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Nursery

Welcome to our Nursery Class Page

Summer 2017

Spring 2017

Autumn 2016

Summer 2016

 

During this summer term our topics are ‘Animals’ and ‘Summer’. The Reception and Nursery have looked at different types of animals and looked at whether they are pets or wild animals. After this, each week we looked at a different type of animal; pets, dinosaurs, zoo animals and fish. We were really lucky as we went on a trip one week to the farm, we visited a farm called Smithills Open Farm. The children had such a good time feeding, petting and looking at all of the animals. There were lots of baby animals which we got to hold and we learnt some different names for the baby animals. When the Reception children arrived back at school we thought about what we could do to say thank you to the farmers for letting us visit. The children thought it would be a good idea if we wrote a letter to say thank you, everyone really enjoyed this and as a treat at the end of the week the children had a walk to the post office to post the class letters. The Nursery children practised retelling their trip to the farm using key vocabulary and explaining their thoughts using the conjunction ‘and’ or ‘because’.

 

This half term we will be focusing more on the Summer aspect of the topic and looking at summer holiday, camping, transport, clothing and the beach.
 
In Numeracy the Reception children have learnt a lot of new concepts and developed our knowledge of existing concepts. We have looked more closely at subtraction and using a number line to take away different amounts. The children were fantastic at talking about how they were subtracting and why their jumps were going the opposite way to addition number lines. We then looked at division, we used different objects practically to share them between different groups and towards the end of the week the children used drawings to work out division number sentences. This half term we have focused on distance and ordinal language, the children had the opportunity to play different games outside and record the times and the positions of each person. 

 

In Nursery the children have been developing their counting skills by reciting numbers through number songs and rhymes also learning counting strategies such counting in the correct order, counting out number of objects from a large group and also learning the 1:1 counting strategy. 

 

Last week, we took part in some fantastic activities at Springfield Park. The Local Authority organised a Book Start event where the children got to take part in craft activities. The children had a very long walk from School but as we arrived at the park we managed to find a lovely place to have a picnic.


Most Able Provision & Impact
We are hugely focusing on helping our children understand how the adults assess their learning through high quality feedback and marking dialogues. All children in the unit are given verbal feedback and positive praise dialogues throughout the day which enables the children to reflect on their learning journey.


The more able children have been actively involved in their feedback and marking through the introduction of self and peer assessment strategies. We have found that these strategies have enabled the children to have more ownership of their learning as well as understanding their next steps making connections to their half termly targets. 
 
The consistency of teaching of Phonics reading and writing strategies is having a positive effect on the children's writing as they are becoming increasingly confident at orally segmenting words. Children are constantly assessed on their red words, which they are beginning to apply more independently within their writing. They are beginning to write with greater fluency and they are becoming increasingly independent during writing focused activities and self- chosen time. In particular, blue group have been challenged to write independently, within teaching time and self-chosen time and applying there knowledge and skills. In Mathematics the children are starting to make steady progress and they are beginning to enjoy taking part in work that demands extra challenge.

 

Attendance
We need to ensure that we come to school every day so that we can try to get tuck shop! Some children within the unit have achieved 100% attendance over a number of weeks and due to this they have been rewarded with the attendance dojo point.
The new Class Dojo system has worked really well in terms of attendance expectations; children get to see dojo’s being added for this at the end of every week!
 
Throughout the school we celebrate our great attendance by having a whole school extra play time. During this time the year groups have extra time to play outside and engage in activities of their chose. This has really encouraged children to come to school more. Reception love playing outside on the big field with the other year groups. 
Linking with all of this, each reception class also has a class teddy bear which the ‘Star of the Week’ gets to take home. Any child with poor attendance for the week will be encouraged to come into school every day in order to receive the ‘Star of the Week’.

 

British Values
In Early Years we incorporate aspects of British Values through our curriculum and everyday routines.
 
Rule of law: understanding rules matter as cited in Personal Social and Emotional development
As part of managing feelings and behaviour:
• All members of staff model to children to correct behaviour that is expected of them in and order school. All children are aware of the correct behaviour and demonstrate positive behaviour and learning within school at all times.
• We have designed ‘four good things’ which are specific rules that are displayed around the unit that children are aware of and refer to them if they need reminding of the correct behaviour. These rules are good looking, good listening, good sitting and hands sit. Children use these rules especially at teaching time in order to remain on task and stay focused, developing their learning.
• Our school dojo system enables children to be rewarded for their positive behaviour and this continuously has a positive impact on the children’s learning. They are encouraged to demonstrate the correct behaviour in order to gain dojos and work their way up to receiving a reward/prize.
• All children in reception are aware of the rules and know that they must follow them at all times. They have all signed a scroll to highlight that they respect and follow the school rules.
 
Individual liberty: freedom for all
• As part of self-confidence & self-awareness and people & communities as cited in Personal Social and Emotional development and Understanding the World:
• Children develop a positive sense of themselves. All staff provide opportunities for children to develop their self-knowledge, self-esteem and increase their confidence in their own abilities, for example through allowing children to take risks in completing new activities such as team building challenges, using new equipment or talking about their experiences and learning with their peers and adults.
• Children are given the opportunity, especially during choosing time to select their own activities. They are then encouraged to approach and tackle tasks in their own unique way. This is valued by all members of staff and their peers, as they are able to show their work to others and add it to their learning journal. Children are always very proud of the work which they have produced and love to discuss the process involved in making their designs/work.
• All staff provide a range of experiences that allow children to explore the language of feelings and responsibility, reflect on their differences and understand we are free to have different opinions, for example during weekly circle time sessions. Children are given the opportunity to talk about how they are different and similar to others. Teachers encourage children to do things differently to other children, as we are all different and learn from others. The children within reception love learning from their peers and finding out how they do things differently from themselves.
 
 
Mutual respect and tolerance: treat others as you want to be treated
 
As part of the focus on people & communities, managing feelings & behaviour and making relationships as cited in Personal Social and Emotional development and Understanding the World:
• We create an ethos of inclusivity and tolerance where views, faiths, cultures and races are valued and children are engaged with the wider community. We have looked in detail at the way different religions say their prayer and their places of worships. We have also looked in detail at Ramadam and looked at how different religions celebrate different things. During this time we learnt how to respect the views of others and listen to others ideas.
• Children also acquire a tolerance and appreciation of and respect for their own and other cultures; know about similarities and differences between themselves and others and among families, faiths, communities, cultures and traditions and share and discuss practices, celebrations and experiences.
• Throughout our daily routines we encourage and explain to the children the importance of tolerant behaviours such as sharing and respecting other’s opinions. This aspect of British Values is also linked to our ‘Class Dojo’ behaviour ethos.
• During circle time we have focused on how to share, be good friends and understand that others needs might be different from ours but we should respect others.

Spring 2016

 

Curriculum Overview

During this Spring term our topics are ‘Traditional Tales’ and ‘Growth’.

We have been exceptionally busy looking at a range of fairytales such as; Cinderella, The Gingerbread Man, The Three Little Pigs and Jack and the Beanstalk. In Literacy we have had so much fun acting out the stories using role play props; we have really enjoyed taking on different characters. Also, we have looked a lot at characters, settings and the way that stories are structured. In Early Years we have been lucky enough as part of the growth topic to have planted our very own beans. We talked a lot about looking after and taking care of our plants, and they have now started to grow really tall!

 

In Numeracy we have learnt a lot of new concepts; we have looked at weight and measurement, tens and units (partitioning), doubling and addition and subtraction strategies. We have all really enjoyed the challenge of doing some tricky work especially partitioning.

 

More recently, as part of the ‘Growth’ topic, our unit have been looking after six eggs, which hopefully will have six chicks growing inside. We all love having the chicken eggs in our unit and we have found it really interest seeing how they are growing each day – not that you can see much just yet!

 

World Book Day has been a very exciting time, we all thought about which character from our favourite book we wanted to dress as. Everybody made a fantastic effort and we all looked amazing! We had lots of fun finding out about the author: David Walliams and we all really enjoyed reading the unit story: The First Hippo on the Moon.

 

Pupil Premium Provision & Impact

As a result of the positive impact of introducing a third teacher to the Reception year group this academic year, we have split the Reception cohort into three classes. Across Literacy, Numeracy, Phonics and Guided Reading we have split the children into focused ability groups. This has had a huge positive impact on both the teaching and learning taking place due to the fact that the children now receive teaching that is much more focused on individual children’s needs and targeting each child’s working level. All teachers and teaching assistants rotate on a regular basis teaching all ability groups across the year group.   

 

The children are making pleasing progress in Literacy and Mathematics.

 

Pupil Premium – Nursery

 

Reading

Writing

Number

SSM

Baseline 2015

4B

4B

4C

4C

Spring A 2016

5C

5C

4C

5C

 

Good

Good

Outstanding

Outstanding

 

Pupil Premium- Reception

 

Reading

Writing

Number

SSM

Baseline 2015

4A

5C

4A

5C

Spring A 2016

5A

6C

6C

5A

 

Outstanding

Outstanding

Outstanding

Good

 

Most Able Provision & Impact

Last term we have focused particularly on helping our children understand how the adults assess their learning through high quality feedback and marking dialogues. All children in the unit are given verbal feedback and positive praise dialogues throughout the day which enables the children to reflect on their learning journey.

The more able children have been actively involved in their feedback and marking through the introduction of self and peer assessment strategies. We have found that these strategies have enabled the children to have more ownership of their learning as well as understanding their next steps making connections to their half termly targets. 

 

The consistency of teaching of Phonics reading and writing strategies is having a positive effect on the children's writing as they are becoming increasingly confident at orally segmenting words. They are beginning to write with greater fluency and they are becoming increasingly independent during writing focused activities and self- chosen time. In Mathematics the children are starting to make steady progress and they are beginning to enjoy taking part in work that demands extra challenge.

 

British Values

In Early Years we incorporate aspects of British Values through our curriculum and everyday routines.

 

Rule of law: understanding rules matter as cited in Personal Social and Emotional development

As part of managing feelings and behaviour:

  • All members of staff model to children to correct behaviour that is expected of them in and order school. All children are aware of the correct behaviour and demonstrate positive behaviour and learning within school at all times.

  • We have designed ‘four good things’ which are specific rules that are displayed around the unit that children are aware of and refer to them if they need reminding of the correct behaviour. These rules are good looking, good listening, good sitting and hands sit. Children use these rules especially at teaching time in order to remain on task and stay focused, developing their learning.

  • Our school dojo system enables children to be rewarded for their positive behaviour and this continuously has a positive impact on the children’s learning. They are encouraged to demonstrate the correct behaviour in order to gain dojos and work their way up to receiving a reward/prize.

  • All children in reception are aware of the rules and know that they must follow them at all times. They have all signed a scroll to highlight that they respect and follow the school rules.

 

Individual liberty: freedom for all

  • As part of self-confidence & self-awareness and people & communities as cited in Personal Social and Emotional development and Understanding the World:

  • Children develop a positive sense of themselves. All staff provide opportunities for children to develop their self-knowledge, self-esteem and increase their confidence in their own abilities, for example through allowing children to take risks in completing new activities such as team building challenges, using new equipment or talking about their experiences and learning with their peers and adults.

  • Children are given the opportunity, especially during choosing time to select their own activities. They are then encouraged to approach and tackle tasks in their own unique way. This is valued by all members of staff and their peers, as they are able to show their work to others and add it to their learning journal. Children are always very proud of the work which they have produced and love to discuss the process involved in making their designs/work.

  • All staff provide a range of experiences that allow children to explore the language of feelings and responsibility, reflect on their differences and understand we are free to have different opinions, for example during weekly circle time sessions. Children are given the opportunity to talk about how they are different and similar to others. Teachers encourage children to do things differently to other children, as we are all different and learn from others. The children within reception love learning from their peers and finding out how they do things differently from themselves.

 

 

Mutual respect and tolerance: treat others as you want to be treated

 

As part of the focus on people & communities, managing feelings & behaviour and making relationships as cited in Personal Social and Emotional development and Understanding the World:

  • We create an ethos of inclusivity and tolerance where views, faiths, cultures and races are valued and children are engaged with the wider community. At the end of this term some children will be celebrating Easter and within school we are looking at how chicks grow in the lead up to Easter. We feel that it is important for all children to gain an insight into the Easter celebration, in order to develop their understanding about the world around them. This way children are able to respect the values and beliefs of other faiths and cultures, which reflects our school aims and ethos.

  • Children also acquire a tolerance and appreciation of and respect for their own and other cultures; know about similarities and differences between themselves and others and among families, faiths, communities, cultures and traditions and share and discuss practices, celebrations and experiences.

  • Throughout our daily routines we encourage and explain to the children the importance of tolerant behaviours such as sharing and respecting other’s opinions. This aspect of British Values is also linked to our ‘Class Dojo’ behaviour ethos.

  • During this half term we have designed a scroll to be displayed within school, relating to British values. We focused our design around the school rules and more specifically our dojo rules, as we feel that the children really relate to this system which is being used.

The staff promote diverse attitudes and challenge stereotypes, for example, sharing stories that reflect and value the diversity of children’s experiences and providing resources and activities that challenge gender, cultural and racial stereotyping.

 

Attendance

We need to ensure that we come to school every day so that we can try to get tuck shop! Some children within the unit have achieved 100% attendance over a number of weeks and due to this they have been rewarded with the attendance dojo point.

The new Class Dojo system has worked really well in terms of attendance expectations; children get to see dojo’s being added for this at the end of every week!

 

We have designed an attendance board which is displayed within the cloakroom for parents to see when bringing children into school or collecting them. This board clearly highlights children’s attendance, encouraging all children to attend school.

 

Linking with all of this, each reception class also has a class teddy bear which the ‘Star of the Week’ gets to take home. Any child with poor attendance for the week will be encouraged to come into school every day in order to receive the ‘Star of the Week’.

Autumn Term 2015

 

Curriculum Overview
The children in Nursery have settled really well into school since September and have all adjusted well to schools routines and behaviours. Many children bring a packed lunch to school which they eat in the dining hall with the rest of the school. It is a great time for children to develop their social skills with their new friends.


Our topic during the first half of the Autumn term was ‘All About Me’ during this time the children talked about and drew pictures of themselves and their families and learnt all about the different parts of their bodies. To help the children remember their body parts we sang the song ‘Head, shoulders, knees and toes’. We then made the song really tricky by changing the names of the body parts we sang about, it was a challenge but we were able to read the labels on the board as we sang.


During this half term we also discussed what happens during the celebration of Eid. We talked about how the ladies decorated their hands and feet with Mendi patterns. We also found out that people dress up and wear lots of beautiful jewellery. We created our own Mendi patterns by doing lots of different shapes, lines and circles with coloured pens. We practiced using our fine motor skills by making necklaces and bracelets. We did this by threading pasta and beads onto pipe cleaners. To finish the week we celebrated Eid by having a party with the children from reception. We wore our party clothes and enjoyed some party snacks and drinks.


The children in Nursery have been developing a love of different books and stories. One which they really enjoyed was the owl babies. The children produced some lovely collage owls and talked about how each was different. They then each talked about themselves and how they are different from their friends. The Owl Babies also helped the children to learn about size. In small groups the children sorted a selection of small objects and big objects into two bags. They also sorted a group of objects out on a large table. Some were small, some were medium and some were big, just like the Owl Babies.


During World Studies Week the children learnt that the country they live in is called England. We also discussed that we live in is called Rochdale. We talked about Queen Elizabeth who lives in London and Paddington Bear who often likes to visit the Queen. Paddington had a big problem and needed our help. The Queen had eaten all the marmalade sandwiches and quickly needed more making for her royal tea party, we were all happy to help. To make the sandwiches we had to follow the instructions Paddington sent to us. We then created our own set of instructions by sequencing pictures and discussing what we had done. Once we had all made our sandwiches we sent them to Buckingham Palace. The Queen was thrilled, she thought they were delicious!

 

Most Able Provision & Impact

As a direct result of the new, and greatly improved, EYFS area, children have much more opportunity to involve themselves in activities with and alongside the children from reception. This allows them to observe others and develop their own key skills. Another key impact of the new development is the planning of the areas. Whereas, prior to the building work, activities were planned very much at a nursery level, however, since the ‘opening up’ of the EYFS area, all activities are designed and planned to cover development stages from 16 months through to the Early Learning Goals. This allows all children exposure to a range of activities which provide a real level of challenge.


British Values
In Early Years we incorporate aspects of British Values through our curriculum and everyday routines.


1. Rule of law: understanding rules matter as cited in Personal Social and Emotional development
As part of managing feelings and behaviour:

  • Al staff ensure that children understand their own and other’s behaviour and its consequences, and learn to distinguish right from wrong. This is embedded within our unit timetable ‘Class Dojo’ time.
  • At the beginning of the academic year the staff work with the children to create the rules and the codes of behaviour, for example, to agreeing the rules about tidying up and ensuring that all children understand that rules apply to everyone.
  •  

2. Individual liberty: freedom for all
As part of self-confidence & self-awareness and people & communities as cited in Personal Social and Emotional development and Understanding the World:

  •  Children develop a positive sense of themselves. All staff provide opportunities for children to develop their self-knowledge, self-esteem and increase their confidence in their own abilities, for example through allowing children to take risks in completing new activities such as team building challenges, using new equipment or talking about their experiences and learning with their peers and adults.
  • All staff provide a range of experiences that allow children to explore the language of feelings and responsibility, reflect on their differences and understand we are free to have different opinions, for example during weekly circle time sessions.

 

3. Mutual respect and tolerance: treat others as you want to be treated

  • As part of the focus on people & communities, managing feelings & behaviour and making relationships as cited in Personal Social and Emotional development and Understanding the World:
  •  We create an ethos of inclusivity and tolerance where views, faiths, cultures and races are valued and children are engaged with the wider community. For example, this term our topic theme is based around ‘celebrations’  where children have the opportunities to share and develop their knowledge on world faiths and culture traditions such as Eid, Christmas, Halloween and Diwali.
  • Children also acquire a tolerance and appreciation of and respect for their own and other cultures; know about similarities and differences between themselves and others and among families, faiths, communities, cultures and traditions and share and discuss practices, celebrations and experiences.
  •  Throughout our daily routines we encourage and explain to the children the importance of tolerant behaviours such as sharing and respecting other’s opinions. This aspect of British Values is also linked to our ‘Class Dojo’ behaviour ethos.

 The staff promote diverse attitudes and challenge stereotypes, for example, sharing stories that reflect and value the diversity of children’s experiences and providing resources and activities that challenge gender, cultural and racial stereotyping.


Attendance
Percentage Attendance By Week 


 W/E              AM Class     PM Class
 05/11/2015      90.4           82.4
 22/10/2015     85.6           88.2
15/10/2015      90.2           85.9
 08/10/2015    92.1            84.7
 01/10/2015     97              95.6
24/09/2015     97.9           77.1
17/09/2015     93              92.4
10/09/2015     96.4           92.2
 Average      92.8        87.31

 

Inline with the rest of the school, attendance in Nursery, since last academic year is much improved. This is largely due to the work of the school inclusion team, who have been extremely active in monitoring and following up concerns with children’s attendance. Pleasingly, the children regularly show a positive attitude towards attending school and enjoy themselves when here. This is often evidenced through comments made by parents who are highly complimentary of the work carried out in school.

Summer Term 2015

 

During the first half of the Summer term the Nursery children’s learning was based around their topic on ‘Changes’. The children looked at the changes we go through as we grow from a baby to an adult; they then sorted a range of different objects that would be suitable for a baby, a child and an adult. We also did lots of work around the story The Very Hungry Caterpillar. The story really helped the children to sequence the life cycle of a butterfly and each child produced lots of fantastic work based on the story.

 

Outside the children began to learn about the changes that happened to their bodies as they exercised. They did a number of running activities, some keep fit exercises and some cool down activities. After each exercise the children talked about how their bodies had changed and how the exercise had made them feel.

In the last week of this term we are all going on a trip to Smithills Open Farm. At the farm the children will learn about animals and their babies. They will be feeding and handling the animals, will go on a tractor ride and will have a ride on a donkey. Please follow the link below for more information about Smithills Farm

Visitors in Nursery

Visitors in Nursery 1 Louie the Rabbit

Taking care of pets

Taking care of pets 1 Harry the dog
Taking care of pets 2 He needs water
Taking care of pets 3 He needs love
Taking care of pets 4 He needs praise
Taking care of pets 5 He needs walking
Taking care of pets 6 We had lots of fun walking Harry
Taking care of pets 7 He needs brushing
Taking care of pets 8 He needed a coat because it was cold
Taking care of pets 9 He needs lots of excercise
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