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Resources to link with Autumn Term Report

Here are the resources to support the 'next steps for improvement' as outlined in the report.

Communication and Language

  • when reading stories help your child to:
    • question new or unfamiliar words, building up their vocabulary
    • identify patterns, e.g. what generally happens to ‘good’ and ‘wicked’ characters at the end of stories
    • draw conclusions: ‘The sky has gone dark. It must be going to rain’
    • explain effect: ‘It sank because it was too heavy’
    • predict: ‘It might not grow in there if it is too dark’
    • speculate: ‘What if the bridge falls down?’
  • support your child’s growing ability to express a wide range of feelings orally, and talk about their own experiences
  • encourage conversation with others and demonstrate appropriate conventions: turn-taking, waiting until someone else has finished, listening to others and using expressions such as “please”, “thank you” and “can I…?”
  • show your child how to use language for negotiating, by saying “May I…?”, “Would it be all right…?”, “I think that…” and “Will you…?” in your interactions with them
  • encourage your child to develop narratives in their play, using words such as: first, last, next, before, after, all, most, some, each, every
  • follow your child’s lead to talk about what they are interested in
  • give your child ‘thinking time’. Wait for them to think about what they want to say and put their thoughts into words, without jumping in too soon to say something yourself
  • add words to what children say, e.g. if your child says ‘Brush dolly hair’, you can say ‘Yes, Lucy is brushing dolly’s hair.’  
  • help you child to expand on what they say, introducing and reinforcing the use of more complex sentences
  • play games which involve listening for a signal, such as ‘Simon Says’, and use ‘ready, steady…go!’
  • use sand timers to help extend concentration to help your child to focus their attention on a task
  • ask your child to think in advance about how they will accomplish a task. Talk through and sequence the stages together
  • use stories from books to focus on your child’s attention on predictions and explanations, e.g. “Why did the boat tip over?

Physical Development

  • rolling and shaping dough
  • cutting with scissors
  • building with Duplo, Lego etc..
  • threading beads/buttons/conkers/Cheerios etc…
  • drawing with chalk
  • using a knife and fork
  • mixing cooking ingredients
  • turning the pages of a book
  • using small tools, e.g. hole punchers, staplers, pegs and paper clips
  • fastening clothing – buttons and zips
  • encouraging a tripod grip (froggy legs) to hold a pencil
  • practise Langshott writing (cursive) throughout every writing activity
  • when writing lower case letters model language such as “We start on the bottom of the line” (for lowercase letters) and “Whoosh up” (on the lead in) and “Flick” (on the lead out)
  • practise writing name using name card

Personal, Social and Emotional Development

  • support your child in linking openly and confidently with others, e.g. to seek help or check information
  • model being a considerate and responsive partner in interactions
  • ensure that you and your child make opportunities to listen to each other and explain your actions
  • encourage your child to explore and talk about what they are learning, valuing their ideas and ways of doing things
  • offer help with activities when asked by your child, but not before
  • recognise and enjoy your child's success with them, this helps them to feel confident
  • support your child to feel good about their own success, rather than relying on a judgement from you such as wanting a sticker or reward
  • name and talk about a wide range of feelings and make it clear that all feelings are understandable and acceptable, including feeling angry, but that not all behaviours are
  • model how you label and manage your own feelings, e.g. ‘I’m feeling a bit angry and I need to calm down, so I’m going to…’
  • ask you child for their ideas on what might make people feel better when they are sad or cross
  • show your own concern and respect for others, living things and the environment
  • model and involve your child in finding solutions to problems and conflicts



  • practise phonemes and grapheme correspondence
  • encourage correct pencil grip (froggy legs)
  • letter and sound hunts – write the letters you find using Langshott Writing
  • avoid scribing for children (dotting / writing over the top / copy writing)
  • write lists for example, shopping lists, jobs around the house etc..
  • phonic flash cards to recap previously learnt sounds (these can be sounds written on a piece of paper or card)
  • write what you find on a scavenger hunts for example, I found a rock, stick, ant etc…
  • write a sentence/s about your favourite part of a story
  • write a sentence about your day for example ‘I went to the shop and got some ham.’
  • always encourage use of phonemes and accept their own spellings e.g. hows/house


  • phonic flash cards to recap previously learnt sounds (these can be sounds written on a piece of paper or card)
  • pull the consonant-vowel-consonant (CVC) word or a sentence out of a bag and read it
  • CVC/sentence pass the parcel style game with music (when the music stops pick a word/sentence out the box/bag and read it)
  • visit the Oxford Owl website for e books that can be read at home
  • match CVC words for example, sat, pin, cat, mat to corresponding pictures
  • CVC word hunt around the house/garden
  • make a CVC word board game – for an extra challenge write a sentence for some of the words
  • CVC word bingo


  • chalk numbers in order 0-20 on the pavement
  • cut and stick numbers 0-20 on paper
  • match an amount of objects to numbers 0-20 (numeral to quantity)
  • sing songs that take away or add things e.g. 10 green bottles, 1 man went to mow, 5 current buns
  • exploit all counting opportunities – count stairs, count buttons, count lampposts on a walk, count ‘red’ cars on a journey etc.
  • commercial games such as snakes and ladders - these help with the counting on strategy.
  • throwing beanbags/balls at numbered targets and adding up scores – who scored the most? The least?
  • practice counting in 2s, 5s and 10s.
  • look for numbers whilst walking or on a journey
  • ask questions like ‘if I took one away how many would I have left?’ or ‘if I add one how many have I got now?’
  • use magnetic numbers on the fridge or foam numbers for the bath. Put them in order. Miss one out of a sequence – do they know which one is missing?
  • record using marks and make tally charts to represent number of cars, bugs, aeroplanes, leaves found during walks and on journeys out.