St George's CE Primary School


Welcome to Robin Class

The Early Years is an exciting and important stage in children's lives. Reception builds the foundation of children's learning and enables them to learn to become independent, resilient learners in an exciting, interactive environment. At St George's Children will have the opportunity to explore both the indoor and outdoor, building relationships in a safe, secure and happy environment


Class Teacher: Mrs Hanson 

Teaching Assistant: Mrs Cane 



Weekly Timetable

Current Topic

How does it grow so tall?



Weekly Newsletter

The text we are sharing this week is.........


The Very Hungry Caterpillar


 Continuous Provision Areas

Science Week

During science week the children explored healthy living. They sorted healthy and unhealthy food, designed a healthy lunch box, made fruit kebabs, carried out a celery experiment, participated in yoga sessions and completed a range of self initiated activities in the continuous provision areas. 

Making Jam Sandwiches


The children followed instructions to make jam sandwiches for the Teddy Bears picnic they organised for Barnaby Bear.

Teddy Bears Picnic

Robin Class trip to Chester Zoo

What an exciting day we had visiting Chester zoo. The children had lots of fun exploring the different parts of the zoo and got to see lots of different animals. They all really enjoyed seeing the Orangutan clutching her new baby and the penguins jump and splash in their pool. 

Snow Day

Robin Class enjoyed spending time in the outdoor area building snowmen and making snow Angels in the crisp white snow this week. The children explored the best way to make a snowman with some children rolling the snow whilst others compacted it to make a mound.


Look what we have been doing in class..............................

What a busy week the children have had exploring their new classroom, meeting new friends and spending time with the adults working within the unit.

Fantastic Fingerprints

As part of the class topic 'Who helps us?' the children have been exploring the role of a police officer. One of the areas of particular focus was fingerprints. As a class we discussed how fingerprints are unique and how police officers use these to locate criminals.

To eliminate ourselves from any criminal activity we used ink pads to make prints on ID cards of our fingerprints and used magnifying glasses to explore the patterns and discuss what we could see.


As the children further explored the role of a police officer the focus took the direction of how criminals use disguises to avoid detection. As a class we decided it would be exciting to disguise ourselves using a range of dressing up costumes and put them to the test to see if we could be identified. 

Can you guess who is hiding behind the disguise?

Weekly Writing Morning

Each week the children engage in a weekly writing morning where they have the opportunity to participate in a range of mark making activities such as name writing, cutting, using tweezers and pom poms, big draw and making marks in a range of media. 


At St. George's follow the Read Write Inc. systematic phonics programme for our teaching of phonics and early reading.  This programme designed by Ruth Miskin has been proven o raise standards in literacy for every child and creates fluent readers, confident speakers and willing writers. 

How can I support my child’s reading and writing?

Here are the top five things you can do.

See the other FAQs for further detail.

  1. Ask your child to read the Speed Sound cards speedily.
  2. Use Fred Talk to help your child read and spell words.
  3. Listen to your child read their Read Write Inc. Storybook every day.
  4. Practise reading Green and Red Words in the Storybook speedily.
  5. Read stories to your child every day.


What will my child bring home to read?

  • Book Bag Books: matched to the Storybooks children read in school and used for extra practice. They include many of the same reading activities that we use in class and include parent guidance. This is the Storybook they have just read at school and maybe some they have read before, for extra practice. Please don’t worry that books are too easy. Children enjoy re-reading stories they know well. Their speed and understanding improves on every read.
  • Non-fiction books: matched to the sounds and words your child knows well.
  • Picture books to share with you: read these stories to children or encourage them to retell the story by looking at the pictures. They are not expected to read the story
  • Speed Sounds books: for children to practise reading speedily. If needed, show your child the picture side of the card to help them remember the sound.
  • Red Word book pages: challenge your child to read the Red Words speedily across the rows and down the columns. Set a timer – can they beat yesterday’s time?


How can I support my child to learn Set 1 sounds and to blend?

  •  Use pure sounds, not letter names. Watch the ‘how to say the sounds’ parent film on
  •  Watch the ‘Reading the stretchy sounds with your child’, ‘Reading the bouncy sounds with your child’ and ‘Reading the digraphs with your child’ parent films on to see how to teach Set 1 sounds.
  • Practise reading known Set 1 Speed Sounds cards speedily. If needed, show your child the picture side of the card to help them remember the sound.
  • Read the parent information booklet below 'rwi_RPhO_PIB1_PageOrder.pdf'.


We teach children to read and spell using Fred. He is a toy frog who can say the sounds in words, but not the whole word. Children have to help him.

To help children learn to blend, we say the sounds as Fred and then children repeat the sounds and say the whole word.

Here are two ways you can use Fred Talk at home:

  1. play Fred Games together – see Fred Games document on
  2. speak like Fred throughout the day e.g. time for l-u-n-ch! Let’s p-l-ay!


How do I listen to my child read?

Your child has a Storybook matched to the sounds and words they know – a decodable book – so they should be able to read all the words.


Please avoid saying, “This book is too easy for you!” but instead say “I love how well you can read this book!”


‘Special Friends’, ‘Fred Talk’, read the word

 Remind your child to read words using ‘Special Friends, Fred Talk, read the word’ (see glossary).

For example ship’: spot the ‘sh’, then Fred Talk and blend to read the word e.g. sh, sh-i-p, ship.


Red Words

Red Words are also known as common exception or tricky words. They occur in stories regularly (said, what, where) but have unusual letter combinations (‘ai’ in the word ‘said’ makes the sound ‘e’).

Remind your child not to use Fred Talk to read Red Words but instead to ‘stop and think’.

Tell them the word if you need to.


Read the same book again and again

 Children love reading the same book again and again. Their reading becomes speedier and they understand what they are reading.


  • Encourage your child to read words using ‘Fred in your head’ (see glossary).
  • Show your child how to read the story in a storyteller voice.
  • Share your enjoyment of the story when they read it again and again.


What do I do with the picture books?

One of the most important things you can do as a parent at home is read to your child.

Loving stories is important because children who love stories want to read stories for themselves. Children who read a lot become better readers.


Here are some top tips for storytime:

  1. make it a treat – introduce each new book with excitement
  2. make it a special quiet time – cuddle up!
  3. show curiosity in what you’re going to read
  4. read the story once without stopping so they can enjoy the whole story. If you think your child might not understand something say something like ‘Oh I think what’s happening here is that…”
  5. chat about the story e.g. I wonder why he did that? Oh no, I hope she’s not going to…
  6. avoid asking questions to check what they remember
  7. link to other stories and experiences you have shared e.g. this reminds me of…
  8. read favourite stories over and over again – encourage your child to join with the bits they know. Avoid saying ‘not that story again!’
  9. use different voices – be enthusiastic!
  10. love the book – read with enjoyment.


How can I help my child to practise their handwriting?

Remind your child:

  • to hold their pencil in ‘perfect pencil grip’ (see glossary)
  • say the handwriting phrase to help them form the letter correctly – see Handwriting Phrases on

Challenge your child to see how many sounds they can write in a minute.

Say the sound and children write e.g. ‘write m’, ‘write s’, ‘write w’.


How can I help my child to spell words?

  • Encourage your child to use Fred Fingers to spell words.
  • Ask your child to say the sounds in the word as they press the sounds onto their fingers.
  • Ask your child to then write the letters – if they get stuck, say the sounds again.
  • Praise your child for spelling using the sounds they know, even if their handwriting is not perfect.


How else can I develop my child’s language?

Children will have a large vocabulary if they are part of a ‘talk-a-lot’ family:

  • use every opportunity to talk with your child throughout the day – meal times, playing together, bath time
  • use new and ambitious vocabulary e.g. miserable instead of sad, stroll instead of walk
  • speak to your child in complete sentences
  • make up stories together - there’s no need to write it down.


Home Learning

Click on the QR codes below to access videos to support your child with Read Write Inc


 Online eBooks