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Kingfishers Class

Early Years Foundation Stage

On joining Kingfishers the children will work through the Early Years Foundation Stage continuing their Learning Journey already started in nursery or preschool. The children are encouraged to continue to engage in learning through play, using both the indoor and outdoor learning areas. At the same time, they will be getting used to general school life and progressing into the National Curriculum in Year 1.

We have very close links with our local nursery and preschool and these children visit the school regularly before they start.

All children are entitled to full-time early education from the September following their 4th birthday. Parents can request to defer the date their child starts school however, we find that usually children benefit from starting together in the September term.

Key Stage 1 – Year 1

Key Stage 1 begins in Year 1 and continues to the end of Year 2, when the children will be formally assessed along with all other children of this age nationally. 

In Year 1, children begin to experience more ‘traditional’ learning, but continue to learn in the more nurturing environment, sharing staff and activities between Reception and Years 1&2. We emphasise enjoyment of learning through our Creative Curriculum and cover all areas of the National Curriculum.

Miss Jones

Kingfishers Class Teacher

Mrs Clark

Teaching Assistant

On This Page

On this page you will find news about our class, an overview of the work we are doing this half-term and links to online learning resources.

Your Child’s Learning Journal

Tapestry is an online journal recording all the learning and fun of children’s early years education. Staff record the children’s activities and update the information in Tapestry on a daily basis, including observations, photographs and videos .  Parents can login and see their child’s learning journal allowing them to track and celebrate their children’s progress in early years education.

Latest News From Kingfishers Class

Day Three Early Years Garden

The children enjoyed watching the workmen fix the new equipment together and found out they would have in the garden. The children are very excited to try out the new equipment. Thank you to all involved. We look forward to updating you with how we are using our new...

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Day Two Early Years Garden

The children have been very interested to see how the garden has been developing on day two. The artificial grass has been laid and the equipment has arrived. The children enjoyed watching the men at work again and have asked lots of questions. [gallery...

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Day One Early Years Garden

Work has began on the Early Years garden. We were very lucky to receive a grant for the work to take place. Pentagon Play are installing the new play surface and equipment. The Reception children are enjoying watching the men at work and have been asking them lots of...

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Pen Pals

This week the children were very excited as they were writing a reply letter to their Pen Pals. The reception children worked with Miss Jones. She read the children their letter from their Pen Pal and they wrote a reply to the letter with adult support. They answered...

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Hibernating Hedgehogs

The children were excited to find out what they would be doing during their 'Forest Fun' session. The children sat engaged while Miss Jones made salt dough, they were able to name the ingredients Miss Jones was using. The children sat and listened to a story called...

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Stratford St Mary School Remembers

On Monday 12th November all the children walked down to the church. Whilst there, we saw the the amazing displays which commemorated the 100 year anniversary of the ending of World War 1; we also saw the nine 'There but not there' soldiers sitting in the pews. The...

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We Are Working On

Spring Term

Science

Everyday Use of Materials

  • To identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock by matching a material to its name.
  • To distinguish between an object and the material from which it is made by naming objects and identifying the material which they are made from.
  • To distinguish between an object and the material from which it is made by looking and touching different materials.
  • To describe the simple physical properties of a variety of everyday materials by testing different objects.
  • To perform simple tests to find out which material would be suitable to make an umbrella from.
  • To use their observations and ideas to suggest answers to questions by deciding which materials would be suitable to make an umbrella from.

Animals including Humans

  • To identify, name, draw and label the basic parts of the human body in the context of drawing and labelling a diagram of the body
  • To say which part of the body is associated with each sense in the context of drawing activities that use the sensory organs
  • To perform simple tests in the context of investigating each of the five senses
  • To gather and record data to help in answering questions in the context of collecting information to solve a puzzle.
  • To identify and name a variety of common animals including, fish, amphibians, reptiles, birds and mammals in the context of naming animals.
  • Asking simple questions and recognising that they can be answered in different ways in the context of generating criteria for sorting animals.
  • To describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals including pets in the context of describing pictures of common animals.
  • To identify and name a variety of common animals that are carnivores, herbivores and omnivores in the context of recognising if animals are carnivores, herbivores or omnivores.
  • To identify and classify in the context of sorting animals into categories.

History

Kings & Queens

  • To develop an awareness of the past, knowing where people and events studied fit within a chronological framework and identify similarities and differences between ways of life in different periods in the context of finding out about the role of monarchs in British history and understanding their connection with present-day society.
  • To develop an awareness of the past, knowing where people and events studied fit within a chronological framework and a knowledge of the lives of significant individuals in the past who have contributed to national and international achievements in the context of learning about, and placing onto a timeline, some significant British monarchs since 1066.
  • To develop an awareness of the past, knowing where people and events studied fit within a chronological framework in the context of learning about how the history of a royal family and their own family history can be represented in a family tree.
  • To develop an awareness of the past and identify similarities, including differences between ways of life in different periods and an understanding of significant individuals in the past in the context of learning about the life and death of Richard III and the ways in which historians know about it.
  • To develop an awareness of the past and identify similarities and differences between ways of life in different periods in the context of learning about what medieval kings and queens ate at banquets and comparing this to present day habits.
  • To find out about the lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods in the context of learning about and comparing the lives of Elizabeth I and Queen Victoria.

Geography

Weather
• To identify daily weather patterns in the context of the weather of the UK.
• To understand seasonal weather patterns in the context of the weather of the UK.
• To identify daily weather patterns in the UK (Weather Forecasting).
• To identify daily weather patterns (dangerous/adverse weather) in the context of the UK weather.
• To identify the location of hot and cold areas of the world in relation to the Equator and the North and South Pole.
• To understand the human/physical geography of a cold area of the world in the context of The Artic.

Art & Design and Technology

Colour Chaos
• Develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space in the context of making a collage from primary colours.
• Develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space in the context of making a painting from secondary and tertiary colours.
• Develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space in the context of making a painting from tints.
• Develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space in the context of making a painting from shades.
• Develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space in the context of making a painting from a range of colours, tints and shades.
• Learn about the work of a range of artists in the context of Piet Mondrian, Mark Rothko, Paul Klee, Jackson Pollock, Robert Delaunay & Wassily Kandinsky.

Design & Technology

Let’s Sculpt
• To use a range of materials creatively to design and make products, in the context of making a bread sculpture, a sculpture of a monster, a sculpture of a person, making a sculpture with unusual materials and a sculpture of a building.
• To know about the work of a range of artists, craft makers and designers, making links to their own work, in the context of learning about the artists and sculptors Marc Quinn, Barbara Hepworth, Jill Townlsey, Brendan Jamison & Eva Rothschild
• To use a range of materials creatively to design and make products, in the context of using recycled materials to make a 3D sculpture.

P.E.

Outdoor and Adventurous Activity
• Explore and work in the outdoor learning space.

Gymnastics
• To master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities such as rolling with co-ordination and control, make thin shapes with the body, take weight on the hands and feet and perform and compete.

Yoga
• To develop balance, agility and coordination through yoga, by stretching up and forward bending.
• To develop balance, agility and coordination through yoga, while on all fours.
• To develop balance, agility and coordination through yoga, by coming in and out of the dog pose.
• To develop balance, agility and coordination through yoga, by vary speed from fast to slow.
• To develop balance, agility and coordination through yoga, by following my peers.

Computing

• Understand that programs execute by following precise and unambiguous instructions. Create and debug simple programs. Use technology purposefully to create digital content.
• Understand how [algorithms] are implemented as programs on digital devices, and that programs execute by following precise and unambiguous instructions.

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