in the role play area identifying its different features such as seeds. 3
In the home corner the children have been using available resources and props to use their imagination and role play from their experiences. In the kitchen we were making scrambled eggs on toast and drinks, we enjoyed setting the table for dinner.  Some children were unsure where our food comes from, because of this we have been exploring the ‘Tesco Farm to Fork’ initiative, this includes various ICT games and short clips on the website. We predominantly enjoyed exploring real food in the role play area identifying its different features such as seeds. 4
In the home corner the children have been using available resources and props to use their imagination and role play from their experiences. In the kitchen we were making scrambled eggs on toast and drinks, we enjoyed setting the table for dinner.  Some children were unsure where our food comes from, because of this we have been exploring the ‘Tesco Farm to Fork’ initiative, this includes various ICT games and short clips on the website. We predominantly enjoyed exploring real food in the role play area identifying its different features such as seeds. 5
In the home corner the children have been using available resources and props to use their imagination and role play from their experiences. In the kitchen we were making scrambled eggs on toast and drinks, we enjoyed setting the table for dinner.  Some children were unsure where our food comes from, because of this we have been exploring the ‘Tesco Farm to Fork’ initiative, this includes various ICT games and short clips on the website. We predominantly enjoyed exploring real food in the role play area identifying its different features such as seeds. 6
In the home corner the children have been using available resources and props to use their imagination and role play from their experiences. In the kitchen we were making scrambled eggs on toast and drinks, we enjoyed setting the table for dinner.  Some children were unsure where our food comes from, because of this we have been exploring the ‘Tesco Farm to Fork’ initiative, this includes various ICT games and short clips on the website. We predominantly enjoyed exploring real food in the role play area identifying its different features such as seeds. 7
In the home corner the children have been using available resources and props to use their imagination and role play from their experiences. In the kitchen we were making scrambled eggs on toast and drinks, we enjoyed setting the table for dinner.  Some children were unsure where our food comes from, because of this we have been exploring the ‘Tesco Farm to Fork’ initiative, this includes various ICT games and short clips on the website. We predominantly enjoyed exploring real food in the role play area identifying its different features such as seeds. 8
In the home corner the children have been using available resources and props to use their imagination and role play from their experiences. In the kitchen we were making scrambled eggs on toast and drinks, we enjoyed setting the table for dinner.  Some children were unsure where our food comes from, because of this we have been exploring the ‘Tesco Farm to Fork’ initiative, this includes various ICT games and short clips on the website. We predominantly enjoyed exploring real food in the role play area identifying its different features such as seeds. 9
In the home corner the children have been using available resources and props to use their imagination and role play from their experiences. In the kitchen we were making scrambled eggs on toast and drinks, we enjoyed setting the table for dinner.  Some children were unsure where our food comes from, because of this we have been exploring the ‘Tesco Farm to Fork’ initiative, this includes various ICT games and short clips on the website. We predominantly enjoyed exploring real food in the role play area identifying its different features such as seeds. 10
In the home corner the children have been using available resources and props to use their imagination and role play from their experiences. In the kitchen we were making scrambled eggs on toast and drinks, we enjoyed setting the table for dinner.  Some children were unsure where our food comes from, because of this we have been exploring the ‘Tesco Farm to Fork’ initiative, this includes various ICT games and short clips on the website. We predominantly enjoyed exploring real food in the role play area identifying its different features such as seeds. 11
In the home corner the children have been using available resources and props to use their imagination and role play from their experiences. In the kitchen we were making scrambled eggs on toast and drinks, we enjoyed setting the table for dinner.  Some children were unsure where our food comes from, because of this we have been exploring the ‘Tesco Farm to Fork’ initiative, this includes various ICT games and short clips on the website. We predominantly enjoyed exploring real food in the role play area identifying its different features such as seeds. 12
In the home corner the children have been using available resources and props to use their imagination and role play from their experiences. In the kitchen we were making scrambled eggs on toast and drinks, we enjoyed setting the table for dinner.  Some children were unsure where our food comes from, because of this we have been exploring the ‘Tesco Farm to Fork’ initiative, this includes various ICT games and short clips on the website. We predominantly enjoyed exploring real food in the role play area identifying its different features such as seeds. 13
In the home corner the children have been using available resources and props to use their imagination and role play from their experiences. In the kitchen we were making scrambled eggs on toast and drinks, we enjoyed setting the table for dinner.  Some children were unsure where our food comes from, because of this we have been exploring the ‘Tesco Farm to Fork’ initiative, this includes various ICT games and short clips on the website. We predominantly enjoyed exploring real food in the role play area identifying its different features such as seeds. 14
In the home corner the children have been using available resources and props to use their imagination and role play from their experiences. In the kitchen we were making scrambled eggs on toast and drinks, we enjoyed setting the table for dinner.  Some children were unsure where our food comes from, because of this we have been exploring the ‘Tesco Farm to Fork’ initiative, this includes various ICT games and short clips on the website. We predominantly enjoyed exploring real food in the role play area identifying its different features such as seeds. 15
In the home corner the children have been using available resources and props to use their imagination and role play from their experiences. In the kitchen we were making scrambled eggs on toast and drinks, we enjoyed setting the table for dinner.  Some children were unsure where our food comes from, because of this we have been exploring the ‘Tesco Farm to Fork’ initiative, this includes various ICT games and short clips on the website. We predominantly enjoyed exploring real food in the role play area identifying its different features such as seeds. 16
In the home corner the children have been using available resources and props to use their imagination and role play from their experiences. In the kitchen we were making scrambled eggs on toast and drinks, we enjoyed setting the table for dinner.  Some children were unsure where our food comes from, because of this we have been exploring the ‘Tesco Farm to Fork’ initiative, this includes various ICT games and short clips on the website. We predominantly enjoyed exploring real food in the role play area identifying its different features such as seeds. 17

The children have enjoyed making a ‘magic bean stew’ and ‘silly soup,’ contributing towards eating a selection of healthy foods. We have discussed a need for variety in food in our diet which are in our packed lunch box leaflets.Some of the ingredients included: parsley, garlic, onions, kidney beans, baked beans, celery, vegetable stock and chopped tomatoes. Look at the children using real tools, cutting up the vegetables. The blender was noisy, but we loved using it with support.

The children have enjoyed making a ‘magic bean stew’ and ‘silly soup,’ contributing towards eating a selection of healthy foods. We have discussed a need for variety in food in our diet which are in our packed lunch box leaflets.Some of the ingredients included: parsley, garlic, onions, kidney beans, baked beans, celery, vegetable stock and chopped tomatoes. Look at the children using real tools, cutting up the vegetables. The blender was noisy, but we loved using it with support. 1
The children have enjoyed making a ‘magic bean stew’ and ‘silly soup,’ contributing towards eating a selection of healthy foods. We have discussed a need for variety in food in our diet which are in our packed lunch box leaflets.Some of the ingredients included: parsley, garlic, onions, kidney beans, baked beans, celery, vegetable stock and chopped tomatoes. Look at the children using real tools, cutting up the vegetables. The blender was noisy, but we loved using it with support. 2
The children have enjoyed making a ‘magic bean stew’ and ‘silly soup,’ contributing towards eating a selection of healthy foods. We have discussed a need for variety in food in our diet which are in our packed lunch box leaflets.Some of the ingredients included: parsley, garlic, onions, kidney beans, baked beans, celery, vegetable stock and chopped tomatoes. Look at the children using real tools, cutting up the vegetables. The blender was noisy, but we loved using it with support. 3
The children have enjoyed making a ‘magic bean stew’ and ‘silly soup,’ contributing towards eating a selection of healthy foods. We have discussed a need for variety in food in our diet which are in our packed lunch box leaflets.Some of the ingredients included: parsley, garlic, onions, kidney beans, baked beans, celery, vegetable stock and chopped tomatoes. Look at the children using real tools, cutting up the vegetables. The blender was noisy, but we loved using it with support. 4
The children have enjoyed making a ‘magic bean stew’ and ‘silly soup,’ contributing towards eating a selection of healthy foods. We have discussed a need for variety in food in our diet which are in our packed lunch box leaflets.Some of the ingredients included: parsley, garlic, onions, kidney beans, baked beans, celery, vegetable stock and chopped tomatoes. Look at the children using real tools, cutting up the vegetables. The blender was noisy, but we loved using it with support. 5
The children have enjoyed making a ‘magic bean stew’ and ‘silly soup,’ contributing towards eating a selection of healthy foods. We have discussed a need for variety in food in our diet which are in our packed lunch box leaflets.Some of the ingredients included: parsley, garlic, onions, kidney beans, baked beans, celery, vegetable stock and chopped tomatoes. Look at the children using real tools, cutting up the vegetables. The blender was noisy, but we loved using it with support. 6
The children have enjoyed making a ‘magic bean stew’ and ‘silly soup,’ contributing towards eating a selection of healthy foods. We have discussed a need for variety in food in our diet which are in our packed lunch box leaflets.Some of the ingredients included: parsley, garlic, onions, kidney beans, baked beans, celery, vegetable stock and chopped tomatoes. Look at the children using real tools, cutting up the vegetables. The blender was noisy, but we loved using it with support. 7
The children have enjoyed making a ‘magic bean stew’ and ‘silly soup,’ contributing towards eating a selection of healthy foods. We have discussed a need for variety in food in our diet which are in our packed lunch box leaflets.Some of the ingredients included: parsley, garlic, onions, kidney beans, baked beans, celery, vegetable stock and chopped tomatoes. Look at the children using real tools, cutting up the vegetables. The blender was noisy, but we loved using it with support. 8
The children have enjoyed making a ‘magic bean stew’ and ‘silly soup,’ contributing towards eating a selection of healthy foods. We have discussed a need for variety in food in our diet which are in our packed lunch box leaflets.Some of the ingredients included: parsley, garlic, onions, kidney beans, baked beans, celery, vegetable stock and chopped tomatoes. Look at the children using real tools, cutting up the vegetables. The blender was noisy, but we loved using it with support. 9
The children have enjoyed making a ‘magic bean stew’ and ‘silly soup,’ contributing towards eating a selection of healthy foods. We have discussed a need for variety in food in our diet which are in our packed lunch box leaflets.Some of the ingredients included: parsley, garlic, onions, kidney beans, baked beans, celery, vegetable stock and chopped tomatoes. Look at the children using real tools, cutting up the vegetables. The blender was noisy, but we loved using it with support. 10
The children have enjoyed making a ‘magic bean stew’ and ‘silly soup,’ contributing towards eating a selection of healthy foods. We have discussed a need for variety in food in our diet which are in our packed lunch box leaflets.Some of the ingredients included: parsley, garlic, onions, kidney beans, baked beans, celery, vegetable stock and chopped tomatoes. Look at the children using real tools, cutting up the vegetables. The blender was noisy, but we loved using it with support. 11
The children have enjoyed making a ‘magic bean stew’ and ‘silly soup,’ contributing towards eating a selection of healthy foods. We have discussed a need for variety in food in our diet which are in our packed lunch box leaflets.Some of the ingredients included: parsley, garlic, onions, kidney beans, baked beans, celery, vegetable stock and chopped tomatoes. Look at the children using real tools, cutting up the vegetables. The blender was noisy, but we loved using it with support. 12
The children have enjoyed making a ‘magic bean stew’ and ‘silly soup,’ contributing towards eating a selection of healthy foods. We have discussed a need for variety in food in our diet which are in our packed lunch box leaflets.Some of the ingredients included: parsley, garlic, onions, kidney beans, baked beans, celery, vegetable stock and chopped tomatoes. Look at the children using real tools, cutting up the vegetables. The blender was noisy, but we loved using it with support. 13
The children have enjoyed making a ‘magic bean stew’ and ‘silly soup,’ contributing towards eating a selection of healthy foods. We have discussed a need for variety in food in our diet which are in our packed lunch box leaflets.Some of the ingredients included: parsley, garlic, onions, kidney beans, baked beans, celery, vegetable stock and chopped tomatoes. Look at the children using real tools, cutting up the vegetables. The blender was noisy, but we loved using it with support. 14
The children have enjoyed making a ‘magic bean stew’ and ‘silly soup,’ contributing towards eating a selection of healthy foods. We have discussed a need for variety in food in our diet which are in our packed lunch box leaflets.Some of the ingredients included: parsley, garlic, onions, kidney beans, baked beans, celery, vegetable stock and chopped tomatoes. Look at the children using real tools, cutting up the vegetables. The blender was noisy, but we loved using it with support. 15
The children have enjoyed making a ‘magic bean stew’ and ‘silly soup,’ contributing towards eating a selection of healthy foods. We have discussed a need for variety in food in our diet which are in our packed lunch box leaflets.Some of the ingredients included: parsley, garlic, onions, kidney beans, baked beans, celery, vegetable stock and chopped tomatoes. Look at the children using real tools, cutting up the vegetables. The blender was noisy, but we loved using it with support. 16

Spring has been a predictable interest this term, the children have discussed changes to the weather and are noticing changes to the details in the outdoor environment. The children also enjoyed manipulating materials to achieve a planned effect, mixing the paints with forks distinguishes between the different marks they made on the large paper, to create flower pictures. They all engaged well and enjoyed talking about the spring flowers. We have encouraged observation through measuring and comparing the heights of different hyacinths using cubes like numberblox on CBBC. Through engaging in this activity we were able to categorise objects according to properties such as size i.e. tall and short. We also began to use the language of size big, small, wide and thin, ordering the spring flowers by their length.

Spring has been a predictable interest this term, the children have discussed changes to the weather and are noticing changes to the details in the outdoor environment.  The children also enjoyed manipulating materials to achieve a planned effect, mixing the paints with forks distinguishes between the different marks they made on the large paper, to create flower pictures. They all engaged well and enjoyed talking about the spring flowers. We have encouraged observation through measuring and comparing the heights of different hyacinths using cubes like numberblox on CBBC. Through engaging in this activity we were able to categorise objects according to properties such as size i.e. tall and short. We also began to use the language of size big, small, wide and thin, ordering the spring flowers by their length.  1
Spring has been a predictable interest this term, the children have discussed changes to the weather and are noticing changes to the details in the outdoor environment.  The children also enjoyed manipulating materials to achieve a planned effect, mixing the paints with forks distinguishes between the different marks they made on the large paper, to create flower pictures. They all engaged well and enjoyed talking about the spring flowers. We have encouraged observation through measuring and comparing the heights of different hyacinths using cubes like numberblox on CBBC. Through engaging in this activity we were able to categorise objects according to properties such as size i.e. tall and short. We also began to use the language of size big, small, wide and thin, ordering the spring flowers by their length.  2
Spring has been a predictable interest this term, the children have discussed changes to the weather and are noticing changes to the details in the outdoor environment.  The children also enjoyed manipulating materials to achieve a planned effect, mixing the paints with forks distinguishes between the different marks they made on the large paper, to create flower pictures. They all engaged well and enjoyed talking about the spring flowers. We have encouraged observation through measuring and comparing the heights of different hyacinths using cubes like numberblox on CBBC. Through engaging in this activity we were able to categorise objects according to properties such as size i.e. tall and short. We also began to use the language of size big, small, wide and thin, ordering the spring flowers by their length.  3
Spring has been a predictable interest this term, the children have discussed changes to the weather and are noticing changes to the details in the outdoor environment.  The children also enjoyed manipulating materials to achieve a planned effect, mixing the paints with forks distinguishes between the different marks they made on the large paper, to create flower pictures. They all engaged well and enjoyed talking about the spring flowers. We have encouraged observation through measuring and comparing the heights of different hyacinths using cubes like numberblox on CBBC. Through engaging in this activity we were able to categorise objects according to properties such as size i.e. tall and short. We also began to use the language of size big, small, wide and thin, ordering the spring flowers by their length.  4
Spring has been a predictable interest this term, the children have discussed changes to the weather and are noticing changes to the details in the outdoor environment.  The children also enjoyed manipulating materials to achieve a planned effect, mixing the paints with forks distinguishes between the different marks they made on the large paper, to create flower pictures. They all engaged well and enjoyed talking about the spring flowers. We have encouraged observation through measuring and comparing the heights of different hyacinths using cubes like numberblox on CBBC. Through engaging in this activity we were able to categorise objects according to properties such as size i.e. tall and short. We also began to use the language of size big, small, wide and thin, ordering the spring flowers by their length.  5
Spring has been a predictable interest this term, the children have discussed changes to the weather and are noticing changes to the details in the outdoor environment.  The children also enjoyed manipulating materials to achieve a planned effect, mixing the paints with forks distinguishes between the different marks they made on the large paper, to create flower pictures. They all engaged well and enjoyed talking about the spring flowers. We have encouraged observation through measuring and comparing the heights of different hyacinths using cubes like numberblox on CBBC. Through engaging in this activity we were able to categorise objects according to properties such as size i.e. tall and short. We also began to use the language of size big, small, wide and thin, ordering the spring flowers by their length.  6
Spring has been a predictable interest this term, the children have discussed changes to the weather and are noticing changes to the details in the outdoor environment.  The children also enjoyed manipulating materials to achieve a planned effect, mixing the paints with forks distinguishes between the different marks they made on the large paper, to create flower pictures. They all engaged well and enjoyed talking about the spring flowers. We have encouraged observation through measuring and comparing the heights of different hyacinths using cubes like numberblox on CBBC. Through engaging in this activity we were able to categorise objects according to properties such as size i.e. tall and short. We also began to use the language of size big, small, wide and thin, ordering the spring flowers by their length.  7
Spring has been a predictable interest this term, the children have discussed changes to the weather and are noticing changes to the details in the outdoor environment.  The children also enjoyed manipulating materials to achieve a planned effect, mixing the paints with forks distinguishes between the different marks they made on the large paper, to create flower pictures. They all engaged well and enjoyed talking about the spring flowers. We have encouraged observation through measuring and comparing the heights of different hyacinths using cubes like numberblox on CBBC. Through engaging in this activity we were able to categorise objects according to properties such as size i.e. tall and short. We also began to use the language of size big, small, wide and thin, ordering the spring flowers by their length.  8
Spring has been a predictable interest this term, the children have discussed changes to the weather and are noticing changes to the details in the outdoor environment.  The children also enjoyed manipulating materials to achieve a planned effect, mixing the paints with forks distinguishes between the different marks they made on the large paper, to create flower pictures. They all engaged well and enjoyed talking about the spring flowers. We have encouraged observation through measuring and comparing the heights of different hyacinths using cubes like numberblox on CBBC. Through engaging in this activity we were able to categorise objects according to properties such as size i.e. tall and short. We also began to use the language of size big, small, wide and thin, ordering the spring flowers by their length.  9
Spring has been a predictable interest this term, the children have discussed changes to the weather and are noticing changes to the details in the outdoor environment.  The children also enjoyed manipulating materials to achieve a planned effect, mixing the paints with forks distinguishes between the different marks they made on the large paper, to create flower pictures. They all engaged well and enjoyed talking about the spring flowers. We have encouraged observation through measuring and comparing the heights of different hyacinths using cubes like numberblox on CBBC. Through engaging in this activity we were able to categorise objects according to properties such as size i.e. tall and short. We also began to use the language of size big, small, wide and thin, ordering the spring flowers by their length.  10
Spring has been a predictable interest this term, the children have discussed changes to the weather and are noticing changes to the details in the outdoor environment.  The children also enjoyed manipulating materials to achieve a planned effect, mixing the paints with forks distinguishes between the different marks they made on the large paper, to create flower pictures. They all engaged well and enjoyed talking about the spring flowers. We have encouraged observation through measuring and comparing the heights of different hyacinths using cubes like numberblox on CBBC. Through engaging in this activity we were able to categorise objects according to properties such as size i.e. tall and short. We also began to use the language of size big, small, wide and thin, ordering the spring flowers by their length.  11
Spring has been a predictable interest this term, the children have discussed changes to the weather and are noticing changes to the details in the outdoor environment.  The children also enjoyed manipulating materials to achieve a planned effect, mixing the paints with forks distinguishes between the different marks they made on the large paper, to create flower pictures. They all engaged well and enjoyed talking about the spring flowers. We have encouraged observation through measuring and comparing the heights of different hyacinths using cubes like numberblox on CBBC. Through engaging in this activity we were able to categorise objects according to properties such as size i.e. tall and short. We also began to use the language of size big, small, wide and thin, ordering the spring flowers by their length.  12
Spring has been a predictable interest this term, the children have discussed changes to the weather and are noticing changes to the details in the outdoor environment.  The children also enjoyed manipulating materials to achieve a planned effect, mixing the paints with forks distinguishes between the different marks they made on the large paper, to create flower pictures. They all engaged well and enjoyed talking about the spring flowers. We have encouraged observation through measuring and comparing the heights of different hyacinths using cubes like numberblox on CBBC. Through engaging in this activity we were able to categorise objects according to properties such as size i.e. tall and short. We also began to use the language of size big, small, wide and thin, ordering the spring flowers by their length.  13
Spring has been a predictable interest this term, the children have discussed changes to the weather and are noticing changes to the details in the outdoor environment.  The children also enjoyed manipulating materials to achieve a planned effect, mixing the paints with forks distinguishes between the different marks they made on the large paper, to create flower pictures. They all engaged well and enjoyed talking about the spring flowers. We have encouraged observation through measuring and comparing the heights of different hyacinths using cubes like numberblox on CBBC. Through engaging in this activity we were able to categorise objects according to properties such as size i.e. tall and short. We also began to use the language of size big, small, wide and thin, ordering the spring flowers by their length.  14
Spring has been a predictable interest this term, the children have discussed changes to the weather and are noticing changes to the details in the outdoor environment.  The children also enjoyed manipulating materials to achieve a planned effect, mixing the paints with forks distinguishes between the different marks they made on the large paper, to create flower pictures. They all engaged well and enjoyed talking about the spring flowers. We have encouraged observation through measuring and comparing the heights of different hyacinths using cubes like numberblox on CBBC. Through engaging in this activity we were able to categorise objects according to properties such as size i.e. tall and short. We also began to use the language of size big, small, wide and thin, ordering the spring flowers by their length.  15

We were very excited to receive our potatoes from the ‘Grow Your Own Potatoes Campaign’. This project aims to teach children through first-hand experience how potatoes grow, and how they fit in to a healthy balanced diet. We have planted our potatoes in a grow bag, cut potatoes in the mud kitchen and read 'Supertato' by Sue Hendra!

We were very excited to receive our potatoes from the ‘Grow Your Own Potatoes Campaign’. This project aims to teach children through first-hand experience how potatoes grow, and how they fit in to a healthy balanced diet. We have planted our potatoes in a grow bag, cut potatoes in the mud kitchen and read 'Supertato' by Sue Hendra! 1
We were very excited to receive our potatoes from the ‘Grow Your Own Potatoes Campaign’. This project aims to teach children through first-hand experience how potatoes grow, and how they fit in to a healthy balanced diet. We have planted our potatoes in a grow bag, cut potatoes in the mud kitchen and read 'Supertato' by Sue Hendra! 2
We were very excited to receive our potatoes from the ‘Grow Your Own Potatoes Campaign’. This project aims to teach children through first-hand experience how potatoes grow, and how they fit in to a healthy balanced diet. We have planted our potatoes in a grow bag, cut potatoes in the mud kitchen and read 'Supertato' by Sue Hendra! 3
We were very excited to receive our potatoes from the ‘Grow Your Own Potatoes Campaign’. This project aims to teach children through first-hand experience how potatoes grow, and how they fit in to a healthy balanced diet. We have planted our potatoes in a grow bag, cut potatoes in the mud kitchen and read 'Supertato' by Sue Hendra! 4
We were very excited to receive our potatoes from the ‘Grow Your Own Potatoes Campaign’. This project aims to teach children through first-hand experience how potatoes grow, and how they fit in to a healthy balanced diet. We have planted our potatoes in a grow bag, cut potatoes in the mud kitchen and read 'Supertato' by Sue Hendra! 5
We were very excited to receive our potatoes from the ‘Grow Your Own Potatoes Campaign’. This project aims to teach children through first-hand experience how potatoes grow, and how they fit in to a healthy balanced diet. We have planted our potatoes in a grow bag, cut potatoes in the mud kitchen and read 'Supertato' by Sue Hendra! 6
We were very excited to receive our potatoes from the ‘Grow Your Own Potatoes Campaign’. This project aims to teach children through first-hand experience how potatoes grow, and how they fit in to a healthy balanced diet. We have planted our potatoes in a grow bag, cut potatoes in the mud kitchen and read 'Supertato' by Sue Hendra! 7
We were very excited to receive our potatoes from the ‘Grow Your Own Potatoes Campaign’. This project aims to teach children through first-hand experience how potatoes grow, and how they fit in to a healthy balanced diet. We have planted our potatoes in a grow bag, cut potatoes in the mud kitchen and read 'Supertato' by Sue Hendra! 8
We were very excited to receive our potatoes from the ‘Grow Your Own Potatoes Campaign’. This project aims to teach children through first-hand experience how potatoes grow, and how they fit in to a healthy balanced diet. We have planted our potatoes in a grow bag, cut potatoes in the mud kitchen and read 'Supertato' by Sue Hendra! 9
We were very excited to receive our potatoes from the ‘Grow Your Own Potatoes Campaign’. This project aims to teach children through first-hand experience how potatoes grow, and how they fit in to a healthy balanced diet. We have planted our potatoes in a grow bag, cut potatoes in the mud kitchen and read 'Supertato' by Sue Hendra! 10
We were very excited to receive our potatoes from the ‘Grow Your Own Potatoes Campaign’. This project aims to teach children through first-hand experience how potatoes grow, and how they fit in to a healthy balanced diet. We have planted our potatoes in a grow bag, cut potatoes in the mud kitchen and read 'Supertato' by Sue Hendra! 11
We were very excited to receive our potatoes from the ‘Grow Your Own Potatoes Campaign’. This project aims to teach children through first-hand experience how potatoes grow, and how they fit in to a healthy balanced diet. We have planted our potatoes in a grow bag, cut potatoes in the mud kitchen and read 'Supertato' by Sue Hendra! 12
We were very excited to receive our potatoes from the ‘Grow Your Own Potatoes Campaign’. This project aims to teach children through first-hand experience how potatoes grow, and how they fit in to a healthy balanced diet. We have planted our potatoes in a grow bag, cut potatoes in the mud kitchen and read 'Supertato' by Sue Hendra! 13

After listening to the story 'Supertato'. We enjoyed mashing all the evil peas that had taken the rest of vegetables hostage. This activity was a great opportunity for Physical Development, we used our gross motor skills as we forcefully mashed the peas with the potato mashers! Another great activity involved the children creating and thinking critically. The peas had been trapped in jelly. Miss Nicolson explained she wasn’t sure of the best and safest way to free the peas, as this particular green jelly couldn't be touched with fingers! Therefore the children were challenged to draw and design their idea before they tried to free the peas.

After listening to the story 'Supertato'. We enjoyed mashing all the evil peas that had taken the rest of vegetables hostage. This activity was a great opportunity for Physical Development, we used our gross motor skills as we forcefully mashed the peas with the potato mashers!  Another great activity involved the children creating and thinking critically. The peas had been trapped in jelly. Miss Nicolson explained she wasn’t sure of the best and safest way to free the peas, as this particular green jelly couldn't be touched with fingers! Therefore the children were challenged to draw and design their idea before they tried to free the peas. 1
After listening to the story 'Supertato'. We enjoyed mashing all the evil peas that had taken the rest of vegetables hostage. This activity was a great opportunity for Physical Development, we used our gross motor skills as we forcefully mashed the peas with the potato mashers!  Another great activity involved the children creating and thinking critically. The peas had been trapped in jelly. Miss Nicolson explained she wasn’t sure of the best and safest way to free the peas, as this particular green jelly couldn't be touched with fingers! Therefore the children were challenged to draw and design their idea before they tried to free the peas. 2
After listening to the story 'Supertato'. We enjoyed mashing all the evil peas that had taken the rest of vegetables hostage. This activity was a great opportunity for Physical Development, we used our gross motor skills as we forcefully mashed the peas with the potato mashers!  Another great activity involved the children creating and thinking critically. The peas had been trapped in jelly. Miss Nicolson explained she wasn’t sure of the best and safest way to free the peas, as this particular green jelly couldn't be touched with fingers! Therefore the children were challenged to draw and design their idea before they tried to free the peas. 3
After listening to the story 'Supertato'. We enjoyed mashing all the evil peas that had taken the rest of vegetables hostage. This activity was a great opportunity for Physical Development, we used our gross motor skills as we forcefully mashed the peas with the potato mashers!  Another great activity involved the children creating and thinking critically. The peas had been trapped in jelly. Miss Nicolson explained she wasn’t sure of the best and safest way to free the peas, as this particular green jelly couldn't be touched with fingers! Therefore the children were challenged to draw and design their idea before they tried to free the peas. 4
After listening to the story 'Supertato'. We enjoyed mashing all the evil peas that had taken the rest of vegetables hostage. This activity was a great opportunity for Physical Development, we used our gross motor skills as we forcefully mashed the peas with the potato mashers!  Another great activity involved the children creating and thinking critically. The peas had been trapped in jelly. Miss Nicolson explained she wasn’t sure of the best and safest way to free the peas, as this particular green jelly couldn't be touched with fingers! Therefore the children were challenged to draw and design their idea before they tried to free the peas. 5
After listening to the story 'Supertato'. We enjoyed mashing all the evil peas that had taken the rest of vegetables hostage. This activity was a great opportunity for Physical Development, we used our gross motor skills as we forcefully mashed the peas with the potato mashers!  Another great activity involved the children creating and thinking critically. The peas had been trapped in jelly. Miss Nicolson explained she wasn’t sure of the best and safest way to free the peas, as this particular green jelly couldn't be touched with fingers! Therefore the children were challenged to draw and design their idea before they tried to free the peas. 6
After listening to the story 'Supertato'. We enjoyed mashing all the evil peas that had taken the rest of vegetables hostage. This activity was a great opportunity for Physical Development, we used our gross motor skills as we forcefully mashed the peas with the potato mashers!  Another great activity involved the children creating and thinking critically. The peas had been trapped in jelly. Miss Nicolson explained she wasn’t sure of the best and safest way to free the peas, as this particular green jelly couldn't be touched with fingers! Therefore the children were challenged to draw and design their idea before they tried to free the peas. 7
After listening to the story 'Supertato'. We enjoyed mashing all the evil peas that had taken the rest of vegetables hostage. This activity was a great opportunity for Physical Development, we used our gross motor skills as we forcefully mashed the peas with the potato mashers!  Another great activity involved the children creating and thinking critically. The peas had been trapped in jelly. Miss Nicolson explained she wasn’t sure of the best and safest way to free the peas, as this particular green jelly couldn't be touched with fingers! Therefore the children were challenged to draw and design their idea before they tried to free the peas. 8
After listening to the story 'Supertato'. We enjoyed mashing all the evil peas that had taken the rest of vegetables hostage. This activity was a great opportunity for Physical Development, we used our gross motor skills as we forcefully mashed the peas with the potato mashers!  Another great activity involved the children creating and thinking critically. The peas had been trapped in jelly. Miss Nicolson explained she wasn’t sure of the best and safest way to free the peas, as this particular green jelly couldn't be touched with fingers! Therefore the children were challenged to draw and design their idea before they tried to free the peas. 9
After listening to the story 'Supertato'. We enjoyed mashing all the evil peas that had taken the rest of vegetables hostage. This activity was a great opportunity for Physical Development, we used our gross motor skills as we forcefully mashed the peas with the potato mashers!  Another great activity involved the children creating and thinking critically. The peas had been trapped in jelly. Miss Nicolson explained she wasn’t sure of the best and safest way to free the peas, as this particular green jelly couldn't be touched with fingers! Therefore the children were challenged to draw and design their idea before they tried to free the peas. 10
After listening to the story 'Supertato'. We enjoyed mashing all the evil peas that had taken the rest of vegetables hostage. This activity was a great opportunity for Physical Development, we used our gross motor skills as we forcefully mashed the peas with the potato mashers!  Another great activity involved the children creating and thinking critically. The peas had been trapped in jelly. Miss Nicolson explained she wasn’t sure of the best and safest way to free the peas, as this particular green jelly couldn't be touched with fingers! Therefore the children were challenged to draw and design their idea before they tried to free the peas. 11
After listening to the story 'Supertato'. We enjoyed mashing all the evil peas that had taken the rest of vegetables hostage. This activity was a great opportunity for Physical Development, we used our gross motor skills as we forcefully mashed the peas with the potato mashers!  Another great activity involved the children creating and thinking critically. The peas had been trapped in jelly. Miss Nicolson explained she wasn’t sure of the best and safest way to free the peas, as this particular green jelly couldn't be touched with fingers! Therefore the children were challenged to draw and design their idea before they tried to free the peas. 12
After listening to the story 'Supertato'. We enjoyed mashing all the evil peas that had taken the rest of vegetables hostage. This activity was a great opportunity for Physical Development, we used our gross motor skills as we forcefully mashed the peas with the potato mashers!  Another great activity involved the children creating and thinking critically. The peas had been trapped in jelly. Miss Nicolson explained she wasn’t sure of the best and safest way to free the peas, as this particular green jelly couldn't be touched with fingers! Therefore the children were challenged to draw and design their idea before they tried to free the peas. 13
After listening to the story 'Supertato'. We enjoyed mashing all the evil peas that had taken the rest of vegetables hostage. This activity was a great opportunity for Physical Development, we used our gross motor skills as we forcefully mashed the peas with the potato mashers!  Another great activity involved the children creating and thinking critically. The peas had been trapped in jelly. Miss Nicolson explained she wasn’t sure of the best and safest way to free the peas, as this particular green jelly couldn't be touched with fingers! Therefore the children were challenged to draw and design their idea before they tried to free the peas. 14
After listening to the story 'Supertato'. We enjoyed mashing all the evil peas that had taken the rest of vegetables hostage. This activity was a great opportunity for Physical Development, we used our gross motor skills as we forcefully mashed the peas with the potato mashers!  Another great activity involved the children creating and thinking critically. The peas had been trapped in jelly. Miss Nicolson explained she wasn’t sure of the best and safest way to free the peas, as this particular green jelly couldn't be touched with fingers! Therefore the children were challenged to draw and design their idea before they tried to free the peas. 15
After listening to the story 'Supertato'. We enjoyed mashing all the evil peas that had taken the rest of vegetables hostage. This activity was a great opportunity for Physical Development, we used our gross motor skills as we forcefully mashed the peas with the potato mashers!  Another great activity involved the children creating and thinking critically. The peas had been trapped in jelly. Miss Nicolson explained she wasn’t sure of the best and safest way to free the peas, as this particular green jelly couldn't be touched with fingers! Therefore the children were challenged to draw and design their idea before they tried to free the peas. 16

• The children have been supported in thinking about what they want to make, the processes involved and the materials and resources they might need. We have been using a variety of vegetables to make potato heads; some children used olives for eyes and peppers to make a mouth. They attached the features using cocktail sticks joining construction pieces together to build and balance.

•	The children have been supported in thinking about what they want to make, the processes involved and the materials and resources they might need. We have been using a variety of vegetables to make potato heads; some children used olives for eyes and peppers to make a mouth. They attached the features using cocktail sticks joining construction pieces together to build and balance. 1
•	The children have been supported in thinking about what they want to make, the processes involved and the materials and resources they might need. We have been using a variety of vegetables to make potato heads; some children used olives for eyes and peppers to make a mouth. They attached the features using cocktail sticks joining construction pieces together to build and balance. 2
•	The children have been supported in thinking about what they want to make, the processes involved and the materials and resources they might need. We have been using a variety of vegetables to make potato heads; some children used olives for eyes and peppers to make a mouth. They attached the features using cocktail sticks joining construction pieces together to build and balance. 3
•	The children have been supported in thinking about what they want to make, the processes involved and the materials and resources they might need. We have been using a variety of vegetables to make potato heads; some children used olives for eyes and peppers to make a mouth. They attached the features using cocktail sticks joining construction pieces together to build and balance. 4
•	The children have been supported in thinking about what they want to make, the processes involved and the materials and resources they might need. We have been using a variety of vegetables to make potato heads; some children used olives for eyes and peppers to make a mouth. They attached the features using cocktail sticks joining construction pieces together to build and balance. 5
•	The children have been supported in thinking about what they want to make, the processes involved and the materials and resources they might need. We have been using a variety of vegetables to make potato heads; some children used olives for eyes and peppers to make a mouth. They attached the features using cocktail sticks joining construction pieces together to build and balance. 6
•	The children have been supported in thinking about what they want to make, the processes involved and the materials and resources they might need. We have been using a variety of vegetables to make potato heads; some children used olives for eyes and peppers to make a mouth. They attached the features using cocktail sticks joining construction pieces together to build and balance. 7

The children were given the chance to talk about what they like to eat, while reinforcing messages about healthier choices. We further explored different fruits some of which the children could name. The children used the wooden skewers and chose a mixture of fruits to build their kebabs. We then ate the kebabs, they where delicious!

The children were given the chance to talk about what they like to eat, while reinforcing messages about healthier choices. We further explored different fruits some of which the children could name. The children used the wooden skewers and chose a mixture of fruits to build their kebabs. We then ate the kebabs, they where delicious! 1
The children were given the chance to talk about what they like to eat, while reinforcing messages about healthier choices. We further explored different fruits some of which the children could name. The children used the wooden skewers and chose a mixture of fruits to build their kebabs. We then ate the kebabs, they where delicious! 2
The children were given the chance to talk about what they like to eat, while reinforcing messages about healthier choices. We further explored different fruits some of which the children could name. The children used the wooden skewers and chose a mixture of fruits to build their kebabs. We then ate the kebabs, they where delicious! 3
The children were given the chance to talk about what they like to eat, while reinforcing messages about healthier choices. We further explored different fruits some of which the children could name. The children used the wooden skewers and chose a mixture of fruits to build their kebabs. We then ate the kebabs, they where delicious! 4
The children were given the chance to talk about what they like to eat, while reinforcing messages about healthier choices. We further explored different fruits some of which the children could name. The children used the wooden skewers and chose a mixture of fruits to build their kebabs. We then ate the kebabs, they where delicious! 5
The children were given the chance to talk about what they like to eat, while reinforcing messages about healthier choices. We further explored different fruits some of which the children could name. The children used the wooden skewers and chose a mixture of fruits to build their kebabs. We then ate the kebabs, they where delicious! 6
The children were given the chance to talk about what they like to eat, while reinforcing messages about healthier choices. We further explored different fruits some of which the children could name. The children used the wooden skewers and chose a mixture of fruits to build their kebabs. We then ate the kebabs, they where delicious! 7
The children were given the chance to talk about what they like to eat, while reinforcing messages about healthier choices. We further explored different fruits some of which the children could name. The children used the wooden skewers and chose a mixture of fruits to build their kebabs. We then ate the kebabs, they where delicious! 8
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