10.12.25

9.00am start

10.12.25

9.40am start

9.12.25

9.00am start

9.12.25

9.40am start

16.12.25

1.15pm-2.30pm

16.12.25

10.00am-11.15am

16.12.25

9.15am-10.30am

16.12.25

2.00pm-3.15pm

Learning Journeys

On Friday 21^st   November your child will bring home their 'Learning Journey'.

This is their blue work book.

This book contains the children's writing and maths work.

Please take some time to look through the book with your child.

Your child will be proud to talk about their learning and the progress he/she is making.

For every piece of work you will see:

• a green smiley face = something your child has achieved and done well
• a yellow arrow = next step
• I = work done independently
• s = work done with support from an adult

At the back of the learning journey there is a sheet where you can write a comment.

Please return all books to your class teacher on Monday 24th November.

Thank you, Reception Team

PSED/RSHE Lesson 

In our RSHE/ PSED lesson (6.10.25) we discussed the NSPCC’s PANTS rules.

These are designed to teach pupils how to stay safe from sexual abuse, without giving explicit information or telling scary stories or even using the term “sexual abuse”. We will start the lesson by introducing the children to a character called Pantosaurus.

We  showed them this clip:

NSPCC Pantosaurus (2 mins)

https://www.youtube.com/watch?v=_SzbMEVYiyg&t=120s

This is a film featuring NSPCC’s  friendly mascot Pantosaurus.

His catchy song covers the main points of PANTS and  introduce the topic to the children.

In the lesson, children will learn about the ‘PANTS’ acrostic, which stands for:

• Privates are private.
• Always remember your body belongs to you.
• No means no.
• Talk about secrets that upset you.
• Speak up, someone can help.

The lesson is fully age-appropriate.

The Talk PANTS campaign helps teachers and parents of 4-11 year-olds keep their children safe from abuse.

Like the Green Cross Code, it takes a potentially tricky subject and gives teachers and parents the tools to talk about it in an engaging and age-appropriate way.

Cooking & Gardening

We are proud to offer all pupils the opportunity to take part in cooking sessions during the school day. These sessions take place in the School House kitchen and are led by the class teacher.

Fresh ingredients from our school garden are used wherever possible, helping children learn about food, nutrition, and sustainability.

To support this programme, we ask for a voluntary annual contribution of £13.00, which covers the cost of additional ingredients for the full school year (September 2025 – July 2026).

• To contribute, please log into your MCAS account
• The fee can be found in the Clubs section and added to your basket

Your support helps us continue offering this valuable hands-on learning experience. Thank you!

Healthy Snacks

To help keep energy levels up and minds focused, we encourage pupils to bring a healthy snack for break time.

Great options include:

• Fresh fruit or vegetables
• Plain rice cakes or crackers
• A small pot of dried fruit
• Cheese cubes or yoghurt (in a cool pack)

Please do not send sweets, chocolate, crisps, or fizzy drinks. Let’s work together to support healthy habits and happy learning!

Capturing 'Wow moments' at home

We value contributions from parents/carers of moments of achievement that have happened outside of school.   If you observe your child achieving something new or wonderful, then let one of the Reception team know by sending in a photo with a note or just singing their praises.  The wow moments are stuck in your child’s learning journey and support assessments throughout the year.  Feel free to send in as many as you would like, parents/carers usually complete a page of wow moments each half term. 

Reading Books, Key Words, Home Learning and Book Bags

At Fielding, we follow the Read Write Inc programme.

The type of ‘book’ your child receives will depend on their phonics knowledge.

• Some children will focus on learning the sounds of the alphabet.

• Some children will receive a sound blending book to help develop their blending skills.

• Some children will receive a book called ‘My Phonics Book’. A letter will be sent home with information of how this works.

• Some children will receive a reading book.

In addition to this, your child will choose their own picture book.

Your child is not expected to read this book. This book is to be shared with an adult for enjoyment and to help develop a child's comprehension skills.

All books will be changed once a week.

Please make sure your child brings their book bag to school every day.

Help your child to get into this routine.

Inside their book bag please make sure that you always have:

• picture book
• reading book
• reading record

Please look through the reading record, there is lots of useful information inside.

Please sign the reading record every week and write a comment about how your child is progressing with their reading.

Book Bags

Book bags will be going home on Monday 22^nd September.

Your child must bring their book bag to school every day.

Please make sure that you always have the following inside your child’s book bag:

• picture book
• reading book
• reading record

When you collect your child at the end of the day, please check that your child has their book bag with them.

Home Learning

Home Learning is linked to our phonics lessons; It is sent home on a Friday.

Please help your child to do the activity at home.

Please keep the home learning at home, do not send it back to school, it is for you to keep at home.

If you have any further questions, please talk to your class teacher.

Phonics

Sounds we are learning:

w/c: 15.9.25 - m, a, s, d

w/c: 22.9.25 - t, i, n, p

w/c: 29.9.25 - g, o, c, k

w/c: 6.10.25 - u, b, f, e

w/c: 13.10.25 - l, h, r, j, v

w/c: 20.10.25 - y, w, z, x

w/c: 3.11.25 - ch, th, sh

w/c: 10.11.25 - qu, ng, nk

English

Week commencing:  17.11.25

This week we are introducing the children to 'Helicopter Stories'.

This is where the children make up their own stories and the teacher scribes for them.

Children will also have an opportunity to do some writing about their story.

During carpet time, the children will sit in a circle and each story will be acted out by a group of children. Every character and object is represented in the story. The children delight in bringing their stories to life, listening and watching each other.

The children quickly learn the format of Helicopter Stories and particularly enjoy the drama element.

Before we do this, we will be exploring  what a story is in more detail.

We will begin the week by discussing what a story is and asking the children to talk about stories they know and like.

Definition: A story is an account of something that happened either true or made up

In lessons we will talk to the children about key story elements:

* Characters – A character can be a person, animal or object.

Who are the characters  in your story?

* Setting –  The setting is where a story takes place.

Where does your story happen?

* Plot – An event that takes place in the story. This can include a ‘problem’ and ‘resolution’.

What happens in your story?

A story also needs a beginning, middle and an end. 

In class we will use a Story 'S’ to model how stories have a beginning, middle and an end.

In class we will use stories the children already know to identify the characters, setting and plot.

We will sequence the story using a ‘story s’.

At the end of the week will write our own story and act it out using the Helicopter Story techniques.

Supporting your child at home: 

Encourage your child to make up their own story.

Remind them of the key elements of a story.

If your child finds it hard to make up their own story, start by using a story they know really well and help them to retell the story.

You can then suggest how to change the story a little by choosing their own characters, setting or plot. Start by changing one element of the story first.

Next week in English:

We will continue with Helicopter Stories.

Maths

Week commencing:  17.11.25

In maths we are exploring numbers 1 and 2.

We will be looking at these numbers in depth and building up the children’s number skills as follows:

1. Counting: saying number names in a sequence.
2. Counting: tagging each object with one number word.
3. Counting: knowing the last number you count gives you the number so far.
4. Subitising: knowing the amount without counting.
5. Numeral Meanings: Match the numeral symbol to the number of things.
6. Conservation: Knowing that an amount stays the same even if it is rearranged (as long as none have been added or taken away).

In class we will be counting in a range of ways –

• counting sounds and actions e.g. dropping coins in a pot, claps, stamps
• counting real objects e.g. in a line and in a random order
• counting objects that can’t be moved e.g. windows, doors, steps
• count objects of  different sizes
• count objects in different arrangements

We will introduce the children to the book ‘Anno’s Counting Book’.

The book has no text, each page focusses on a number from 0 to 10.

As we look at each page, we will ask the children ‘What two’s can you see?’

For example:

• I can see two buildings
• I can see two rabbits
• I can see two trucks
• I can see two trees

We will begin to look at ways of making numbers 1 and 2.

We will phrase the questions as:

What numbers can you see hidden within 1?

What are the different ways of making 1?

The children will use objects and their fingers to show:

0 + 1 = 1

1 + 0 =1

Teachers will model writing the number of sentences. At this point, the children will not be expected to do this. The focus is on learning the different ways of making number 1 and seeing the hidden numbers within that number.

What numbers can you see hidden within 2?

What are the different ways of making 2?

The children will use objects and their fingers to show:

0 + 2 = 2

1 +1 = 2

2 + 0 = 2

Teachers will model writing the number of sentences. At this point, the children will not be expected to do this. The focus is on learning the different ways of making number 2 and seeing the hidden numbers within that number.

Supporting your child at home: 

Play dominoes or a board game involving a dice. This will provide your child with opportunities to subitise (knowing the amount without counting) over and over again.

Practise counting objects around the house and matching the amount to a numeral.

Practise writing the numerals: 1 and 2.

Begin making and talking about ways of making 1 and 2. 

Remember, at this age children do not need to write a number sentence.

Your child can make 1 and 2  using objects and describe how they have made the different amounts for example:

"I have one bear and one dinosaur. One and one makes two."

"I have two red cars and zero blue cars. Two and zero makes two."

Next week in maths:

We will focus on counting and the numbers 3 and 4.

Parent workshops 

Thank you to the parents who were able to attend the curriculum workshops during this term. We have linked the training materials below.