Key Messages

PE days this half-term are Mondays and Thursdays

Home reading books will be changed each Monday, Wednesday and Friday. Please remind your children to put their reading books in the basket ready to be changed. 

Homework is handed out each Friday and should be returned by the following Wednesday.

School closes for October half term on Friday 24th October 2025

Key Dates

Tuesday 14th October – parents evening 2:00 - 3:00pm and 3:30 – 5:30pm. 

Wednesday 15th October - parents evening 2:00 - 3:00pm and 3:30 – 5:30pm. 

Year 1 Harvest assembly - 9:15am • Friday 24th October – Diwali celebrations (party clothes) 

Friday 24th October – finish for half term 

Monday 3rd November – NO SCHOOL INSET DAY 

Tuesday 4th November – children back 

Wednesday 5th November – Guru Nanak celebration assembly 

Friday 14th November – Children In Need (spotty/yellow theme)

Monday 1st December - Year 1 and 2 Pantomime in school

Thursday 11th December - Christmas Jumper Day & KS1 Sing Along

Wednesday 17th December - Christmas Dinner Day

Thursday 18th December - Party!

Thursday 18th December - School Closes 

Dojo

Dojo is a brilliant communication tool that we use in school. School announcements, celebrations and additional optional learning activities will be sent via the platform.

Please remember to check your child's class Dojo page. If you have any issues logging on to Dojo, please see your child's class teacher.

Welcome to the Nightingales!

 Our teacher is Mrs Schofield and our teaching assistant is Mrs Meetha.

We are a Reception and Year 1 class.

Year 1 Learning

English

Writing

In our English writing work throughout the year we will be learning to:

• Confidently and independently able to apply their knowledge, after discussion with their teacher:
• Write sentences in order to create short narratives and non-fiction texts.
• To use some features of different text types (although these may not be consistent).
• To reread their writing to check that it makes sense and make suggested changes.
• To use adjectives to describe.
• To use simple sentence structures.
• To use the joining word (conjunction) ‘and’ to link ideas and sentences.
• Have an awareness of: capital letters for names, places, the days of the week and the personal pronoun ‘I’. finger spaces. full stops to end sentences. question marks. exclamation marks.
• To spell most words containing previously taught phonemes and GPCs accurately.
• To spell most Y1 common exception words and days of the week accurately
•  To use -s and -es to form regular plurals correctly.
• To use the prefix ‘un’.
• To add the suffixes –ing, -ed, -er and –est to root words (with no change to the root word).
• To write lower case and capital letters in the correct direction, starting and finishing in the right place.
• To write lower case and capital letters in the correct direction, starting and finishing in the right place with a good level of consistency.

In addition to daily English lessons, the children will also take part in daily phonics lessons.

We also have handwriting lessons every week where we are learning to form our letters correctly. 

 

English 

Reading

In our English reading work throughout the year we will be learning to:

• To blend sounds in unfamiliar words using the GPCs that they have been taught.
• To respond speedily, giving the correct sound to graphemes (letters or groups of letters) for all of the 40+ phonemes.
• To read common exception words, noting unusual correspondences between spelling and sound and where these occur in words.
• To read words containing taught GPCs.
• To read words containing -s, -es, -ing, -ed and -est endings.
• To read words with contractions (for example, I’m, I’ll, we’ll).
• To read texts that are consistent with their developing phonic knowledge accurately that do not require them to use other strategies to work out words.
• To re-read texts to build up fluency and confidence in word reading.
• To continue to demonstrate a pleasure in reading and a motivation to read.
• To link what they have read or hear read to their own experiences.
• To listen and discuss a wide range of fiction, non-fiction and poetry at a level beyond that at which they can read independently.
• To retell familiar stories in increasing detail.
• To recite simple poems by heart.
• To discuss word meaning and link new meanings to those already known.
• To check that a text makes sense to them as they read and to self-correct.
• To predict what might happen on the basis of what has been read so far.
• To begin to make simple inferences.
• To discuss the significance of titles and events.
• To join in discussions about a text, take turns and listen to what others say.

In order to help us become really good readers, we like to read to our grown ups at home as much as possible. We change our reading books on a Monday, Wednesday and a Friday. Please make sure that reading records are filled in and signed when books have been read so that the teachers know that they need changing.

Please hand the book in, in a morning so that it can be changed.

In class we have a book corner.

Maths

In our Maths lessons the Year 1 children will be learning to:

Number – Number and Place Value

• Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number.
• Count, read and write numbers to 100 in numerals.
• Count in multiples of twos, fives and tens.
• Given a number, identify one more and one less.
• Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least. read and write numbers from 1 to 20 in numerals and words.

Number – Addition and Subtraction

• Read, write and interpret mathematical statements involving addition (+), subtraction (–) and equals (=) signs.
• Represent and use number bonds and related subtraction facts within 20.
• Add and subtract one-digit and two-digit numbers to 20, including zero solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = – 9.

Number – Multiplication and Division

• Solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher.

Number – Fractions 

• Recognise, find and name a half as one of two equal parts of an object, shape or quantity.
• Recognise, find and name a quarter as one of four equal parts of an object, shape or quantity. Measurement
• Compare, describe and solve practical problems for: lengths and heights [for example, long/short, longer/shorter, tall/ short, double/half] mass/weight [for example, heavy/light, heavier than, lighter than] given a number, identify one more and one less. Capacity and volume [for example, full/empty, more than, less than, half, half full, quarter] time [for example, quicker, slower, earlier, later].
• Measure and begin to record the following: lengths and heights mass/weight capacity and volume time (hours, minutes, seconds).
• Recognise and know the value of different denominations of coins and notes.
• Sequence events in chronological order using language [for example, before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening].
• Recognise and use language relating to dates, including days of the week, weeks, months and years.
• Tell the time to the hour and half past the hour and draw the hands on a clock face to show these times.

Geometry – Properties of Shapes

• Recognise and name common 2-D and 3-D shapes, including: 2-D shapes [for example, rectangles (including squares), circles and triangles] 3-D shapes [for example, cuboids (including cubes), pyramids and spheres]. Geometry
• Properties of Shapes I can: describe position, direction and movement, including whole, half, quarter and three-quarter turns

Reception ELG's 

Communication and Language

Listening, Attention and Understanding 

Listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions. Make comments about what they have heard and ask questions to clarify their understanding. Hold conversation when engaged in back-and-forth exchanges with their teacher and peers.

Speaking 

Participate in small group, class and one-to-one discussions, offering their own ideas, using recently introduced vocabulary. Offer explanations for why things might happen, making use of recently introduced vocabulary from stories, non-fiction, rhymes and poems when appropriate. Express their ideas and feelings about their experiences using full sentences, including use of past, present and future tenses and making use of conjunctions, with modelling and support from their teacher. Personal, Social and Emotional Development

Self-Regulation

Show an understanding of their own feelings and those of others, and begin to regulate their behaviour accordingly. Set and work towards simple goals, being able to wait for what they want and control their immediate impulses when appropriate. Give focused attention to what the teacher says, responding appropriately even when engaged in activity, and show an ability to follow instructions involving several ideas or actions.

Managing Self

Be confident to try new activities and show independence, resilience and perseverance in the face of challenge. Explain the reasons for rules, know right from wrong and try to behave accordingly.  Manage their own basic hygiene and personal needs, including dressing, going to the toilet and understanding the importance of healthy food choices.

Building Relationships 

Work and play cooperatively and take turns with others. Form positive attachments to adults and friendships with peers. Show sensitivity to their own and to others’ needs.

Physical Development

Gross Motor Skills

Negotiate space and obstacles safely, with consideration for themselves and others.  Demonstrate strength, balance and coordination when playing.  Move energetically, such as running, jumping, dancing, hopping, skipping and climbing.

Fine Motor Skills 

Hold a pencil effectively in preparation for fluent writing – using the tripod grip in almost all cases.  Use a range of small tools, including scissors, paintbrushes and cutlery. •Begin to show accuracy and care when drawing.

Literacy

Comprehension 

Demonstrate understanding of what has been read to them by retelling stories and narratives using their own words and recently introduced vocabulary. Anticipate (where appropriate) key events in stories. Use and understand recently introduced vocabulary during discussions about stories, non fiction, rhymes and poems and during role play.

Word Reading

Say a sound for each letter in the alphabet and at least 10 digraphs.  Read words consistent with their phonic knowledge by sound-blending. Read aloud simple sentences and books that are consistent with their phonic knowledge, including some common exception words.

Writing

Write recognisable letters, most of which are correctly formed. Spell words by identifying sounds in them and representing the sounds with a letter or letters. Write simple phrases and sentences that can be read by others.

Mathematics

Number

Have a deep understanding of number to 10, including the composition of each number. • Subitise (recognise quantities without counting) up to 5. Automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts.

Numerical Patterns

Verbally count beyond 20, recognising the pattern of the counting system. Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity. Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally.

Understanding the World

Past and Present

Talk about the lives of the people around them and their roles in society. Know some similarities and differences between things in the past and now, drawing on their experiences and what has been read in class. Understand the past through settings, characters and events encountered in books read in class and storytelling.

People, Culture and Communities

Describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps.  Know some similarities and differences between different religious and cultural communities in this country, drawing on their experiences and what has been read in class. Explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, non-fiction texts and (when appropriate) maps.

The Natural World

Explore the natural world around them, making observations and drawing pictures of animals and plants. Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class.  Understand some important processes and changes in the natural world around them, including the seasons and changing states of matter.

Expressive Arts and Design

Creating with Materials

Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function. Share their creations, explaining the process they have used.  Make use of props and materials when role playing characters in narratives and stories.

Being Imaginative and Expressive

Invent, adapt and recount narratives and stories with peers and their teacher. Sing a range of well-known nursery rhymes and songs. Perform songs, rhymes, poems and stories with others, and (when appropriate) try to move in time with music. 

Phonics is extremely important for early reading and writing.  Please see below for activities.