Here are some simple things we want to see:

• Blowing their nose

• Putting on their own shoes

• Getting dressed

• Feeding themselves using a spoon and fork

• Independent toileting (including wiping that bottom!)

We have used all our spare boys clothes so if you do have any at home please return them to us.

If you can donate any spare clothes that is also much appreciated.

We kindly ask for a donation of £1 per week to help us buy important supplies for your child’s learning and play. This includes items like:

• Breadsticks for snack time

• Flour for making playdough

• Seasonal decorations

• Materials to enhance lessons and activities

You can give your donation through ParentPay or by sending cash to your teacher.

Your support makes a big difference. Thank you!

We have sorted by size, shape, colour, amount of legs on an animal etc.

Fun Activities for Home

🧺 Sock Match & Sort

What you need

• A small pile of clean socks (mix colors, sizes, patterns)

• 3 bowls or baskets

How to play

1. Match first
   Spread the socks out. Ask them to find pairs that go together.
   → You can say things like “Find the two that look the same!”

2. Sort next
   Put the matched pairs into bowls using a simple rule:

   • Bowl 1: same color

   • Bowl 2: striped/patterned

   • Bowl 3: tiny vs big (size)

1st May

Career's Day Marketplace

18th May

We have focused on flat sides and curved edges.

You could review with your child at home.

Why is this important?  

Pronouns are words that replace a noun or a person (e.g. the boy – ‘he’; the girl – ‘she’). Other pronouns include ‘I’, ‘you’ and ‘they’ 

What to do: 

• Find two-character toys – one must be a girl (e.g. Barbie) and the other a boy (e.g. Buzz Lightyear, Spiderman). 

• Gather together several everyday items (e.g. brush, cup, spoon, flannel). 

• Demonstrate that the toys can do lots of different things (e.g. brush hair, wash face). Say: 

  • ‘He’s washing.’ 

  • ‘She’s jumping.’

• Can the child choose the correct character to relate to the pronoun? 

• Share books and use pronouns to talk about what’s happening (e.g. ‘he’s running’, ‘she’s skipping’).

• Talk about what children are doing in the park when you are out for a walk, or on the bus. Use a lead-in phrase to help the child relate the pronoun to the male/female, e.g. 

  • ‘Look at that boy, he’s hopping.’ 

  • ‘Can you see that lady? She’s eating.’ 

https://schools.ruthmiskin.com/training/view/rN873y0X/Br8IQkpR

https://schools.ruthmiskin.com/training/view/x8mXGRtR/XSJ8GzpT

https://schools.ruthmiskin.com/training/view/8kUC2b4b/awYm1Yp0

https://schools.ruthmiskin.com/training/view/FYY5AeBM/uujn5XmX

https://schools.ruthmiskin.com/training/view/u2E4qu9T/HEBBiSq0

https://schools.ruthmiskin.com/training/view/BNfZT3Tn/cL2F2Q42

Subitising is the ability to instantly recognize the number of objects in a small group without counting. It is a foundational math skill that supports efficient counting, addition, subtraction, and overall number sense in young learners. For example, children can quickly identify the number of dots on a dice or the number of fingers shown without counting each individually.

Play the game with your child.

Easter subitising - Speaking cards

• How do you think they are feeling?

• Why might they feel scared, happy, or sad?

• What could we do to help them feel better?

These discussions support emotional literacy, empathy, and communication skills. The children will be encouraged to share their own ideas and listen to others in a safe and supportive environment.

You can support this learning at home by talking about feelings you notice in everyday life, in books, or on television, and discussing how people can help each other manage different emotions.

- sequence key events from familiar stories, such as The Three Billy Goats Gruff

- talk about daily routines (for example, what happens in the morning when they get up)

You can support this learning at home by talking about directions on your everyday journeys—for example, walking to school or to the shop or park—and encouraging your child to talk about the route.