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March 2020 F2

It's almost the 'official' end of this school year and we couldn't be any more proud of you all!


You have been amazing this year and it has made us extremely proud to be YOUR teachers!


We will miss you, but hope you have a wonderful summer holidays, sit back and relax! You and your parents deserve it!


We will meet again in September when you are big year 1's

If you want to know 'what on earth' I am doing in this picture then head over to the 'Sports Page' https://hollyhillschool.co.uk/sports-page/ to watch some embarrassing videos for you to join in for the VIRTUAL SPORTS DAY!!


Good luck, and remember to send in your photos or videos!

Mrs Fisher xx

‘Ball’ and spoon race 1

Still image for this video

‘Ball’ and spoon race 2!

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Baby Quiz Answers Revealed!!!

Well Done to everyone who had a go

Have a look to see if you were right.

If you didn't see it before half term try and guess before you move onto the answer.

Hope you are enjoying the Baby quiz, there have been some fabulous guesses already.

Just wanted to let you know i will reveal the answers after half term so you have a few weeks to get your guesses in.

Keep smiling 

XX Mrs Parrwood XX

Question 3

Starting Monday 27.04.20

I would just like to say how extremely proud I am of the F2’s with how well they are dealing with this unusual situation and how thoughtful, kind and amazing they are being in this time of need.

Here are some of the wonderful selfless acts our F2’s have been doing whilst at home...

Mila-Rae decided that she wanted to send some treats to the NHS staff as she said “they are working really hard and might not have anywhere to buy treats” They were extremely grateful!


Cory decided that he wanted to cheer up his neighbours up with some lovely plants and a note. He also enjoyed some gratefully received gifts in return for his wonderful gesture!



Theo has also been busy doing a thoughtful gesture as he has coloured lots of pictures for a local care home to help cheer up the residents. What a lovely thing to do!


Ethan has been busy baking cookies for some of the staff working in school. He made lots of staff happy and very grateful for their cookie treat. Thank you for the kind and thoughtful gesture. They were delicious if I do say so myself! 


Imogen has been very busy decorating lots of rocks to give you all something to look for on your walks around Selston, if you go near our school. Keep an eye out and see how many you can find!


If you have done a wonderful gesture for anybody, even somebody in your family - don’t forget to share it on tapestry and we can let the world know how amazing you are! 
Miss Mee x

Home Learning Tasks

Remember to use tapestry to upload any pictures/videos of the children completing their weekly tasks - we would love to see them and cannot wait to see what you are getting up to at home!

W/C Monday 20th July 

Listen to the story below about a colour monster. He will explore lots of the different feelings that you may be feeling now or may start to feel as we transition into a new school year. Talk to your siblings, friends or parents about any feelings or questions you may have!

The Colour Monster by Anna Llenas

Task 1 (Transition activity) -

  • As you all know, you will have received a welcome from your new teacher telling you a bit about them. For one of your tasks this week, could you create an 'All About Me' based on yourself for your new teacher so they know lots about you in September.

I have attached a picture of the template we will be using in school, or you could create your own poster about you!


Task 2 (Maths focus) - 

  • This week we will be focusing on odd and even numbers, linking to our doubling and halving work.
  • Using balls or different objects from around your house, can you share out the number of balls into 2 equal groups.


  • Have a look at the picture below - can the children get into 2 equal teams? Which pieces of equipment can be shared equally? Why do you think all of the pieces of equipment couldn't be shared equally?


  • Thinking about what happened with the picture above and how not everything could be shared equally, below the pictures will introduce the idea of numbers that cannot be shared equally being called odd numbers and those which can be, called even numbers.



Task 3 (Transition activity) - 

  • Thinking back to the story, the colour monster sorts all his feelings into different jars. 
  • Think about all of the things that you will miss about school or are looking forward too - what made you happy, sad, angry or even worried about school? Can you sort/draw those feelings into jars of your own, or using the template below.

W/C Monday 13th July 


Dave by Sue Hendra

  • Task 1- Literacy

  • Can you write a sentence for the following images from the Dave story?

  • Remember to use your sounding out before writing a word and your sound mats to help!

Here are our phoneme mats and tricky word mats we use at school and our phonics wall :)

  • Task 2- Number
  • Can you share some fruit between the members in your family?
  • Give each person 1 and repeat until all the fruit is gone.
  • How many does each person have?
  • Can you share the spots between these ladybirds?
  • Task 3- Expressive Arts and Design.
  • Can you follow the steps and draw your own cat?
  • Can you colour your cat in?
  • We'd love to see you cat drawings on Tapestry!
  • Optional task:
  • Can you answers these addition and subtraction number sentences?

  • Use the number lines to help if you need it!

W/C Monday 6th July 

Barry the Fish with Fingers read by Sue Hendra

Our book for W/C 6th July 2020

Task 1 - Literacy

 - Listen to the story 'Barry the Fish with Fingers'.

 - Can you remember the names of the different characters? Are they all the same kind of fish? 

 - Think of interesting describing words to decribe either Barry or Puffy e.g. helpful

 - Can you write a short sentence using the phonemes you know to describe either Barry or Puffy e.g. Barry is helpful and




Task 2 - Understanding the World and Physical Development

- Sing the song 'A Sailor Went to Sea' together.
- Barry and Puffy live in the Ocean - there are many different sea creatures that live in the sea.
- Can you join in with Andy's Wild Workouts - which sea creatures did you spot?

Task 3 - Doubling 

This week we are learning to double numbers to 5. The children would practice this practically with counters, coins, marshmellows! 


We use ten frames to help us to double.


The ten frame can help us to double numbers easily. The first one shows double 1 is 2, the second shows double 2 is 4. What does the third one show?

Can you double all the numbers to 5.

- 1 + 1 = 

- 2 + 2 =

 - 3 + 3 = 

 - 4 + 4 = 

 - 5 + 5 =

W/C Monday 29th June 

Three Little Pigs Story

Our book for W/C 29.06.2020

Task 1- Can you re-tell the story of the 3 Little Pigs in the correct sequence? Use this story map to help you. You could even try to write a sentence from the story too.

Task 2-  Understanding Of the World w/c 29.06.2020

The 3 Little Pigs built their houses out of different materials. Go outside/on a walk/ around the house and feel different objects. Describe how they feel. Do they feel rough, smooth, hard, soft, bumpy, fluffy etc? 

Can you find something that is.....







Draw these items and label them. 

Task 3- Maths W/C 29.06.2020

In Maths we are looking at adding numbers together. We are seeing that two parts make a whole. E.G 3 and 2 (are two parts) when we add them together them make 5 (which is the whole). 

We use a diagram to show this.

Can you draw your own part whole bubbles and solve these following addition sums....






W/C Monday 22nd June 

The Rubbish Monster Thing by Miss Mee

Still image for this video

Task 1 (Literacy focus) -

  • Listen to the story above, The Rubbish Monster Thing.
  • Discuss what you do at home with your parents to recycle, if you don't have a system in place could you organise something simple to start?
  • Have 2 columns, one for recyclable and one for waste - look through some rubbish that has been thrown away - write the item under the correct way of disposing of it e.g. recyclable - paper/letters   waste - crisp packet
  • Using some of the items off your list, write some sentences about recycling such as, I can recycle my old shoes. I can recycle any paper.

Task 2 (Maths focus) - 

  • This week we will be focusing on length and height.
  • Using the images below can you work out which pencil is longer, and which is shorter?           


  • Don't worry about the cubes, you can use Lego or blocks to help you measure your items. Find items around the house and measure them to discover which is longer/shorter or which is taller/smaller.
  • On the picture below the children have some ideas, can you discuss these with your parents and see whether you agree/disagree and why?


  • Challenge - Look at the image below, what do you think? Is the straight line longer or shorter than the curled up ribbon? Think about how you can test them to see which is longer.


  • Task 3 (Understanding the World)
  • Play the recycling game - can you sort them all into the right bins?
  • Think about ways you can help to recycle at home - could you do more? 

Click on the picture below to play the recycling game.


Optional task (Personal, Social and Emotional Development)

  • Think about what you do with your friends and what you might do if they were to get upset.

  • Draw a picture of how you can be kind to a friend or something you do could to help make someone happy.

  • You can paint, colour or decorate it however you please. 

W/C Monday 15th June 

One is a Snail, Ten is a Crab

  • Task 1- Literacy.
  • Discuss and locate the title and make predictions about our new story One is a Snail, Ten is a Crab. Listen to the story and afterwards discuss your child's likes and dislikes about the story.

  • Child select which animal they wish to write about. Use the sound mats to label a few parts of the animal and then write their own sentence about the animal. For example, 'The fly is in the sky.' or 'The dog has four legs and a tail.'. Remind child about finger spaces, full stops and correct letter formation.

  • Task 2 - Number
  • Children select their own animals to add the legs together, use maths signs to create own number sentence. For example dog+snail= (draw pictures of animals).
  • Use counting objects such as cubes, counters or marbles to help children add the number of legs together.
  • Upload to Tapestry for us to see your amazing math work!
  • Task 3- Expressive Arts and Design.
  • Paint the animals from the story (snail, dog, spider, insect, crab and person).
  • Experiments to create different textures by adding water to paint to make it thinner and adding flour to make it thicker.
  • Can your child describe the effect made?
  • Optional task:
  • Can you order your morning using the following pictures below?

  • Draw pictures in the order you complete them in and arrows to follow. 

W/C Monday 8th June 

This week there will be 3 different tasks/projects to complete around key events which are taking place this week.


Task 1 (Understanding the World focus) - 

This first task is based around Willow Tree Farm, as we should have gone on our school trip last Thursday (4th)

  • Research Willow Tree Farm (visit the website by clicking on this image)  
  • Find out which animals they have at their farm and choose 1 or 2 to find out about.
  • Create a poster all about your chosen animal - think about, what they eat? what they like to play with? what environment they need to live in? what their habitat is like?

Task 2 (Understanding the World focus) -

On Monday 8th June it is Ocean World Day. To celebrate this we will learn about why it is special and what we can do to help save our oceans and the creatures within them.

  • Watch the video below all about World Ocean Day to find out what it is all about
  • After you have watched the video, use the picture discussion cards underneath to talk with your family about what is wrong in each picture and what you could do to make it a better place for the animals to live in.
  • For some fun you can also play the What am I? game to guess the animals from the clues - it is attached as a PowerPoint so don't worry if you can't access it.

World Oceans Day 2020

World Oceans Day is celebrated annually on June 8 protect the ocean and sustainably use marine resources. Please stop pollution and save the animals.

What could you/we do to help these poor animals?

Task 3 (PSED & Understanding the World focus) -

On Wednesday 10th June it should have been Brake Kids Walk. This year the focus is all around road safety. With a lot of using being at home and taking lots of walks with our family, I thought it would be a good idea to refresh our understanding around road safety.

  • Read the story below all about Super Cat's Road Safety and see if you can learn his rap
  • Order/number the picture cards for the road safety scenario and put them in the right order.
  • Create a road safety map/poster to help others who don't know how to cross the road.
  • If you are feeling really creative, you could create a road safety song/video to show others how to cross a road safely (make a pretend road in your house/garden, don't use a real road)

Road situation - can you put the picture in to the right order?

Stop! Look! Listen! Think!

W/C Monday 1st June 

  • Task 1- Maths Week.
  • Look at the picture below and recap the language of length and height by encouraging discussion around different-sized glasses.

  • Ask the following questions:

  • Which glass is the tallest?

  • Which glass is the shortest?

  • Which glass is the widest?

  • Which glass is the thinnest?

  • Can you order the glasses by height?

  • Task 1 continued (see picture below). Investigate the different containers holding different amounts of water.  Provide containers of different sizes and shapes and challenge children to estimate which holds the most or the least, similar to the picture if possible.

  • Pour the water from one container into another and discussing what it means if it overflows.

  • Ask the following questions:

  • What do you notice about the glasses? Can you describe them?

  • Which glass do you think will hold the most water?

  • Do you think Dexter is right to look for the tallest glass?

  • If you pour a full glass of water into another glass and it overflows, what does that tell you?

  • If you pour a full glass of water into another glass and it is not full yet, what does that tell you?

  • Task 2 (see picture below). 
  • Children learn to recognise when a container is full and describe the volume of liquid or sand in a container using the words full and not full. Some children may also use the words half full. If possible, show children real buckets with sand or water and set up like the picture and talk about them.
  • Ask the following questions:
  • How many buckets can you see? What do they have in them?
  • Look at the buckets of sand. Do they both have the same amount of sand in them?

  • Could you fit any more sand in this one? Which one is full?

  • Look at the buckets of water. Do they both have the same amount of water in them?

  • Could you fit any more water in this one?

  • Let’s look at the picture again. Which buckets are full?

  • Task 2 continued (see picture below). Encourage discussion around what full means (nothing more will fit in). Set up some buckets like the picture and ask child if they can fit any more sand/water into the bucket.
  • Ask the following questions:
  • Which buckets are full? How many buckers are full?

  • Which buckets are not full? What other words could you use to describe buckets that are not full? (Empty, nearly full)

  • Can this full bucket hold any more water/sand?

  • Allow children to fill containers with different amount of water/sand. Ask them to describe the volume of the containers and then order 3-5 containers from empty to full.

  • Task 3 (see picture below). Introduce the term nearly empty. Encourage children to point to the buckets as they talk about them.
  • Ask the following questions:
  • Are the buckets the same? Can you see a bucket that is full?

  • What does empty mean? Which bucket is empty?

  • How could you describe the other bucket?

  • Are the buckets the same? Can you see a bucket that is full?

  • Which bucket has more sand in it?

  • Provide children with a range of cups. Fill one cup with water and ask children to choose another cup and put less water in it. Ask (if the cup is a different type of cup) how can you check that there is less water? Make sure there are at least two identical cups so that children can use identical containers as non-standard measures to check.

  • Optional task:
  • Spark children's interest in the learning this week by introducing a baking activity to prompt use of the language around volume and capacity. Encourage children to make sure the cups are full when measuring. Model the correct terminology: more or less when comparing two items and most or least when comparing three or more.

  • Use a recipe for cupcakes or fairy cakes where the measurements are in cups (4 cups of flour, 4 cups of margarine, 4 cups of caster sugar, 2 eggs for example). Follow the recipe with children, ensuring that the cups are full when measuring. When spooning the mixture into cake cases, discuss how full the cases need to be and what might happen if the cases are full.

  • Ask the following questions:

  • How do you know a cup if full?

  • How many full cups do you need?

  • Does it matter if you do not fill the cups?

  • Why do you fill the cake cases nearly full, not completely full when baking?

W/C Monday 18th May

  • Practise Bear and Flower words, learning to read and write them. Remember new words can be added to tapestry when you need them.
  • Continue to read school books/story books at home (with an adult if needed), access reading games/apps such as Teach your Monster to read or https://new.phonicsplay.co.uk/
  • If you would like to access the e-books online for your child to read, we are working on book bands pink and red, and letters and sounds phase books (phase 2/phase 3) click on the picture ​​​​​​

Task 1 (English focus) -

  • Listen to the story below, Ten Little Pirates.
  • Can you find all of the rhyming words in the story and make a list of them?
  • Create a mind map/story map which includes all of the key events - how many pirates are there at each event?

Ten Little Pirates by Miss Mee

Still image for this video

Task 2 (Maths focus) - 

  • This week we will be focusing on subtraction by counting back 1 each time.
  • Using the images below can you work out which number Aidan will land on if he counts back 3 from 9?           
  • Have a go at these sums: 5 - 2 =       7 - 4 =          10 - 5 =           10 - 3 =           10 - 8 =         10 - 1 = 
  • Can you do any more sums taking numbers away from 10 or within 10?       
  • Challenge - Can you write the number sentence for the take away? e.g. 9 - 3 = 6. If this is too easy can you write it a different way such as 9 - 6 = 3?

Task 3 (Understanding the World focus) -

  • Think with your family about everything you have/can have living where you do now. Then think about what it would be look like if you had to live on an island in the middle of the sea.
  • Would it be the same or different? Make a list of the things that would be the same and a list of things that would be different. 
  • Remember there isn't any electric on an island!


Task 4 (Optional, Expressive Art and Design focus) - 

  • Create a picture of a pirate ship, a pirate, a parrot, a telescope or something else of your choice based around pirates. 
  • Paint it using two different materials mixed, such as saving foam and paint, food colouring and water or try adding flour to see what texture it makes. This will work by mixing any materials such as soil and water, sand and paint etc. 
  • Have fun and see what pictures/art work you can create!


W/C Monday 11th May

  • Practise Bear and Flower words, learning to read and write them. Remember new words can be added to tapestry when you need them.
  • Continue to read school books/story books at home (with an adult if needed), access reading games/apps such as Teach your Monster to read or https://new.phonicsplay.co.uk/
  • If you would like to access the e-books online for your child to read, we are working on book bands pink and red, and letters and sounds phase books (phase 2/phase 3) click on the picture ​​​​​​

Task 1 (English focus) -

  • Listen to the story below, Plunge into the Pirate Pool.
  • Create a story map of the story.
  • Create your own version of the story and show this on a story map. My example would be Pirates plunge into the Jungle where they bump into a terrifying tiger, and swim to the bottom of the river to find a sunken ship etc. 

Plunge into the Pirate pool by Miss Mee

Still image for this video

Task 2 (Maths focus) - 

  • Can you finish the pattern on the screenshot below - you can draw it, make it or just say it.


  • Can you finish a pattern that your parents/siblings have created for you? - this can be done on paper or with objects.
  • Can you create your own pattern using objects around your home? e.g. cars and Lego, fork and spoon.
  • Challenge - Can you spot the mistakes in the patterns below, and correct them?



Task 3 (Understanding the World focus) -

  • Conduct your own research about a sea creature of your choosing e.g. a jelly fish, shark or starfish.
  • Create a fact poster/card about your sea creature.
  • If you can't research, you can use the fact cards and PowerPoint below to choose a creature and create a fact poster/card about it.

Sea Creature PowerPoint

Task 4 (Optional, Expressive Art and Design focus) - 

  • Make up your own pirate name using the picture below and draw it onto a plaque. My name, Miss Mee would become 'Dirty Swash-Buckler'... What is yours?
  • Create your own Treasure hunt map using paper and a tea bag, where will your treasure be hidden?

Making the treasure map:

  • Dip the teabag into the water and smear it all over both sides of the white paper.
  • Let the paper dry and then use coloured pens to draw on your map.
  • Roll your map up into a scroll and use a strip of ribbon to put a bow around it.


W/C Monday 4th May 


  • Task 1- Draw a picture of themselves in the middle of a piece of paper and around the edge write things they are good at, eg painting, colouring, being a good friend, looking after pets etc.
  • Then compare with siblings or parents (they could also draw a picture) and discuss the importance of being unique.
  • Remember to take photos of your drawing/s and upload them to Tapestry for us to see.
  • Task 2- Can children recognise and describe the 2D shapes in the picture? As well as working out which 3D shape could make that print. (see picture below)
  • Here are some questions you could ask your child:
  • How many shapes have been printed? Are they all the same?
  • Can you name any of these shapes?
  • Can you see any other shapes in the picture?
  • Can you see any of these shapes in the house?


  • If possible, give children the chance to print with 3D items (eg recycled materials/toys) and look at how they match the ones in the picture. 
  • Can you make a pattern?
  • Take lots of pictures and place onto Tapestry, remember to include examples of the shape descriptions your child said.
  • Task 3- Listen to the story 'Oi Frog' below, can you find and write the rhyming pairs? Then can you add your own rhyming words to create a rhyming string?
  • Upload your rhyming strings to Tapestry.

Oi Frog with Miss Melvin

Still image for this video


  • Go on a rainbow scavenger hunt around your home, see pictures below.
  • Upload your findings to Tapestry.

W/C Monday 27th April 


  • Task 1- Make a 3D robot using recycled materials and discuss the 3D shapes used (see photo below).
  • Discuss the properties of the shapes, eg "it is a cylinder because it has 2 flat faces and a curved face".
  • Discuss the difference between 3D and 2D shapes (3D shapes are solid and 2D shapes are flat).
  • Remember to take a photo of your 3D robot and upload to Tapestry, along with the 3D shapes used and their properties.
  • Task 2- Create a slide outside and discover which 3D shapes can roll (see picture below)
  • Find 3D shapes around the house and predict which ones can roll.
  • Use an outdoor slide, or make a slide like the one in the picture and test which 3D objects can roll. Encourage children to think about how they know if a shape will roll ("The ball is a sphere. It will roll because it has a curved face"). 
  • Remember to take lots of pictures of your experiement and place them on Tapestry for us to see your learning at home!
  • Task 3- Discuss which 3D shapes can roll and which ones can stack (see picture below).
  • Children look at a range of household 3D items, considering which roll and which will stack. They begin to understand that some objects only roll or stack, due to either having a flat face or a curved face. Encourage children to experiment rolling or stacking the shapes to help make their decision.


  • Here are some questions you could ask your child:
  • How can you check if the shapes roll/stack?
  • Which of the shapes have a curved face? Which of the shapes have a flat face?
  • Do any of the shapes roll and stack?



  • Listen to the story 'Beegu' below.
  • Draw and discuss Beegus family in the spaceship, then draw and discuss your family in your house. How are they different?
  • For an extra challenge, can you draw and discuss your family in another house- eg auntie/grandma/cousins/neighbour house. How are they different?

Beegu with Miss Melvin

Still image for this video

W/C Monday 20th April 


  • Task 1- Listen to the enormous turnip story below and draw a story map (see example below). 


The Enormous Turnip with Miss Melvin

Still image for this video

Examples of Story Maps

Make your story maps nice and colourful, we can't wait to see photos of them on tapestry!


  • Task 2- Using the story map created, encourage your child to retell the enormous turnip story following the pictures on their story map (add some actions to help if needed!)
  • Discuss alternate vocabulary the child could use, eg instead of 'pull' they could use 'tug' or 'heave'. 
  • If your child is feeling brave record their retelling of the story and upload them to tapestry!



  • Task 3- Discuss the story map one more time, encourage your child to create their own sentence to write, eg 'The old man was not strong.'. Use the jolly phonic sound mats below to help remember the phonemes. 
  • CHALLENGE- Can they write the whole story using multiple sentences?
  • Upload some of your writing to tapestry for us to see!


  • Plant some seeds in a pot and watch them grow!
  • Can you write some instructions how you planted the seed? Eg, 1. Put the soil in the pot....
  • Can you keep a plant diary? Eg, 'Day 1- I put the pot in the sun.'.

Please read with/to your child everyday. This will support with their reading skills and their bank of vocabulary as they will be exposed to a range of language from you reading to them.

You can also view a range of authors reading stories via You tube.

Don’t forget to check out the sport page for daily active tasks (click the image below) and for lots of information from our sports leader who organises our competitions - they have found a way of doing these online😁


Everybody in F2 would like to wish you all a very Happy Easter, don’t forget to take a break over the next two weeks and try not to eat too much chocolate😋

Mrs Wilcockson’s bunnies would also like to wish you a Hoppy Easter!

Bramble                                                 Clover

Monday 30th March

Literacy task:

  • Draw a picture of themselves and their family. Label with their name(s), body parts, clothing.
  • Add a sentence underneath about themselves or their family.

Curriculum links:

40-60+ Months - Writes own name and other things such as labels and captions.

Early learning goal - Children use their phonic knowledge to write words which matches their spoken sounds.


Maths task:

  • Practising writing the numerals 1-10.
  • Create some number cards - match with the correct number of objects.

Curriculum links:

40-60+ Months - Recognises some numerals of personal significance, Recognises numerals 1-5.

Early learning goal - Children can count reliably with numbers 1-20 (focus to 10 first)


Personal, Social & Emotional development:

Self-confidence and self-awareness

  • Take the children outside preferably onto a garden area, practise doing different exercise techniques such as jumping, running, skipping, hand stands, play some games such as tag, play with a football - how many kick ups can you do? etc.
  • After trying a range of outside activities talk about what they were good at, what they felt they were good at and what they felt they could improve on. Discuss how we all can't be good at everything so it is good to try new activities to find the one that is right for them.

Curriculum links:

40-60+ Months - Confident to speak to others about own needs, wants and interests and opinions, Can describe self in positive terms and talk about abilities.

Early learning goal - Children are confident to try new activities, and say why they like some activities more than others, They say when they do and don't need help.

Tuesday 31st March

Literacy task:

  • Adult to pick out some objects around the house - try to pick words with phase 2/phase 3 sounds in (see phoneme mat attachment above) e.g. fish, jam, cat, dog, dish, fork.
  • Child to pick out the first sound of the word and repeat to adult. After, they can have a go at writing the word using their phonic knowledge. Challenge - put the word into a sentence and write it.

Curriculum links:

40-60+ Months - Hears and says the initial sounds in words.

Early learning goal - Children use their phonic knowledge to write words which matches their spoken sounds.


Maths task:

  • Hide some of their toys around the house e.g. Lego bricks/figurines
  • Children to find the toys/objects and count as they find. After, line them up and count again to check their answer. Reinforce 1-1 counting by touching each object and saying the number as they count.

Curriculum links:

40-60+ Months - Counts up to 3 or 4 objects by saying one number name for each. Count objects to 10, and beginning to count beyond 10.

Early learning goal - Children can count reliably with numbers 1-20 (if ready, move beyond 10 to 20)


Expressive Arts & Design

Exploring & Using Media & Materials

  • If you have access to You tube - this would be a good place to start. Search Just dance. Children can listen to, sing along and join in with a range of dances.
  • Go noodle is another good website for songs and dances (register for free)
  • After singing/dancing to a few familiar songs, can they make up their own or change the dance to a familiar song?

Curriculum links:

40-60+ Months - Begins to build a repertoire of songs and dances.

Early learning goal - Children sing songs, make dances and experiment with ways of changing them.

Wednesday 1st April

Literacy task:

  • Working with a partner (parent or sibling) take it in turns to choose a topic e.g. animals. Take it in turns to say a word, their partner has to write the first word that comes to mind for that word e.g. leopard - spots. 
  • After completing a few examples, can they turn a pair of words into a sentence - e.g. The leopard has spots.

Curriculum links:

40-60+ Months - Uses some clearly identifiable letters to communicate meaning, representing some sounds correctly and in sequence.

Early learning goal - They write simple sentences which can be read by themselves and others.


Maths task:

  • With a partner, the partner collects a random assortment of objects up to 10 (to begin). Child to count the objects, checking their answers. 
  • When child ready, move onto a larger number of objects (up to 20) Challenge - Count the objects backwards.

Curriculum links:

40-60+ Months - Counts an irregular arrangement of up to 10 objects.

Early learning goal - Children can count reliably with numbers 1-20 (if ready, move beyond 10 to 20)


Physical Development: 

Health & Self-Care                                                                                                                       

  • Begin a 1 week food diary of what they eat for breakfast, lunch and dinner. Record food and drink, and if possible record the amount of sugar in each item.
  • Use the change 4 life website/app to help record this information. After have a discussion about needing a balanced diet, and whether there is anything they could do/swap to make their diet more balanced. 

Curriculum links:

40-60+ Months - Eats a healthy range of foodstuffs and understands need for variety in food.

Early learning goal - Children know the importance for good health of a physical exercise, and a healthy diet, and talk about ways to keep healthy and safe.

Thursday 2nd April

Literacy task:

  • With a partner, find an object/picture of a word which is easy to rhyme. Who can think of the most rhyming words for each item? Have a competition using different words to see who can rhyme the most - remind the children that it is the sound of the word which is important not the spelling. Also they don't have to be real words as long as they understand the concept of the rhyme.
  • Challenge - Who can write a rhyming string e.g. Dog - log, frog, mog, bog, fog

Curriculum links:

30-50 Months - Shows awareness of rhyme and alliteration.

40-60+ Months - Continues a rhyming string.


Maths task:

  • This activity can be done by drawing two circle and drawing spots etc. in them or with bowls and objects such as sweets or Lego etc. 
  • Show the child the two 'bowls' with a different number of objects in each. Can they count the objects and say which bowl has 'more' and which has 'fewer'. Redo with a different number of objects a few times.
  • Next step - Can they state what one more than the number in the bowl would be, or one less. Ask questions like 'If I have 5 pieces of Lego, how many will I have if I add one more/take one away?' Repeat with a few examples

Curriculum links:

40-60+ Months - Uses the language of 'more' and 'fewer' to compare two sets of objects.

Early learning goal - Count reliably with numbers 1-20, place them in order and say which number is one more and one less than a given number.


Communication & Language:


  •  Watch the curriculum video for the 'Kitchen Disco' story. In your own Kitchen can you recreate a role play of the story, adding your own exciting dance moves or ideas for the different fruit - can you get the whole family to join in? 
  • Don't forget to use your language to recreate the different characters and roles they play in the story.

Curriculum links:

40-60+ Months - Uses language to imagine and recreate roles and experiences in play situations. Introduces a story line or narrative into their play.

Early learning goal - They use a range of vocabulary in imaginative ways to add information, express ideas or to explain or justify actions or events.

Friday 3rd April

Literacy task:

  • Share a few books which are different to what the children are used to (if you don't have any at home, there are lots of videos on you tube of authors reading stories) This could include newspapers, non-fiction books etc.
  • After sharing a book, ask them questions about different aspects that they have read about or ask them questions about the pictures in the story. What have they learned from this story?

Curriculum links:

40-60+ Months - Enjoys an increasing range of books

Early Learning Goal - They demonstrate understanding when talking to others about what they have read.


Maths task:

  • Choose a selection of activities to test e.g. star jumps, hops, push ups, kick ups, claps, sit ups, skips.
  • Children to estimate how many of each activity they believe they can complete in a minute. Using a timer, children to measure how many they can do in a minute and compare against their estimate. Remind the children to be realistic with their estimates and maybe play the timer for a minute to show them how long it is beforehand.

Curriculum links:

40-60+ Months - Measures short periods of time in simple ways.

Early learning goal - Children estimate, measure, weigh and compare and order objects and talk about properties, position and time.


Understanding the World:           


  • Using a laptop, tablet or phone, go onto the light bot programming website and let the children have a go at the basics levels to develop their understanding of programming the bot to move on the computer.
  • If you don't have access to the website, you can create your own version by their partner standing in a set position. The child needs to give instructions to move their partner to a designated space e.g. to get to the sofa, you need to take 3 steps forward, turn right, take 2 steps forwards, turn around and sit.

Curriculum links:

40-60+ Months - Interacts  with age-appropriate computer software. Completes a simple program on a computer.

Early learning goal - They select and use technology for a particular purpose. Children recognise that a range of technology is used in places, such as homes and schools.


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Dance for VE Day!

Mrs Tompkins had entered Holly Hill into the English Heritage Dance for VE day competition...and we only went and won! 

The English Heritage was going to send 1940s-style dancers across the country 75 years after peace in Europe was first celebrated. Unfortunately this is unable to happen but they have arranged this instead...


English Heritage’s VE Day Commemorations on Friday 8th May!

Join in on Facebook or Twitter

12PM: Lindy Hop Dance Tutorial with Nancy Hitzig

3PM: Nation’s Toast

5PM: Dance for VE Day with Lindy Hop Dance Troupe and Band


Hope you're able to join in with the VE Day celebrations in any way that you can. I've also put some activities on the Distance Learning Page - general ideas and websites.


Mrs Tompkins x x 

Bedtime Stories

Hey Goldfinch and Robin children. I hope you are all keeping well at home and are being super stars. I miss you all so much!! I have bought this book for my daughters and thought I would share it with you all as I think it is a very good way of explaining how some of you might be feeling right now. It shows you that it is ok to feel a little bit scared and worried, but that you don't need to as we are all here together to look after and keep you safe.

I hope you all enjoy it.

If after reading the story you would like to have a go at designing your own worry monster that would be amazing and I'd love to see them on Tapestry. You could draw or paint one, make one out of Lego or playdoh, you choose how you'd like to make it.

Enjoy and take care. Lots of love, Mrs Hastings xx


It's ok to worry

Look who I found hiding in the bluebells!

The Bog Baby

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Whisper left this story for us hidden in the bluebells - I wonder if you can spot any Bog Babies in the bluebells!


"You can find magic wherever you look. Sit back and relax, all you need is a book" Dr Seuss The aim of Newton stories to instil a love of books and reading w...

The Boy Who Cried Wolf with Miss Melvin

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Whoever You Are by Mrs Aldred

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Buster’s Zoo by Mrs Aldred

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The tiger who came to tea (intro)

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The tiger who came to tea (story)

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It Wasn’t Me! by Miss Mee

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The Day I Met a Monster by Miss Mee

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Ten Little Dinosaurs with Miss Melvin

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Happy Birthday Peppa and Happy Birthday to you, April and May babies by Mrs Aldred

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Curriculum book - Kitchen Disco by Miss Mee

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Story time - Sophia Sparks with Miss Mee

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The Little Red Hen by Mrs Wilcockson

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The picky eater by Miss Mee

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Story time with Mrs G - Dear Zoo!

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Story time with Miss Mee - No-Bot

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Story time with Mrs Aldred - Little bear’s trousers!

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Additional tasks and Resources

It is important for you to stay active during your time out of school. This can be done in your own garden so no need to leave your house. Head over to the Holly Hill Sports Page where I shall be putting up challenges for you to take part in!


Good Luck and stay safe!

Mrs Fisher

Here are simple recipes using baking ingredients for play dough, paint and ice paint to create at home if you would like.



We also use Griffin OT activities within school, please have a look each day for daily activities using the information below. - enjoy Mrs Warsop.

For a selection of websites to support with your child's learning, please find these on the distance learning - general ideas and websites link under the children heading. Thank you