A very warm welcome to our Preschool page. If you have any questions after exploring the page , please don't hesitate to get in touch.
Mrs Trewartha - Preschool leader with responsibility for SEND
Mrs Ward - Preschool leader and DSL
If your child was due to start our Pre-school this term you will have been emailed an activation link for Tapestry, which will be your child's online Learning Journey. If your child attended our Playgroup you will continue to use your existing Tapestry account.
We love to see what you get up to at home and encourage parents to share any WOW moments via your child's Tapestry account.
Useful links for parents
Reading at home
Sharing books with your child at home and reading to them is one of the best ways you can support them. Your child will bring home books from school to help you with this. Click here to visit our Reading a Home support page
Rhymes and poems
Singing and reciting nursery rhymes and poems at home, is extremely beneficial in developing your child's communication and language skills. Click here for some recordings.
At St James's we follow the Little Wandle Phonics programme. Click here to visit the parents' support guide - the initial videos will support you in correctly pronouncing the sounds the letters make. In Preschool, pupils explore Phase 1 which focuses on listening to sounds and verbally making sounds. Once children begin Reception they will learn the correspondence between written letters (graphemes) and the sounds they make (phonemes) - phase 2.
Phase 1 Phonics
Phase One of Letters and Sounds concentrates on developing children’s speaking and listening skills and lays the foundations for the phonic work which starts in Phase 2. The emphasis during Phase 1 is to get children attuned to the sounds around them and ready to begin developing oral blending and segmenting skills.
The activities introduced in Phase 1 are intended to continue throughout the following phases, as lots of practice is needed before children will become confident in their phonic knowledge and skills.
Phase 1 is divided into seven aspects:
Aspect 1 – General sound discrimination – environmental
The aim of this aspect is to raise children’s awareness of the sounds around them and to develop their listening skills. Activities suggested may include going on a listening walk, drumming on different items outside and comparing the sounds, playing a sounds lotto game and making shakers.
Aspect 2 – General sound discrimination – instrumental sounds
This aspect aims to develop children’s awareness of sounds made by various instruments and noise makers. Activities include comparing and matching sound makers, playing instruments alongside a story and making loud and quiet sounds.
Aspect 3 – General sound discrimination – body percussion
The aim of this aspect is to develop children’s awareness of sounds and rhythms. Activities include singing songs and action rhymes, listening to music and developing a sounds vocabulary.
Aspect 4 – Rhythm and rhyme
This aspect aims to develop children’s appreciation and experiences of rhythm and rhyme in speech. Activities include rhyming stories, rhyming bingo, clapping out the syllables in words and odd one out.
Aspect 5 – Alliteration
The focus is on initial sounds of words, with activities including I-Spy type games and matching objects which begin with the same sound.
Aspect 6 – Voice sounds
The aim is to distinguish between different vocal sounds and to begin oral blending and segmenting. Activities may include Metal Mike, where children feed pictures of objects into a toy robot’s mouth and the teacher sounds out the name of the object in a robot voice – /c/-/u/-/p/ cup, with the children joining in.
Aspect 7 – Oral blending and segmenting
In this aspect, the main aim is to develop oral blending and segmenting skills.
To practise oral blending, the teacher could say some sounds, such as /c/-/u/-/p/ and see whether the children can pick out a cup from a group of objects. For segmenting practise, the teacher could hold up an object such as a sock and ask the children which sounds they can hear in the word sock.
Our Indoor and Outdoor Environments