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September 2017

To begin the new academic year, nursery discussed their filled ‘chatterbags’. The ‘chatterbags’ contained special things, or pictures that are important to the children from the summer holidays. We shared these in different groups, this was a lovely experience to get to know one another and develop our speech and language skills. We felt very confident remembering and talking about significant events and special times for family and friends.

To begin the new academic year, nursery discussed their filled ‘chatterbags’.  The ‘chatterbags’ contained special things, or pictures that are important to the children from the summer holidays. We shared these in different groups, this was a lovely experience to get to know one another and develop our speech and language skills. We felt very confident remembering and talking about significant events and special times for family and friends.  1
To begin the new academic year, nursery discussed their filled ‘chatterbags’.  The ‘chatterbags’ contained special things, or pictures that are important to the children from the summer holidays. We shared these in different groups, this was a lovely experience to get to know one another and develop our speech and language skills. We felt very confident remembering and talking about significant events and special times for family and friends.  2
To begin the new academic year, nursery discussed their filled ‘chatterbags’.  The ‘chatterbags’ contained special things, or pictures that are important to the children from the summer holidays. We shared these in different groups, this was a lovely experience to get to know one another and develop our speech and language skills. We felt very confident remembering and talking about significant events and special times for family and friends.  3
To begin the new academic year, nursery discussed their filled ‘chatterbags’.  The ‘chatterbags’ contained special things, or pictures that are important to the children from the summer holidays. We shared these in different groups, this was a lovely experience to get to know one another and develop our speech and language skills. We felt very confident remembering and talking about significant events and special times for family and friends.  4
To begin the new academic year, nursery discussed their filled ‘chatterbags’.  The ‘chatterbags’ contained special things, or pictures that are important to the children from the summer holidays. We shared these in different groups, this was a lovely experience to get to know one another and develop our speech and language skills. We felt very confident remembering and talking about significant events and special times for family and friends.  5
To begin the new academic year, nursery discussed their filled ‘chatterbags’.  The ‘chatterbags’ contained special things, or pictures that are important to the children from the summer holidays. We shared these in different groups, this was a lovely experience to get to know one another and develop our speech and language skills. We felt very confident remembering and talking about significant events and special times for family and friends.  6
To begin the new academic year, nursery discussed their filled ‘chatterbags’.  The ‘chatterbags’ contained special things, or pictures that are important to the children from the summer holidays. We shared these in different groups, this was a lovely experience to get to know one another and develop our speech and language skills. We felt very confident remembering and talking about significant events and special times for family and friends.  7
To begin the new academic year, nursery discussed their filled ‘chatterbags’.  The ‘chatterbags’ contained special things, or pictures that are important to the children from the summer holidays. We shared these in different groups, this was a lovely experience to get to know one another and develop our speech and language skills. We felt very confident remembering and talking about significant events and special times for family and friends.  8
To begin the new academic year, nursery discussed their filled ‘chatterbags’.  The ‘chatterbags’ contained special things, or pictures that are important to the children from the summer holidays. We shared these in different groups, this was a lovely experience to get to know one another and develop our speech and language skills. We felt very confident remembering and talking about significant events and special times for family and friends.  9
To begin the new academic year, nursery discussed their filled ‘chatterbags’.  The ‘chatterbags’ contained special things, or pictures that are important to the children from the summer holidays. We shared these in different groups, this was a lovely experience to get to know one another and develop our speech and language skills. We felt very confident remembering and talking about significant events and special times for family and friends.  10
To begin the new academic year, nursery discussed their filled ‘chatterbags’.  The ‘chatterbags’ contained special things, or pictures that are important to the children from the summer holidays. We shared these in different groups, this was a lovely experience to get to know one another and develop our speech and language skills. We felt very confident remembering and talking about significant events and special times for family and friends.  11
To begin the new academic year, nursery discussed their filled ‘chatterbags’.  The ‘chatterbags’ contained special things, or pictures that are important to the children from the summer holidays. We shared these in different groups, this was a lovely experience to get to know one another and develop our speech and language skills. We felt very confident remembering and talking about significant events and special times for family and friends.  12
To begin the new academic year, nursery discussed their filled ‘chatterbags’.  The ‘chatterbags’ contained special things, or pictures that are important to the children from the summer holidays. We shared these in different groups, this was a lovely experience to get to know one another and develop our speech and language skills. We felt very confident remembering and talking about significant events and special times for family and friends.  13
To begin the new academic year, nursery discussed their filled ‘chatterbags’.  The ‘chatterbags’ contained special things, or pictures that are important to the children from the summer holidays. We shared these in different groups, this was a lovely experience to get to know one another and develop our speech and language skills. We felt very confident remembering and talking about significant events and special times for family and friends.  14
To begin the new academic year, nursery discussed their filled ‘chatterbags’.  The ‘chatterbags’ contained special things, or pictures that are important to the children from the summer holidays. We shared these in different groups, this was a lovely experience to get to know one another and develop our speech and language skills. We felt very confident remembering and talking about significant events and special times for family and friends.  15
To begin the new academic year, nursery discussed their filled ‘chatterbags’.  The ‘chatterbags’ contained special things, or pictures that are important to the children from the summer holidays. We shared these in different groups, this was a lovely experience to get to know one another and develop our speech and language skills. We felt very confident remembering and talking about significant events and special times for family and friends.  16
To begin the new academic year, nursery discussed their filled ‘chatterbags’.  The ‘chatterbags’ contained special things, or pictures that are important to the children from the summer holidays. We shared these in different groups, this was a lovely experience to get to know one another and develop our speech and language skills. We felt very confident remembering and talking about significant events and special times for family and friends.  17
To begin the new academic year, nursery discussed their filled ‘chatterbags’.  The ‘chatterbags’ contained special things, or pictures that are important to the children from the summer holidays. We shared these in different groups, this was a lovely experience to get to know one another and develop our speech and language skills. We felt very confident remembering and talking about significant events and special times for family and friends.  18
To begin the new academic year, nursery discussed their filled ‘chatterbags’.  The ‘chatterbags’ contained special things, or pictures that are important to the children from the summer holidays. We shared these in different groups, this was a lovely experience to get to know one another and develop our speech and language skills. We felt very confident remembering and talking about significant events and special times for family and friends.  19
To begin the new academic year, nursery discussed their filled ‘chatterbags’.  The ‘chatterbags’ contained special things, or pictures that are important to the children from the summer holidays. We shared these in different groups, this was a lovely experience to get to know one another and develop our speech and language skills. We felt very confident remembering and talking about significant events and special times for family and friends.  20
To begin the new academic year, nursery discussed their filled ‘chatterbags’.  The ‘chatterbags’ contained special things, or pictures that are important to the children from the summer holidays. We shared these in different groups, this was a lovely experience to get to know one another and develop our speech and language skills. We felt very confident remembering and talking about significant events and special times for family and friends.  21

As part of our phonics sessions we enjoyed exploring the school grounds for different sounds. We tuned into sounds in our environment hearing: laughter, stamping feet, clapping, tapping. Outdoors we heard the wind blowing through the trees, water, a motorbike and sirens. We played around at creating the sounds with our voices. When outside on the school field we were particularly interested in the vegetable patch. We investigated the scarecrow and what vegetables it was protecting. We counted the pears on the trees, noticing details in the environment like slugs and seeds.

As part of our phonics sessions we enjoyed exploring the school grounds for different sounds. We tuned into sounds in our environment hearing: laughter, stamping feet, clapping, tapping. Outdoors we heard the wind blowing through the trees, water, a motorbike and sirens.  We played around at creating the sounds with our voices.  When outside on the school field we were particularly interested in the vegetable patch. We investigated the scarecrow and what vegetables it was protecting. We counted the pears on the trees, noticing details in the environment like slugs and seeds. 1
As part of our phonics sessions we enjoyed exploring the school grounds for different sounds. We tuned into sounds in our environment hearing: laughter, stamping feet, clapping, tapping. Outdoors we heard the wind blowing through the trees, water, a motorbike and sirens.  We played around at creating the sounds with our voices.  When outside on the school field we were particularly interested in the vegetable patch. We investigated the scarecrow and what vegetables it was protecting. We counted the pears on the trees, noticing details in the environment like slugs and seeds. 2
As part of our phonics sessions we enjoyed exploring the school grounds for different sounds. We tuned into sounds in our environment hearing: laughter, stamping feet, clapping, tapping. Outdoors we heard the wind blowing through the trees, water, a motorbike and sirens.  We played around at creating the sounds with our voices.  When outside on the school field we were particularly interested in the vegetable patch. We investigated the scarecrow and what vegetables it was protecting. We counted the pears on the trees, noticing details in the environment like slugs and seeds. 3
As part of our phonics sessions we enjoyed exploring the school grounds for different sounds. We tuned into sounds in our environment hearing: laughter, stamping feet, clapping, tapping. Outdoors we heard the wind blowing through the trees, water, a motorbike and sirens.  We played around at creating the sounds with our voices.  When outside on the school field we were particularly interested in the vegetable patch. We investigated the scarecrow and what vegetables it was protecting. We counted the pears on the trees, noticing details in the environment like slugs and seeds. 4
As part of our phonics sessions we enjoyed exploring the school grounds for different sounds. We tuned into sounds in our environment hearing: laughter, stamping feet, clapping, tapping. Outdoors we heard the wind blowing through the trees, water, a motorbike and sirens.  We played around at creating the sounds with our voices.  When outside on the school field we were particularly interested in the vegetable patch. We investigated the scarecrow and what vegetables it was protecting. We counted the pears on the trees, noticing details in the environment like slugs and seeds. 5
As part of our phonics sessions we enjoyed exploring the school grounds for different sounds. We tuned into sounds in our environment hearing: laughter, stamping feet, clapping, tapping. Outdoors we heard the wind blowing through the trees, water, a motorbike and sirens.  We played around at creating the sounds with our voices.  When outside on the school field we were particularly interested in the vegetable patch. We investigated the scarecrow and what vegetables it was protecting. We counted the pears on the trees, noticing details in the environment like slugs and seeds. 6
As part of our phonics sessions we enjoyed exploring the school grounds for different sounds. We tuned into sounds in our environment hearing: laughter, stamping feet, clapping, tapping. Outdoors we heard the wind blowing through the trees, water, a motorbike and sirens.  We played around at creating the sounds with our voices.  When outside on the school field we were particularly interested in the vegetable patch. We investigated the scarecrow and what vegetables it was protecting. We counted the pears on the trees, noticing details in the environment like slugs and seeds. 7
As part of our phonics sessions we enjoyed exploring the school grounds for different sounds. We tuned into sounds in our environment hearing: laughter, stamping feet, clapping, tapping. Outdoors we heard the wind blowing through the trees, water, a motorbike and sirens.  We played around at creating the sounds with our voices.  When outside on the school field we were particularly interested in the vegetable patch. We investigated the scarecrow and what vegetables it was protecting. We counted the pears on the trees, noticing details in the environment like slugs and seeds. 8
As part of our phonics sessions we enjoyed exploring the school grounds for different sounds. We tuned into sounds in our environment hearing: laughter, stamping feet, clapping, tapping. Outdoors we heard the wind blowing through the trees, water, a motorbike and sirens.  We played around at creating the sounds with our voices.  When outside on the school field we were particularly interested in the vegetable patch. We investigated the scarecrow and what vegetables it was protecting. We counted the pears on the trees, noticing details in the environment like slugs and seeds. 9

As part of our routine we enjoy singing songs and reading stories. We explored a song sack which included: pans, hats, and sausages. Once demonstrated, we all took part singing together, we enjoyed having a go and developing words in our vocabulary like ‘sizzle’; particularly shouting "pop" and "bang"... Miss Nicolson demonstrated counting the sausages and the contents of the song sack thought the activity. The children took pride in doing this together representing the numbers with their fingers.

As part of our routine we enjoy singing songs and reading stories. We explored a song sack which included: pans, hats, and sausages.  Once demonstrated, we all took part singing together, we enjoyed having a go and developing words in our vocabulary like ‘sizzle’; particularly shouting "pop" and "bang"...   Miss Nicolson demonstrated counting the sausages and the contents of the song sack thought the activity. The children took pride in doing this together representing the numbers with their fingers. 1
As part of our routine we enjoy singing songs and reading stories. We explored a song sack which included: pans, hats, and sausages.  Once demonstrated, we all took part singing together, we enjoyed having a go and developing words in our vocabulary like ‘sizzle’; particularly shouting "pop" and "bang"...   Miss Nicolson demonstrated counting the sausages and the contents of the song sack thought the activity. The children took pride in doing this together representing the numbers with their fingers. 2
As part of our routine we enjoy singing songs and reading stories. We explored a song sack which included: pans, hats, and sausages.  Once demonstrated, we all took part singing together, we enjoyed having a go and developing words in our vocabulary like ‘sizzle’; particularly shouting "pop" and "bang"...   Miss Nicolson demonstrated counting the sausages and the contents of the song sack thought the activity. The children took pride in doing this together representing the numbers with their fingers. 3
As part of our routine we enjoy singing songs and reading stories. We explored a song sack which included: pans, hats, and sausages.  Once demonstrated, we all took part singing together, we enjoyed having a go and developing words in our vocabulary like ‘sizzle’; particularly shouting "pop" and "bang"...   Miss Nicolson demonstrated counting the sausages and the contents of the song sack thought the activity. The children took pride in doing this together representing the numbers with their fingers. 4

We are very proud of our achievements and have had lots of new challenges this term: starting nursery, changing our routine, making new friends and learning through play. We have been focusing on our ‘growth mindset’. This means we believe that our most basic abilities can be developed through dedication and hard work. Nothing is down to just talent; if at first we don’t succeed we try and try again! We have been celebrating ‘Wow Moments’ and times where through determination and a can do attitude we achieve. Look at these two children who did great cutting skills.

We are very proud of our achievements and have had lots of new challenges this term: starting nursery, changing our routine, making new friends and learning through play.  We have been focusing on our ‘growth mindset’. This means we believe that our most basic abilities can be developed through dedication and hard work. Nothing is down to just talent; if at first we don’t succeed we try and try again!   We have been celebrating ‘Wow Moments’ and times where through determination and a can do attitude we achieve. Look at these two children who did great cutting skills.  1
We are very proud of our achievements and have had lots of new challenges this term: starting nursery, changing our routine, making new friends and learning through play.  We have been focusing on our ‘growth mindset’. This means we believe that our most basic abilities can be developed through dedication and hard work. Nothing is down to just talent; if at first we don’t succeed we try and try again!   We have been celebrating ‘Wow Moments’ and times where through determination and a can do attitude we achieve. Look at these two children who did great cutting skills.  2
We are very proud of our achievements and have had lots of new challenges this term: starting nursery, changing our routine, making new friends and learning through play.  We have been focusing on our ‘growth mindset’. This means we believe that our most basic abilities can be developed through dedication and hard work. Nothing is down to just talent; if at first we don’t succeed we try and try again!   We have been celebrating ‘Wow Moments’ and times where through determination and a can do attitude we achieve. Look at these two children who did great cutting skills.  3

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Still image for this video

When children do role play, they naturally become someone or something else. Role play stimulates their imagination and enhances their social development, encouraging friendship through cooperation, listening and turn taking. During role play our children can re-experience school activities like literacy and numeracy. In the playing shop, our children can encompass all the aspects of the curriculum. Role play can help our children to make sense of their world.

When children do role play, they naturally become someone or something else. Role play stimulates their imagination and enhances their social development, encouraging friendship through cooperation, listening and turn taking. During role play our children can re-experience school activities like literacy and numeracy. In the playing shop, our children can encompass all the aspects of the curriculum. Role play can help our children to make sense of their world. 1
When children do role play, they naturally become someone or something else. Role play stimulates their imagination and enhances their social development, encouraging friendship through cooperation, listening and turn taking. During role play our children can re-experience school activities like literacy and numeracy. In the playing shop, our children can encompass all the aspects of the curriculum. Role play can help our children to make sense of their world. 2
When children do role play, they naturally become someone or something else. Role play stimulates their imagination and enhances their social development, encouraging friendship through cooperation, listening and turn taking. During role play our children can re-experience school activities like literacy and numeracy. In the playing shop, our children can encompass all the aspects of the curriculum. Role play can help our children to make sense of their world. 3
When children do role play, they naturally become someone or something else. Role play stimulates their imagination and enhances their social development, encouraging friendship through cooperation, listening and turn taking. During role play our children can re-experience school activities like literacy and numeracy. In the playing shop, our children can encompass all the aspects of the curriculum. Role play can help our children to make sense of their world. 4
When children do role play, they naturally become someone or something else. Role play stimulates their imagination and enhances their social development, encouraging friendship through cooperation, listening and turn taking. During role play our children can re-experience school activities like literacy and numeracy. In the playing shop, our children can encompass all the aspects of the curriculum. Role play can help our children to make sense of their world. 5
When children do role play, they naturally become someone or something else. Role play stimulates their imagination and enhances their social development, encouraging friendship through cooperation, listening and turn taking. During role play our children can re-experience school activities like literacy and numeracy. In the playing shop, our children can encompass all the aspects of the curriculum. Role play can help our children to make sense of their world. 6
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