01394 284130 office@trimley.net

Class Information

Reception Egyptians Mrs Davey and Mrs Witmore

Reception Stone-Age Mrs Ryan and Miss Taylor

Mrs Newell works in EYFS in the morning and Mrs Adams works in EYFS in the afternoon.

Library cafe takes place weekly on a Wednesday from 3pm.

PE for both classes will take place on Friday.

Keep up to date with learning and upcoming events by using the  Marvellous Me App.

Learning at Home


We love to share  your child’s learning with you on Tapestry.. We also like to see any learning you do at home. This app is able to be purchased through the app store and can be used on most smartphones and tablet devices. You can also access Tapestry through your web brower on the computer. Please do not share photos from Tapestry on social media. If you have any questions about Tapestry please come and speak to Mrs Bennett, Mrs Allen or Mrs Ryan.

Parent Helpers Welcome! We welcome parents into school, to help our children to improve their reading skills.  If you are able to spare a morning or an afternoon, on a regular basis, please let your child’s teacher know.  We are very appreciative of your additional support, and it makes a huge difference to the children’s learning.  We would love you to come and join us!  Tea and coffee provided too! Reading Challenge Image result for bookworm reading a book clipart Don’t forget to read for 5 minutes, 5 times a week!  Your reading Challenge Slip must be returned on MONDAY MORNING so the ‘scores on the doors’ can be collated by class teachers during registration and sent to the school office.   A KS1 class has never topped the leader board!  We need 75% of our classes to read to meet Mrs Ashford’s challenge.  Class Prizes available too.  Come on EYFS let’s keep reading!

EYFS Learning Journey at Home

Image result for learning at home clipart

Whilst completing your learning at home here are some suggested activities you might like to try to do together. Little and often is key!

This week we are linking are learning to the story Rosie’s walk by Pat Hutchins

Here is a link of the story to watch on YouTube: https://www.youtube.com/watch?v=aynZh1-fsBg 

As a resilient reader we challenge you to 

Listen to the story and draw a picture of your favourite character. 

Go on a tricky word hunt when reading books try to find all the tricky words we have learnt so far. These are: I no the to go into he she we me be you are her was all they my like said have

Use some of the phonemes in your homework book to make 5 words. Read these words by segmenting the sounds and blending them together. Write these words in your home learning book.

Complete your word pouch

Please keep reading both books you can read yourself to develop the skills of segmenting and blending. But also story books with family members where you can answer questions about the story to develop your reading comprehension. *Adult note a list of reading comprehension questions were sent home at the beginning of the year*

You might want to access some addition books from World Book online https://worldbook.kitaboo.com/reader/worldbook/#!/bookshelf

As Wonderful Writers we challenge you to

Make a map of Rosie’s walk – where did she go and what did she see? Add some labels to your map of what she saw.

Go on a walk around your house – map a map of your journey. Who did you go with? Which rooms did you go into? What did you see? Add some labels and sentences to your map.

Write the story/ make a book about Rosie’s Walk OR your walk around your house. Draw pictures and write super sentences about the story. 

Build a model and use a toy to show in front, behind, next to, on top, below.

Find out about chickens and other animals that live on a farm. Draw and label each animal.. Which one is your favourite and why?

As magnificient mathematicans we challenge you to

Practise writing numbers 1-20

Take part in practical subtraction by getting some toys (less than 20). Get your family member to take away some toys (less than 10) count how many toys are left. 

Complete your number pouch

As lovely learners we challenge you to

Help to make your own breakfast/lunch/dinner. Talk to your family members about the food you have, is it healthy? is it unhealthy? Should we ate lots of this food? Is this food a special treat we can have? etc.

Play a board game or puzzle with someone at home, take turns and share the game.

Listen to some music or watch a film. 

Keep active with Joe Wicks daily workouts on Youtube.

You might also like to do some research ready for our next topic “Who are the people who help?”

You might like to use your tablet/iPad/family members phone to develop your knowledge of technology. During our iPad time we use the following apps at school

Quick Maths Jr 


Letter Lilies 

Pic collage 

Here are some Enrichement links you might like to use to supplement your home learning.

Use the internet to search for number songs  that we sing in class.

Try searching for…

Jack Hartman

Have Fun Teaching

The Singing Walrus

We also love to use the games websites to help with number and phonic learning.






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Have fun learning at home with your families. Wishing you all a fantastic week. 

Note for grown-ups we are not expecting you to complete all these activities with children nor for learning at home to become a battle.

Keep up the super work EYFS. You are all amazing!


In the Spring term we will develop our number knowledge and introduce numbers 1-20. Children need to be able to …

  • Count reliably from 1-20.
  • Place numbers 1-20 in order.
  • Say which number is 1 more or one less than a given number (1-20).
  • Begin to use vocabulary involved with adding and subtracting.

Along with number knowledge children also need to be able to:

  • Name and recognise 2d and 3d shapes.
  • Describe the position of themselves using words such as ‘next to’ and ‘behind’.
  • Order items based on their height, length, weight or capacity.
  • Use objects to create patterns and build models.
  • Use vocabulary related to time and money.

We love singing our counting songs here are some links to some so you can sing them at home:






The Language of BAD

(Bad is good!)

Image result for language of bad chris quigley

We want to be challenged at Trimley St Mary.

We have been using the language of BAD to extend our learning.  We have been taking on challenges to show if we are brave, (paddling) adventurous (snorkeling) or daring (diving)!


As phenomenal phonics experts we have been learning the Phase 2 and 3 sounds. Below is a list of the phonemes with the rhymes we learn for them.


Phase 2 Phase 3
Set 1

s – the snake slides and slithers

a – Alphie asks for apples

t – tap the tall tower

p – peek at the parrot

j – Jane jumps for joy

v – the vulture veers over valleys.

w – watch the worm wiggle.

x- the excited fox exercises.

Set 2

i – imagine itchy insects

n – Ned is near the net.

m – man marches on the mountain

d – don’t disturb the dinosaur

y – yank the yellow yo-yo

z– zip the zig-zag zip

zz –

qu – the queen is quite quiet.

Set 3

g – the growing girl giggles

o – the octopus observes olives.

c – the curly caterpillar crawls.

k – the kangaroo keeps kicking

sh- Sherry shines shoes

ch – Chipmunk has the cheese

th – Theo has a thimble on his thumb

ng – bring the king the ring

Set 4

ck – tick tock goes the clock

e – every elephant enters

u – the upside down umbrella is unusual

r – the rapid rabbit races.

ai – train in the rain

ee – see the tree

oo – zoom to the moon

oo – look at a book

Set 5

h – the happy horse hops.

b – the boy bats balls.

f – the floppy flower falls.

ff – with a huff and a puff

oa – goat in a boat

ar – start the car

or – corn for the horse

igh – bright light

Set 6

l – the long leg leaps.

ll – ball on a hill

ss – a hiss and a kiss

ur – nurse with a purse

ow (cow) – brown cow

oi – little voice, big voice

ear – near and dear

Set 7 N/A

er – bigger batter

air – she blows air on her hair

ure – sure cure

Image result for reading cartoon eyfs

Tricky words we have learnt our…..

I no the to go into he she we me be you are her was all they my like said  have