William Bellamy Primary School We learn... We grow... Together


If you would like to email Miss Kain (Reception Team Leader) then please use the contact form below.

Starts and Finishes....

Below are the dates and times of when your child will be attending Reception this term.


Half Days September 10th - 18th

AM children - 8:50 - 11am

PM children - 1:05 - 3:15pm

Please make sure you are on time to drop off and collect your children. If you are late and the gates are closed, please drop off or collect your child from the Main Reception.


Full Time September 21st onwards

Full time days begin on September 21st. The children start school at 8:50am and finish school at 3:15pm.

Again, please make sure your children are on time when dropping them off and collecting them.

If you are late to drop off, please bring your child round to the main reception.

If you are late collecting your child, please go to Class Red which is situated in the middle of the KS1 playground with the double blue doors.


Many Thanks!

Reception Team



Welcome to Reception

 smileyA new year begins..smiley

A very warm welcome to all the new Reception children and their families.  We are so excited to be back and to start our learning journey. Classes are ready and beaming with wonderful opportunities for your child to explore and learn through play.  Our garden area is up and running ready for the children to; ride around our bike track, create shapes and letters in the sand area, read stories in the castle book corner, engage in role-play activities by dressing up and using tools to find creepy crawlies in the digging area!


Miss Kain and Ms Field in Yellow Class

Miss Ghai and Miss Otto in Holud Class

Miss Ghai and Miss Otto in Holud Class 1

Miss Hodgkin and Mr Edwards in Jaune Class

Miss Hodgkin and Mr Edwards in Jaune Class 1

Mrs Georgiou, Mrs Bentley and Mrs Hill in Amarelo Class

Mrs Georgiou, Mrs Bentley and Mrs Hill in Amarelo Class 1

Mrs Osemwekhae and Miss Schembri in Geltona Class

 Mrs Osemwekhae and Miss Schembri in Geltona Class                                               1

Mrs Murray, Mrs Russell and Mrs Harvey

Mrs Murray, Mrs Russell and Mrs Harvey 1

Going to Year 1

We love learning!!

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Thank you so much to all the parents who have been sharing some WOW experiences with us.  We have really enjoyed reading about all the amazing outings you have been going on, how your child helps you with the shopping, how you have celebrated special occasions and seeing how your child has practised some independent Maths, English and Art.


Please see some examples below of all this special learning...

Celebrating diversity

Celebrating diversity 1
Celebrating diversity 2
Celebrating diversity 3
Celebrating diversity 4
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Summer 2

The final term....

Welcome back!  We hope you have all had a restful holiday.  It is the last stretch before the Summer holiday.  All the children have come back ready for learning and they are taking their learning to the next level.  

National Sports Week


Young leaders were responsible for certain activities.  They set up their activity, explained what needed to be done, demonstrated and then supported the Reception children to do the activity.  


The children took part in a variety of activities, including hurdles, egg and spoon race, balancing a ball on a racket, running, dribbling, beanbag toss, climbing through hoops, etc.


The young leaders were really great and encouraging and all of the Reception children had a fantastic time.

The Golden Mile


Classes took turns to walk a mile.  They chose whether they wanted to run, walk or jog the laps around the playground to make the 1 mile distance.

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We are trying to become more independent in our writing.  We need to remember everything we have learnt and apply it when ever we are writing.  We are focussing on:

  • writing independently
  • finger spaces
  • full stops
  • noticing and writing digraphs and trigraphs in words
  • writing on the line
  • making sure our writing is consistently the same size
  • making sure our ascenders are above the rest of the letters
  • making sure our descenders are below the line
  • making sure our letters are written the right way around and are formed correctly
  • adding adjectives to describe some of the things we have written about
  • adding conjunctions to extend our sentences


We have learnt about posters, lists and letters since we have been back.  We even received a letter from Spiderman.  He wants to come and visit us in Dagenham, can you believe it?  He asked us a few questions so we need to answer him but he lives all the way in New York (that is what the stamp said).  So we decided to write letters back to him.  

Come and read our letters to Spiderman...

Come and read our letters to Spiderman... 1
Come and read our letters to Spiderman... 2
Come and read our letters to Spiderman... 3
Come and read our letters to Spiderman... 4
Come and read our letters to Spiderman... 5
Come and read our letters to Spiderman... 6
Come and read our letters to Spiderman... 7
Come and read our letters to Spiderman... 8
Come and read our letters to Spiderman... 9
Come and read our letters to Spiderman... 10
Come and read our letters to Spiderman... 11
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We are learning new concepts and revisiting a lot of concepts that we have already learnt.  Since we have been back we have explored capacity and estimation.  First we needed to estimate how many objects would fit into the container and then we needed to investigate.  We filled the container to the top and counted how many objects it took.  We then compared our estimation to our investigation.


Revisiting addition and subtraction has been a lot of fun as we fully understand what to do and how we can use this skill to work out different problems that have been set.  We have also remembered that we can use the number line to help us with solving addition and subtraction problems too.


We have learnt about time.  We have learnt how to tell the time on the hour (o'clock) and we are starting to explore half past.


We have started to explore counting in multiples too.  Counting in 2's, 5's and 10's to solve problems.

The Counting By Twos Song ♫♪♫ | Scratch Garden

Go up into space as you count up by two's with a dog and a song on a crazy rocket cruise! Our first album is available now: Website: Facebook: Twitter:

Count by 5's song

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Climbing Up This Mountain (Counting by 10s up to 100)

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We have been exploring making sand castles.  If your sand is too soft your castle will fall down and if your sand is to wet it will also fall down.  The sand needs to be damp to for the sand particles to stick together so that the castle will stay up.  We made sand castles and then the Nursery also wanted to make some so we decided to write them instructions so they could also make their own sand castles.



1.  Put sand in the cup to the top.

2.  Pat the sand so the sand sticks together.

3.  Turn the cup over and pat it.

4.  Lift the cup up carefully.



Summer 1

Welcome back!!

We hope you had a wonderful and restful holiday.  We have 5 weeks in this term and it is going to jam packed full of hard but fun learning.

A lot of our learning will be around the topic....

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We are working around Traditional tales:

The three little pigs, Jack and the Beanstalk, Cinderella and Snow White and the seven dwarfs.


While we are still working on:

  • composing a sentence
  • hearing all the sounds in words as we write
  • reading the sentence as we go along so we know what word comes next
  • finger spaces
  • full stops

We will also be working on different skills to make our writing more interesting.  For 2 weeks we are looking at adjectives (words that describe an object, place or person).  We want to add these words into our writing to make our writing more interesting.

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Writing in Reception

We have been learning new skills all year.  With learning all these skills and practising regularly our confidence to write has grown incredibly. We will often to turn to writing in our play time because we can write and because we enjoy it.


We make sure that we remember and use all of the skills we have learnt and our writing is so much more clearer and understandable.


Some of us even remember our targets from our adult led activity and we keep this in mind and work on it during our play time too.  

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We are revisiting numbers to 20.  Working on:

  • recognising the numbers at random
  • putting the numbers in order and knowing about number order so that numbers can be mixed up and we can put them back in the right order
  • counting sets of objects to match numbers
  • 1 more and 1 less


Skills already learnt, such as doubling, halving and sharing, will be drawn on to solve problems that are set up.  For example, we are having a picnic and we need to share the food out.


We will be doing a lot of comparisons.  Being able to use the correct comparative language to compare objects, people, environments etc.


Properties of 2D and 3D shapes will be revisited.  Children need to be able to name a shape and describe what it looks like.

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After exploring shapes and how we halve them by cutting down the middle so that both sides are the same/equal in size.  We moved on to halving with numbers.  


First we worked on being able to share an amount of objects out equally between 2 people.  They need to check how many each person has.  Do they have the same amount?  Is it equal?  Is it fair?  We explained that each person has half of the original amount.


Another way we explored halving was by halving a recipe.  We had a recipe to make cement for 10 bricks but we only need to use 5 bricks, which is half of 10.  So we need to halve the recipe.  We worked out what half of each number was, by collecting that amount of bricks and then snapping the tower in half so that both sides were equal.  We then knew that the 1 groups is the half.  We then measured out all the ingredients we needed and mixed our cement.  We used the cement to make a house for the 3 pigs.

1 more and 1 less

We played Bingo.  We had to work out what 1 more or 1 less than a number, using a number line.  If we are working out 1 less, then we go backwards on the number line.  If we are working out 1 more, then we go forwards on the number line. We worked out the answer and then found it on our bingo board.  The first group to cover the whole board shouted out bingo.  We worked together and took turns so that we all had a turn to understand more and less.

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The Fairy God Mother lost her wand and she needed help to find it.  She had found lots of wands but there were too many for her to look through.  So she needed our help.  She told us that her wand is 5 cubes long.  If the wand we are measuring is longer than 5 cubes then it is not hers and if it is shorter than 5 cubes then it is not hers either.  It has to be 5 cubes long.  So we worked together as a group to find the wand that was 5 cubes long.

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Growing beans

We planted runner beans.  

1.  We soaked cotton wool balls in water and placed them into the bottom of the bag.

2.  We placed 2 beans on top of the cotton wool.

3.  We sealed the bag and taped them to the window, where they could get a lot of natural light and sunshine.


After 2 weeks...look at how tall our beans had grown.

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Next week we will be having a puppet workshop.  We have a company coming in to talk about what puppets are and what we use them for.  We will also have an opportunity to make our own puppets.
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Liz Frost came into Reception to do a puppet workshop.  She told us that there are certain rules when you are working with puppets:

1.  You always look at your puppet.

2.  You use a different voice to your own.

3.  Puppets never fight with each other.

She introduced different types of puppets and showed how they work.  She showed how she looks at the puppet so that her audience don't look at her but always look at the puppet.  She also used different voices for each other the characters.

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First we needed to colour in our polystyrene balls in and stick on 2 eyes.  We then added a mouth and a nose.  After the face was complete, we added hair.

We then poked our stick through the whole in the material.  We had to make sure that the long piece of material was at the front by the puppet's face.  Then we decorated our puppet's outfit with felt tips and stickers.


After we had finished we all had a turn to do different movements with our puppet and we had to use a voice that was different to our own.

Amarelo making puppets

Amarelo making puppets 1
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Amarelo making puppets 3
Amarelo making puppets 4
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Jaune making puppets

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Jaune making puppets 5
Jaune making puppets 6
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Scissor control

We have been working on precision and safety, making sure we are holding the scissors correctly and cutting on the line.  While working on these skills, we are also ensuring that we are always using scissors safely.  We know that you never walk around with scissors and if you need to go and fetch a pair of scissors for a particular activity then you hold the scissors at the bottom with the blades facing downwards.  


After a lot of practising we are all holding our scissors the right way and cutting on the line with such improved control.

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Spring 2


Welcome back!!

We hope you had a super lovely holiday!!


This term is going to be a very busy term filled with lots and lots of fun learning.  This term a lot of our learning will be based around the theme...


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We will be looking at three different stories and many of our activities will come from what we have read.  We will be exploring 'Dear Zoo', ' Handa's Surprise' and 'Farmer Duck'.


We are still learning new phonics sounds and using these sounds in our reading and writing.  Once we have learnt all the sounds of the alphabet, we start learning the digraphs (two letters that make one sound) and trigraphs (three letters that make one sound).


Digraphs we will be learning:  sh, th, long oo, short oo, ee, ai, ng, ch, oa, ar, or, ow, er, ur, oi.

Trigraphs we will be learning:  igh, ear, air, ure.


Once we recognise these sounds and are confident with them, we will be able to notice them when we are reading and be able to use them in our writing too.


Our focus this term it to extend our writing.  To be able to write more than just one sentence, beginning to make our writing look more like a mini story.  We need to work on composing our story, recalling the sentences and writing the sentences down.  We will be using  descriptive words to make our writing more interesting.  We will also be using connectives to join 2 ideas together.


Together with extending our writing we will be extending our reading too.  We will continue to learn the High Frequency Words, as this will support us greatly with our reading.  All the sounds we have been using will support us with our reading too.  Children will be encouraged to read books to their friends, so that they are getting additional practise.

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In Maths we will be learning about subtraction/ minus/ take away.  Once we understand the concept of take away, what it means and how take away works, we will then work on counting back using the number line.


Later in the term we will be learning about doubling and halving.


For Shape, Space and Measures, we will be focussing on positional language and time.  

Where's the Monkey?

A song to help children learn prepositions of place. This song was written and performed by A.J. Jenkins. Video by KidsTV123. Copyright 2011 A.J.Jenkins/KidsTV123: All rights reserved For MP3s, worksheets and much more: kids songs song for children Chords G A D G D G D A D

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We revisited Shrove Tuesday/ Pancake Day as this was in the holiday.  We discussed what this day was and who celebrated this day and why.  We also looked at traditional pancake toppings from different countries around the world and children will get the opportunity to try the different toppings and decide which ones they like/ do not like and why.
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We had such a wonderful day at Tropical Wings.  Thank you so much to all the parents who supported on the trip.  


We were able to see a lot and learn a lot.  We were able to see the whole life cycle of a caterpillar.  We saw eggs that had been laid on leaves, the caterpillars that had hatched from the eggs and the butterflies that the caterpillars had turned into.  There were so many butterflies flying around, it was absolutely beautiful.  Some butterflies even came and sat on some of the children.


We saw the Meerkats. We watched how they moved around in groups, and have since found out that these groups are called gangs or mobs.  We also saw 1 Meerkat really high up on the hill.  He was keeping look out to see if there was any danger.


As we entered the Wallaby enclosure, it was feeding time and we were able to feed them with pieces of carrots.  We also saw a Joey popping in and out it's mummy's pouch. 


In the farm enclosure, there were these incredibly large rabbits in 1 hutch and very small rabbits in the other hutch.  The large rabbits had long floppy ears which they use to detect danger.

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One of the most exciting activities we will be doing this term is visiting Tropical Wings Zoo.  As we are learning about animals, many of the experiences from the trip will be driving our planning forward.


We will be exploring many similarities and differences between all the animals that we see.  What they look like, where they live, why they need to live there, what food they eat, etc.  We will be learning about these animals and then comparing them.


We will be looking at the animals natural habitats too and discussing why certain animals can only live in certain countries.


We will be doing some work around life cycles.  Where do animals come from and how do they change as they grow up.

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Happy new year and welcome back to the new term!!  We hope you had a lovely holiday creating many new wonderful memories with your families.

This term we will be learning about...

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We would like to say a very big thank you to all the parents who came to our 'Stay and Play' sessions. They were very successful and the children really enjoyed sharing their learning with you!

Stay and Play in Yellow

Stay and Play in Jaune

Stay and Play in Holud

"It was really nice to see him in his classroom setting mixing with his peers.  It also gave me a good opportunity to see the work he is doing in school and will help me support him with this at home.  I really enjoyed spending this time with him at school and feel it's a really good idea to allow parents to be able to have this experience."


"It was very nice seeing the children's daily activities and happy to know that their days in school is always full of good learning and fun."


"I enjoyed spending time with my son today knowing and understanding what he liked.  I notice the activities that he didn't go to so I maybe need to work on it at home with him."


"Enjoyed the activities available for the children to do.  There is a wide variety.  There was nothing I didn't like.  The songs were really good and the children really engaged and the kids look like they are enjoying themselves."


"I really enjoyed playing with her.  I had a good day.  I like when the children playing with each other and they are not only playing but they also learning.  That's what I really like about here in this school."

Thank you for all the wonderful comments!!  Play is a very important part of our day to day learning, so we are glad you see the importance of it too.

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In English we will be focussing on 4 books:

  • The polar bear and the snow cloud
  • Room on a broom
  • The magic porridge pot

Most of our activities and learning will be taking place around these 4 texts and other interests that children show us along the way.


We will be focussing on different purposes for writing. We have been writing letters to different people.  We had a discussion about how Father Christmas might be feeling now that we have our presents and he no longer hears from us.  The children generated ideas about what we could do to show our appreciation to him.  We decided to write him a letter to say thank you for all of our presents and to tell him which present was our favourite. 


We will then be exploring recipes.  Why we use them?  What they consist of? (Ingredients and instructions) We will be reading recipes and following the instructions.  We will also be making up our own recipes and testing out what happens when we follow our instructions.


The main focus through all the different purposes for writing will still remain the same.  Children will be encouraged to remember what a sentence looks like.  That it consists of a capital letter, fingers spaces and a full stop.  They will also be encouraged to write the sounds they hear aiming to write majority of the sounds in the word.  


We will be doing a big a focus on how and why questions.  After listening to stories and sharing in experiences we will be working on understanding and answering different questions to show our understanding. 


Formal guided reading will be starting next week.  We will be working in groups doing different activities that will be rotated across the week.

1.  Read with the teacher

2.  Discuss the story and answer questions about the text that was read - with the teaching assistant.

3.  An activity based on the book we have been reading.

4.  Reading activities on the laptop.

5.  Book browsing.  Here children will be expected to look for certain information.



We have started Guided Reading...


* 1 group reads a new book with the teacher.

* 1 group has a follow up session with the teaching assistant, including recalling what happened in the story and answering questions about the text.

* 1 group has a follow up activity from the book they have read over the past 2 days.

* 1 group plays a phonics based activity.

* 1 group does book browsing.


We have been doing this set up for just under 2 weeks and we are doing so well!!  We are working well together and ensuring we behave sensibly to support every one's learning.




What do we mean when we say rhyming words?  Words that sound the same at the end.  Not the last letter of the word but sound that is made at the end of the word, e.g.


cat and bat

run and bun

pin and bin


The best way to introduce rhyming words to children is by reading rhyming books.  When reading the rhyming words point them out by saying, "I hear rhyming words!  Dog and fog, they rhyme, they sound the same."  Then you could progress to asking children to help you think of another rhyming word.


Another way to introduce rhyming words is in singing, rhymes and finger rhymes, e.g. 'The Incy Wincy Spider', 'Humpty Dumpty', '1, 2, buckle my shoe', etc.


The Reception children are really enjoying this rhyming rap and it has helped children notice more rhyming words.


Phonics (Rhyming Words)

This selection is featured on Beans-N-Frank's 2010 release, Ready For School, which is available on i-Tunes,, and of course, It teaches and reinforces 70 new words for early learners. Play it as much as possible to learn...and dance.

Rhyme Time (From Hooked on Phonics)

For more info: This is the Rhyme Time song featured in the Hooked on Phonics Learn to Read Program. Written by Russell Ginns Performed by the Bobs Animated by Big Yellow Taxi

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In Maths we will be exploring money.  What different types of money there are, why we use money and why we need to learn about money.  We will be setting up role play opportunities where children can apply their newly acquired knowledge of money to every day situations.  We will also be having sales and price increases to help children to use addition and subtraction to solve problems.


We will continue working with numbers 0-20, recognising them and counting objects to match the numbers.  We will be exploring addition and subtraction, being able to understand what the 2 concepts are and why we use them.  The big focus will not be on working out the answers to sums but relying on the skills to help us solve problems that arise.


We will be exploring distance.  What is distance?  What does distance mean?  How do we measure distance?  Why do we need to know about distance?  We will be talking about things that are far away and things that are close by.

Exploring distance by blowing 2 pom poms across the table and describing the distance by using 'nearer' and 'further'.

Exploring distance by blowing 2 pom poms across the table and describing the distance by using 'nearer' and 'further'. 1 "Mine is further from the starting point."
Exploring distance by blowing 2 pom poms across the table and describing the distance by using 'nearer' and 'further'. 2 "My one has gone further."
Exploring distance by blowing 2 pom poms across the table and describing the distance by using 'nearer' and 'further'. 3 "My pom pom gone further than yours."
Exploring distance by blowing 2 pom poms across the table and describing the distance by using 'nearer' and 'further'. 4 "Mine is nearer to the starting point."
Exploring distance by blowing 2 pom poms across the table and describing the distance by using 'nearer' and 'further'. 5 "I blowed mine farer."
Exploring distance by blowing 2 pom poms across the table and describing the distance by using 'nearer' and 'further'. 6 "Mine further."



We have been exploring money.  What money is used for and why we need to know about money.  

We have explored working with 1p and 2p coins and buying items with these coins.  


Selecting an object with a price tag, we read how much the item cost and then counted out 1p coins to pay for the item.  After exploring the use of 1p coins, we then had a challenge set...we needed to include a 2p coin when paying for our item.  So we had to learn that a 2p was the same as 2 1ps and when counting our money we had to start counting at 2 and COUNT ON to make the total amount needed.

We have been exploring addition...


Our learning goal has been:  To add 2 groups together.  We are beginning to understand that an addition sum/ plus sum consists of making 2 groups of objects and then adding them together (putting them together) and counting all of the objects to find the answer.  Only once we had done A LOT of practical examples and fully understood what adding meant, we were introduced to how sums are written, e.g. 4 + 2 = 6.


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Using dice to make our own plus sums to work out.

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We have been having a lot of fun exploring what happens when we mix different colours.  Did you know that when you mix:


red and blue it makes purple

red and yellow it makes orange

blue and yellow it makes green


Why don't you see for yourself...

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Autumn 2

This term we will be learning about...
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Self assessment

After doing learning on the carpet, we revisit the learning goal.  We read the learning goal again and remind ourselves of the criteria needed to achieve the learning goal.  We then have some thinking time to reflect on how we did.  If we feel that we understand the learning goal and we know what to do to achieve it then we show a thumbs up.  If we feel that we need a little bit more practice then we show thumbs to the side.  We know that how we feel about our learning will be respected by every one and that our teachers need to know how we feel so that we can get the support that is needed.  

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We will be working around 4 books this half term:

Mr Gumpy's outing, Ben and Gran and the Whole Wide Wonderful World, The Train Ride and Mrs Honey's Hat.


We will be focussing on new language from the stories and using this language in retelling and acting out the story.  We will also draw on this language in our writing.  


We have worked very hard on developing talk partner skills, we will continue to develop this when working together to share ideas and creating new ideas to share with the rest of the class.


We will be using our creative minds to change endings of stories and continue stories to make them more interesting.  We will be looking at the characters and identifying with how they might be feeling and what they might be saying.  


For Reading, we are continuing to work on the early reading skills.  We know we start reading on the left hand side and we know we need to point to the words as we read along the line.  We are going to continue practising pointing to each word as we read it, noticing high frequency words that we have learnt and also using our phonic knowledge to start to read other words.


Learning to read   

We counted how many words there were.  Then we worked together to read the sentence, pointing to each word as we read.  We found high frequency words that we have learnt and then we used our phonics to help us sound out words that we did not know. We cut off each word and mixed the words up.  Then we worked together to put the words back in to the right order.  We needed to keep checking our sentence by reading it to see what word needed to come next.  Once the sentence was in the right order, we had to read it again to check our work and see if any changes needed to be made.  We then took turns so that every body had a turn on their own to put the words back in the right order and read the sentence by pointing to each word. 

Picture 1 Saabiqah is reading her book to her friends.
Picture 2 We help each other learn to read.
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Why do we need to know about patterns?


Pattern recognition is being able to recognise order in chaos.  Being able to recognise , identify and create patterns does not only support the learning of maths.  By understanding patterns, children make connections and learn how to predict more accurately, predicting about what should come next.  For example:  Based on past behaviour, a baby will predict that putting on clothes will follow a bath.


Patterns is what life is all about...from day to night and the solar system, the calendar system, our breathing - breath in, breath out, 7 days of the week and repeat the pattern, etc.  Our lives are built on the mathematical principle of patterning.  The stronger our understanding of patterns is the stronger our understanding of the many concepts around our lives will be.  


Patterns are important for when children learn to read...word families are patterns of words.




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What do we need to be able to do?


We need to work towards being able to...

* Creating or own patterns at various difficult levels:

  red, blue, red, blue, ....

  red, blue, green, red, blue, green, ....

  red, red, blue, red, red, blue, ....

  red, blue, green, green, green, red, blue, green, green, green, ....

* Copy patterns that others have made.

* Continue patterns that others have started.

* Say what is missing if part of a pattern is hidden.

* Compare and talk about patterns that come from their daily experiences.

* Recognise patterns in the environment - e.g. fences: tall, short, tall, short...

* Use patterns to describe the world around us and to solve problems.


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We will be learning about weight.  Finding out the difference between heavy and light.  

      What makes some objects heavier/lighter than others?  2 different objects that are the same                 size, do they weigh the same?  

We will be a lot of practical work to explore these and other questions.


We are working on estimation, being able to make a sensible/good guess.  Children will be encouraged to explore different sized materials and different sized containers to explore estimation.

       If we have a yoghurt pot, how many pom poms do you think will fill the pot?  How many pebbles 

       do you think will fill the pot?  Do you think you will need more pebbles than pom poms?  Why 

       do you think that?


We will be using number to solve practical addition and subtraction problems.  We will also be learning about 3D shapes and their properties.

Ordering numbers

It is important to know what order numbers go in.  We worked together to build towers of numbered blocks.  We put the numbers in the correct order and then we had to ask our friend what number came after/before another number.

To measure the weight of objects

We used balance scales to explore the weight of different objects.  We found that if the object is heavy then the scale goes down and if the object is light then the scale goes up.


We are starting to make the link that the weight of the object depends on what the object is made of and not its size.


Once we had sorted objects into heavy and light, we used the correct comparative language to compare the weight of the different objects.

The ___ is heavier THAN the ___.

The ___ is lighter THAN the ___.


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Getting festive...Celebrating Christmas

Getting festive...Celebrating Christmas 1
Getting festive...Celebrating Christmas 2
Getting festive...Celebrating Christmas 3
Getting festive...Celebrating Christmas 4
Getting festive...Celebrating Christmas 5
Getting festive...Celebrating Christmas 6
Getting festive...Celebrating Christmas 7
Getting festive...Celebrating Christmas 8
Getting festive...Celebrating Christmas 9

IT (Information technology) in the classroom...

IT (Information technology) in the classroom... 1 Listening to stories on the headphones.
IT (Information technology) in the classroom... 2 Creating a picture on the interactive screen.
IT (Information technology) in the classroom... 3 Using the laptops to support our learning.

Children in Need

Guy Fawkes - we have been talking about what Guy Fawkes Night is (Bonfire night).  Where the day originated from and what everybody does on the 5th of November.  We have spoken about the dangers of fireworks and how they need to keep themselves if they are going to watch fireworks.

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This term we will be working around the themes:



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In the beginning...

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In English we will be starting to look at reading and writing.  We will be learning about different characters in stories and the sequence of events that take place in the story.  We will be looking at correct letter formation when writing our names and other words.  Lots of modelling will be done to show how to write the letters and we will be practicing every day.  We will learn that print starts at the left hand side and that print is read and written from left to write.  We will have opportunities daily to practice these new skills during our reading and mark making.


We will be developing our language skills and sharing information about ourselves and our families with our friends.  Together with our language skills we will be developing our listening skills to listen to our friends in small and large groups and to follow simple and complex instructions.

Learning to read in Reception

Look at how we point to each word when we read sentences from 'I went walking'.

Learning to write in Reception

We are learning to segment words to help us with our writing.

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In Maths we will be doing a lot of problem solving.  Play based opportunities will be provided for children to practice these skills in real life situations.   We will be working on number recognition and counting objects to match a given number.  We will be exploring what 1 less and 1 more means when working with numbers.  We will be singing a lot of songs to support our understanding of these concepts.


We will also be looking shapes, what their names are, how many sides they have and how many corners they have.  We will identify shapes in the environment and find ways to use shapes to produce pictures.


To help identify shapes and their properties we have all learnt this song:


Mystery bag, what's inside?

What's the shape your trying to hide?

Is it a triangle, circle, rectangle or square?

Feel the shape, describe what't there.


Place shapes in a bag and sing the song, ask your child to put their hand in the bag and describe 1 of the shapes.

We are working on measurement.  For 2 weeks we explored height, looking at the difference between tall and short. We measured ourselves and found out who the tallest and shortest person was in the class.  We measured other items in the room and then focussed on comparing objects by using the correct comparative language:


The ____ is taller THAN the ____.

The ____ is shorter THAN the ____.


Ensuring that we include the items that we are comparing and the word 'than'.


We are now exploring length.  First we explored what long and short meant.  We are now looking at the difference between long and short and using our knowledge and the correct vocabulary to compare the length of different objects:


The ____ is longer THAN the ____.

The ____ is shorter THAN the ____.


When doing all types of measurement we need to make sure that the objects that we are measuring and comparing have the same starting point.





Opportunities are inside and outside for us to apply our knowledge, showing that we understand the difference between long and short and we are beginning to compare these objects.

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We have been looking at family photographs.  The children have really enjoyed sharing information about who is in their family and we have also heard some interesting information about each family member.  Bringing in family photographs and sharing this information has made them more confident and with their friends and new friendships have been developed.


We are looking at different ways we travel to school, focussing on different types of transport.  We are then comparing the types of transport and asking children to find similarities and differences.  We will then be looking at old transport and comparing them to new transport, also focussing on similarities and differences.

Can you find similarities and differences between the old and new types of transport?

Statement of 'British Values' 


The Department for Education recently reinforced the need ‘to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of:

• democracy

• the rule of law

• individual liberty

• mutual respect

• tolerance of those of different faiths and beliefs’


Each school has been asked to publish a statement about how they ensure that pupils are developing a full and balanced understanding.  At William Bellamy Primary School we are proud to represent a number of cultures and faiths and always strive to promote these key aspects of being a well-rounded citizen.


Please find attached the School’s statement.


If you require any additional information please contact the Headteacher through the school website.