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Friday 12th June

Well Pre-School it's Fabulous Friday, nearly the weekend. I hope you have enjoyed our activities this week.


Our Friday song is one of Miss Walton's favourites, she does a super dance to this - when you return to school you'll have to ask her to teach you the routine!

 Steps 5,6,7,8:


If you have a favourite song and you would like to start our day with it, send your song name to me via the contact page.



Count with the caterpillar rhyme see below...

Counting Caterpillar Rhyme

Reading and Communication and Language


Read the story of the Very Hungry Caterpillar again—you choose which version you would like to listen to—Miss Walton’s, the film or the song!

Are you ready for the story quiz? Remember to listen carefully and look at the pictures to give you a clue Story Detectives!


Where has the caterpillar gone? How can he get out of the chrysallis? What insect has he changed into? How can he fly? Why does he need wings? Do you think the butterfly will eat cherry pie and pickles?

Phonics Aspect 1 and Mark Making


Today we are going to use our listening ears to make a natural sounds map.

You will need a paper and a pen, an outside space or an open window, just choose a time of day when the road is quiet.


 What to do


Sit the children down in the outside space with a piece of paper and a pen/pencil and tell them to make a mark or draw themselves n the middle of the paper (if they’re next to a window, mark themselves on the edge of the paper instead). This mark represents where they’re sat.

Tell the children to close their eyes, be quiet and listen to the natural sounds around them.

Every time they hear a sound, they should open their eyes and mark it on the paper with something that represents the sound and where it is in relation to them i.e. a bird at the top of their paper to represent a bird in the distance in front of them singing.

Once they think they’ve recorded all the sounds they can hear, they can put their pen/pencil down.

What did they hear? Where was it? Can they see what was making the noise. Maybe there’s a tree where they heard a bird calling from - this can lead to a discussion about habitats.


Were there any sounds they didn’t recognise? What was the noisiest sound?

Can you imitate the sound for your grown up to guess which one it is?




This is my sound map—can you work out what I heard by looking at my pictures?     Did you get them all? The wind, a wasp, birds all around me, a cat meowing, children playing and a dog barking. I had to be very quiet to hear all these sounds!

Understanding of the World

Today we are going to make a little treat for the Hungry Caterpillar…


Munch, munch, yum, yum!

What you will need:

Equipment: 2 x zip lock bags, bucket or a large bowl and a wooden spoon 


250 ml whole milk

1 tablespoon white sugar

1/4 teaspoon Vanilla Flavouring

12 tablespoons of Rock Salt

bag of ice


· Place one zip lock bag inside the other bag

· Pour the milk, sugar and vanilla flavouring in the inner bag

· Seal both bags, squeeze as much air out of the bags as you can

· Fill a bucket or large bowl with ice

· Add the rock salt to the ice

· Place your bags of milk in the ice

· Stir, shake and rattle the bag of milk. It has to keep moving within the ice, I used a wooden spoon to give mine moving.

· After about 10 minutes open your bags

· Scoop out the vanilla ice cream

· Add some sprinkles and enjoy!

· Share it with your grown up and your caterpillar!


Miss Walton and I had raspberry sauce, mini marshmallows and chocolate hearts on ours! We thought it was yummy.

Was it delicious? Is it warm or cold? How did the milk change?

Would this be a healthy snack or a treat?

Share a photograph on twitter I would love to see you eating your ice-cream!

Take a look of the photos of Miss Walton and I making our ice-cream...


Our delicious ice-cream...

Physical Development

Let’s do some exercise to work off that ice-cream!


Play  - Top Gear


Equipment:  Any outdoor space for children to run about in


Children become vehicles, following the leader’s instructions, as follows:


1st gear – walking slowly, watching for clear spaces using arms to steer, as if using a car steering wheel


2nd gear – marching with bigger strides, arms as before


3rd gear – jogging slowly, with arms as before


4th gear – galloping, with arms as before


Top gear – sprinting, with arms as before


Crash! – Children freeze with hands in fronts of faces


Reverse – Children walk backwards looking in turn to each side behind them to avoid any other cars and beeping like a reversing lorry.


Leader can either go through the gears up and down, or vary it by moving to different gears at random