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The children took turns to be different characters from the story. They recalled some word and phrases from the story and remembered that happened next.

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Oak have kindly let Willow class see Zola the African snail.
The children took turns to gently stroke the shell and some where brave enough to hold the snail.

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We poured vinegar into a bottle along with bicarbonate powder to see what happened.

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We took turns to place the skittles around the plate.
An adult carefully poured warm water in the middle. We watch to see the skittles shells melting to form a rainbow pattern.

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Children took turns to pick an object from the bowl, they then predicted if it would sink or float.

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Thank you all mum's and nans that come to our mothers day tea party.

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Baby goes to market and Bear wants more.

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federation 2-3 mid term planning spring 1 2022 x

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federation 2-3 mid term planning spring 1 2022 x

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federation 2-3 mid term planning autumn 2 2022 x

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federation 2-3 mid term planning autumn 1 2022 x

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Come and meet Meddy Teddy and do some yoga moves together

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Look at our beautiful clothes that we wear at home and parties.

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Come and see our fantastic costumes for world book day.

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5 Little Men in a Flying Saucer Number Rhyme

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5 Little Men in a Flying Saucer Number Rhyme

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5 little men in a flying saucer - Leabank 2-3

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The very hungry Caterpillar

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5 green bottles. We counted 1,2,34,5 and took one away.

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The Three Billy Goat Gruff   Leabank 2 3s

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We’ve been looking at books in our new reading area

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Brown Bear, Brown bear What Do You See? Read in Polish

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Sign 4 Learning is a unique initiative that successfully uses signs taken from British Sign Language to support the understanding and use of new vocabulary in hearing children. It was written and trialled in Luton and has been showcased in National publications and National and European conferences, with training delivered both nationally and internationally.

The children learn simple signs to support their use of emotional language and be able to understand and name how they are feeling.

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Name the nursery rhyme playing on the banjo - Mossdale 2-3s

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We explored the chopsticks for Chinese New Year. We used the chopsticks to pickup the noodles and crackers and to make makers in the rice. We looked at the pictures in Chinese books, we looked at the different clothes and food they get in China.

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World Nursery Rhyme week is a global initiative that promotes the importance of nursery rhymes in early childhood development.

Each year, since 2013, Early Years practitioners share five rhymes over the course of a week and encourage children to participate. This year the event runs from the 15 th to the 19 th of November.

I've always believed that there is something really special about nursery rhymes. I find it fascinating that rhymes such as 'Hey Diddle Diddle' have been enjoyed for centuries.

Often favourite rhymes are passed down by word of mouth through generations of families. Baby and toddler faces seem to light up when hearing a familiar tune and watching or performing actions.

When I had my own children, I soon discovered a collection of songs and rhymes that I seemed to store in my subconscious memory.

I love the fact that poetry can be drawn upon at any time with young children, you don't need a wealth of resources or books to engage a whole class of five-year-olds!

Familiar nursery rhymes can bring a sense of togetherness to a group of children, linking home to school and creating a class team.

As well as keeping children happy and entertained, teaching young children rhymes is an important step in their development.

Vocabulary and Early Language Acquisition

Even before they can speak, babies start hearing nursery rhymes, particularly lullabies to soothe them to sleep. Singing can have a calming effect on babies, helping them to regulate emotions.

Nursery rhymes feature repetition and natural rhythm which research claims babies respond to, as they spend nine months with a non-stop rhythmical heartbeat.

Singing encourages the expression of language and nursery rhymes offer a set of new, sometimes complex. vocabulary that we don't often use in everyday speech.

Children are exposed to a wider variety of words which helps to enrich their vocabulary. If reading rhymes from a text, words can be pointed out and meaning discussed.

Before children can recognise words or sounds, they are listening to songs, poems and rhymes. As they are listening, they are creating mental images in their minds and developing comprehension skills.

Nursery rhymes such as 'Jack and Jill' contain a beginning, middle and an ending, therefore introducing pupils to story composition. As they progress, children will be able to extend rhymes into stories and create their own versions.

Research has shown that children who can rhyme become proficient readers. Reciting and singing rhymes to each other helps to develop phonemic awareness.

Rhymes help children to develop auditory skills, as they listen, they discriminate between sounds. Repetition can help children to identify phonemes within words and understand syllable patterns.

Pupils will begin to recognise words that don't rhyme, they will anticipate missing words at the end of a phrase and begin to create rhyming strings such as: 'pop, top, clop, flop.'

When children recite rhymes, they are learning to articulate words, modulate their voices and enunciate clearly.

Pupils develop their mouth and tongue muscles by saying different sounds in a rhyme, which is important when starting to read and learning how to pronounce letter sounds.

Learning new rhymes encourages active listening and concentrating. Memory skills improve as children learn rhymes off by heart from a young age.

Singing nursery rhymes is often pupils first steps into oral storytelling and reciting poetry which will be built upon as they progress through school.

Nursery Rhymes and Early Mathematics

Not only do nursery rhymes introduce language skills such as identifying rhythm and alliteration they can also be used to teach mathematical concepts.

Children love singing and number songs can be used to support the teaching of counting, addition and subtraction.

The nursery rhyme 'Five Currant Buns' uses actions to add meaning and understanding to mathematical vocabulary.

Simple subtraction is introduced as the buns are taken away and positional language and shapes are mentioned, 'round, on top.'

Also, money is exchanged in return for the buns which opens up possibilities for teaching money in a practical context.

Rhymes that involve finger counting show children that fingers can represent numbers. When children are holding up their finger and counting on them these patterns help to support mathematical predictions and reasoning skills. Using fingers when counting improves coordination and fine motor skills.

Social, Physical and Emotional Development

Rhymes and songs provide ideal starting points for dramatic performances. Children love to act out rhymes as they say them. They can use their whole bodies or hands and fingers to dramatize the actions of the characters.

When performing children are practising appropriate pitch, volume and voice inflection.

Social interaction is developed when rhymes and songs are performed in peer groups. Facial expressions are shared, eye contact is made and bonds are formed when practising much loved chants.

Having an Outdoor Performance Stage for children to showcase their rhymes to others develops self-esteem, communication and language skills.

Nursery rhymes can develop children's creativity and imagination when engaging in role play activities.

They could be making their own hot cross buns to sell in the mud kitchen, putting the kettle on for Polly in the home corner or experimenting with different ways of coming down the tunnel hill just like Jack and Jill did!

Using nursery rhymes and musical instruments can be an exciting, social experience for pupils. Children may be able to respond to the beat of the rhyme by walking or hitting an instrument.

Using the instrument may encourage some children to become more vocal and pupils can learn specific vocabulary such as 'loud, soft, beat and rhythm.' Learners may create new words to familiar rhymes and explore making appropriate sound effects to bring their rhymes to life!

Songs with actions help children's physical skills such as balance, co-ordination and strength.

When performing the rhyme 'Heads, Shoulders, Knees and Toes,' children are using arm and shoulder muscles. As they tip forwards to touch knees and toes, they use their core strength and balance.

Children develop proprioception and their vestibular sense which is important for learning how to control large body movements.

Early years practitioners are skilled at making rhymes and chants part of everyday routines which may help some children who find comfort in routine. 'Here we go round the Mulberry Bush,' can be easily adapted: 'this is the way we wash our hands, tidy up, get our coats etc.

Top Tips for including Nursery Rhymes in your Setting

When teaching nursery rhymes to children it is helpful to sing slowly and clearly as children need to be able to hear the words and melody to join in. A bag containing props such as finger puppets, spoons with characters drawn on and toys can be useful to prompt children when singing.

Storytelling Areascan include illustrated copies of nursery rhyme books alongside recordings of rhymes which children can choose listen to.

A box of props and costumes may help children to take on a new role when acting out a rhyme and devising their own actions.

At the writing table children can write notices and letters to the Owl and the Pussycat and the grand old Duke of York.

They may produce storyboards of their own versions of the rhyme or create a dialogue/play between the characters.

Outside in the school grounds children can use Den Making Posts to create homes for Little Bo- Peep's sheep, they may build a character at the construction table and practise filling and lifting the 'little teapot,' at the water table.

It would be lovely to really celebrate nursery rhymes at the end of World Nursery Rhyme Week with a special event. You could have a class picnic where children share, dress up and perform their favourite rhymes.

Older children could perform rhymes and plays to younger classes or a coffee morning could be held for grandparents and pupils to share favourite rhymes.

Nursey rhymes are often children's first introduction to rhythm, rhyme and repetition.

They underpin foundations in understanding language patterns, mathematics and music.

Adults who bounce babies up and down on knees, creating silly games and actions to accompany rhymes are providing the perfect introduction to early literacy skills.

Nursery rhymes are a rich resource readily available at our fingertips. The early years foundation stage framework states that pupils should enjoy rhymes, poems and songs together and that we should read rhymes and poems frequently to children so that they become comfortable using a rich range of vocabulary and language structures.

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Did you know how beneficial nursery rhymes are for your child?

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World Nursery Rhyme week is a global initiative that promotes the importance of nursery rhymes in early childhood development. Each year, since 2013, Early Years practitioners share five rhymes over the course of a week and encourage children to participate. This year the event runs from the 15 th to the 19 th of November.

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Humpty Dumpty biscuits. We took turns to pour, scoop and mix.

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We made star shape bread for snack. "Twinkle Twinkle Little Star."

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To practice our road safety skills we took the children for a walk in the local community. The children held hands with their grown up's. We stopped looked and listened for cars and when it was safe we crossed the road.

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Thank you all the grown up's for attending our maths curriculum day.

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The benefits

1. Muscle strength, balance, and motor functions

Yoga for children can help to promote their physical strength as they learn to use their muscles in new ways. Different poses challenge different muscle groups and help each child to become aware of their body and the way it functions.

2. Focus and concentration

By practising different poses, your children will be encouraged to clear their mind and focus on the movement or technique in practice. Working on a single focus will develop their concentration, which can have positive repercussions in other areas of their development too.

3. Flexibility, suppleness and correct postural alignment

Achieving balance is very important in yoga. For children that may find balancing difficult, in a calm environment they will gain mental and physical stability from being patient. Working with that child to remain calm whilst they wobble over will help them with their stability. With regular practice, their physical balance will improve, and the child will get a hugely important sense of accomplishment.

4. Self-awareness and calm, organised mental states

By exercising the physical body and calming the mind, your children will develop a sound mind-body connection. Yoga teaches children to persevere, be patient, and work towards achieving more. Mastering a pose can offer a huge boost to both their confidence and self-esteem as well.

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It was lovely to see all the children dressing up in their traditional clothing and party wear. We had some yummy food for snack.

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Fridays is our dedicated day for exercise.
Excercises includes:
* Yoga
* Climbing Frame
* Obstacle Courses
*Soft Play
*Dancing
* Running

We encourage the children to develop their physical skills everyday. But by dedicating Fridays as Fitness Friday has overall benefitted the children.

Physical activities has been proven to have countless health benefits for children. Not only does exercise improve a child's overall health and fitness, it can also help to improve heir mental health and cognitive development.

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Lift Off To Language is a programme to support the development of children's communication and language within the Early Years environment.

We are pleased to be able to offer Lift Off To Language interventions here in Poppy Class for our children. We have Johanna Shore specifically trained to run these sessions for your children.

Lift Off To Language for 2s
Lift Off To Language for 2s is specifically designed for our younger children In our setting.
The second year in a child's life is extremely important as their language development continues to grow.
The children go from speaking 50 or more words at the age of 2, to at least 200 and as many as 1000 words by the time they reach 3.

Lift Off The Language sessions provide an opportunity to support language skills as well as supporting the children's attention and listening, social interactions and turn taking skills.

The sessions run once a week (Fridays). Each session is carefully planned for using a variety of props and activities suitable for our children. The sessions are approximately 20 minutes long.

Overview:

Each session begins by welcoming the children in the small circle with the trained member of staff. 'Doug the Dog' joins the children to role model listening and turn taking throughout the session.

First activity is 'Roll the Ball'. This is an attention activity to support children's listening skills and encourage them to join in. The children listen to their name and roll the ball back to 'Doug'. The children are also encouraged to join in singing or simply tapping their knees to the song.

Second activity is 'What's in the box?'. The children are encouraged to guess what they think is in the box. Objects are changed regularly when the children are able to identify each item without a visual clue.

Third activity is singing the children's favourite nursery rhymes with instruments. Each of the children has a turn in choosing a rhyme to sing (up to 3 children within the group chooses a rhyme, this rotates to ensure all of the children have a turn to choose a rhyme to sing).

We finish off with a big squeeze with our friend 'Doug' for doing amazing job at sitting, listening, watching and joining in.

"Communication is an essential life skill. It is the basis on which all children learn, achieve and make friends. It is vital to the development of childrens social and emotional wellbeing"
(Bercow report, 2008)

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Talking Takes Off aims to improve speech and communication in children from 0-5 years in Luton.

Speech and language provides a solid foundation which supports building on having the best start in life.

They lead to vital skills which will guide children on a life long journey of socialising, learning and progressing as well as supporting wellbeing and achieving their full potential.

In Poppy class all staff are trained in delivering this intervention to the children. If staff have a concern with your childs speech and language development, your child's key worker will have this discussion with you. A plan can then be put into place that is tailored to your child's needs. A review will take place every 6 weeks which if any changes are to be made these will be discussed with you.

If you would like any further information about Talking Takes Off please speak to Jenna.

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Clare - Room Lead

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It's snowing outside. We brought the snow inside to explore.
"It's cold" said one child, "freezing" said another, "the Polar bear is the same colour as the snow" said another child as they showed me the bear.

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The children helped pour the pancake mixture in to pan.

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What is Write Dance?
Write Dance is an exciting music and dance approach to develop the skills needed for writing. Write Dance provides movement opportunities so children can develop the physical skills needed to develop their handwriting skills. The movement is driven by the music and the underlying principle is enjoyment to build confidence.

The benefits of Write Dance:

It supports the physical skills needed for writing,

Improve children’s handwriting and it motivates and encourages children with their writing

It develops confidence, self esteem and social skills.

Helps develop fine motor movements in hand to support good manipulation and control with using one handed tools and equipment.

It supports children’s physical development such as balance and coordination for writing

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We made edible sparklers for snack. Some children talked about seeing the firework at the weekend.

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This week we’ve been exploring our new class room and getting used to the routine.

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Yoga Fridays. PM children practised balancing birds on their toes, nose and finger. We stretched using materials and copied yoga moves from a book.

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Julie - SEN worker

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Kristina - Early Years Worker

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Noveera - Early years worker

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Lucy - Early years worker

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Millie - Apprentice

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We’ve been developing our fine motor skills with safely cutting and peeling different fruits

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We’ve been practising cutting our fruit with a knife 

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Today we made slime at nursey. We took turns, poured, squeezed out and mixed. "It's cold" said one child. "It's sticky" said another. "Yuck" replied a child. 

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Where there's rain their puddles. We turned the puddle blue and yellow and make big splashes. 

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PM children went on their first walk. We held hands with our grown up's. Stop, look and listen for cars before crossing the road. Free run on the field and collected some leaves, sticks and feathers to take back to nursery.

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We made a natural photo frames.

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We searched the garden for different colours. We looked on, under, and around.

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Willow class had a new makeover.
Come and see our new small world and book area.

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"It's windy" a child said as they blew the feather.
"Soft" said another child as they felt the feather on their face and arm.

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We took turns to pour, squeeze and mix to make our moon dough. The children voted for the red or the yellow colour - yellow was the winner.

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Friday yoga day. We practiced balanceing on one foot, we stretched our bodies and copied yoga moves from a book.

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Our curriculum is based on exploration, experiences and investigation through play. Children are encouraged to follow their own ideas with real, natural resources and loose parts. Practitioners use a blend of teaching and scaffolding to encourage children to broaden, stretch and embed their learning. Children are supported to question, explore, experiment, develop hypotheses and test ideas, and reflect their learning. During a session we use a combination of adult led and child initiated teaching running parallel. This is underpinned by detailed long term and medium term plans of progression to guide our children towards our ‘RICCHER’ vision.

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The ducks have now gone to a new home. The children said their last goodbye.
We were gentle when holding the ducklings and remembered to use our quite voices so the ducklings won't be scared.

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Thank you to all the mums, dads and grandparents for coming and celebrating culture day with us. Thank you for the yummy food.