“Staff who are committed to ensuring each child is valued”

Nettlestone Primary School

“Changing lives for changing times”

phone icon01983 613171 email iconadmin@nettlestoneprimaryschool.co.uk
Executive Headteacher: Miss K Howarth Head of School: Mrs A Jacobs Co-Chairs of Governors: Mr D Botell and Mr I Watterson
school character
Our curriculum
  • Curriculum Vision

  • Subjects

    • Reading

      Reading is a vital part of our learning at Nettlestone Primary and is at the heart of our curriculum learning. The staff are dedicated to enabling our pupils to become lifelong readers and have an enthusiasm and passion for reading. At Nettlestone we believe all children should be given the opportunities to become fluent, confident readers who are able to successfully comprehend and understand a wide range of genres gaining knowledge about a wide range of authors and topics to enable them to further develop their knowledge across curriculum subjects. We want children to have a love of reading and provide them with opportunities to have the knowledge of a good range of authors and genres. A love and passion for reading will also provide them with a range of vocabulary which will help them with their writing and communication as well as transferring vocabulary across the curriculum. Within our key texts chosen to study in literacy we provide the children with a variety of genres, authors and styles of writing. By the end of their time at Nettlestone, all children should be able to read fluently and with confidence. There are no ceilings put on what our pupils can achieve in reading and we do not hold pre-conceptions about any pupil’s ability to make progress. We feel it is important that parents and carers are able to support their children with their reading journey both with word reading and comprehension skills and we encourage parents to not only listen to their child read but also read to them as well.

      Clarify Inference Language for Effect Monitor and Summarise Reading at Nettlestone Respond and Explain Select and Retrieve Themes and Conventions Word Reading
    • Writing

      At Nettlestone, we recognize that writing is both a vital communication tool and an excellent form of self expression. We know that mastery of written language can be both liberating and empowering. We are dedicated to providing a first class, accessible writing experience for all of our pupils. We aim to: foster a passion for the written word both as a form of communication and as an outlet for creativity; teach our children to write with grammatical accuracy, manipulating a range of vocabulary and sentence structures for effect, using a clear, legible cursive script; develop writers who are confident in managing a wide range of text types and in making well-reasoned choices about which one will best suit their purpose and audience; produce confident writers who take pride in their work - thoughtfully approaching the writing process –planning, writing and editing their writing to produce a quality outcome with a powerful impact on the reader; nurture writers who are unafraid of exploring and developing their own distinctive writer’s ‘voice’; promote writers’ excitement in continuing to develop and refine their skills and also their thirst to continue to read widely, as a means of learning from more experienced authors. We are excited by the knowledge that we can empower all children to be competent writers, and in some children, we may ignite a life-long passion for writing, or spark a future career path in this area.

      Composition and Effect Handwriting Progression Sentence Structure SPAG Structure Organisation Transcription Writing at Nettlestone
    • Phonics / Spelling

      At Nettlestone Primary School we are passionate about ensuring all children become confident and enthusiastic readers and writers. We believe that phonics provides the foundations of learning to make the development into fluent reading and writing easier. Through phonics children learn to segment words to support their spelling ability and blend sounds to read words. The teaching of phonics is a high priority, starting in our Early Years. We use a synthetic phonics programme called ‘Letters and Sounds’ which is a method of learning letter sounds and blending them together to read and write words. As part of this, children have daily phonics sessions in small groups where they participate in speaking, listening and spelling activities that are matched to their developing needs. The teachers draw upon observations and continuous assessment to ensure children are stretched and challenged and to identify children who may need additional support. Children work through the different phases, learning and developing their phonics sounds and knowledge. At Nettlestone, we believe that all pupils should be able to confidently communicate their knowledge, ideas and emotions through their writing. We want pupils to acquire a wide vocabulary, a solid understanding of grammar and be able to spell new words by effectively applying the spelling patterns and rules they learn throughout their time in primary school. We want them to write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences. We understand the importance of parents and carers in supporting their children to develop both grammar, spelling and composition skills, and we actively encourage a home-school partnership which enables parents and carers to understand how to enhance the skills being taught in school.

      Phonics Spelling At Nettlestone
    • Maths

      Mathematics is an important creative discipline that helps us to understand and change the world. We want all pupils at Nettlestone Primary School to experience the beauty, power and enjoyment of mathematics and develop a sense of curiosity about the subject with a clear understanding. At Nettlestone we foster positive can do attitudes and we promote the fact that maths mastery is a ‘mission possible!’ We believe all children can achieve in mathematics, and teach for secure and deep understanding of mathematical concepts through manageable steps. We follow a stage by stage approach using concrete and pictorial resources to aid our understanding before progressing to the more abstract approaches to solve rich and sophisticated problems. Mistakes and misconceptions are valued as an integral part of learning and resilience is viewed as an essential learning tool. At our school, the majority of children will be taught the content from their year group only. We aim for all pupils to: • become fluent in the fundamentals of mathematics so that they develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. • be able to solve problems by applying their mathematics to a variety of problems with increasing sophistication, including in unfamiliar contexts and to model real-life scenarios • reason mathematically by following a line of enquiry and develop and present a justification, argument or proof using mathematical language. • have an appreciation of number and number operations, which enables mental calculations and written procedures to be performed efficiently, fluently and accurately to be successful in mathematics.

      Addition Subtraction Algebra Fractions Geometry 1 Geometry 2 Mathematics at Nettlestone Measures Multiplication Division Place Value Problem Solving Ratio and Proportion Statistics
    • Science

      At Nettlestone Primary School, it is our aim to develop and foster a positive attitude towards science by building on our children’s natural curiosity about the world around them. We are passionate about teaching the right children, the right stuff at the right time, so alongside the teaching of our key ideas, the children are taught to raise questions and find answers through a discovery-based approach. This involves prediction, practical exploration, experimentation and analysis. Our Mission Possible curriculum is also designed to develop the children’s perseverance and resilience by challenging them to develop their own means of enquiry. Through the teaching of science, we aim to: • prepare our children for life in an increasingly scientific and technological world. • foster concern about, and active care for, our environment. • support our children to acquire a growing understanding of scientific ideas. • develop and extend our children’s scientific concept of their world. • broaden our children’s understanding of the international and collaborative nature of science. We intend to provide our children with an enjoyable experience of science, so that they will develop a deep and lasting interest, and therefore may be motivated to study science further.

      Impact of COVID on our Science curriculum Science at Nettlestone Science Curriculum Science Vocabulary
    • Computing

      In line with the National Curriculum for Computing, our aim is to provide a high-quality computing education which equips children to use computational thinking and creativity to understand and make an impact on the world. The curriculum will teach children key knowledge about how computers and computer systems work, and how they are designed and programmed. Learners will have the opportunity to gain an understanding of computational systems of all kinds, whether or not they include computers. By the time they leave Nettlestone Primary School, children will have gained key knowledge and skills in the three main areas of the computing curriculum: computer science (programming and understanding computational thinking), information technology (using computer systems to process, retrieve and send information) and digital literacy (evaluating digital content and using technology safely and respectfully). The objectives within each strand support the development of learning across the key stages, ensuring a solid grounding for future learning and beyond.

      Computing at Nettlestone Computing Curriculum Computing Glossary Computing Vocabulary
    • History

      It is our intent for our History curriculum to help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world and inspire pupils’ curiosity to know more about the past. As our pupils progress, they will become equipped to ask perceptive questions; think critically; weigh evidence; sift arguments and develop perspective and judgement. We want pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time. As with other curriculum subjects, our teaching in History will focus the ‘right things at the right pupils at the right time’. We want our pupils to develop resilience in their learning and this will be encouraged through our Mission Possible approach to learning (i.e. challenging ourselves and moving outside of our ‘comfort zone’).

      History Curriculum History Vocabulary History Impact of COVID
    • Geography

      It is our intent for our Geography curriculum to inspire pupils with a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As pupils progress, their growing knowledge about the world should help them deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscape and environments. As with other curriculum subjects, our teaching in Geography will focus the ‘right things at the right pupils at the right time’. We want our pupils to gain confidence and practical experiences of geographical knowledge, understanding and skills that explain how the Earth’s features at different scales are shaped, interconnected and change over time. Through this experiential approach, we want our pupils to develop resilience and a desire to approach any challenge with a Mission Possible attitude (i.e. challenging ourselves and moving outside of our ‘comfort zone’).

      Geography at Nettlestone Geography Curriculum Geography Vocabulary Impact of COVID
    • Languages

      Although we live on an Island, we recognize that to thrive in our fast-changing and diverse world not only do we need to feel confident in our sense of self, but we need to be open to engaging positively with other identities and cultures. Learning a foreign language plays a vital role in this aim and through our teaching of Spanish, we strive to foster pupils’ curiosity and deepen their understanding of the world. We passionately believe that learning a foreign language should be a dynamic and engaging experience with meaningful links to learning in other curriculum areas. Use of a wide range of songs, games and stories is integral to our teaching and means that the Spanish curriculum is accessible for all children. Each pupil is encouraged to develop a resilient learning attitude and to be the very best that they can be. We strive to make sure that being able to express their thoughts and opinions in another language, as well as understanding and responding to its speakers, both in speech and in writing, is an exciting and rewarding experience for our children. We are also committed to providing a range of opportunities for children to celebrate their developing knowledge and skills with the wider school community. We know that our dedication to providing a quality learning experience at this stage will pave the foundations for our children to successfully learn further languages, and for some of them it may even prove a catalyst to life-enriching opportunities such as eventually studying and working abroad.

      Spanish at Nettlestone Spanish Curriculum Spanish Vocabulary
    • Art and Design

      At Nettlestone Primary School, we believe art, craft and design embody some of the highest forms of human creativity. A high-quality art and design education should engage, inspire and challenge pupils, ensuring that we teach the right children, at the right time, the right way, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. Enabling them to demonstrate resilience by improving and persevering on specific skills to improve in areas identified personally to them. As pupils progress, they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation, showing children that art can be a worthwhile career choice. We encourage children to produce creative work, exploring their ideas and recording their experiences. We approach art with the same ‘mission possible,’ attitude, enabling them to become proficient in drawing, painting, sculpture and other art, craft and design techniques. The children are taught how to evaluate and analyse creative works using the language of art, craft and design. This leads to them having a better understanding of great artists, craft makers and designers, and understand the historical and cultural development of their art forms.

      Art and Design at Nettlestone Art at Nettlestone Art Curriculum
    • Design and Technology

      Design and technology at Nettlestone Primary School is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation. We aim to ensure that all pupils and develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world.

      Design and Technology Overview DT Curriculum DT Vocabulary
    • Music

      At Nettlestone Primary School, our high quality music education will engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. Pupils will develop resilience as they are challenged appropriately (we are sure to teach the ‘right stuff, to the right children at the right time and in the right way’) with our Mission Possible Curriculum. As pupils progress, they will develop a critical engagement with music, allowing them to compose, and to listen with discrimination to the best in the musical canon.

      Music at Nettlestone Music Curriculum 1 Music Curriculum 2 Music Curriculum 3 Music Vocabulary
    • Physical Education

      At Nettlestone Primary School we want Physical Education to have a positive impact on every child physically, socially and contribute to their well-being. It is our aim at Nettlestone Primary School to provide the opportunity for our children to experience a range of sporting activities for their fun, enjoyment and competition. Through carefully planned PE and sports activities we aim to ensure that all children are happy and enjoy PE, thus raising participation levels both in and out of school and therefore in turn, promoting healthy lifestyles. We strive to provide high quality PE and sports teaching in both curriculum and after school clubs. We aim to ensure that within their own level of ability all children can achieve and experience success, thereby enabling them to reach their full potential. We value the benefits of PE and sport to build children’s self-confidence, esteem and resilience which is character building and essential for our pupil’s development. We aim to provide opportunities for all children to experience competition at various levels both individually and as part of a team.

      PE at Nettlestone PE Curriculum PE Vocabulary Progression
    • Religious Education

      At Nettlestone Primary School pupils will develop their knowledge and understanding of, and their ability to respond to, Christianity and the other principal religions represented in Britain, as well as non-religious views. They explore concepts within and between faiths so that they can understand, respect and show mutual respect and tolerance of different religions, faiths, values and traditions. Through this pupils will understand that there are ways of life that are different to their own. From learning about different concepts and faiths pupils can make reasoned and informed judgements on religious and moral issues. High quality, evidence-based and age-appropriate teaching will develop the pupils sense of identity and belonging, preparing them for life as citizens in a global society.

      Impact of COVID-19 on Religious Education RE Curriculum RE Vocabulary Religious Education at Nettlestone
    • Personal Social Health Education

      Pupils at Nettlestone Primary School need knowledge that will enable them to make informed decisions about their wellbeing, health and relationships and to build their self-efficacy into adulthood. Pupils can also put this knowledge into practice as they develop the capacity to make sound decisions when facing risks, challenges and complex contexts. Everyone faces difficult situations in their lives. These subjects can support young people to develop resilience and have a mission possible attitude to learning. Pupils will know how and when to ask for help, and to know where to access support. High quality, evidence-based and age-appropriate teaching of these subjects can help prepare pupils for the opportunities, responsibilities and experiences of adult life. Effective teaching in these subjects, by teaching the right children, the right stuff at the right time will ensure that core knowledge is broken down into units of manageable size. This will be communicated clearly to pupils, in a carefully sequenced way, within a planned programme or lessons. Teaching will include sufficient well-chosen opportunities and contexts for pupils to embed new knowledge so that it can be used confidently in real life situations. They can also enable schools to promote the spiritual, moral, social, cultural, mental and physical development of pupils, at school and in society.

      Impact of COVID on PSHE PSHE Curriculum PSHE
    • Early Years Foundation Stage

      At Nettlestone Primary School we strongly believe that the early years of education are the ‘building blocks’ for success therefore it is important for us to recognise the uniqueness of each child and support them to reach their potential. We are passionate about teaching the right stuff to the right children at the right time and this is at the very heart of our early years pedagogy. We do this through the observation, assessment, planning cycle. We believe that the Characteristics of Effective Learning underpin everything that we do within our EYFS environment: • Playing and exploring • Active learning • Creating and thinking critically We recognise these to be key in establishing strong roots to enable our children to become independent, inquisitive and resilient learners that seek to challenge themselves. We passionately believe in child led learning, through play and exploration and therefore recognise that the role of our environment and the role of the adult in it is crucial. We use open-ended resources and open-ended questioning to allow the children to show us what they can do and identify possible areas in which to challenge and extend a child’s current learning and development. We embed opportunities for children to develop and practice their early reading, writing and maths skills within the environment, offering them purpose and reason to use these newly acquired skills.

      EYFS Curriculum
    • Special Educational Needs and Disabilities

      At Nettlestone Primary School we believe that every child is unique. We believe that every child has the right to receive an education which enables them to fulfil their potential. We value the abilities and achievements of all our children. We are committed to providing the best possible learning environment through high quality inclusive teaching which is differentiated and personalised to meet the needs of every child. We aim to remove barriers to learning and increase the participation of learners with SEND needs within the classroom. Our aim is to provide all children with the best possible outcomes in preparation for life‐long learning. We recognise the capacity for personal growth, development and change when individuals are given the encouragement and support they need. We believe it is important that children acquire skills, knowledge and confidence that can be applied to all future learning experiences, including social, physical and spiritual development. We endeavour to raise aspirations and expectations for all pupils, including those pupils with SEND by working in partnership with parents/carers and listening to pupils. We recognise that some children will have additional needs at some time during their school life and will require something additional to or different from what is provided for the majority of children. There are a wide range of difficulties which may lead to special educational needs. Needs arising from such may be both short and long term. Provision for children with SEN is a matter for the whole school. All staff have important day-to-day responsibilities when meeting the needs of children with SEN. As children grow and develop at Nettlestone they will become more independent, resilient and confident in their learning. If you have any concerns about the school's provision or support for children with SEND, please do not hesitate to contact our SENCO Mrs Emma Kelly by emailing or calling the school office.

      Supporting SEND in School
  • British Values

  • Classes

    • Great Britain - Reception

      Great Britain Class have come back to school full of laughter, chatter and ideas! They have been creating many structures on small and large scales linking some of them to buildings around the world. The ‘Eiffel Tower’ was one model inspired from a photograph on the wall which sparked off discussions about where the tower is based. We have also had a lot of interest in bookmaking after looking at nonfiction texts. One of our children created their own book to include a contents page with headings to match! We also used the internet to research ‘Silver Birch Tree’s’ after planting some before the Easter break. This inspired one of our children to make a book at home about the Silver Birch Tree with the addition of a bird nesting in the tree. I was also lucky to be invited to our classroom café and served by a ‘waiter’ taking my order before explaining how they made their own lemonade!

      Curriculum Overview Curriculum Vision Curriculum Vision Aut 1 Curriculum Vision Aut 2 Curriculum Vision Home Learning letter sounds week 1 parent picture Summer 1 parent picture Topic Plan Summer 1 Topic Plan Weekly Home Learning
    • Finland - Year 1

      The children returned from the holiday with enthusiasm and a fantastic attitude to their new learning. They started the week finding out about how to become a pirate. They learnt how to dance like a pirate and to speak like a pirate. They then started to make moving pirates using split pins and pirate treasure maps. In English this week, we have been learning about nouns. The children have been writing ‘noun’ labels for thing inside the classroom as well as the outdoor area. We have also been learning about how we can describe nouns using adjectives and the children have been working in groups to think of nouns and adjectives which they could use to describe the pirate Captain Cutlass from the story, ‘Five minutes to Bed’. In Maths, we have been counting to 100, using our knowledge of numbers to 100 to compete missing number sequences, representing two digit numbers using Numicon, and tens and ones sticks, as well as finding 1 more and 1 less than a variety of numbers.

      Common exception word mat Curriculum Vision Aut 1 Curriculum Vision Aut 2 Curriculum Vision Spr 1 Learning this term_ Spr 2 Summer 1 Medium Term Plan Year 1 Curriculum Map
    • Denmark - Year 2

      Wow what a fab first week back we have had. We had a big surprise on Wednesday when we came into school to find something had been in our classroom. The children were amazing detectives and soon discovered a nest with 2 silver eggs and asked for CCTV to be checked. The CCTV showed a dragon. The children then created descriptive writing and created traps to catch the dragon. We have been looking at the book the Egg in literacy and in maths we have been comparing and ordering measurements using cm's and M's. The children showed amazing mathematical knowledge of using the terms greater than and less than. In science we have been busy planting seeds and learning about seeds and bulbs. We have also been learning lots about China as well and have located where in the world China is. An amazing and exciting first week back.

      Autumn 2 Home Learning Autumn 2 Parent picture Curriculum knowledge Spr1 Curriculum Vision Aut 1 Curriculum vision Aut 2 Phonics sound mat Summer 1 Parent Picture Y2 Common Exception words Y2 Maths facts Year 2 Curriculum Map
    • Netherlands - Year 3

      It has been a busy start to the new term! In our English lessons we have looked at the prefixes 'sub' and 'tele'. We worked out what these prefixes mean. We were really impressed that one member of our class could spell 'subterranean'. In our writing lessons we enjoyed starting our work on Jeremy Strong's 'The Hundred-Mile-An-Hour Dog'...there was a dreadful mess in our classroom on Thursday morning! Who could it have been? In Maths we started to learn the eight times table and we started our work on fractions! In History we have continued to look at the history of Nettlestone Primary School and we are enjoying at exploring the different decades of the last century. Well done Year 3.

      100 Word Challenge Curriculum Vision Aut 1 Curriculum Vision Aut 2 Curriculum Vision Spr 1 Home Learning Spring 2 Home Learning Summer 1 Learning This Term Nutrition Home Learning Our Learning Summer Term Parent Plan Spring 1 Parent Plan Spring 2 Spring Term Home Learning Wanted Poster Year 3 Curriculum Map Year 3 Home Learning Year MTP Summer 1
    • Switzerland - Year 4

      Welcome back to the new half term in Year 4. It has been a busy week. We have started a new book in English called ‘I was there Tutankhamun’s tomb by Sue Reid’. We have started by looking at the main character, a boy called Ali who lived in the 1920’s when archaeologists were looking for pharaohs tombs in the Valley of the Kings. We have found information about Ali from the text and used this to write an in-depth description of him. Linked to this we have begun our learning on Ancient Egypt by answering the big question ‘Who were the Ancient Egyptians?’ In maths, we have been rounding to the nearest ten, hundred and thousand and solving problems that need our understanding of this.

      Curriculum Vision Aut 1 Curriculum Vision Aut 2 Curriculum vision Spr 1 Year 4 Curriculum Map Year 4 MTP Summer 1 Year 4 Parent Picture
    • Australia - Year 5

      This week has been an exciting one in Australia class and children have participated in a range of fun activities to extend their learning across the curriculum. In Science, we have started learning about the Solar System. We can all name the planets in our Solar System in order of their distance from the sun. To help us to do this, we have a special mnemonic, but we also had a wonderful time recreating a scale version of the Solar system on the school field. We have also started listening to an extremely amusing story called Crater Lake. It is one of the new books ordered for our class library and is getting a big thumbs up from everyone. In Maths, we have continued to do some splendid work relating to fractions, decimals, percentages, multiplication and division. We can’t wait to see what next week brings!

      Autumn 2 Home Learning Autumn 2 Medium Term Plan Autumn 2 Topic Planner Curriculum Vision Aut 1 Curriculum Vision Aut 2 Curriculum Vision Spring2 CurriculumVision Spring1 Spring 1 Topic Planner Spring 2 Topic Planner Summer 1 Medium Term Plan Summer 1 Topic Planner Year 5 Curriculum Map Year 5 Home Learning Year 5 MTP Year 5 Parent Picture
    • Brazil - Year 6

      We began our week by looking at an assortment of pictures and seeing if we could create our own image of characters from 'The Highwayman'.  We further explored characters within the poem using images and our skills of deduction.  We have also discussed the poem in pairs to create a map of key events throughout the poem. Our Maths focus this week has been revision of place value.  We have been discussing the value of each digit, ordering and comparing numbers up to 10,000.000.  Our focus in class has also been to apply our skills to reasoning problems and discuss how we can begin to approach different types of maths based problems.  In Science, we began our new topic on Electricity with some reading comprehension activities on major people and how electricity was discovered. In History, we began our Crime and Punishment topic by looking at how the Roman justice system set the tone for our modern day one. We looked at some of the terminology involved with crime and the types of punishments the Romans may have dished out. In P.E we started our Cricket and Tennis sessions with a focus on catching, throwing and fielding and a basic racket control and aiming session before some simple matches and competitions next week.

      Autumn 1 Overview Autumn 2 Overview Learning this Term Parent Picture Summer 1 Spring 1 Overview Year 6 Curriculum Map
    • Extra-Curricular

      We are proud to offer an extremely full and varied programme of clubs which provides opportunities for the pupils to attend in order to develop their interests, but also the chance to try new or different activities. This extended curriculum includes sport, drama, music and some unusual clubs, such as Sailing or Country Dancing, and also provides frequent opportunities for our Island Primary schools to engage in Area and Island events. Music and performance has a central role to play in the life of the School with each Key Stage participating in a Production every year, enabling our pupils to learn a wide range of instruments, participate in choirs, dance and musical productions. We also have committed to participation in the J-Rock/Live-Dance Challenge each year which encourage the children to dance on stage at the Guildhall in Portsmouth. Support is also provided for families who find it difficult to enable their children to participate, ensuring that no child is disadvantaged.

      Clubs Autumn 2 2020
    • Sweden - Pre School

      This week in Pre School the children have been as busy as always. The children have thoroughly enjoyed our new road marking which have been kindly painted on by Island Roads. They have been learning to use the zebra crossing as well as stopping at the roundabout, giving way and going round the correct way. We are also learning which side of the road we should be on whilst riding the bikes and scooters. I also must warn you all that we have been teaching them that you are not allowed to park on yellow double lines, so you may well be challenged by your child if you try to do this.. We have also loved the sun shining for us this week and have spent a lot of time on our field where we have just started to make a bug hotel, the children got so engrossed with this and done such a fabulous job, I have never known a bug hotel to have an upstairs, downstairs and even an attic and the signs that we then made to go with this a great! We have also had a very friendly Robin that visits us on the field so we are planning to make some bird feeders to add to this area.

      Curriculum Vision Aut 1 Curriculum Vision Aut 2 Curriculum Vision
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