St Mary's Church of England Academy

'We promise to shine together.'

Let the light of your face shine upon us - Psalm 4:6

Reception 2021 Intake


The Early Years Foundation Stage team at St. Mary's C of E Academy would like to warmly welcome our new 2021 cohort of children and families. 


Induction into our school so far has certainly been very different to how we would normally welcome you.  As new government guidance is released we are now able to plan and prepare with a much clearer idea of what we are safely able to offer. 

We thank you for your patience and appreciate it feels very late in the year.  Please be reassured that there is a great team getting ready for your child and by the end of September, as your child skips into school, we will wonder why we ever worried!


We are spending our time in school preparing our outside area so that it is ready for your children.  We are very excited for the children to get busy in their new learning environment.  If you were able to come to the school open day last year, you will be amazed at how the gardens have changed. Further films will be added onto the website throughout July. 


We are currently waiting for confirmation of all the families starting, once we have this we will start to send emails with clear information.  Once the email list is complete we will be sending details of how we plan to provide a bespoke induction for each family.  The induction evening will now be filmed and added to the website.  Home (garden) visits will now be running over two days - the 14th and 15th July - we will be emailing details of how to book onto this as soon as we have final contact details. 

Sadly we are now unable to run the stay and play sessions due to the COVID restrictions but we will be inviting parents into school on the first few days. 


We will be adding content to this page throughout the Summer to keep you updated with induction plans and further information. So keep checking in as we count down to big school.

There will be a welcome film for the children from Mrs Rutter, Miss Bean and the team and an introduction to the classrooms and gardens.  


Until we meet in September please take some time becoming familiar with the school using the pages on this website. 


We understand there has been some concern over uniform arriving in time.  Please look at the uniform pages to find the uniform you need.  Uniform is delivered free to school or to your home for a small charge.  Please do not worry about uniform being perfect for the first day. Suppliers have been under huge pressure and we understand that you may not have managed to order everything you wanted. 

Check the website for their last delivery times.

Items ordered from the school shop will be kept in school and handed out to children when in school. 


Home visits will be in gardens or via zoom and are extended to the 14th-15th July details to follow soon. 


Stay and Play Sessions will be cancelled for July. 


If you have any questions for your teachers please email:

If you have any questions for the office please email


We are in exceptional times and we are certainly learning to be flexible and patient. 


With best wishes


Mrs Rutter and Miss Bean

Useful Information

Early Years Gardens

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Gardens Pt 2

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Things to try now


Phase One Phonics Games 


To be playing at home now...


Pre-School Environmental Sounds

Main purpose: To develop children’s listening skills


A listening moment

Go outside and see how many different sounds your child can hear. Can they name them all? Encourage them to try to make the sound themselves.

What is the learning?

• hearing and naming different sounds


Drum outdoors

Give your child a stick or wooden spoon, and take one yourself to join in and copy.

Go outdoors and discover how different sounds are made by tapping or stroking, with their stick, eg a wooden door, a wire fence, a metal slide. Support your child by finding different materials to try, or different ways of making a sound, eg by running the stick along a slatted fence.

Ask your child to demonstrate their favourite sound. Act as conductor and raises your stick high in the air to signal to your child to play loudly and lowers it to signal playing softly.

What is the learning?

• creating different sounds

• recalling sounds they have heard – by being able to choose a favourite

• noticing the difference between sounds


Teddy is lost!

ide a teddy bear, or other toy, somewhere in the garden. Sing louder as your child searches and gets closer to, or quietly as he/she moves further away from the teddy.

What is the learning?

• respond to the difference in your sounds (loud and quiet)


Instrumental sounds

Drum along

Take a song or rhyme your child know well and get them to drum along with wooden or metal spoons and a pot or pan.

What is the learning?

• experience and develop awareness of making their own sounds


Body Percussion

Action songs

Singing songs and action rhymes are really important pre-reading skills and should be an everyday event. Get your child to add claps, knee pats and foot stamps or move in a particular way. Encourage your child to be attentive and to know when to add sounds, when to move, and when to be still.

What is the learning?

• keep in time with the beat

• create own body sounds


Roly poly

Rehearse the rhyme with the actions (rotating hand over hand as in the song ‘Wind the bobbin up’). Ro ... ly ... po ... ly ... ever ... so ... slowly. Ro ... ly ... poly faster. (Increase the speed of the action as you increase the speed of the rhyme.) Now add in new verses, such as: Stamp ... your ... feet ... ever ... so ... slowly. Stamp ... your feet faster. Ask your child to suggest new movements.

Say hello ever so quietly. Say HELLO LOUDER!

What is the learning?

• creating different body sounds


Rhythm and Rhyme

Children who know 8 rhymes by heart by the age of 5 are often the best readers by the time they are 8.

Main Purpose: To experience and develop an awareness of rhythm and rhyme


Rhyming books

Encourage your child to join in with repetitive phrases such as ‘run, run, as fast as you can, you can’t catch me, I’m the Gingerbread Man.’ Stop as you come to the final word in the rhyme. Invite your child to complete it.

Learning songs and rhymes Sing through the day! Sing as events occur e.g. ‘It’s raining, it’s pouring, the old man is snoring’. Sing or chant nursery rhymes and encourage your child to move in an appropriate way (e.g. rock gently to the beat of ‘See Saw Marjorie Daw’, march to the beat of ‘The Grand Old Duke of York’, skip to the beat of ‘Here We Go Round the Mulberry Bush’). Hear the rhyme Chant rhymes, such as ‘Hickory, Dickory, Dock.’ Introduce new rhyming words instead of tick-tock, eg mick-mock. Your child will enjoy hearing and joining in with the not-real words! Act out rhymes Get your child to act out rhymes, for example, ‘Humpty Dumpty sat on a wall, Humpty Dumpty had a great fall (bump, crash, bang!) All the King’s horses and all the King’s men (gallop, gallop, gallop) Couldn’t put Humpty together again (boo, hoo, boo, hoo, boo, hoo).’


I know a word

Encourage your child to think about and play with rhyming words.

The adult begins with the prompt “I know a word that rhymes with cat, you put one on your head and the word is...hat.” To support your child, give them a choice of 2 words, eg ‘is it hat or glasses?’ As your child becomes familiar with rhyme, they will supply the missing word themselves.


Sounds at the beginning of words

I spy

A great game whilst walking, or in the car/bus. Say “I spy with my little eye, something beginning with...” and give the sound of the first letter (not the name of the letter.) Choose easy to spot words. Support your child with clues, such as ‘ it’s on the road.’

What is the learning?

• Understand that you can identify an initial sound from any word


Voice Sounds

Mouth movements

Explore different mouth movements with your child – blowing, sucking, tongue stretching and wiggling. Practising these movements regularly to music can be fun and helps children with their articulation.

What is the learning?

• Make different sounds with your mouth


Voice sounds

Show your child how they can make sounds with their voices, for example:

• Make your voice go down a slide – wheee!

• Make your voice bounce like a ball – boing, boing

• Sound really disappointed – oh

• Hiss like a snake – ssssss

• Keep everyone quiet – shshshsh

• Gently moo like a cow – mmmoooo

• Look astonished – oooooo!

• Be a steam train – chchchchch

• Buzz like a bumble bee – zzzzzzz

• Be a clock – tick tock.

This can be extended by joining single speech sounds into pairs (e.g. ee-aw like a donkey).

What is the learning?

• Make different sounds with your voice, including long and short sounds


Sound story time

Encourage your child to use their voices to add sounds to stories such as Bear Hunt, Chicken Licken or The Three Billy Goats Gruff. Repeat favourite rhymes and poems in different voices together (e.g. whispering, growling, shouting, squeaking.)

What is the learning?

• create voice sounds


Oral Blending

Only start this when your child can accurately hear and say the first sound in a word.

I spy words

ather objects with two or three letter sounds e.g. c-ar, k-ey, h-a-t, c-u-p, l-ea-f, b-oo-k, c-o-ne, b-oo-t, s-oa-p, c-oa-t, f-or-k, d-o-ll, sh-oe.

Say “I spy with my little eye a k-ey.”

Then invite your child to say the name of the object and hold it up. Your child can then try and copy the individual sounds and blend them together ‘k-ey is key’.

What is the learning?

• blend sounds together to hear and say a word