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This page is being designed to give you possible ideas to help your child learn. 


If you want to see your child's curriculum go to Parents on the homepage and click on 'New Curriculum Parent Information Booklets'.

 Parent Workshops

It's been lovely to see so many parents attending our workshops this half term. Please let school know if you would like further workshops.

Click here to see the Key Stage 1 Maths Power Point presentation.

Click here to see the Key Stage 2 Maths Power Point presentation.

Click here to see the handout from the Maths Workshops.

Click here to see the Phonics Workshop Power Point presentation

Click here to see the handout from the Phonics workshop

Number Skills

You can help your child improve their number skills by asking them sums and helping them learn answers. Strong number skills help them quickly work out answers. Here are a few ideas.

  1. 1. Number Bonds to 10 and 20 and Partners to 10

Does your child know their number bonds up to 10 and 20. This means any combination of adding and subtracting up to 10 and then up to 20. This is important for building up basic number skills and it is beneficial to be able to instantly recall them. You can easily do this at any time, for example, shopping, in the car, walking. You can do it for as little or as long a time as you wish. If you have an older child (year 3 plus) who does not know these off by heart then it would be beneficial to help them learn these number bonds. It is not uncommon to see an older child do much more complicated maths but then get a number bond like 17 - 9 wrong in their answer.

 Partners to 10 , for example, 1 + 9,      2 + 8,      3 +7,      4 +6,      5 + 5

Add within Ten

Subtract  within ten

Add within 20

Subtract within 20

4 + 4

9 – 5

9 + 7

19 - 9

7 + 2

8 – 4

8 + 8

18 - 7

6 + 3

2 -1

9 + 3

16 - 6

2 + 7

7 - 4

14 + 4

12 - 5

             Have fun playing card games, adding up numbers, playing dominoes or adding up dice.


  2. Counting On Key Stage 1 children count on in groups of numbers, for example, 2, 4, 6, 8, 10, 12. How far can they go ? 

2, 4, 6, 8, 10, 12, 14

3, 6, 9, 12, 15, 18, 21

4, 8, 12, 16, 20, 24

10, 20, 30, 40, 50, 60

Can Key Stage 2 children count on in numbers 3 to 9 from any number. How far can they go?

Count on in 3’s from 16

16, 19, 22, 25, 28, 31

Count on in 6’s from 19

19, 25, 31, 37, 43, 49

Count on in 7’s from 30

30, 37, 44, 51, 58, 65

Count on in 9’s fron 3

  3, 12, 21, 30, 39, 48


  3.Doubling and Halving Numbers 

It starts with doubling and halving numbers to 10, then 20, and then up to 100. This is another area that can be practised quickly and easily at any time. How well can your child double and halve numbers?


4. Can your child add 2 digit numbers mentally by splitting up the tens and units? This is a good skill to be able to do completely in their head.(maths)

22 + 22

Add 20 + 20 = 40

Add 2 + 2 = 4

Add 40 + 4 = 44


17 + 32

Add 10 and 30 = 40

Add 7 + 2 = 9

Add 40 + 9 = 49

12 + 14

Add 10 + 10 = 20

Add 2 + 4 = 6

Add 20 + 6 = 26


 5. Instant Recall of Times Tables and Division Tables

By the end of year 4 children are expected to know all times tables up to the 12 times table.They will learn times tables at school but they are likely to learn them more quickly and thoroughly if they work on them at home. School has purchased Times Tables Rock Stars to help this and achievements are celebrated in Star of the Week.




Written Calculations

You can see the written calculations for each year group on our website if you go to

'Our Curriculum' on the home web page and then

'Calculations by Year Group'. 

This will enable you to download lots of examples of the calculations taught in each year group in addition, subtraction, multiplication and division.



  1.Decoding (reading of the words) and Comprehension (understanding)

 It is not uncommon to listen to a child read each word correctly and make no mistakes. This is the decoding part of reading and it means that they can transfer the letters into the correct sounds and words. Their decoding level may be way above their actual age. However, this does not mean they are understanding what they are reading as they may not understand the words. This part of the reading is called the comprehension and refers to the understanding of the words. Often people will think their child is reading very well because they are decoding well. If they are not understanding the text then their comprehension is not good in relation to that particular text. Imagine reading French but not knowing French words. You may have a good go at decoding many of the words....but what are you understanding? This is a similar situation to a child who is decoding very well but not understanding what he is reading. Asking your child to retell the events of the page and asking questions about the text will quickly show you if they are understanding. Always thinking about comprehension ensures your child is working on all parts of reading and not just the decoding.

2. Reading at home 

Try to encourage your child to read for 10 minutes every day.

a) Make choosing books from the library or bookshops really special. Children with these experiences are probably the ones racing to our school library to find the latest David Walliams book or read the latest book in an exciting series four or five years later when they are in year 5 and 6 and loving reading.

b) Always talk about the story and ask what your child thinks of the characters. Have a great time. This ensures their understanding (comprehension) progresses alongside their reading (decoding).

 c) Mention the characters at other times of the day or pretend to be one of the characters. If your young child is laughing at you doing this then you are furthering their interest in reading.

d) Look at recommended reading lists or tips from libraries and reading websites. They will often have great ideas about books or general reading suggestions.

e) Some children may be interested in non-fiction texts such as magazines and newspapers, encourage this reading too.



1.Wow! The grammar that primary children have to learn can seem very hard to some of us adults simply because we were not taught it. Do you know what a modal verb is and what it does because year 5 children are supposed to know? Often people from other countries studying English knew more about grammar than many adults. The government plans to change this and has made grammar a bigger part of the primary years. Children complete a grammar and spelling test in year 6.

If you are really interested in helping your child in this area and you are not a grammar expert then get hold of a simple grammar book and learn some terms. Start with noun, adjective and verb and work your way through. If you check out what your child is supposed to know in their year group then you will have an idea what to focus on.

Remember it is harder for the older children because they have to learn grammar from previous years too. It also looks like the national 2016 grammar test for year 6 will be much harder than previous years. We know this because sample papers have been produced.

Here are some examples of activities that you can do with your child that might be fun.

Homophone (same sound words with different meanings)- Have fun telling each other homophones at any time. Your child may enjoy suddenly thinking that sea and see, tea and tee, sail and sale etc  have the same sound but mean different things. If they have this dialogue with you whenever they think of one then they are much more likely to remember.

Noun - A possible way to start a child's understanding of nouns is to explain that everything that they can see and touch in the world is a noun. Wherever they are and whatever they look at are nouns. Your child could walk around touching nouns.

Verb- The children usually love acting. The verb is a command so you could shout at a verb for them to act out. For example, David walks, David sings, David crawls, David dances (David does the action each time and you remind him he is learning verbs).

Adjective- The children usually like the idea of adjective loving noun so much that he follows noun everywhere to describe him. They may then get the idea that adjective describes noun. You could pick a noun and ask them for adjectives to describe it. This is also very good for their writing. Below are some examples.

Adjective      Noun

  gigantic      house

  horrible      teacher

  hungry       lion

  grumpy     daddy

 lovely         mummy



.      ,       !      ?       :      ;      "


Think about the  following speech from a character.

                    "I am here.

             "I..I....a..am ..h..h..he..here.

                     "I am here!

Should the second set of speech marks go after the full stop or before?

Do you think the punctuation used will change the way the reader reads the sentence?

Lots of people have their own views on punctuation. Here are a few discussion points or issues for you to think about. These may be of use during homework activities or if you are teaching your child about punctuation.

Writing Punctuation

A. The children are learning what punctuation marks mean from an early age. They will become familiar with the inverted comma (speech mark), exclamation mark and question mark. They may start to use some of these when they write sentences. They gradually learn what other punctuation marks mean and use them in sentences.

B. It is not uncommon for a child to have a very good understanding of punctuation and perhaps get 20 out of 20 in a punctuation test but then neglect to use punctuation in a piece of independent writing. This may even involve missing some capital letters. What is going on?

In a punctuation test or punctuation meaning discussion the child is purely focused on the punctuation, however, when they are writing a story they are focused on other things such as character development, plot, using interesting vocabulary etc. The aim is to make them realise the importance of punctuation for their reader. If the children care about the reader then they may care about getting the punctuation correct. For example, my motivation to read this piece of work is to catch the many mistakes that I will have made. Punctuation helps the reader read the writing by organising it with commas, full stops etc. It can also be used to add impact to the writing through the use of ellipses or exclamation marks as in the example above.

It may be that you discuss how your child could add punctuation to a sentence. Alternatively, you may explain that their reader (you) has struggled to read bits because they have missed punctuation. On each occasion you could ask your child to correct the punctuation. For older children, the aim is to make them naturally check their writing for punctuation errors or to think about how punctuation could impact on their reader. If the child feels responsible to the reader or feels his or her writing will have an audience then they are likely to want to make it correct. It is the link to the real reader that may help to improve a child's independent punctuation.

Time is also a factor. If a child is flowing with his or her writing then the focus may not be punctuation. This is why proofreading and redrafting become important as children progress through primary school. Realising that proofreading and redrafting are a natural part of the writing process may help children to read through their work to check punctuation, change words and check spellings. This webpage will certainly have punctuation mistakes on it that will gradually be caught. Of course, there are also children who use punctuation correctly as they write. If this is the case then the key question may be do they use punctuation to add impact to their writing. Often children use a punctuation mark too much in years 3 and 4 as they become familiar and therefore use it over and over again. A good example of this is the exclamation mark which can certainly be initially overused as the children enjoy using it.

Similar to reading, the aim is to encourage the children to love writing. Punctuation and checking punctuation (also spelling) is important but not to be overdone so that the children become reluctant writers for fear of getting punctuation (or spellings) wrong.

Quick punctuation summary.

a) Children will learn the meaning of punctuation marks and respond to some of them when reading.

b) Children may do well in punctuation tests but miss out some punctuation when writing stories.

c) Reading through work will help children correct punctuation if they are reading through with purpose.

d) Punctuation organises the writing.

e) Punctuation impacts on the story and how characters do things.

f) Discussions about how punctuation helps the reader and punctuating a few sentences may help your child. In addition, discussing missed punctuation and encouraging a checking habit may aid progress in this area.

g) If a child is using punctuation to impact on the reader then are less likely to forget it when they write the first time.