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Together we are a family of God, a family of love, a family of learners

Reception Class Home Learning

Dear Reception Class,

What a strange world we are living in right now! It feels like forever since I saw all your gorgeous smiling faces! I wish we were together to continue our learning journey but as we can't all be together for now I would like to use our blog page to help you "just keep learning, just keep learning, learning, learning, learning" (imagine a Dory voice).


I will share some general ideas for things you could all do at home to keep that brain busy and then add things weekly for our 'Story of the Week' we would have been sharing in class.  This letter and the new things will be added to the blog on the school website – look for Reception Class Home Learning addition to the blog list.


Now the bit for the grown ups - it is my personal belief that your child's mental health and wellbeing is far more important than any home schooling requirements.  If your child was in school we would be learning through play, that is the early years pedagogy and is based in years of research.  Children all learn best through play and Reception class is privileged in that we can 'teach' using this method.  We would have a few short sessions through the day when we 'formally' teach but the majority of the curriculum is led by the children and positive interactions that help develop their play further.  There is a lot of information on line if you google EFYS there is a wealth of resources that can explain it all much better than me! 


Our learning objectives are based on 17 areas of learning and have Early Learning Goals that are an 'expected' level for the children to be working at at the END of their Reception year.  We assess them in June and create a 'profile' of their attainment in all the areas and whether they have reached that expected level. We use the terms 'emerging' if they are working towards that 'expected' or 'exceeding' if they are working beyond their 'expected' development.


Below I will give a few 'ideas' to help families but our style of teaching and learning does not lend itself to home learning in the same way you may be helping older siblings, 4/5 year olds just don't learn that way! Worksheets just 'ain't our bag' and although we do use them to record our learning sometimes or frame our writing I don't think that would be the most effective 'home learning' approach.  Twinkl do have a range of good resources and you can access free at the moment (I believe) if you would prefer a more ‘traditional’ approach or for them to do alongside older siblings.


Routine is helpful to help children feel a bit more in control during this difficult time, our day is usually structured like this;


Fine motor skills/Super Sentences on arrival (10-15 minutes) - I will add the 'Super Sentence' for the week on this blog.  They repeat the sentence every day for a week, this is more a handwriting practice allowing the children to ‘write’ without having to think of content.  Fine motor is good for strengthening those hands ready for writing.  Lego, threading, lacing, anything using ‘pinchy fingers’ to develop pencil grip is useful.

ELG - Moving & handling: Children show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing.

Welcome, prayers & assembly time – children could be encouraged to say their prayers, maybe they could teach you our actions.

Child Initiated Session (CIT) – These sessions incorporate the majority of our ‘prime area’ learning.

ELG’s –


Listening and attention: Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions, or actions. They give their attention to what others say and respond appropriately, while engaged in another activity.

Understanding: Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.

Speaking: Children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events.


Self-confidence and self-awareness: Children are confident to try new activities, and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don’t need help.

Managing feelings and behaviour: Children talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations, and take changes of routine in their stride.

Making relationships: Children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children.


People and communities: Children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.

The world:  Children know about similarities and differences in relation to places, objects, materials and living things.They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes.

Technology:  Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.


Exploring and using media and materials: Children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.

Being imaginative: Children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories.

These are linked to their interests and develop with the children with a maybe a few ‘hints’ from the grown ups.

Ideas to develop their skills

  • Cooking
  • Board games
  • Bug hunting
  • Craft
  • Role play
  • Throw some big boxes together, what could they be?
  • Puppet shows

We keep evidence of this learning in a ‘Learning Journal’ maybe you could make a learning journal to record any activities that they could share when we are all back together.


We then have a break – this could be a good time for 15 minutes screen time!


Literacy Session

We start our session with a ‘taught’ phonics session. We are lucky that we have learnt all our Phase 2 and 3 ‘sounds’ before the lock down.  These need to be practiced regularly, we use flashcards in school or ‘Phonics Play’ games.  These are available to you online, just search phonicsplay, the racing car game is the flashcards and then the tricky word trucks is the best for practicing those ‘tricky words’.  Any of the available games are the best to play to practice their phonics as they are known to the children but there are loads of games online to help them practice.  We would have been going onto Phase 4, there are no new ‘sounds’ to learn but using the ones we do know in longer words.  Writing in their learning journals could be a good way of using their phonics skills, they need to be ‘phonetically plausible’ rather than spelled correctly at this stage e.g. luv is acceptable for love as it uses the phonics rules that they know.

We would then share our story of the week and work on comprehension skills, word play, questioning, sequencing and writing skills. I would then work with a different group daily to develop their writing whilst the other children practiced these skills independently.  At home you could encourage the children to sequence the story of the week and write their own version or change the ending. 

Writing: Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly, and others are phonetically plausible.

We then have a shared reading session, again in groups.  At home this would be a good opportunity to practice their reading skills.  Read anything! It doesn’t really matter what they like just to practice as much as they can.  It could be a comic, a recipe, a website, read together and let them read the words that they can.  Look for words or letters in a passage or page and ask lots of questions to check their understanding.

Reading: Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.


It is then lunchtime – it is really important to have this free time but maybe encourage some independence and let your child ‘help’ to make lunch for the family.  Our biggest challenge at school is developing the children’s independence, now is a great time as the time pressures are not as much of an issue at the moment.  Allow children to do things from themselves and make decisions about their learning.


We do have a short ‘teaching’ session of maths 3 times a week and maths is incorporated in lots of our play.  Games are the best way to practice these skills.  Uno and dominoes can be used in so many ways to add, subtract and sort numbers.  Old classics like ‘What’s the time Mr Wolf?’ can be adapted to include some clocks and using a timer on your phone can add maths to any number of activities. In the weekly blog I will add the focus we would have had in school for the week and a few ideas of how to develop it further.

Numbers: Children count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.

Shape, space and measure: Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.

We would then haver another longer CIT session before home time.  I would suggest this would be a great time to add some physical activity into the day.  We use GoNoodle regularly in class and this is available online.  Boogie Beebies and Just Dance guided dances are available on YouTube.  BBC Let’s Move have some nice story movements to follow.  Cosmic Yoga is very popular too. But just being active will help everyone’s wellbeing. 


Moving & handling: Children show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing.

Health & self-care: Children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.


Hopefully some of this will help you and your families during this time.  You can choose to do all or none of the suggested activities, whatever suits your family needs.  All families are different, some will be confident and filling their days with original and exciting activities and some will need the support of others to help give routine and structure, there is no right answer and none of us have ever experienced anything like this before, this is new to school too!

I look forward to seeing you all again very soon,

Love from Mrs Goodwin xx


Do Cows like Milk?

Week 1 - Explore - Tell me about the farm yard

We would explore what the children already know about the farm – make a mind map of what you know about farms, keep this and repeat activity at end of topic in another colour to show how much you learn.

Our story is Muddle Farm (I am hoping my teenagers will help me with the technology to add a video of me reading this! Watch this space!) ** I managed it! This is the link

I have added other stories to the end of the blog and will continue to add them as I film them.

Our Super Sentence is

Red - At the farm

Yellow - Fun at the farm yard

Green - What fun can we have at the farm yard?

ALL children should do the red one, MOST should do red & yellow, TRY to do red, yellow & green.  It is usually timed, and they should get faster everyday.


Possible questions to ask;

•             What jobs does the farmer do?

•             What grows on the farm?

•             What types of food do the animals eat?

•             What would happen if there were no farms?

•             Why do pigs roll in the mud?

•             How is the farm the same or different from the place you live?

•             Do cows drink milk?

•             Would you like to work on a farm?

Same or different?

Set out small world farm animals with sorting trays and baskets. Display a sign that says ‘How many different ways can you sort the animals?’


In what ways do the children sort the animals?

Can they explain their choices?

Can they talk about similarities and differences between the animals?


Set out a tub filled with soil, put a range of different sized toy tractors in the tub for tractor play or farm animals.  Could you build a farm with junk?

Lifecycle of a bean powerpoint – on Twinkl

Put beans into individual, clear plastic bags with a strip of damp cotton wool. Hang them up and observe them over a number of weeks. Make sure the cotton wool is kept damp.


Can the children predict what might happen to the beans?

Can the children suggest where to hang the beans?

Growing anything in the garden would be helpful or cress, I know it is difficult to get things at the moment but most supermarkets have seeds if that is the only place you are going!


Learn tricky word -Said

Use names & ‘said’ to build and write sentences e.g. Charlie said Evie can come to the park

Our ‘star words’ are Farm, tractor, farmer, egg, chick.  Write a story about a trip to the farm including these star words.


Area of Focus Numbers (Using numbers 1 – 20)

Key Objectives:

Children count reliably with numbers from 1 to 20

Recognises numerals 1 to 20.

Counts out up to 20 objects from a larger group /Counts objects to 20.

Count actions or objects which cannot be moved/ Counts an irregular arrangement of up to 20

Selects the correct numeral to represent 1 to 20 objects.

Main activity - Word problems using farm sorting shapes

Little Bo Peep keeps losing her sheep! Put toy sheep or laminated cut out sheep onto a green tray or carpet tile. Ask the children to count the number of sheep in the flock. Do this several times using different amounts (1–10 or 1–20), allowing the children to handle, point or remove the sheep as they count them. When the children are confident counting the sheep, begin to take sheep away from various amounts. Ask the question ‘How many sheep are in the flock now?’ Continue the activity with different numbers of sheep, using mathematical language such as take away, less, subtract and counting back. Challenge children to record as number sentences.  We use actions; + is a cross with our arms, - is one arm (think Adam Ant) and = two arms (Prince Charming!)

Repeat with different scenarios and animals, this could be used as a writing activity too! Use your imagination to think of crazy farm yard maths problems.

Shuffle a pack of 10-20 cards and turn face down in a pile. Turn over a card. The first person to shout out the next number wins the card! Continue playing until all cards are gone. Who won most cards?

Bean bag (or balled up socks, soft toys etc) toss – add scores

Numberblocks episode - Series 5 Episode 2 On Your Head


Do Cows like Milk?

Week 2 - Develop-Explain what life is like on the farm

Our story is The Cow that Laid an Egg by Andy Cutbill

Our Super Sentence is

Red – the cow and egg

Yellow – The cow laid an egg

Green – Did the cow lay a spotty egg?

ALL children should do the red one, MOST should do red & yellow, TRY to do red, yellow & green.  It is usually timed, and they should get faster every day.  


Learn tricky words – have & like

Use farm animals and ‘have’ or ‘like’ to write sentences e.g. pigs have curly tails and like mud

Practice writing digraphs in these words;

Farm, boot, feed, morning, look, barn, tail, cow, garden, barking – could you write them in a sentence

Make animal fact cards – draw and label animal and find out a fact about each animal

Draw a beautiful but unusual egg – what could hatch from inside? Design your own hatchling and label it. I have set this as a Purple Mash ‘to do’


Area of Focus Numbers (Using numbers 1 – 20)

Key Objectives:

Children count reliably with numbers from 1 to 20

Recognises numerals 1 to 20.

Counts out up to 20 objects from a larger group /Counts objects to 20.

Count actions or objects which cannot be moved/ Counts an irregular arrangement of up to 20

Selects the correct numeral to represent 1 to 20 objects.



Moo Doubles - you can get the sheet from



Practice subtraction with this rhyme, make a giant puddle with 20 pigs

Decorate your room with some teen paper chains.

Build an adding machine or play cards to practice your adding.


Purple Mash – Maths City Farm

Numberblocks episode - Series 3 Episode 14 Octoblock to the Rescue!


What comes from an egg?

Sort and classify egg laying animals – birds/insects/fish/reptiles/amphibians

Make the longest list for each that you can and bring it back to school, we will have a competition for the most animals!

Herding sheep! Show the children footage of sheepdogs in action. Then play outside with the children taking it in turns to be the sheepdog, sheep or farmer. Can the sheepdog herd all the sheep into the sheep pen? Instructions could include ‘stop, go, to me and rest’. Put two or three instructions together to make the activity more challenging. Why not use a whistle to give commands? You could use one blow for go and two blows for stop!

Terrific tractors! Show the children pictures and video clips of tractors ploughing fields. Ask them to describe what type of lines the tractors make and describe how the ploughs turn the soil. Use soil/sand/salt and use fingers to make different ‘plough lines’

Outside, if you have remote control toys, create rows using rope or cones and children can navigate the course. Why not encourage the children to walk and run down the rows first to become familiar with the layout?

Baa bingo Make bingo cards with pictures of farm animals on it and grab some counters. Play recorded animal sounds (loads online) or record your own on your phone.  When children think they know which animal made the noise, ask them to put a counter on the picture of that animal. Whoever covers a line first is the winner!

Digital art children to ‘paint’ farm animals, I have set as a ‘to do’ on Purple Mash

Explore Simple City Farm – Purple Mash

Week 3 - Develop – Explain what a farmer does

Our stories are ‘What the Ladybird Heard’ and (There is ‘What the Ladybird Heard Next’ too if you have that one)


Our Super Sentence is

Red – two men in a van

Yellow – two men in a big black van

Green – She saw two men in a big black van with a map and a key!

ALL children should do the red one, MOST should do red & yellow, TRY to do red, yellow & green.  It is usually timed, and they should get faster every day.  


Learn tricky words – ‘so’ & ‘do’

Try to write them in a sentence e.g hens lay eggs so do ducks or sheep go baa so do goats

Look at the robbers map



you can find this at

What did it include? Did your maps include these last week? How did this help trick the robbers? Talk about directions.  Write directions for a family member to follow.

Go out into the garden and follow directions, use example from the book to model.  Have different people be the animals, making the correct sounds and then their trick sounds

Spell direction words together, think about which digraphs you need.

Have a copy of the robbers map.

Imagine you are a sat nav (listen to an example if you have one) 

Children write/say directions for the robbers as if you are a sat nav

What if the robbers wanted to rob a zoo instead!

What animals would they see/hear? What sounds would they make?  Make a zoo map (like robbers)



Area of Focus Numbers (Using numbers 1 – 20)

Key Objectives:

Children count reliably with numbers from 1 to 20

Recognises numerals 1 to 20.

Counts out up to 20 objects from a larger group /Counts objects to 20.

Count actions or objects which cannot be moved/ Counts an irregular arrangement of up to 20

Selects the correct numeral to represent 1 to 20 objects.


Counting bubbles – make your own bubble mixture and blow lots of bubbles, pop them and say how many less etc

I have set some maths games on Purple Mash too!

Numberblocks episode - Series 3 Episode 9 Peekaboo




Milking time! Half fill latex gloves with watered-down white paint and tie the opening shut. Poke tiny holes in the ends of the fingers, so the ‘milk’ spurts out when the children squeeze them. Ask the children to hold the gloves gently and squirt the milk into different-sized jars and containers. Can anyone get the milk into a milk bottle?



Guess who? Give the children clues to an animal’s identity based on its appearance. For example ‘I am pink’ and ‘I have a curly tail.’ When the children are confident with the game, make your clues more challenging, for example ‘I begin with the letter G’ and ‘My baby is a kid’.

Read ‘The Enormous Turnip’ or watch here

Listen to ‘Let’s Move’  - Enormous Turnip

Explore Push & Pull, there are some BBC science clips to help with some ideas

Maybe you could have a ‘tug of war’ tournament with your family.

I have put a quiz on PurpleMash for you to try!

I have been trying out my new toy, a green screen! We can have so much fun with it when we get back to school.



Do Cows like Milk?

Week 4 - Develop –Explain what plants need to grow

Our story is Jasper’s Beanstalk

Our Super Sentence is

Red – plant a seed

Yellow – plant a seed in the soil

Green – I can plant a seed in the soil and watch it grow

ALL children should do the red one, MOST should do red & yellow, TRY to do red, yellow & green.  It is usually timed, and they should get faster every day.  


Learn tricky words – ‘some’ & ‘come’

Try to write them in a sentence- Come to the farm and see some pigs, Come to the zoo and see some lions, Come to the beach and see some crabs

Dear Zoo – could we change it to Dear Farmer? What could we ask for? Why wouldn’t it be right? What would be perfect? 

Make your own Dear Farmer book. Hopefully we can share them when we are all together again.

Chick speech bubbles – draw a chick and a speech bubble.  What would a chick say? Can you write it in the speech bubble?

Who am I? headband game – use post it notes with farm animal names and play together.  It is a great way to develop descriptive language.

Lifecycle of a flower – you can find one here  or you can draw your own.


Area of Focus Numbers (Using numbers 1 – 20)

Key Objectives:

Children count reliably with numbers from 1 to 20

Recognises numerals 1 to 20.

Counts out up to 20 objects from a larger group /Counts objects to 20.

Count actions or objects which cannot be moved/ Counts an irregular arrangement of up to 20

Selects the correct numeral to represent 1 to 20 objects.

Bowling subtraction – if you have a bowling set it is a great game for practicing subtraction.  Play the game and write number sentences for the score e.g. 10 pins, knocked down 4 is

10-4=6.  If you don’t have one you could make one with bottles or soft toys.

Max has 12 balloons.

5 of the balloons burst.

How many are left?

Max has 12 balloons.

5 of the balloons are red.

There rest are blue.

How many blue balloons does Max have?

Max has 12 blue balloons and 5 red balloons.

How many more blue balloons than red

balloons does he have?

Balloon burst game

Rabbit subtraction game

Making farm subtraction stories – if there were 6 sheep and 4 ran away how many sheep would there be?

Numberblocks episode - Series 3 Episode 20 The Wrong Number


Growing beanstalks! Put the children’s growing beans from the Engage stage/week 1 onto a table top to investigate more closely. Allow the children time to observe the changes and ask questions to help prompt their descriptions. For example ‘What has happened to the beans? Why do you think this bean is growing more quickly that this bean? How long should we keep the beans in the bags? What do you think might happen to the beans next?’ Put the beans back in their original places to continue growing.

Fruity prints! Halve a variety of fruits and vegetables and stick a fork into the back of each. Show the children how to hold the fork handle to press the halved fruit or vegetable into a thin layer of paint or ink. Children can transfer the printing ‘tool’ to paper and press down to make a simple print. Children can repeat this with different colours to experiment with designs and effects.

Seed shakers! Make easy seed shakers using plastic yoghurt cartons and a mix of dried seeds and beans. Encourage the children to choose different combinations and quantities to go in their shaker and explore the sounds they make. After choosing the content of their shaker, show children how to make the shaker top using greaseproof paper secured with an elastic band.

Days of the Week! Practice ordering days of the week.  Children could write a simple diary of the week.

Do Cows like Milk?


Week 5 - Innovate & Express Create a loaf of bread

Our story is Little Red Hen, unfortunately I can’t find my copy of this story.  You may have one or there are many on Youtube when you search. I’m very sorry about that!  There is also a very good version where Little Red Hen makes a Pizza, you could do this one instead/as well.

Our Super Sentence is

Red – Little Red Hen

Yellow – Little Red Hen made bread

Green – The Little Red Hen made bread without her friends.

ALL children should do the red one, MOST should do red & yellow, TRY to do red, yellow & green.  It is usually timed, and they should get faster every day.  



Learn tricky words – were & there

Try to write them in a sentence- e.g. Were there lions at the farm? Were there ducks on the pond?

A letter to the farmer! Ask the children to write a letter or draw a picture with a caption to send to a farmer. Ask them to tell the farmer all about their project, including their favourite bits and all the things they have learned.

Or write a letter to the Little Red Hen, from his friends, to say sorry!



Show the children a basket of different bread types (e.g. white, brown, seeded, brioche etc). Allow the children to taste the bread and guess what ingredients are in them.  Can they say which they like best? Why? This is a language focus week and the descriptive words they use is important.  This is a great opportunity to introduce new vocabulary.



Discuss what children have learned about where food comes from.  Children write their own stories with titles such as ‘The pig that laid sausages’ or ‘The chicken that laid nuggets!’

The story is a good one to sequence.  I haven’t added a worksheet as it will depend on which version of the story you end up using.  Children can draw their own pictures to sequence with captions.


The culmination of the topic is making a loaf of bread – in school we would have invited parents in to share them with us!


Please make a loaf using a familiar recipe (or one found online).  I have included these pictures to give you some fun ideas of how children can shape them.

Write a simple recipe for their bread (and take a photo) that we can include in a recipe book on return to school.

You could make pizza dough instead!


Solve problems including doubling, (halving and sharing)

In practical activities and discussion, begin to use the vocabulary involved in doubling, halving and sharing.

Doubles Rap

Doubles games – there is a space one or a bus one to choose from on Twinkl

Number Pong   - cups with numbers to double if ball lands it (this can be done with hoops and bean bags, balled socks etc)

Doubles with paint & folding – paint a simple pattern with cotton bud dots, recording how many dots you used, and then fold, how many dots now? (it works really well with butterflies and ladybirds)

Play Hopscotch- Draw a hopscotch with chalk, throw the beanbag/stone on the hopscotch grid and work out double the number. If everyone agrees, they hopscotch to collect the beanbag.

Times Tables Rockstars has 2's, 5's 10's to practice - demonstrate to children how doubling is the same as multiplying by2.

Numberblocks episode - Series 2 Episode 9 ‘Double Trouble’

My kittens have been very naughty and keep bringing me lots of creatures! This week they found a mole!!  Here is a photo, I thought you'd like to see as it was the first time I'd ever seen a real mole.  It has inspired me to do one of my favourite stories all about a mole.



The Story of the Little Mole who knew it was none of his business

Half Term

I hope you have learned a lot and enjoyed our topic.  Do Cows Like Milk? What did you find out?  I hope you made some tasty bread, hopefully you took some photos so I can see how clever you have been.

Our next topic is 'Who Lives in a Rockpool?' so your home learning this week is to try and visit a rock pool.  We would have gone on a trip to Kingsdown rock pools if we were together. Hopefully you can do this without breaking social distancing rules but if not please don't worry, you can still enjoy the topic.

I look forward to seeing some of you soon, to those of you staying home and safe I will continue to share stories and some learning ideas in the new term.

Missing you all lots!

Love Mrs Goodwin

p.s. I will start a new blog post for the new term and move the stories to their own blog post to make them easier to find.

Story Videos

15.4.20 I've made a test video to see if I can get it all to work - try it here  Piranhas Don't Like Bananas

16.4.20 Another story for you to watch! I'll try to add more as I hopefully get better at them.   Oi Frog

20.4.20 The Wonky Donkey 

21.4.20  Shark in the Park

23.4.20 The Scarecrows' Wedding

7.5.20 I Need a New Bum

8.5.20 Poo in the Zoo

10.5.20  Tadpole's Promise

12.5.20  Nuddy Ned

13.5.20 Little Rabbit Foo Foo

14.5.20  Barry the Fish with Fingers

20.5.20  Spider Sandwiches

24.5.20  Bumpus Jumpus Dinosaurumpus

27.5.20​ The Hairy Toe

Our Mission and Values

Together we are a family of God, a family of love, a family of learners.

Read Our School Ethos

Trust Information

St Mary's Catholic Primary School is an academy, and part of the Kent Catholic Schools’ Partnership. The Kent Catholic Schools’ Partnership is an exempt charity and a company limited by guarantee registered in England and Wales under company registration number 08176019 at registered address: Barham Court, Teston, Maidstone, Kent, ME18 5BZ. St Mary's Catholic Primary School is a business name of Kent Catholic Schools’ Partnership.