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Nursery Notice Board


French Day: 14th July 2022

Please note it is a dress up day/wear French colours.  

Breadsticks and Rice Cakes
We like to be able to offer the children bread sticks or rice cakes as a snack during their session. We would very much appreciate donations as we are running low on bread sticks.  Please ensure that they don't have any seeds on them as some children are allergic.

Learning next week: Week Beginning 11th July 2022

This will be where you will find the children's learning for the week.


Story of the Week Rhyme of the Week



Tap Your Sticks

We will be:
  • Reading the story 'The tiger who came to tea'. 
  • Exploring tigers by thinking about why they have stripes? what do they eat? 
  • Listening for sound in words when orally blending and segmenting. 
  • Learning the song 'Tap your Sticks' and using rhythm sticks with the song. 
  • Recognising 2D and 3D shapes in the environment. 

We will be looking at developing the following skills: 

  • Creating a tiger using a variety of different materials. 
  • Cutting up strips of paper to create our own tiger. 
  • Playing with 3D shapes and learning to use the mathematical language to name and describe these. 
  • Keep a steady beat and join in with song of the week. 
  • Orally segmenting the sounds in words: children to be given a CVC word and listening carefully to the word to help them segment. For example, c-a-t. 
  • Playing 'Cross my River'. Children will be given an objects. They need to listen to the word that their teacher segments and they can cross the river if they have that word. For example, you can cross my river if you have a w-i-g. 
  • Looking at the letters in our name and beginning to put these letters in the correct order. If we can do this, we will work on forming some of the letters in our name correctly. 

To reinforce your child’s learning you could:

  • Look at the video above 'Tap your sticks' and join in with other wooden utensils at home. 
  • Using scissors at home to make snips in paper. Once your child is comfortable, making snips then they can try cutting around straight lines. 
  • Segment the sounds in words around the house. Your child has to blend this sounds to find what you are looking for. For example, where is my p-e-n? p-e-n. Can you find my m-u-g? 
  • Listen for initial sounds at the beginning of words, including their name. 
  • Play 'I Spy'. For example, I Spy with my little eye something beginning with the sound, ssss. Please make sure you are saying letter sounds, not the letter name. 
  • Practice building name by mixing up the letters in our names and putting them into the correct order. 
  • Holding the pencil with a comfortable grip and use this to write some letters in our name. 
  • Talk about your emotions. Explain to your child how you are feeling and how you will self-regulate. For example, feeling red (angry), you might go for a walk or do some mindfulness. 
  • Encourage your child to become increasing independent as they get dressed and undressed, for example, putting their coat on and doing up zips. 

If your child says they do nothing at Nursery, try these 5 things. 

1. If at all possible, go for a walk. Walking seems to work nicely to facilitate chatting. 

2. If they don't want to chat at all, tell them about your day. Explain what you had for lunch and where you have been. Then they can see the conversation modelled when you ask "what did you do today?"

3. Play a game. When you get home from Nursery, play for 5 minutes. It is amazing to see what they drop into conversation when engaged in play, especially role-play. 

4. Share one good thing or one bad thing about their day. 

5. Asking silly questions or opposite questions.

Phase 1 Phonics
This week, we will be continuing with our Phase 1 phonics programme. 
Phase One of Letters and Sounds concentrates on developing children's speaking and listening skills and lays the foundations for the phonic work which starts in Phase 2. The emphasis during Phase 1 is to get children attuned to the sounds around them and ready to begin developing oral blending and segmenting skills.
Phase 1 is divided into seven aspects. Each aspect contains three strands: Tuning in to sounds (auditory discrimination), Listening and remembering sounds (auditory memory and sequencing) and Talking about sounds (developing vocabulary and language comprehension).
For more information, click here.  

Diary and Observation Record Sheets

There are some sheets below that we would love you to complete so that we can add them to your child's Learning Journal. 

The sheet below is for you to let us know if your child has made a significant achievement in their learning.  It might be learning to do their zip on their own or recognising their name.

Look What I Can Do

We will be adding diary sheets for you to complete each month.  Please let us know what they have been doing during the month and any special activities that they have been involved in.  It is always lovely to have photographs for the children to look back at and then love to share these with us and their friends.

April Diary

May Diary

June Diary

Library and Book Bags 

Your child should now have a library book and a book bag with their name on. Please can you return the library book inside the book bag the day before their Library day. 

Return books on: Library Day:
Blueberries Thursday Friday
Strawberries Thursday Friday

Reading at home

After the children's first library visit, there was a 'Reading at Home' leaflet in their book bag. This will give you some activity ideas to do with your child's library book. It also shares what we will be looking at how your child’s reading skills progress. 

Here is an additional copy.  

Book List

As part of our focus on reading in school, we would like to develop the lending library of books within each class. This will enable the children to foster a passion and love of reading at Belmont and ensure that they have access to high quality texts.

Please find a link to a book list that have a variety of we would love to have in class.  Once a book has been donated to the class we will add it to the list of books purchased.  Please check this list to ensure that the book that you would like to donate is one that we don't already have.

Book donated to Nursery

50 Reads for Nursery

Book Chat Poster

Guide to Book Chat

These books will be stamped to show who has generously donated them and shared with all the class.

Class bears
Starting on 7/1/21, we have sent home the Class Bears. There is one for each Nursery group:
  • Bertie Blueberry
  • Susie Strawberry
Across the rest of the academic year, each child will get the opportunity to take a bear home for the weekend. There is then a diary for each bear. The diary is for you to add photo's and an account of the bears adventures over the weekend.  The children will then share this with their friends. The bears and their clothes will also be washed upon return.  Could we please ask that the diary and bear are returned no later than Tuesday so that we can ensure the bears are thoroughly dry before their next adventure!
Toys in Nursery

We have seen an increase in toys from home coming into Nursery. Please can you remind your child that we do not bring in toys from home as they might get lost or broken. They have also been distracting the children from their learning. Thank you for your support with this. 

Additional Information

Nursery Staff

Nursery Manager/ Teacher: Miss Skinner

Early Years Practitioners: Mrs Colgan and Miss Bright 

There are additional staff who support individual children. 

BSHA Class Reps

We now have class reps for each Nursery group. 

Blueberries: Rose (Ruby's Mum), Yasmeen (Makarem's Mum), Ariane (Hector's Mum) and Michelle (Charlotte's Mum)

Strawberries: Danielle (Ivy's Mum), Chloe (Isabel's Mum) and Sam (Annalise's Mum). 

Drinks and Snacks

 We encourage the children to drink water throughout the day.  Please can children bring a bottle of water with their name on every day. These will be stored in the classroom so that the children can help themselves throughout the day. You can also order milk.  Please see website for more details. 

To reinforce our commitment to healthy eating, we like to be able to offer the children fruit/vegetables and bread sticks or rice cakes as a snack during their session.  We would very much appreciate donations and will let you know when to bring these in at the beginning of September. 

We are a no nuts school.  We have no nuts in our school dinners and children are not permitted to have products with nuts or sesame seeds, as some children have serious allergies to these foods. Please be mindful of all snacks that you send into school that may contain nuts that are not obvious.

It is essential that you inform us of any allergies that your child may have. 

Home School Communication Book

This book is intended to be an additional way for parents and school staff to communicate information.  If you have something that you would like to tell us, please write in the Home School Book and hand it to the member of staff who is on the gate. We will read your comments and reply either in writing or in person. Please note that this book is not for communication about going home arrangements.

Names on clothes

Please name ALL of your child’s uniform, including coats and shoes. As I’m sure you are aware, the children do have a tendency to leave jumpers and cardigans around. If they are not named, it becomes very difficult for us to reunite lost items with the correct child.

Visible Learning

As you may be aware, the school is engaged in the Visible Learning.  As part of this process all staff have undertaken projects within their year groups.  The characteristics of effective learning are a key element in the early year's foundation stage. They detail the ways in which children should be learning from their environment, experiences and activities. Children will be displaying the characteristics of effective learning every day.  We would like the children to become more familiar with these so have created alien characters for each characteristic. 

Characteristics of Effective Learning Aliens

You can support us with the project by:

1. Using the language of learning with the children. For instance, rather than asking “what work have you done?” you could ask “what have you learnt?”

2. Talking to the children at the beginning of the week about the learning that we will be focusing on. This is always on the weekly letter that comes home.

3. When the children are engaged in learning outside of school, make this explicit to the children. For instance, “you have been learning how to write your name.”  

4. Become familiar with the alien characters and encourage the children to think about which characteristics they have been using in their learning. For example, “I loved how you kept on trying to learn to ride your bike.  You have been a real Trying Trip.” 

Home Learning

Recent and extensive educational research has found that homework for primary aged children has minimal impact unless it reinforces learning and regularly allows children to rehearse and practise skills and facts e.g. times tables and spellings. Below are some of the things that you can do to support your children at home.


Helping your child with reading 

Nurturing young readers

Reading at home