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Inspire - Nurture - Flourish


Reception Notice Board

Welcome to Belmont Reception!

Thank you to everyone for completing the children's Belmont Reception Profile.  If you haven't done this yet, please complete it with your child and bring it in next week.


A big thank you to the children that have brought their favourite book in for us to share at story time.  If you haven't had a chance to organise this yet, please could we ask that the children bring in their favourite story over the following couple of weeks.  

Story of the Week: The Invisible String


Learning next week:

The children’s learning challenges for the next week:

  • To say the initial sound - next week the children will listening out for the initial sound in words (See section below about Blending)
  • I can say the number name - the children will be looking at numbers and then matching the given amount with the numeral.
  • I can paint a picture of myself

Home School Communication Book

Your child will have brought home their Home School Communication Book this week.  This book is intended to be an additional way for parents and school staff to communicate information.  If you have something that you would like to tell us, please write in the Home School Book and hand it to one of us at the school gate. We will read your comments and reply either in writing or in person.  If there is something that we need to communicate to you, we will also use this book so please ensure that it is in your child’s bag daily. Please note that this book is not for communication about going home arrangements.

Names on clothes

Please name ALL of your child’s uniform, including coats and shoes. As I’m sure you are aware, the children do have a tendency to leave jumpers and cardigans around. If they are not named, it becomes very difficult for us to reunite lost items with the correct child.  The children go outside every day so please ensure that they have appropriate clothing.

Show and Tell Rota:

The children are encouraged to bring in something for Show and Tell during the week that they are on the rota.   This will then be shared at some point during that week.  It could be a memento of a trip, a photograph of a special outing or a favourite object or toy.



Diary and Observation Record Sheets:

There are some sheets below that we would love you to complete so that we can add them to your child's Learning Journal. 

The sheet below is for you to let us know if your child has made a significant achievement in their learning.  It might be learning to do their zip on their own or reading their first word.

Look What I Can Do

Diary Sheets

We will be adding diary sheets for you to complete each month.  Please let us know what they have been doing during the month and any special activities that they have been involved in.  It is always lovely to have photographs for the children to look back at and then love to share these with us and their friends.

September Diary Sheet

Class Bears

We will be sending class bears home every weekend.  They will come home with a diary.  The diary is for you to add photo's and an account of the bears adventures over the weekend.  The children will then share this with their friends.  We have two diaries to allow for one to be quarantined for a week between uses.  The bears and their clothes will also be washed upon return.  Could we please ask that the diary and bear are returned no later than Tuesday so that we can ensure the bears are thoroughly dry before their next adventure!

Your teachers are:

Apples - Miss Dunk and Mrs Towell

Oranges - Mrs Emilia Behrooz and Ms Zohra Akhazzan

Timetable for the week

Monday - 

Tuesday - Apples PE and Oranges Book bags

Wednesday - Oranges PE 

Thursday - Oranges PE and Apples Book bags

Book bags to be returned with reading books and library books.         

Friday - Apples PE

Please ensure your children bring their book bag to school on their allotted library dayThe book bag should contain their library book so that we can swap it over for a new book for the following week.

Visible Learning

As you may be aware, the school is engaged in the Visible Learning.  As part of this process all staff have undertaken projects within their year groups.  The characteristics of effective learning are a key element in the early year's foundation stage. They detail the ways in which children should be learning from their environment, experiences and activities. Children will be displaying the characteristics of effective learning every day.  We would like the children to become more familiar with these so have created alien characters for each characteristic. 

Characteristics of Effective Learning Aliens

You can support us with the project by:

1. Using the language of learning with the children. For instance, rather than asking “what work have you done?” you could ask “what have you learnt?”

2. Talking to the children at the beginning of the week about the learning that we will be focusing on. This is always on the weekly letter that comes home.

3. When the children are engaged in learning outside of school, make this explicit to the children. For instance, “you have been learning how to write your name.”  

4. Become familiar with the alien characters and encourage the children to think about which characteristics they have been using in their learning. For example, “I loved how you kept on trying to learn to ride your bike.  You have been a real Trying Trip.” 

We will be having a reflection time at the end of each session and awarding certificates and stickers to the children to help familiarise them with this language of learning.  Please do come and talk to us if you have any questions around this.  

Calendar /Key dates

School Diary




Helping your child with reading 

Nurturing young readers

Oxford Owl

Key words/ Spelling

Phase 2 Tricky words

I, the, to, no, go, into 

Blending and segmenting

These are the terms used for the way we break down and put together individual letters/sounds into words for reading and writing. It is a skill that comes with practice, so the more they are exposed to it the better.

Blending – putting sounds together to make a word

This is the first stage of reading.  This can easily be done whilst walking along the road or sitting in the car.  You tell the children that you are thinking of a word and they have to try and guess what it is.  We have been using 2/3/4 sound words e.g. on, cat and tent.  You then break the word down into its individual sounds, for instance, o-n /c-a-t /t-e-n-t.  It might be that you still need to practically say the word before the children can guess it!  When the children have got the word, you need to model the blending back to them and say the completed word.  For instance, “that’s right, well done, c-a-t, cat.”  It is very important that you always reiterate the sounds and the word.

Segmenting – breaking a word down into it’s individual sounds

The first stage of segmenting is to hear the initial sounds in words.  You could go on a sound hunt around your home to find things beginning with a particular sound or play games such as Eye Spy whilst looking at a picture in a book.  Once the children are confidently hearing initial sounds, emphasise final sounds in words for them to hear.  Then move onto CVC (consonant, vowel, consonant) words and ask them to work out the sounds in the word, for instance, “I can see a bus, what sounds can you hear in bus?"  Magnetic letters or letter cards are also very useful for reinforcing letter recognition at this stage.  Give the children the 3 letters that they need for a word and ask them to put them into the right order. 

To understand a little more about phonics or if you would like to check how the sounds are pronounced, you could use the links below:




The children should be encouraged, when appropriate, to begin to write letters using the correct formation.  Our Reception children are no longer required to learn to write in pre-cursive.  More information will follow alongside our reading scheme.

Mathematical development

The children will be working on counting objects and movements accurately, recognising numbers when they see them in the environment and understanding place value.