If your child is well enough, for the first four days of absence, please read the information below for ideas of how to support your child at home.
The school will email further activities upon:
- The receipt of a positive Covid test result
- An instruction to self-isolate for 14 days
- On the fourth day of absence (if still awaiting a test result or more information from the health service)
The learning pack incorporates a “blended learning” approach, meaning it includes work that can be completed with and without access to a computer. It provides a timetable of 2 week’s worth of work for your child to undertake.
If you have any questions about the work provided, please email the year group email address –
Emails will be responded to within 48 hours. We appreciate your patience, as we are also teaching full time. Please note this email address is for queries about the work provided only. Please contact the school office or email email@example.com if you have any questions about wider issues.
How to support your child at home
The most important part of a nursery child’s development is to let them play.
Playing with your child will develop their learning. There is lots of research to support young children learning through play. For example, through play they will learn how to explore new objects, count, develop their imagination and storytelling etc.
When you are playing together, try not to ask too many questions as this can interrupt your child’s thinking. There are other ways to interact with them without asking questions:
Model different ideas or ways of doing something.
Suggest a scenario or solution to extend their role play.
Provide resources to support their play with other ideas.
Explain how something works.
Demonstrate how to use a toy in a different way.
Introduce a new idea to their play.
How to help your child thrive in nursery
The following is a short list of things you can practise at home to help your child when attending nursery.
- To begin to show good sitting for at least 4 minutes.
- To understand the word ‘no’ and the boundaries it sets for behaviour.
- To understand the word ‘stop’ and that such a phrase might be used to prevent danger.
- To be toilet-trained (unless they have a related disability or medical condition) – encourage them to go to the toilet, wipe themselves, pull up their clothing, flush the toilet and wash their hands.
- To have stopped using a bottle and a dummy.
- To use fine motor skills – peel a small orange, put a straw into a carton, do up large buttons and begin to manage zips.
- To follow simple one step instructions like “sit down please.”
- To respond to their own name first time, when it is used.
- To be able to take off and put on their coat (including hang it on a peg).
- To hold a short conversation with an adult and to be confident to speak to their peers and ask for help from adults.
- To show an interest in books and stories.
- To say simple rhymes – Humpty Dumpty, Baa baa black sheep, etc.
- To begin to recognise their first name when written.
- Hold a pen/pencil with a tripod grip (between the index finger and thumb, resting on the next finger).
- To use please and thank you appropriately.