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Chickerell Primary Academy


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Dear parents/carers,

Your children are now starting the final term of their reception year; they have settled into school life beautifully!  It is such a privilege for us to teach and nurture them and to watch them grow and blossom.  It has been wonderful to welcome you into our school family and to work closely with you; together we can give your children the best possible start to their school journey. We are a friendly, caring and approachable team and we are always here to help and support you. 


Below, you will find an overview of your children's learning for the week ahead; this will also be shared on Tapestry. You will find photos of your children having fun with their learning on the weekly Tapestry update; these will be added throughout the week. In addition you will receive regular Tapestry updates about your child's learning with next steps for you to practise with them at home. 


Please scroll further down the page to find more information about your child's learning. 


Your child's week at school - week beginning 15.4.24

We hope that you’ve all had a lovely Easter break and enjoyed some family time together. 

Below, you will find an overview of your children's learning for the week ahead; this will also be shared on our website page. We will add photos of your children having fun with their learning throughout the week, so keep checking this observation. 😊

Please can you ‘like’ any Tapestry messages we send to you, so that we know you have seen them?😊

We hope that you’ve all had a wonderful Easter break; we can't wait to see your children back at school. 

The week ahead:

Ditty group
- will read ditties 3 and 4, tricky words and set 1 sounds. They will practise their special friend sounds that they have learned already so that they become experts at recognising them, reading words with them in and writing them. They will read nonsense words using the sounds that have been previously learned and spell and write words using Fred Fingers. They will also use magnetic boards and letters to make words.

Red group- will have a set 1 speed sound special friends recap lesson, read words using previously learned sounds, read nonsense words using the sounds that have been previously learned, read tricky words as they appear in their books, spell and write words using Fred Fingers. Red group will read their red book 1 three times in class and then bring it home to read at the end of the week along with a bookbag book.

Green group - will learn the special friend sounds ‘ee’ and ‘igh’, read words including those sounds, learn capital letters as they appear in the books, learn tricky words as they appear in their books, recap on set 1 sounds and previously taught words, read nonsense words using the sounds that have been previously learned and spell and write words using Fred Fingers. Green group will read their green book three times in class and then bring it home to read at the end of the week along with a bookbag book.

Purple group-will become experts at reading words including the special friends sounds that they have previously learned, learn capital letters as they appear in the books, learn tricky words as they appear in their books, recap on set 1 sounds and previously taught words, read nonsense words using the sounds that have been previously learned and spell and write words more complex words using Fred Fingers. Purple group will read their purple book three times in class and then bring it home to read at the end of the week along with a bookbag book.
We will share lots of stories and non-fiction books throughout the week and will send home books for you to read to your children. Those children who are confidently recognising the sounds that we have already learned will bring home a sound blending book, ditty, red ditty book or green reading book.

We will learn how to care for our guinea pigs, Pudsey and Bear, and will discuss why they might need a bath. We will create a pet pamper station in our classroom and will role-play caring for pets. We will share a range of books about pets. Then we will write simple sentences linked to caring for a pet, using our Fred fingers to write words and remembering to use our tricky, red words.
Vocabulary to practise using at home:
pet, pamper, care, fur, paws, groom, pet carrier, vet, rescue, adopt

This week in maths we will be learning about 3d shapes and patterns. We will read the book Kitten Castle by Eileen Wass, learn the names of 3d shapes, make models using shapes and junk made from 3d shapes. We will spot 2d shapes within 3d shapes. We will print with shapes, make shapes in play dough, play shape games and go on a shape hunt around school, taking photos with the iPads as we go. We will make repeating patterns using objects and printing.

Continuous and Enhanced Provision
Continuous Provision describes all of the different areas of provision that are available for your children to access every day e.g. maths area, writing area, creation station, construction area etc. Within each of these areas, there will be a core range of resources that your children can use all the time, throughout the whole year. These areas invite the children to explore, engage and become active learners. We update our Continuous Provision to meet the needs of the children and we will enhance it to add links to our current learning. This week we will add enhancements linked to caring for pets and to our new project ‘Animal Safari.’ 

We are going to have lots of fun together this week. 😊


The Reception Team 


Jigsaw (Personal, social, health, and emotional education) 

This half term, the Jigsaw puzzle piece is Relationships. In Reception, the children will be learning about:

  • Reception-

  • Family life
  • Friendships
  • Breaking friendships
  • Falling out
  • Dealing with bullying
  • Being a good friend


How does the Jigsaw 3-11 meet the Personal, Social and Emotional Development (PSED) Early Learning Goals?



School start and finish times:

Children should arrive at school between 8.30 and 8.40am

School finishes at 3.05 pm for children with surnames beginning with A-M and at 3.10pm for children with surnames beginning N-Z


Any concerns

Please use Tapestry to let us know about any concerns or questions you might have; however small they might seem; we are always here to support you. If you need to speak to us, then please either catch us at the end of the school day or contact the school office - 783876 - and we will either take your call or ring you back as soon as we are able to.


Meet the Reception Team

Mrs Llewellyn - Deputy Head, Early Years Lead, Class teacher 

Mrs Mitchell - Class Teacher

Mrs Wait - Class Teacher 

Mrs Williams - Teaching Assistant

Mrs King- Teaching Assistant

Mrs Kershaw - Teaching Assistant

Mrs Brown - Teaching Assistant

Miss Clarke - Teaching Assistant

Miss May - Teaching Assistant

Mrs Mc.Grath - Lunchtime Assistant

Mrs Rumbold - Lunchtime Assistant 




At Chickerell Primary Academy and Chickadees, our teaching staff and Early Years Practitioners deliver an EYFS (Early Years Foundation Stage) curriculum through high quality teaching and through interacting with children in ways which facilitate their learning, alongside an engaging and enriched environment. Our philosophy is to nurture every child’s curiosity and enthusiasm for learning within a safe and secure environment. We aim to develop their skills and confidence so that they are ready to take those important next steps towards a lifetime of learning.  



The intent for our children is to enter the next stage of their education, Year 1, with a secure foundation in learning and well-prepared to tackle new challenges with confidence and a positive mind-set. 


We engage our pupils in a stimulating environment led by the children yet carefully organised and managed by adults. We provide a text-based curriculum which is progressive and builds on children’s prior knowledge. It is an ambitious, challenging and inclusive curriculum which is responsive to children’s individual needs, fascinations and interests. We encourage our children to take the lead in their own learning, this helps to develop their confidence, to explore new ideas, to solve problems, to take risks, to make links and to seek challenge; we aim to foster their personal development from the very start. We develop children’s language and communication skills in a range of ways and we introduce and use new vocabulary with them to further develop their speaking skills. We develop high levels of engagement, curiosity, collaboration and cooperation. We encourage our children to manage their own behaviour in the classroom and in social situations. We encourage our children to express themselves with confidence in a meaningful way and to respect the opinions and values of themselves and others. 



Our approach is influenced by the work of educationalists, researchers, psychologists and practitioners who have guided our knowledge of how young children learn and how adults can support their learning.  At Chickerell Primary Academy and Chickadees, provision is underpinned by a complementary relationship between adult-led, adult-initiated and child-led learning, alongside high-quality adult-child interactions. We use a continuous cycle of observation and assessment, which informs our planning and teaching, alongside structured and systematic lessons and guided group work. In addition, summative assessments are carried out for phonic development, the stable order principle in number and an assessment of each child’s stage of development for each of the seven areas of learning. These take place every half term and are used to inform the planning of subsequent teaching and learning.


*Please refer to our curriculum overviews for Chickadees and Reception. These will show you how our curriculum progresses across the Early Years Foundation Stage, building on prior knowledge in a sequential way and using the Read, Write Inc. phonics scheme, the White Rose Maths scheme and Cornerstones to support the progression of key skills and knowledge. 




The impact of our EYFS curriculum is reflected in having well-rounded, happy and confident children transitioning into Year 1. Our children enter Key Stage 1 well-prepared to begin the next chapter of their educational learning journey. They are equipped with a broad range of knowledge and skills that provide them with the right foundations for their future learning.  Our children make very good progress from their starting points; the vast majority of our children make better than expected progress with us and achieve outcomes that are at least in line with national data. Our teaching and pedagogy are reviewed and evaluated regularly through EYFS team meetings, through meeting regularly with EYFS colleagues from other schools and through meetings with Key Stage 1 staff.  We ensure that the areas we discuss and develop are reflected in changes and developments in our classroom practice. 


The Early Years provision is highly valued by school leaders, it features in all areas of our school development planning.




Reception Curriculum Overview - this document will show you the different skills your children will be learning as they progress throughout the year

Our EYFS curriculum


Our EYFS (Early Years Foundation Stage) curriculum for both Chickadees and Reception has been guided by the EYFS Framework, Development Matters and early years pedagogy, whilst being personal to our school; it embraces the contextual learning and the cultural capital that comes from our community and our children’s home lives. It has been designed to engage and enthuse the young minds of our children, through carefully planned, play-based learning experiences. Our curriculum is rich and well-sequenced; it ensures that the skills our children require for the next stage in their education progress throughout the EYFS, so that they are ready for school after Chickadees and for Year 1 after their reception year. In reception, there is a key focus on transition to Year 1 which continually evolves throughout the year. For example, whilst teaching the children about the past and the present (Understanding the World), we will introduce the concept of a timeline and introduce some historical vocabulary such as – new, old, ago, past, order, time. In this way we teach children the foundational knowledge, and develop concepts and vocabulary, that prepare our children for their history lessons in year 1.  

Our Reception Curriculum Goals

Cornerstones Curriculum Project for this half term. This document will give you an overview of the project and will provide you with some ideas for how you can support your child at home.

Developing a good pencil grip

We continually focus on helping your child to develop an effective pencil grip; this helps them to form their letters correctly when they are writing.


We are focusing on helping your children to develop an effective pencil grip which will help them to form their letters correctly when they are writing

Suggested Activities to help develop your child's fine motor skills, which will help them to grip their pencil and form their letters correctly.


  1. threading - beads, pasta etc.
  2. tearing paper to paste onto a large picture 
  3. making snips in paper using scissors and then extend to cutting in a straight line
  4. making papier mache
  5. using play dough to create different shapes
  6. making marks in playdough using small tools
  7. grating vegetables or fruit 
  8. playing musical games involving fine hand control (‘open, shut them’ etc.)
  9. using finger puppets to tell a story or join in a play
  10. drawing faces onto fingertips then making the faces ‘kiss’
  11. finding hidden small items in a bucket of rice or beans
  12. hanging washing onto a clothesline - you could make one at child-height

Read our Early Years Foundation Stage Policy to find out more about your child's time in the EYFS here at Chickerell.

New Intake September 2024 - If your child is due to start school in September 2024, please give our office a call and we can arrange for our Early Years Leader to give you a tour of our Reception base and the rest of the school; you will receive a warm welcome.