search.noResults

search.searching

note.createNoteMessage

search.noResults

search.searching

orderForm.title

orderForm.productCode
orderForm.description
orderForm.quantity
orderForm.itemPrice
orderForm.price
orderForm.totalPrice
orderForm.deliveryDetails.billingAddress
orderForm.deliveryDetails.deliveryAddress
orderForm.noItems
KEEPING YOU IN TOUCH - YOUR FREE MONTHLY NEWSPAPER DELIVERED DOOR-TO-DOOR FOR 30 YEARS WE NEED A SPACESHIP TO FLY TO THE MOON!


Gosh can you believe we are already into October? Where did September go? It feels like we have just welcomed our Reception class into school, yet they have settled so well you would think they had been here for years.


on roles and how to use the resources in ways to develop their knowledge and understanding.


Those who have attended our Nursery, have the advantage of knowing the school and the Reception staff. For those children new to the school, the start of term can be quite daunting, so a smooth transition can make all the difference for everyone involved. As part of transition, we welcome families to join us for open days to get a feel of our school and particularly our taster morning, where they all come to school for a session in the Reception classroom. We also visit new starters at home; meeting children in their home environment can give them greater confidence when they come to school on their first day.


Already the children have been enjoying space stories and retelling the story of ‘Whatever Next’. They have written lists of what to pack for a journey to the moon and have made ‘Wanted’ posters to find a little alien, who stole their underpants one night. As part of our maths they have been making number rockets, ordering the number blocks correctly to blast off. In PE, the children have been pretending to be astronauts, mimicking how they move about slowly on the moon.


It is wonderful listening to the children's ideas and


questions, which develop as the year progresses and allows us to inspire them further. There are no boundaries to what children may learn in Reception at Paddle, where we go ‘To infinity and beyond!’


Eaglesfield Paddle CE Primary Academy


Now everyone is settled, the real fun and learning can begin but where to start? Here at Paddle, we like the children to take the lead with their learning. Through discussion and weekly planning sessions they offer up ideas for learning, choosing the main theme and also individual activities.


This term, the children have chosen space as their topic.


“Are you looking for an Outstanding School?”


We have a small number of places still available and we welcome applications for classes across the school


At Paddle Academy we can offer:


an ‘outstanding’ Ofsted rated school; strong Christian Values; a creative curriculum; leading edge technology; extensive outdoor provision; an exciting residential programme and an opportunity for your child to “Be the best that they can be…!”


We welcome children from outside our immediate catchment area, “Care Around The Clock” before & after school care is available for all children


‘We need a spaceship to fly to the moon!’


Cue Mrs. Tyrrell finding resources to make a control centre and spaceship in the outdoor area. The children are always involved in the assembly of our role-play areas. We find this helps develop respect for the area and the resources within. We then play alongside them, modelling how to take


INFO@THECOCKERMOUTHPOST.CO.UK Applications are accepted all year round


For further details or to arrange a school tour please contact Mrs Raven on 01900 823188 or office@eaglesfieldpaddle.cumbria.sch.uk


CARE


AROUND THE CLOCK! Before and After School Care from 7.45am to 5.30pm


19 OCTOBER 2017 ISSUE 419 PAGE 38


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48  |  Page 49  |  Page 50  |  Page 51  |  Page 52  |  Page 53  |  Page 54  |  Page 55  |  Page 56  |  Page 57  |  Page 58  |  Page 59  |  Page 60  |  Page 61  |  Page 62  |  Page 63  |  Page 64  |  Page 65  |  Page 66  |  Page 67  |  Page 68