Parents and Carers of Children in Year 1 and 2

Dear Parents and Carers

I have been asked by Mrs Roberts, one of our wonderful TAs working in Room 5, for your help. Her daughter, Harriet Roberts, is a third year student studying Psychology at the University of York and she is about to embark on a research project called ‘The SleepStory Study!‘; she needs some volunteers.

Harriet explains:

Children aged 5-7 are being invited to take part in research conducted by students at the University of York, supervised by Dr Lisa Henderson.

The purpose of the research is to explore how children learn words from stories read to them by their parents, at different times of the day. You will be asked to read your child a story in either the morning, afternoon or at bedtime. Straight after reading the story and the next morning you will be required to ask your child some short questions about the story and see how many new words they remember from the story.

All responses will be kept completely confidential and stored anonymously.

The storybook and questions will be provided via email along with clear instructions about what to do. You can complete the task at home, on a day that suits you and your family. In order to take part you must have access to a laptop/tablet.

If you are interested in participating please register your interest on this link below in order for us to confirm your eligibility. We will be in contact with the relevant materials for your participation shortly.

Please click this link to register:


If you have any questions. please use the link below:


Many thanks

Mr Langford

What a treat!

This afternoon Room 5 came to play in Room 4’s new garden area. It only seemed fair since they were the ones who helped tidy it all up, watched it being built but then missed out on the time to play in it!

They were beautifully behaved (obviously!) and it was a big treat for Miss Roberts to spend some time with them again too.

Partial opening of Schools on 1st June for Years R,1 and 6

Dear parents

I am amending my post  yesterday to  change the wording of the bullet point relating to home learning.

I am sure the thought of all support from staff for home learning ceasing has caused understandable worry, especially for those in pupils in years 2,3,4 and 5. I can assure that, whilst home learning support may change due to staff having to work more in school, you will continue to receive regular support from staff; some of you will see no change at all. Trying to plan for the implementation of the Government request for the 1st June does not mean the abandonment of all Y2,3,4 and 5 pupils: I simply will not let that happen.

Please do not hesitate to contact me with any concerns or comments as we re-open for more children and year groups over the coming weeks and months.

Kind regards

Mr Langford

Subsequent to the Prime Minister’s announcement on Sunday for schools to start preparing for the return of reception, year 1 and year 6 children from June 1st, senior leaders, staff and governors have spent a considerable amount of time and thought as to how to facilitate this request safely.

One of the key factors in determining how we potentially organise provision on the 1st June is pupil numbers. Parents and guardians of pupils in reception, year 1 and year 6 will therefore shortly be receiving a text asking whether or not  you will be sending you child to school on June 1st, if we were to open to YR,1 and 6. If you receive a text, please reply with a simple yes or no.

Factors to consider when deciding on your response:

  • School will do everything in its power to ensure all Covid-19 recommended safety precautions are adhered to including social distancing and handwashing requirements. 
  • Any parents taking the decision not to send their children to school on 1st June will face no action; absence will be recorded as authorised and no fines will be issued.
  • Classes in school will be split into small groups to ensure that social distancing rules will be maintained. Each group will stay with the same member of staff for all their time in school and each group will not mix, at any time, with other groups within school. Your child may not be with their class teacher.
  • Home learning will cease for classes whose teacher is required to cover reception, year 1 and year 6 children within school.
  • Entry and exit times will be staggered to avoid congestion and to facilitate social distancing.

Please rest assured that my overriding intention, which will be the bedrock of all decisions made, is to ensure that every possible precaution is taken to ensure all staff and pupils remain safe as we look to re-open our school when lockdown rules are eased.

The announcement on Sunday has necessitated the need to ask for reception, year 1 and year 6 families to inform us of their decision whether or not to send their children to school on June 1st. I will be asking for the views of the wider school population when we look to open our doors for more year groups in the future.

I am fully aware of the gravity of the decisions we will be making over the next few weeks: schools are vital institutions which underpin the fabric of their communities. Please rest assured that I, senior leaders and governors, will continue to strive to balance the needs of all our community whilst ensuring the safety of all during this terrible pandemic.

Thank you for your continued support, especially for staff providing home, school learning and for staff providing support for the children of our key workers. It really is appreciated.

Kind regards and stay safe

Mr Langford

Thursday afternoon activities 19.3.20

Hi everyone,

On a Thursday afternoon, we have reading skills for 20 minutes, computing and then the daily mile. Here are details of activities:

Reading Skills: can you find examples of instructions in books or online? What are the instructions for? How do you know? Do the instructions have the features they should do, such as a title, ‘what you need’ box, bullet points and clear, bossy steps? Can you find any time connectives (first, then etc) or are there numbers instead?

Computing: we were going to look at programming and revising directions. The following website has a lovely activity which involves giving commands to a wolf to follow a course. It may look confusing at first, but if you click on ‘examples’ you will probably be able to see how it works. It is also quite similar to the Bee-Bot software which we use and works in the same sort of way. I have noticed that on the website, you can also make rather lovely pictograms and bar charts which is something we have been working on recently. Feel free to have fun with those options too!

Here are more details, taken from a website we subscribe to, about this activity:
Sequence instructions (commands) to achieve an objective and begin to write, predict, execute and debug a program.

Teacher Input
​The next step of programming could be to introduce directions as a means to meet an objective.​ You may want to link this lesson to a PE lesson on directions (left, right, forwards and backwards plus jump and squat) as the children can pretend to be robots following your instructions or they could work in pairs and direct each other. It is a good opportunity to remind pupils of their left and right.  

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Progress: 0%

Pupil Activity 1
Pupils can put their direction skills to the test by using the Simple Mode of the Turtle section of Junior Infant tools. Using the arrows to move the Wolf to each house develops their use of directions before they start programming a sequence in one go. Show the video to pupils to introduce the activity.
Once the pupils have successfully demonstrated a trail moving through the houses, they could move on the space template and desert adventure. Please note, for lower ability you may want to ask pupils to start at desert adventure ​because the horse only needs to get to the water.     
  Pupil Activity 2
The step from using directions to writing a program means pupils link directions together to reach an object and predict what will happen. Then execute them as one whole sequence rather than one step at a time. This is a particularly tricky step for many children to make as they can struggle to keep in their head the movements that need to be made before executing the program. Show the pupils this video tutorial, which demonstrates using the Advanced mode of  Junior Infant tools. Again pupils can also do the same on the space and desert templates.
  Pupil Activity 3
This video demonstrates to pupils how to program the drawing of a square by sequencing the commands in the correct order. Once the pupils have successfully programmed a square, they could try a rectangle or letter of their name.

​For lower ability pupils, they could try using the simple section first to draw a square before moving on to the advanced section.   

Free eBooks for ages 3-11

The following website provides free eBooks for primary school children so you can carry on reading! This scheme does not match the one we use in school too well, but if you click on ‘age’ and then ‘5-6’, you should be guided to suitable books. Most children in the class will be fine with these. If too hard, try the year group option below and if you need harder, try 7-8 (Accelerated Reader children probably use 7-8).

Thursday 19th March morning activities

Morning Room 5 and parents!

Here are some activities for you to do this morning. Firstly, some links to websites that we use in Room 5, starting with a very popular ‘Wake Up, Shake Up’ routine:

Here is the link to Cosmic Kids, where we get all our yoga and ‘peace out’ activities. The ‘candle of concentration’ is one of my favourites. There are loads of great activities for deep breathing and reducing anxiety, which may prove very useful during this unusual time:

Our normal morning timetable throughout the week goes like this:

8.45-9.00: Practise spellings (the same sheet as the one the children bring home) Remember about ‘Squeebles’!

9.00 – 9.05: Wake Up, Shake Up

9.05 – 10.00: Maths

10.00 – 10.15: Assembly. Our theme for this half term is stewardship and looking after our world and each other.

10.15 – 11.00: English

11.00 – 11.15: Phonics/Letters and Sounds – use phonics play Phase 5

11.15 – 11.30: Break

11.30 – 11.40: Mindfulness (we use Cosmic Kids for ‘peace out’)

11.40 – 12.25: a foundation subject such as art & design, geography, computing, music, PE

12.30: Lunch

You may wish to try and keep to this kind of routine.

So, for today, here is what you can be doing:

Maths: Find the missing number in the number sentences. You can also have a go at the number patterns sheet below.



Using a number line would really help with this:

English: Can you instruct a grown up to do something? It could be going from one room to another, or fetching something. Give them one step at a time to follow. Remember to keep instructions short and bossy! Your first instruction may be something like: Stand up.

Phonics: Use the flashcards to practise all Phase 5 graphemes. Then look at the ‘investigating alternative spellings’ under Phase 5c. Have a go at ‘oo’. Look at the phoneme spotter story first. See what words you can find with an ‘oo’ sound and then try the ‘word sort’ game that follows.

PE: We have been refining our African animals dance, with small groups doing different moves. This was starting to look really good. Play the video and show your adult how well you can perform each of the animal moves! Remember to be absolutely ready to start each move and see if you can remember the sequence! You may have to keep pausing the video:

You could have fun making an animal mask to go with the dance.

Have a good morning everyone. I will post later with afternoon activities as I have to do the school run right now!

Please feel free to email me, and I would love to hear from the children too! I have spoken to a couple about having a go at emailing. My email address is:

Hope to hear from you,

Mrs Garcia x

Year 1 English task: writing instructions

Hi to everyone at home,

Tomorrow we will be using the laptops to write our own set of instructions. You may remember we had a quick look at this last week, and so you should (hopefully!) have some idea how to do it.

If you follow the link below, work through the activities in the ‘main session’ section. You can order the different steps and you can also write your own instructions using your computer keyboard.

Lots of us whizzed through subtraction today, so we moved on to subtraction on a number line:


Here is a link to a fabulous game we enjoy playing a lot in class. It’s great for practising number bonds to 10 (which are really important in Year 1) and we have also had a go at the ‘doubles’ game:

Practising the spellings at the back of the yellow spelling folder is also an excellent thing to do. The following app is brilliant for learning spellings and is the best app I’ve found which helps with this. It costs a few pounds and requires an iPad or similar, but is well worth it. Revising any of the spelling patterns that we have had in words throughout Year 1 would be very useful:

Thinking of you all,

Mrs Garcia x