School Update 22/05/20
Following the announcement this afternoon from the Mayor of Doncaster, we will be following the recommendation not to reopen the school on June 1st
We wish all the hard-working children and parents in Nursery a Happy Easter. The staff at SFX have a special message for you!
Welcome to our FS1 class page
Children in Nursery will all have a home learning pack. The pack is a green folder which contains the resources required to complete home learning. Copies of this planning are on our google classroom page. Classroom code: vj3sjwm
Make sure to join our Facebook group' Nursery SFX'. Here parents can share successes, reach out for help, take part in live sessions and get motivation and ideas for extra activities.
Check out the educational resources that can be utilized at home.
What have you done today to make you feel proud?- Play me!
In Nursery, we follow Read Write Inc. In time, Read Write Inc. Phonics teaches children to read accurately and fluently with good comprehension. They learn to form each letter, spell correctly, and compose their ideas step-by-step. In Nursery, children are taught to say the sounds of letters with the help of rhymes, to blend the sounds into words and read simple ‘blending books’. This gives them a flying start before going into the Reception class.
Access live phonics sessions via their youtube channel. Set 1 speed sounds are live at 9:30 am and 12:30 pm.
Play online phonics games using the free phonics play login. Login: march20, Passcode: home
Require more support on delivering phonics?
Phonics Learning in action!
Read with Phonics Games
PP Phase 2 App
Useful Phonics Documents
Need help to support your child to complete their literacy work? Check out our Facebook page. Alongside useful guide videos enjoy a live story session every day with Miss Viggars at 3:00 pm
On the road to writing
Handwriting develops as children develop increased control over their bodies and a desire to communicate through mark-making. In order to eventually acquire a legible, fluent and fast handwriting style, children need to develop skills including good gross and fine motor control, recognition of pattern, a language to talk about shapes and movements, the main handwriting movements involved in the three basic letter shapes as exemplified by: l, c, r.
What is the difference between gross and fine motor control?
Fine motor control is the term used to describe smaller movements, usually of the hand and fingers. Fine motor control is best developed through activities which involve small-scale movements. Gross motor control is the term used to describe the development of controlled movements of the whole body, or limbs (arms or legs). Of particular importance in relation to handwriting is the development of good posture and balance. Activities such as dance, football, use of small apparatus, cycling, gripping climbing frames and building with large-scale construction kits all develop gross motor control.
Why is pencil grip important?
A good pencil grip facilitates legibility, letter formation, speed and endurance. An efficient pencil grip is one in which the writing tool is controlled only through finger movements. This occurs when the pinky side of the hand supports the whole hand against the writing surface, allowing the other fingers to hold and move the pencil/pen/crayon. Holding a pencil or pen correctly requires strong finger and hand muscles and dexterity. A correct pencil grip will enable the writer to move the fingers, controlling the pencil or pen with efficient finger movements. The ability to hold a pencil correctly can affect a child’s attitude to learning and school work, their academic achievement as well as their motor/joint development. Incorrect pencil grip is painful and causes the child’s hand and arm to fatigue quickly.
Why is good posture important?
Developing a good posture is as important as developing a good pencil grip. Over the years children spend a great deal of time writing, and sitting in an awkward position can cause headaches, fatigue and pain in the shoulder, arm or hand. It can also slow down a child’s writing. Children will be able to sustain writing for longer if they become used to sitting comfortably.
Ideas for developing gross motor control
-Consolidate the vocabulary of movement by talking about the movements children make, such as going round and round, making curves, springing up and sliding down, making long, slow movements or quick, jumpy movements.
-Show children how to make large movements in the air with their arms, hands and shoulders. For example, fix ribbons on to the end of sticks for the children to swirl in the air. Encourage the use of both sides of the body.
-Let the children make different body shapes/actions in response to music to help them to remember the shapes.
Ideas for developing fine motor control
- Let the children make patterns using pegboards.
- Provide sewing and weaving activities.
- Involve the children in chopping and peeling in cooking activities.
- Provide woodworking tools – pliers, screwdrivers, hammers.
- Use finger rhymes, counting fingers, playing with words and sounds, etc.
- Provide small construction toys.
-Structure sand and water play to include sieving, pouring, picking up toys using tools, etc.
- Develop the pincer movement: show the children how to use tweezers to pick up and sort sequins, small beads, etc., sprinkle coloured sand, glitter, salt, etc. on pictures.
- Provide the children with paints, finger paints, etc. for making big patterns on differently shaped paper, for example fish, balloons, kites. Talk about the patterns they make. Focus on developing the curly caterpillar, long ladder and one-armed robot.
- Encourage the children to strengthen their fingers by using clay, play dough, Plasticine, etc., for modelling. They can make letter shapes and patterns using the modelling media.
- Encourage dexterity by asking the children to cut out large letter shapes or patterns. They can use different coloured marker pens for tracing along inside the shapes. Emphasise that circles and curly caterpillars need to be traced from the top and anti-clockwise.
- Give the children thick paintbrushes and water to paint patterns on walls, fences, etc.
The power of stories!
I think this song is very powerful as it shows us how reading can become an escape, taking us to faraway to places filled with wonder. When we read because we love it and find literature we enjoy, it opens up a whole new world to us.
Reading in Nursery
The early reading skills your child will learn in Nursery are an essential foundation for starting school. The focus of reading is on sharing stories, songs, and rhymes together and building talking and listening skills.
We learn our topic through stories, this topic we are reading:
Key reading skills:
Linking sounds and letters
Children will be getting used to letter sounds by playing lots of fun activities. They may also be beginning to learn how the speech sounds (known as phonemes) in the words we say are represented in written form by a letter or letters (known as graphemes).
Helping tell a story
Storytime is an important part of any day at Nursery! Children have plenty of opportunities to hear and enjoy stories together. They are also encouraged to retell stories in their own words. This all helps build talking and listening skills, which are essential for early reading.
Singing songs and rhymes
Hearing and learning songs and nursery rhymes is an important part of early reading. It helps children to explore sounds and to begin learning story language and story structures.
Getting ready for reading at home
There are lots of fun and easy ways to help your child get ready to read. Here are some ideas.
1. Talk about books, words, and pictures
Before you start reading a book, talk about the title and the pictures on the cover (front and back). Ask your child what they think the story might be about. After reading, ask your child what they liked about the story.
Try asking ‘how’ and ‘why’ questions about the story and the pictures. For example: ‘How did the bear get across the river?’ ‘Why was the fox cross?’
2. Listen to (and sing!) songs and rhymes
Singing songs and nursery rhymes helps your child to hear the sounds in words and build up a bank of favourites they know well. Play with words and sounds and make up nonsense rhymes too. Encourage them to join in. See if they can do the actions in time with the rhymes.
3. All join in
When you are reading to your child, ask them to join in with bits that are repeated. For example, ‘Run, run, as fast as you can! You can’t catch me, I’m the gingerbread man!’. Traditional stories, like The Gingerbread Man, often have repeated phrases, and children will love doing the voices!
4. Play rhyming games
Rhyming games are fun and will help your child start to hear and understand speech sounds. Try ‘I spy’ when you are out and about. Have fun with rhyming words – for example, can your child think of a word that rhymes with ‘cat’?
In all games and activities, make sure you pronounce speech sounds clearly. Try to make them as short as possible – for example, the letter m has a short /m/ sound, not a continuous /mmmmmmm/ sound. Try not to add an extra sound onto the speech sound either (for example, the sound is /m/ and not /m-uh/).
Books we recommend!
Oh, The Thinks you can Think!- Play me!
Check out our Facebook page for how-to videos on maths activities for each week.
Maths activities you can try at home!
Number Hunt in Jelly
You will need- jelly, bowl, plastic numbers, tweezers/tongs. First, spread out some plastic numbers in jelly layers. When it’s all set, give out some tongs to children and show them how to pick up the numbers from the wiggly substance (and practice their fine motor skills along the way!). This sensory play is a great way of sneaking in number recognition to something fun and engaging for the children.
Good, old LEGO. Useful – in so many different ways, here it comes to the rescue yet again. Prepare some cards with colourful blocks on them and let kids discover colour patterns and reproduce them with LEGO blocks. Consider leaving the colouring part to your little learners.
You will need craft sticks, sharpies, clothespins. Write number sequences on craft sticks and remember to leave some blanks in between. Next, you write the missing numbers on a bunch of clothespins and give them out to your class. Now you’re ready to let the kids use their fine motor skills and clip the pins on sticks. The best thing about this inexpensive early years maths activity is that you only create the props once and they’re ready to be used as many times as you like.
Dot to Dots
Tape some paper to the wall and write several numbers, each decorated with as many dots as the number. Now, kids can touch each dot with a do-a-dot marker and see the number and the quantity all together! You can also put the paper on the floor but holding a marker up and out makes this not only an activity for early years maths but also a good way to strengthen those little arm muscles.
Crack the egg
Create ‘eggs’ by cutting out oval shapes from cardboard and write different numbers on them. Let the kids identify the numbers and crack the eggs by punching the corresponding number of holes in them. This exercise can also help develop hand muscles.
Simply cut out some hearts and cut each in half using different zigzags, squiggles and so on. Then write a number on one side and draw a corresponding number of hearts on the other. Well done, you’ve just created puzzles! Now it’s time for the little ones to find matching parts of the broken hearts.
Patterns in action!
Shapes at home!
The Importance of Play!
Play is an integral part of a child’s early development. Playing helps young children’s brains to develop and for their language and communication skills to mature. It is important to ensure children have enough time to play. Play not only does it allows children to release extra energy, but it also lets them find out who they are and opens their minds by looking at their environment and taking in their surroundings. Through play, children learn and develop different skills they will need in life, such as:
- Problem-solving and learning cause and effect
- Learning how to play with others through compromise, conflict resolution and sharing
- Development of fine and gross motor skills
- Nurturing their creativity and imagination
- Discovering their independence and positive self-esteem
There are 16 different play types. These are: Communication Play, Creative Play, Deep Play, Dramatic Play, Exploratory Play,
Fantasy and Imaginary Play, Locomotor Play, Mastery Play, Object Play, Recapitulative Play, Role Play, Rough and Tumble Play,
Social Play, Socio-Dramatic Play, and Symbolic Play. Check out the attached document to read more about these types of play and how they fit into our learning.
Our new topic is ' To Infinity and Beyond'. In this topic, we will be learning all about Space. We will explore the topic of Space through our topic stories: Whatever Next? The Dinosaur that pooped a planet, Aliens love Underpants, How to Catch a Star, The Night the Stars went out and The Smeds and the Smoos.
Can you make an under the sea role play?
Can you make the life cycle of a turtle?
Praise Ye The Lord- Play me!
Our new RE topic is 'Good News'. In this topic we learning about Pentecost and serving.
Christians believe that the Spirit of God is active in each person and, in a special way, in the community of believers, which is the Church. It is the work of the Spirit to enable people to hear God’s message and to live Jesus’ way of service.
Word of God
“The Spirit of the Lord is upon me, because he has anointed me to bring Good News to the poor. He has sent me to proclaim release to the captives and recovery of sight to the blind, to let the oppressed go free, to proclaim the year of the Lord’s favour.”
Luke 4: 18-19
Prayer and Reflection
Father, pour out your Spirit
upon your people,
and grant us
a new vision of your glory,
a new faithfulness to your Word
and a new consecration to your service,
that your love may grow among us,
and your kingdom come:
through Christ our Lord.
(Prayer of preparation for Vatican II)
In Nursery we will be focusing on:
Everyone has good news to share.
Jesus sends a new friend, the Holy Spirit
Pentecost: The joy and happiness the Good News of Jesus brings.
What are British values?
According to Ofsted, British values are:
The rule of law
Mutual respect for and tolerance of those with different faiths and beliefs and for those without faith
Every school in England must promote British values in their SMSC development.
Mrs Quigley has kindly put together some fantastic activities that you can try at home. These activities have been carefully planned to promote each of the five British values. Each week we focus on a different value so keep your eyes peeled for more!
50 things to do before you're 5
50 Things To Do started with the objective of helping to solve the problem of children reaching their first school experience with low literacy levels, language skills, or just a lack of life experiences. This immediately puts them at a disadvantage against the rest of the class, and research shows that most children never recover from this early disadvantage, affecting not just their attainment, but also their confidence and aspirations.
There is a huge amount of research from the DfE, the Education Foundation and Public Health England expressing that early intervention to support the development of language, literacy and communication skills in the under-fives has a profound impact on achievement in primary and secondary age phases. This is particularly the case for disadvantaged learners. 50 Things is based on the simple notion that access to life-changing, fun, low-cost or no-cost experiences with your family is a great way to support and develop young children’s oracy skills and confidence, so that they enter primary school much more ready to learn.
The 50 Things project is about getting parents involved in a range of activities with their children, along with appropriate guidance that will make an impact. These have been carefully developed by education experts, early years practitioners.
Mindfulness has been described as “the awareness that emerges through paying attention on purpose, in the present moment, and nonjudgmentally to the unfolding of experience moment by moment” (Kabat-Zinn 2003, p.144). Mindfulness is a fundamental part of human consciousness. Our mental capacity can be strengthened through a variety of training methods.
1: Draw a picture of how you feel
2: Listen to relaxing music and close your eyes
3: Talk about something that made you happy at the end of each day
4: Spidey senses: Sit still, what can you see, hear, smell taste, touch
5: Make a mindful jar: Fill an empty jar or bottle with water and glitter. Fasten the lid on and watch the glitter swirl and fall
Mental health problems affect about 1 in 10 children and young people. They include depression, anxiety and conduct disorder, and are often a direct response to what is happening in their lives.
The emotional wellbeing of children is just as important as their physical health. Good mental health allows children and young people to develop the resilience to cope with whatever life throws at them and grow into well-rounded, healthy adults.
Things that can help keep children and young people mentally well include:
- being in good physical health, eating a balanced diet and getting regular exercise
- having time and the freedom to play, indoors and outdoors
- being part of a family that gets along well most of the time
- going to a school that looks after the wellbeing of all its pupils
- taking part in local activities for young people.
Other factors are also important, including:
- feeling loved, trusted, understood, valued and safe
- being interested in life and having opportunities to enjoy themselves
- being hopeful and optimistic
- being able to learn and having opportunities to succeed
- accepting who they are and recognising what they are good at
- having a sense of belonging in their family, school and community
- feeling they have some control over their own life
- having the strength to cope when something is wrong (resilience) and the ability to solve problems.
Help for Children
Help for Parents
Samaritans Call: 116 123
Mind Call: 0300 123 33 93 Text: 86463
Be a rainbow in somone else's storm
Young children are all about the physical - they love to jump, skip, run, climb and dance. Anything new and that won't require them to sit still for too long is what they love to do. But they're like puppies - running full steam until they entirely run out of energy, at which point they'll collapse somewhere utterly exhausted.
Some developmental milestones include:
- Balancing to walk along a plank
- Pedalling a bike with stabilizers or a trike
- Rolling and bouncing a ball - and a few can catch a ball, too
- Holding a pencil with the correct grip
- Buttoning up clothing
- Cutting with scissors
- Climbing a ladder and trees
- Standing, walking and running on tiptoes
- Balancing on one foot for several seconds
- Using a spoon and fork correctly
- Building a bridge using blocks
How can I encourage this physical development?
- Ensure they have plenty of physical freedom where they can develop some independence.
- Teach some skills that will open new doors - how to swim, how to pedal a bike, how to hit a ball with a bat.
- Give them the space to work things out for themselves. It will build their self-esteem if they can work something out on their own.
- Allow them the time they need to 'get things right' themselves. Some children really resist help, so don't jump in unless you're asked.
All children are at levels of development, and we all develop at different rates, so don't be overly concerned if your child is acquiring new skills at a different rate to their peers. But if you are worried about their development, or it seems to have stalled or are going backwards, reach out and raise your concern.
Take part in one or more of these activities every day. Websites and links have been provided for useful videos online.
1: Dance along to a song that makes you happy
2: Walk up and down the stairs five times
3: Sing and hop along to the sleeping bunny song
5: Shake break
7: Go noodle
8: Dance along with 'The Learning Station'
Help at home
The following links will lead you to useful resources put together by the NSPCC.
'Parenting can be rewarding, but it can also be challenging. We've got parenting tips for all stages of your child's life, as well as advice on how to deal with difficult situations.' -NSPCC
Life skills are the skill set that enable people to live happy and meaningful lives and reach their potential. People who have sufficient life skills flourish. In this context, a meaningful life is achieved through mental wellbeing, self-awareness, skills for appreciating humanity in others as well as working towards wellbeing in one's community. Each Friday, we focus on a simple task that we can complete.
Week 1: Find an outfit and get dressed independently
Week 2: Make your bed
3: Brush your teeth
Week 4: Wash the dishes
Want to increase your child's learning power? It really is as simple as turning on the radio or tapping your toes. When a young child listens to music, plays a musical instrument or even dances, lots of things start happening. The brain begins forming connections that pave the way for learning opportunities such as vocabulary building and math comprehension. Not only that, but music can be fun. So, when you're looking for something to do, try some of these music activities for kids that will get you both moving
1- Freeze Dance: It's as simple as it sounds. Blast some of your favourite tunes and dance to your heart's content. Then, when they least expect it, yell "freeze!" and stop the music. See what funny positions you both wind up in. How long can you hold them?
2- Strike up a band: Gather up all the music-making instruments you can find. Don't have a piano or a drum at the ready? No worries, homemade is always more fun anyway. Pull out pots, pans, bowls, empty milk cartons — whatever you have on hand — and let your little one go to town on them with a wooden or plastic spoon. Fill closed containers like sealable bowls with buttons or pebbles and give them a shake.
3-Draw what you hear: Cue up different types of music on your CD or Phone — pop, kids, classical, country, etc. Give your child some paper and different coloured markers or crayons. Start the music and ask them to draw what they are hearing. If they are having trouble, demonstrate. For example, with slower music, you might draw long, loping lines in a dark colour. With a faster tune, shorter, sharper angles using a brighter shade. There's no wrong answer here, just what you feel.
4- Make your own xylophone: Fill an assortment of glasses or jugs (or both) with varying levels of water. Line them up in order from least to most full. Give your child a wooden spoon and have them experiment with the different sounds.
5- Music Mania: Bring out a variety of songs with a variety of tempos. Ask your child to dance accordingly, encouraging them to speed up if the music is fast and take it easy when the beat slows down. Join in the fun, setting an example on how your child should follow, for instance slowly sliding on your belly during a ballad or doing jumping jacks while a dance song plays. See who can come up with the most exciting move.
6- Singing in the shower: At bath time, encourage your little one to experiment with the acoustics in the bathroom. What happens when you open or close the shower curtain or door? Can they sing louder than the running water?
Strike up a band!
Learn a skill!
Why not use your time to learn a new skill?
Makaton is a language programme that uses symbols, signs and speech to enable people to communicate. It supports the development of essential communication skills such as attention and listening, comprehension, memory, recall and organisation of language and expression.
What day is it today? Can you sign it?
Let's talk about Coronavirus!
Adults have a crucial role in helping children understand what is going on, providing information and reassurance, limiting media overload for children, and being aware of how their reactions might impact on children.
Much of the information that children hear about Covid-19 is intended for adults. Because children don’t understand risk in the same way that adults do many children are unsure of how worried they should be but many are very worried indeed – about themselves, their parents, grandparents, their pets, and their friends. Children are not little adults and their understanding depends on their developmental stage. This means that we need to talk to children about what is happening at a level that is developmentally right for them. Not all children will need the same things in order to help them feel safe.
Check out the documents below for help to talk about Coronavirus.
People Who Help Us!
Each week during the pandemic Nursery will be learning about different professions and their work on the front line.
Each week on our Facebook page, the children will have the opportunity to ask as many questions as they wish to the professionals. On Friday, the children will be able to watch them answer their questions in detail on our Facebook page.
Week 1: Student Radiographer
Week 2: Student Paramedic
Week 3: Police Woman
STEM stands for science, technology, engineering, and mathematics. STEM is important because it pervades every part of our lives. Science is everywhere in the world around us. Technology is continuously expanding into every aspect of our lives. Engineering is the basic designs of roads and bridges, but also tackles the challenges of changing global weather and environmentally-friendly changes to our home. Mathematics is in every occupation, every activity we do in our lives. By exposing students to STEM and giving them opportunities to explore STEM-related concepts, they will develop a passion for it and hopefully pursue a job in a STEM field.
Every Thursday, a different STEM experiment is posted to our Facebook. All experiments are planned using objects you can find at home. Get involved and share your excellent STEM learning with us.
What is it?
Development Matters was produced by Early Education with support from the Department for Education. It is non-statutory guidance which supports all those working in early childhood education settings to implement the requirements of the Statutory Framework for the EYFS.
Development Matters demonstrates how the four themes of the EYFS Framework and the principles that inform them work together to support the development of babies, toddlers and young children within the context of the EYFS framework. The document also illustrates how the ‘Characteristics of Effective Learning’ may be supported and extended by adults as well as how they underpin the ‘Prime’ and ‘Specific’ areas of learning and development. The age/stage bands overlap because these are not fixed age boundaries but suggest a typical range of development. When using Development Matters it is however important to remember that babies, toddlers and young children develop at their own rates and in their own ways. The development statements and their order are not necessary steps for every child and should not be used as checklists.