Transition to F2

Foundation 1 news

18th January 2021

Please click the link below to read the letter from Mrs Train regarding the wider opening of our nursery provision.

Letter for F1 parents


July 2020

Dear pupils,

We look forward to welcoming you all into your new class after the summer holidays. To help you settle in, please find below a list of activities that you can choose from to complete.

Thank you

Mrs Sharp and Miss Edwards


Communication, language and literacy

  • Play games that involve taking turns, to help support listening and concentration.
  • Complete jigsaws. Looking at the colour and shape.
  • Talk about your experiences with others.
  • Answer open questions like, ‘What are you going to play with today?’ with a sentence.
  • Make your own choices of what you would like to play with, using your imagination when needed.
  • Use and understand positional language (under, on top, next to, above, behind)
  • Respond to and follow an instruction given.


  • Play lots of different games such as ‘Duck, duck goose’, ‘Tag’, ‘What time is it Mr Wolf’, ‘Hopscotch’, ‘Piggy in the middle’, ‘Stuck in the mud’.
  • Listen to music and dance along.
  • Practise cutting along a line.
  • Draw lines and circles with control.
  • Dress and undress independently.
  • Put on and fasten your coat independently.
  • Toilet independently.


  • Share a varied range of books including stories and non-fiction books. Talk about the main events, characters and if they have had any similar experiences.
  • Look at and handle books carefully, holding it the correct way up and turning pages.
  • Look for print in other areas such as food packaging, shop and road signs.
  • Play rhyming games
  • Name the sounds of the alphabet.


  • Practise writing your names (see sheet for correct letter formation).
  • Play with playdough to build finger and hand strength.
  • Draw, write or paint, explaining what your marks are.


  • Sing number rhymes.
  • Touch count to at least 5 objects.
  • Order magnetic numbers to at least 5.
  • Recite number 0-10 at least correctly.
  • Play dice games such as snakes and ladders where counting moves is required


  • Look for 2D and 3D shapes around the home and outside, talk about the properties of the shapes.
  • Talk about what happens at different times of the day.
  • Have a treasure hunt around the home using positional language as clues, your next clue is under the table, on top of the…, next to the….
  • Find and compare the weights of different objects within your home. Do all the bowls weigh the same?
  • Use construction sets and talk about your arrangement (how tall, round pieces, straight)

Understanding the world

  • Talk about what makes you special.
  • Talk about your family, what are they like, how are they different or the same?
  • Talk about special times or events.
  • Explore the technology you have around the home such as phones, computers (tablets, iPad, kindles etc.), TV, radio, CD or DVD players.
  • Make an animal habitat. Then go on an animal hunt. What animals did you see? Show care and concern.
  • Ask questions and talk about what you see on a walk or when out and about.

Expressive arts and design

  • Explore a variety of different media such as paint, glue, pens, pencils, pastels, chalks and modelling. Talk about your creations. Discuss the colours. Explore how colours can be changed.
  • Sing familiar songs. Make or imitate movements.
  • Make and decorate cakes or biscuits, talk about designs.
  • Make a musical instrument – What sounds does it make? Is it quiet? Loud?


Please see video above for your child's transition into F2. 


Foundation 1 Home Learning Week Commencing 20th April 2020

Foundation Stage One Home Learning – Summer 1 2020


Please find attached a further list of home learning for the time of the school closure. We would like you to support your child to complete some of the learning identified in each of the curriculum areas. Please also look at the summer 1 curriculum booklet on the website for more information linked to the curriculum.

Take care and stay safe, thank you Mrs Williams and Mrs Layhe


Communication and Language / Reading / Writing :

  • Continue to listen to a story read by an adult each day. Join in with repeated phrases / words. Read the same story regularly and encourage them to re-tell / read the story to the adult using the story language modelled and the pictures. Answer questions related to the story. Use different voices when speaking as the characters from stories. Choose a favourite book for children to re-create a pictorial storyboard / booklet showing the main events of their favourite story (parents could scribe what their child says when they are retelling). Children could use this to tell the story to another family member. Other activities include; drawing the characters from the story or drawing a picture of their favourite part.
  • Continue to sing action songs and rhymes and then perform them to family.
  • Explore magazines which interest them and complete the different activities inside.
  • Continue to practise writing their first name and surname. If needed for extra support, write their name in a yellow crayon and they trace over it in pencil.
  • Mark make and draw for different purposes e.g. make cards, write notes or letters to family, pictorial story books, signs, lists, drawings and paintings.
  • Create silly rhyming stings e.g. frog, log, hog and bog. Make a rhyming matching game – children to find the matching pairs e.g. frog / log, hen / pen.
  • Play with their chosen toys – creating a narrative to their play.
  • Create flashcards for the following phonemes; s, a, t, p, i, n, m, d, g, o. Explore the sound each phoneme makes e.g. A (capital name) and the sound (phoneme) it makes in a word e.g. c-a-t. Choose one phoneme and focus on it for a short time before introducing a new phoneme. Refer to Jolly Phonic songs and actions to help children learn a rhyme and action to it. Find objects around the house and garden that start with the phonemes e.g. c for coat, cloth, cat, cake. Once they are familiar with some phonemes, choose two sounds e.g. ‘a’ and ‘s’ to focus on. Find different objects / pictures for your child to sort into items beginning with ‘a’ or ‘s’. See for videos on how to pronounce the phonemes for these letters.
  • Phonics Play website focusing on the resources and games in Phases 1 and 2 – Cake Bake, Super Smoothie.
  • Play ‘Magic Box’. Hide 3 or 4 objects / pictures inside a box and say the rhyme ‘Magic box, what’s inside, what different things are you trying to hide?’ Then the adult blends out an object (e.g. h – a – t, d – o - ll, c – u - p, j – u – g) for the children to listen to and guess / pick out what item you are blending.
  • Play a memory game with the phonemes. Write pairs of the same phoneme, place upside down, mix them up and then take turns to match to their pair, reminding children of the sound it makes. Play the same but with numerals (0-10 / 20) or 2D shapes (square, circle, semi-circle, rectangle, oval and triangle).
  • Make puppets linked to familiar / favourite stories. Act out the narrative. Think what the characters would say. 


Number and Shape, Space and Measures:

  • Sing some number songs daily e.g. Five Currant Buns, Ten Green Bottles. Create props (pictures of currant buns and number cards) to accompany singing so children have a visual representation of subtraction / 1 less.
  • Number Blocks and Alpha Blocks episodes available on Cbeebies website which support phonics and mathematical concepts. · has some fun number games and related number rhymes.
  • Set up and play a number hunt in the house / garden. Hidden numbers to find and children to explain where they were found e.g. the number 8 was under the cushion. Adapt to a 2D shape / phoneme hunt.
  • Mini beast hunt in the garden. Draw what is found and how many were seen. Which insect did you find the most? Least? Total two amounts together e.g. how many slugs and ladybirds altogether did you find? Use practical items to help total amounts together e.g. pasta shells, lego bricks.
  • Different sized containers to fill with water or sand in the garden. Children to use the terms; full, half full, nearly full, empty when filling. Predicting which containers can hold the most. Fill containers up to different levels – order the volumes.
  • Find items to count in the garden. Set challenges; can you find ___ leaves, stones, daisies, sticks etc.… Have the number displayed for children to look at. · If possible and optional, create chalked number tracks on the floor / patio or draw a track onto an old plain sheet. Children to practise jumping along and counting on and back. Count back from….. Stand on 5, count / jump along 2 more / less.
  • Play ‘What’s the time Mister Wolf’ as a family.
  • Draw a picture e.g. a house. Then ask your child to draw and add various items on the picture using prepositional language e.g. draw a bird on top of the roof, Draw a tree at the side of the house, draw a bird flying above the tree.
  • Discuss the date and weather each day. Create a date and weather chart together for your child to update each day with your support.
  • Create and identify repeating patterns using objects and colours. Ask your child to continue the pattern e.g. ladybird, ant, ladybird, ant.


Physical Development:

  • Painting, name writing, colouring, threading and play dough activities to develop fine motor skills.
  • Shape / mould numerals / letters in the play dough and then trace over them with their finger.
  • Throwing and catching skills in their garden. Dribbling and kicking a ball to a target.
  • Create obstacle courses in their garden and set rules together. · Make and decorate cakes or biscuits. Verbally list ingredients and sequence instructions. Create pictorial instructions. · Practise the following actions with the play dough; pinching, squeezing, nipping, stretching and rolling. Make a routine and put it to favourite music to create your own play dough disco for all the family to join in with.


Understanding The World:

  • Continue to be involved in gardening tasks e.g. weeding, planting and watering.
  • Plant seeds e.g. sunflowers, care for them and watch them grow and change. Measure their growth each week and discuss the changes. Make a pictorial diary recording the growth of them.
  • If possible, create bird feeders and place them in the garden. Watch for the different birds that come into the garden and identify them.
  • Collect different leaves, explore the different shapes and sizes and discuss similarities and differences. Sort them into different groups. 
  • Continue to search for mini beasts in the garden and identify similarities and differences between insects.
  • Baking activities e.g. cakes, biscuits. Help your child to create pictorial instructions for them to re-tell what they did to someone else in the family. 
  • When going on a short walk close to your home, take photos of different things that interest you along the way e.g. an insect, flower. Make a photographic journey of your walk back at home and encourage your child to explain why they chose the items they have photographs of. · Jess’ MiniBeast Adventures on Cbeebies – learning about insects and lifecycles · Maddie’s Do You Know? on Cbeebies – explaining how everyday things are made or work.


Expressive Arts and Design:

  • Act out stories – make puppets / masks.
  • Painting, colouring, play dough activities.
  • If possible (and optional), chalking pictures outside in the garden e.g. patio, drive way. 
  • Create dances to favourite songs. 
  • Make artwork using natural items found in the garden e.g. sticks, leaves, stones, soil / compost. Place a piece of paper / material on the floor and arrange the natural items to create a picture e.g. a face. · Paint patterns on stones to decorate your garden e.g. bee and ladybird patterns.
  • Create rainbow pictures and display in your windows.


Foundation 1 visit from Andrew’s Hedgehog Hospital

On Tuesday 12th November, a representative from Andrew’s Hedgehog Hospital visited school to provide a talk all about hedgehogs and how to care for them in their natural environment.  They brought along a 4 month old hedgehog called Diego.  The children were given first-hand experience of observing a hedgehog, which they all thoroughly enjoyed.  After the visit, the children collected leaves from the outdoor environment and created a hedgehog collage.  They also drew a picture of a hedgehog, describing its features, as well as recalling information they had learnt from the visit.