Welcome to the new children due to start at Ashton Vale Primary in September 2020
We are sorry we are unable to offer you to our new parents welcome evening as usual this summer but please take a look our welcome presentation below for more information about starting school at Ashton Vale Primary.
Further information will reach you this term by email.
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Our school uniform is a red top with either grey or black bottoms with grey or black tights or socks. Black shoes or trainers. Make up and nail varnish are not permitted.
For P.E pupils should wear a yellow t.shirt and black shorts with a change of trainers and warm outwear for outdoor activities. This should be put into a separate named P.E bag. .
Please label all uniform with the child's name so if lost it gets returned.
You can order the basic school uniform from either via the school gateway or at the school office. We sell branded polo tops, jumpers, cardigans, fleeces, P.E tops and shorts, P.E bags and book bags.
For P.E pupils should wear a yellow t.shirt and black shorts with a change of trainers and warm outwear for outdoor activities. This should be put into a separate named P.E bag. .
Please label all uniform with the child's name so if lost it gets returned.
You can order the basic school uniform from either via the school gateway or at the school office. We sell branded polo tops, jumpers, cardigans, fleeces, P.E tops and shorts, P.E bags and book bags.
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SCHOOL GATEWAY
Ashton Vale uses the School Gateway app to make it easier to order uniform, book breakfast club , after school clubs and make school dinner payments etc. Sign up to the School Gateway by the clicking on the logo and download the app for free. |
SICKNESS AND ABSENCE
Absences need to be reported to the school office 0117 9030383 and if your child is sick they need to stay at home for 48hrs.
If your child will be absent for a second day or more please obtain a diagnosis & appointment card from your doctor to give to the school office upon their return.
Absences need to be reported to the school office 0117 9030383 and if your child is sick they need to stay at home for 48hrs.
If your child will be absent for a second day or more please obtain a diagnosis & appointment card from your doctor to give to the school office upon their return.
RECOMMENDED ACTIVITIES
Below may give you some ideas for games, songs and activities to do at home with your child:
Maths is everywhere in the home. With the support of parents, children can grasp many mathematical concepts through their play.
Children will begin to:
• know and understand early maths language of measurement, shapes, spaces, positions, early numbers, order and patterns
• know the sequence of numbers
• begin to understand positional words, e.g. in, on, outside
• show an awareness of time
• be aware of shapes in their environment
• be aware of 1-to-1 correspondence
• acquire new vocabulary
• learn number rhymes and songs, e.g. one, two, buckle my shoe etc.
• be aware of conservation
When we say a child “knows her numbers” what we often mean is that she can recite the names of numbers in ascending order. This is quite useful to be able to do, but it means very little in itself. Children need to come to know what the number system really means. They can be helped to do this through play. One of the first things they have to learn is about conservation – that 3 is always 3 no matter how it is arranged or presented, whether it is the number 3, the letters for three, 3 bricks, 3 buttons on a coat or 3 Billy Goats Gruff.
Language
• You can help to promote mathematical language such as – heavy, light, empty, full, long, short, big, small in relevant contexts
• Look at your home environment to develop language, especially positional words – small object in front of big object, behind, in, on
Dough
The use of dough can help to develop a mathematical understanding for young children.
• Develops mathematical language – short, long, fat, thin
• Make shapes of different dimensions – flat shapes, 3-d shapes
• Create opportunities to compare things that float with things that do not
Imaginative Play
• Simple activities like letting your child set the table for dinner can help develop counting skills, e.g. getting out three pieces of cutlery.
• Involve your child with household activities. After washing, allow your child to sort clothes into different colours, or different types of clothes, e.g. t-shirts and socks. This will help to develop a child’s knowledge of shapes and colours.
Books and Rhymes
Enjoy stories and rhymes with your child that has a mathematical element, e.g. “One-two, Buckle my Shoe”, This can also help to develop literacy skills by showing your child that the print reads from left to right.
Let your child count out items in the books – how many animals are on the page, how many items are blue.
Using rhymes can also help develop your Child's awareness of sequencing
Physical Play
• Develop fine motor skills through physical activity, e.g. Sorting out a jigsaw, Threading beads
• Block play or playing with toy cars can help to develop sequencing by encouraging your child to sequence according to size, colour, use (e.g. bike, car, lorry)
• Playing with different sized blocks can help to develop an understanding of weight and dimensions.
• Tidying toys away allows children to sort into different sizes and colours.
• It can also develop mathematical language – first, second, third, how many are blue, which is largest / smallest.
Nature
By planting seeds you can help to develop your child’s understanding of time and the life cycle of plants. Watch as the plants grow and even measure your plant – develop language such as taller.
Teach your child about the different seasons and plant different items at different times of the year to compare colours, flowers, smells.
(Maths Through Play - Early Years Organisation)
Below may give you some ideas for games, songs and activities to do at home with your child:
Maths is everywhere in the home. With the support of parents, children can grasp many mathematical concepts through their play.
Children will begin to:
• know and understand early maths language of measurement, shapes, spaces, positions, early numbers, order and patterns
• know the sequence of numbers
• begin to understand positional words, e.g. in, on, outside
• show an awareness of time
• be aware of shapes in their environment
• be aware of 1-to-1 correspondence
• acquire new vocabulary
• learn number rhymes and songs, e.g. one, two, buckle my shoe etc.
• be aware of conservation
When we say a child “knows her numbers” what we often mean is that she can recite the names of numbers in ascending order. This is quite useful to be able to do, but it means very little in itself. Children need to come to know what the number system really means. They can be helped to do this through play. One of the first things they have to learn is about conservation – that 3 is always 3 no matter how it is arranged or presented, whether it is the number 3, the letters for three, 3 bricks, 3 buttons on a coat or 3 Billy Goats Gruff.
Language
• You can help to promote mathematical language such as – heavy, light, empty, full, long, short, big, small in relevant contexts
• Look at your home environment to develop language, especially positional words – small object in front of big object, behind, in, on
Dough
The use of dough can help to develop a mathematical understanding for young children.
• Develops mathematical language – short, long, fat, thin
• Make shapes of different dimensions – flat shapes, 3-d shapes
• Create opportunities to compare things that float with things that do not
Imaginative Play
• Simple activities like letting your child set the table for dinner can help develop counting skills, e.g. getting out three pieces of cutlery.
• Involve your child with household activities. After washing, allow your child to sort clothes into different colours, or different types of clothes, e.g. t-shirts and socks. This will help to develop a child’s knowledge of shapes and colours.
Books and Rhymes
Enjoy stories and rhymes with your child that has a mathematical element, e.g. “One-two, Buckle my Shoe”, This can also help to develop literacy skills by showing your child that the print reads from left to right.
Let your child count out items in the books – how many animals are on the page, how many items are blue.
Using rhymes can also help develop your Child's awareness of sequencing
Physical Play
• Develop fine motor skills through physical activity, e.g. Sorting out a jigsaw, Threading beads
• Block play or playing with toy cars can help to develop sequencing by encouraging your child to sequence according to size, colour, use (e.g. bike, car, lorry)
• Playing with different sized blocks can help to develop an understanding of weight and dimensions.
• Tidying toys away allows children to sort into different sizes and colours.
• It can also develop mathematical language – first, second, third, how many are blue, which is largest / smallest.
Nature
By planting seeds you can help to develop your child’s understanding of time and the life cycle of plants. Watch as the plants grow and even measure your plant – develop language such as taller.
Teach your child about the different seasons and plant different items at different times of the year to compare colours, flowers, smells.
(Maths Through Play - Early Years Organisation)
RECOMMENDED BOOKS
Below are some books that Reception children will love, which has been recommended by Pie Corbett for Scholastic. In the book list below, next to each book title, are some ideas and questions that can be good to ask during and after they have the book read to them. Enjoy!
PIE CORBETT’S READING SPINE FOR RECEPTION CHILDREN
The books for the 4 – 5 age group build on the Nursery selection. They still mainly use patterned language, but begin to have a stronger emotional connection with the reader. There is also plenty to discuss and to wonder about. Many of them lend themselves to retelling and creating new versions or further adventures featuring the same characters
Below are some books that Reception children will love, which has been recommended by Pie Corbett for Scholastic. In the book list below, next to each book title, are some ideas and questions that can be good to ask during and after they have the book read to them. Enjoy!
PIE CORBETT’S READING SPINE FOR RECEPTION CHILDREN
The books for the 4 – 5 age group build on the Nursery selection. They still mainly use patterned language, but begin to have a stronger emotional connection with the reader. There is also plenty to discuss and to wonder about. Many of them lend themselves to retelling and creating new versions or further adventures featuring the same characters
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Owl Babies
Martin Waddell (Walker Books) By now children should be familiar with the conventions of books such as cover, author, page-turning, as well as terms such as word, letter, full stops/capital letters, title, story and so on. Draw the distinction between the person who wrote the book and the artist. There is plenty for the children to discuss, especially the graded reactions of the three baby owls. Martin Waddell talks about getting the idea for the book from hearing a lost child in a supermarket crying, ‘I want my Mummy’. This is a great book about basic feelings and comfort. Draw, paint or make huge owls. Make owl masks and act the story out as it is being told |
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The Gruffalo
Julia Donaldson (Macmillan) Everyone loves this book! Read and re-read it until the story is in the children’s heart forever. Ask: Why do the animals ask the mouse to come to their houses? Why does the mouse tell the animals about the Gruffalo? How is mouse really clever? Why is the Gruffalo ‘bursting with laughter’? Map the story to see the pattern and retell with plenty of actions. Use puppets/finger puppets to retell the tale. Make a Gruffalo den/corner. Paint an enormous Gruffalo picture. |
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Handa’s Surprise
Eileen Browne (Walker Books) This is another picture book, like Rosie’s Walk, in which the pictures say more than the words. Make the effort to buy the fruit to show the children. Draw or paint the animals and fruit. Retell the story and act it out, using a wallpaper map. Change the animals and fruit to invent a new version. Discuss what we know about Kenya from the story. (See the Read & Respond titles for further ideas.) |
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Mr Gumpy’s Outing
John Burningham (Bloomsbury) Another cumulative tale that can easily be used to make your own version. Ask: What happens when everyone comes ‘for a ride another day’? Use a roll of sturdy lining paper and draw a long map. Use this to draw the different animals and write what they say inside speech bubbles. Ask: Who in the story is naughty? Should Mr Gumpy have been more sensible? This is a lovely story to chat about and play at. Provide the toy animals or puppets and a floor map. |
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Rosie’s Walk
Pat Hutchins (Random House) This is a clever book. Try reading it to the children without looking at the pictures. Then show the book and enjoy the slapstick. Ask: Is Rosie clever or is the fox silly? Pick up on any design or pattern that interests the children and imitate with crayons or paints. Draw the map, notice the prepositions and create new journeys with a fierce animal following! (See Read & Respond title for further ideas.) |
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Six Dinner Sid
Inga Moore (Hodder) It would be worth talking about pets and the vet before starting the story. Then read and enjoy the beautiful art work. Make the houses out of cardboard boxes and play at the story. Ask: Why would the cat want six dinners? Why don’t the neighbours talk to each other? Discuss the six different characters and then invent new ones, using alliteration, such as: As Clive he was curious… Hold pretend phone calls between the vet and the owners about their cat, and then make up what the owners would say to each other about Sid! Ask: How are the people in Pythagoras Street different and why was this better? |
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Mrs Armitage
Quentin Blake (Random House) Oh, the joy of Mrs Armitage! Make sure that you bring a real bike into the classroom! Read and all chant the story together. Discuss the pictures and words. Draw a huge basic bike and add extra ideas like Mrs Armitage. Recreate the bike in the classroom by starting with a chair and then add on all the things that are in the story. Finally, add sound effects and perform the story. Ask: What might be added to the roller skates? |
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Whatever Next
Jill Murphy (Macmillan) Show the inside title page. Ask: What sort of character will the bear be? The story is an obvious invitation to wonder ‘how could we make a rocket, where would we travel and who would we meet?’ Such play could lead to new versions of the story (‘You and your stories. Whatever next?’). Ask: Did Baby Bear really travel to the moon? Where did the story take place? (See the Read & Respond title for further ideas.) |
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On the Way Home
Jill Murphy (Macmillan) Look carefully at the front cover and ask: What do we think is going to happen in the story? Act the story out with children taking the different roles. Ask: Why doesn’t Claire tell the truth? Why does she cry at the end? Notice how each mini story fits the basic story mountain pattern – main character, dilemma, resolution. With the class create your own versions, map, retell and write |
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Farmer Duck
Martin Waddell (Walker Books) This is basically Animal Farm for five-year-olds. Compare the inside cover spread at the front with the back – and the cover – what do they think is going to happen? Then look at the inner title page for more clues. Act out the animals meeting. Tell the story of what the farmer did next. Ask: What did the animals say? Did they all set to work? Set up a farm area for play. Write messages to the farmer! |
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Goodnight Moon
Margaret Wise Brown (HarperCollins) What other stories have a moon in them? (Owl Babies, Where the Wild Things Are, Can’t You Sleep Little Bear? ). Make a list of all the things in your classroom and say: In the classroom there was a clock, chair, a sand tray, a computer and lots of tables. Then say good night to all these things and extend each idea – present this as a list poem. For example: Goodnight clock that ticks. Goodnight chair where we can sit. Goodnight sand tray where we play each day. This is a gentle and comforting story for the end of the day. Let children take it in turns to read or tell the story in a role-play area to a baby – and NOT just the girls. Let them learn to be comfortable with a book at an early age |
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Shhh!
Sally Grindley (Bloomsbury) This amazing book is very good for sharing with parents, as the way the book is written demonstrates to parents how to read with their child. Read, join in and enjoy the story many times. Look for clues about what is on the next page and look carefully at each page as there is plenty to notice and comment upon. Think about how the characters feel. Tell the story of Jack and his visit to a giant’s castle |
