Welcome to Our New EYFS Area!

Early years students playing with beans bags in PE lesson

Welcome to our Early Years page. Here you will be able to find out more about our bespoke curriculum, take a look at our fantastic indoor and outdoor learning environments and read about our ethos and practice in the Early Years Foundation Stage.  At Hillcrest Academy, we firmly believe that the first few years of a child’s education are vital for igniting their intellectual curiosity and promoting a lifelong love of learning. In the EYFS, we lay the foundations for future learning and equip our pupils with the knowledge, confidence and skills to thrive, progress and achieve their potential; our aim is to support our pupils to demonstrate resilience, creativity and independence. We have a highly skilled team who ensure that our youngest pupils are provided with the highest quality early learning experience through a carefully planned curriculum and provision which reflects and responds to the needs and interests of our pupils.

Our Early Years is comprised of a Nursery and two Reception classes. Visits are warmly welcomed.  If you have any questions about our provision or would like to arrange a tour, please email [email protected].

Jump to:

Meet our Team

Curriculum

Nursery

Reception

Home Learning

Events

Photo Gallery

Meet our Team

Mrs Hildred

Assistant Principal and Early Years Leader

Hello, my name is Mrs Hildred. I am the Assistant Principal and Early Years Leader at Hillcrest Academy. I have worked at Hillcrest for over 10 years now and within the 10 years have taught in EYFS, KS1 and KS2 expanding my knowledge and understanding of how pupils learn best. I am passionate about pupils learning through play and providing them with experiences they might not receive outside of school. As well as equipping them with the life skills they need from the early stages of their education. EYFS is a magical place where each pupil’s character, independence and positive relationship with others form and we as a team will ensure this is developed throughout their time in EYFS and throughout school. My favourite part of EYFS is building the love of reading for every pupil. As well as EYFS leader, I am English Leader across school and understand the importance of building the love of stories from an early age. Our Reading areas in provision are engaging with a variety of different types of books for all pupils.

Outside of school I enjoy the great outdoors and getting out to explore the countryside as well as spending time with family as much as I can!

Mrs Buckley

Reception Class Teacher (Respectful Robins)

Hello, my name is Mrs Buckley and I am one of the Reception teachers at Hillcrest Academy. I have many years’ experience working with children from 0- 7 years.

After leaving school, I went to college to study childcare for two years. Following this, I completed a Degree in Children’s Care, Learning and Development whilst working part time in a private day Nursery – this is where I fell in love with Early Years! I then joined Hillcrest in September 2016 as a Teaching Assistant in Reception. After a few years being a Teaching Assistant in the school, I decided to complete my teaching degree and completed the SCITT (School- Centred Initial Teacher Training) programme. I completed the year course, whilst working in Nursery.  My NQT (Newly Qualified Teacher) year was in Reception. I then returned to Nursery for a few more years before leaving to have a baby. After my maternity leave I returned to Reception, where I currently work part time (Monday, Tuesday, and Wednesday).

I love teaching Phonics, and watching the children use their phonic knowledge to support them to read and write. My favourite area of provision is the creative area – where the children can explore, experiment and use their imagination.

Outside of school, I enjoy spending time with my husband, our 2-year-old daughter and our dog.  We enjoy family days out, long walks and exploring new places.

Mrs Boddington

HLTA and Reception Class Teacher (Respectful Robins)

Hi, my name is Mrs. Boddington.  I have been at Hillcrest since April 2022, working as a Higher-Level Teaching Assistant based in Early Years, and from September 2025 I have been a part-time class teacher in Reception.  I have previously worked across all Key Stages within schools, and, whilst this has given me valuable knowledge and experience, it has also shown me that my heart is definitely in Early Years.  I absolutely love seeing the wonder and excitement as children begin their learning journeys, and it is a privilege to be a part of that. I find it very rewarding to help create an environment where every child feels safe, happy, valued and eager to learn. Previously, I worked for Barnardos as a Family Support Worker, and I was also a Childminder when my own children were still young.

I am very passionate about planning and teaching Phonics to our children.  I enjoy finding fun and engaging ways for the children to learn their sounds, blend, and eventually be able to read and write. As an avid reader myself, it is extremely fulfilling to see the joy on the children’s faces as they begin to choose and read their own books, and the impact this has on their communication, social interactions and confidence.  During provision, I enjoy being able to engage in a fun and interactive way with the children, building relationships and modelling positive interactions. I particularly like role play, whether that is in the Home Corner, Construction Area or using the puppets to re-tell stories.  I love how the children bring their own experiences, add this to their brilliant imaginations, and they can create the most amazing narratives and games.  I also enjoy playing games outside with the children and using the outdoor equipment to extend and consolidate their learning.  It is amazing to initiate a game with the children and be constantly surprised at how they develop it further using their imaginations.

Outside of school, I enjoy long walks in the countryside and spending time with family and friends.  As I mentioned before, I love to read and I also enjoy going to the theatre.  I also feel it is important to keep myself healthy, so I swim and run when I have time.

Miss Robinson

Reception Class Teacher (Persevering Penguins)

Hello, my name is Miss Robinson, and I am delighted to be part of our school community as a Reception class teacher. I joined the school in September 2025 and have loved getting to know the children, families, and staff. I have experience working with children aged 3–7, which has given me a strong understanding of how young children grow, learn, and develop during their early years.

This is my first year teaching in Reception, and I am passionate about supporting children as they begin their school journey. My teaching is guided by the Early Years Foundation Stage (EYFS) framework, which focuses on supporting children’s learning through play, exploration, and positive relationships. I believe children learn best when they feel happy, safe, and confident, and I work hard to create a calm, nurturing, and engaging classroom where every child feels valued.

My aim is to help children develop a love of learning while building important skills such as independence, confidence, and resilience. I carefully plan activities that reflect children’s interests and support their development across all areas of the EYFS, helping each child to make progress at their own pace.

My favourite area of the classroom is the maths area, where I enjoy providing hands-on, playful activities that help children explore numbers, patterns, shapes, and problem-solving in a fun and meaningful way. I believe that positive early experiences in maths help children to build confidence and curiosity that will support them throughout their education.

Outside of school, I enjoy spending time with my friends and family, reading, and dancing. I value having a good balance between work and home life, which helps me to bring energy, enthusiasm, and positivity into the classroom each day.

I look forward to working closely with you to support your child and make their time in Reception happy, successful, and memorable.

Mrs Yakoob

Nursery Teacher (Kind Koalas)

Hello to everyone, my name is Mrs Yakoob and I am a qualified teacher working in Nursery. I have been with Hillcrest Academy for 5 years. I have had the privilege to work across Reception, KS1 and KS2 for the first 2 years and now happily settled in Nursery. Prior to joining Hillcrest Academy, I had the privilege to work in a specialist education setting working with a range of ages.

My favourite things to do in provision are arts and crafts activities, it is so amazing watching the children gain the confidence, independence and creativity to create pieces of art. I also really enjoy engaging with the children in role play and seeing them using their imagination to create characters. I enjoy reading stories and bringing them to life using a range of props so children can use their sense to feel, see, smell, touch and hear. I really love to help children learn through fun and engaging activities and encourage them to be independent in their learning. Supporting children to overcome barriers, develop confidence and resilience through their journey in Nursery is my passion.

Outside school, I like to take sewing projects and design clothing, blankets, pillowcases and props for my family and friends. I have two children and a cat called Cheeney. I love to go for long walks in the park.

Mrs French

Higher Level Teaching Assistant and ELSA (Reception)

I have been part of Hillcrest Academy for 20 years. Initially, I was employed as an Early Years Teacher for 11 years, then became a HLTA. In my role as an Early Years Educator, I enjoy supporting the team and helping create a positive environment for both children and families. I am passionate about ensuring that every child feels safe, happy, and ready to learn as they begin their educational journey.

Recently I have taken on the new role as a ELSA (Emotional Literacy Support Assistant). I have received training from educational psychologists, which has enabled me to work with children who need support with their emotional wellbeing and helped them to develop the necessary skills needed to cope with everyday challenges. I have found this role to be worthwhile and beneficial for the children in their own personal journey, as well as my own professional one.

Outside of work, I enjoy going to the gym, Pilates class and long walks in the countryside with my family.

Miss Rennison

Higher Level Teaching Assistant and Nursery 1 Lead (Nursery – Friendly Frogs)

Hello, my name is Miss Rennison and I am a Higher Level Teaching Assistant working in the Nursery. I have been proudly working at Hillcrest for over 10 years and have been a Teaching Assistant since completing my degree in 2002! I have had the opportunity to experience all age groups within primary education, but my passion has always been the Early Years Foundation Stage. I particularly enjoy learning through play and feel this is so beneficial for our youngest learners.

I am looking forward to working with the Friendly Frogs, seeing the children become confident, independent and happy as they journey through the Early Years.

Outside of school I am a mum of two fantastic children, Luke and Amy. We also have a French Bulldog named Trixie. We all love rugby, pantomimes, camping and eating out.

Miss Child

Early Years Level 3 Teaching Assistant (Nursery – Kind Koalas)

Hi, my name is Miss Child. I am currently working in Nursery as a Level 3 Teaching Assistant, I love working with all the children in Kind Koalas, it feels like one giant family. I have been working at Hillcrest Academy for four years now and have worked across Early Years and KS1. Before coming to Hillcrest, I worked in schools and nurseries for over 10 years, working with children aged 0-8 and found my passion for working in early years. I love to help the children learn through play and exciting activities, promoting independence that will help them in the future.

Outside of school, I love spending time with my family and friends, making memories to cherish forever, this could be going on a walk, going to the cinema or even a quiet night in. I love listening to music (trying to sing along) and a favourite thing of mine to do, is getting lost within a book. I also like to travel and visit new places in the UK and outside of the UK (even better if it’s sunny)

Miss Christina

Early Years Level 3 Teaching Assistant (Reception Classes)

Hello, my name is Miss Christina. I started at Hillcrest in 2022 as an apprentice and I am now a qualified Early Years Level 3 Teaching Assistant.  I truly enjoy working in Early Years, as each day is filled with fun, engaging activities and no two days are ever the same. One of the most rewarding parts of my role is watching our children grow in confidence and achieve small milestones throughout the academic year. Seeing the smiles on their faces when they succeed is a real joy and what makes my role so special.

Outside of school, I enjoy reading and baking. My favourite place is the zoo.

I look forward to supporting your children throughout the year and working closely with families to help every child feel happy, confident, and successful

Miss Linley

Early Years Level 3 Teaching Assistant (Nursery – Kind Koalas)

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Miss Best

Early Years Level 3 Teaching Assistant (Nursery – Friendly Frogs)

Hello, my name is Miss Best, and I’m so excited to be a part of the team at Hillcrest Academy!

What I love most about working with young children is seeing their faces light up when they learn something new. In Friendly Frogs we love to explore through play and stories, I’m dedicated to creating a warm and welcoming environment where every child feels comfortable trying new things and discovering their own unique strengths.

Outside of school, I enjoy spending time with my family and tackling long art projects. One of my favourites at the minute is scrapbooking!

Mrs Jahan

Early Years Level 2 Teaching Assistant (Reception Classes)

My name is Mrs Jahan and here is why I enjoy my time at Hillcrest Academy working in Early Years.

I have had a passion for supporting young children from a very early age, I have always enjoyed helping others learn and grow. My mum was a teacher who inspired me greatly and encouraged my love for working within education.

I am passionate about working in the early years as I believe it is the most important stage of a child’s development. I enjoy supporting children’s learning through play and meaningful provision, helping them build confidence and independence.

Building positive relationships is at the heart of my practice. I believe it is important to create a safe and nurturing environment where children feel comfortable expressing their thoughts and feelings, allowing me to support their individual development and help them reach their full potential.

Curriculum

At Hillcrest, we take pride in developing our practice and being at the forefront of new initiatives and legislation. In 2018, we were fortunate to be invited to be part of the Department for Education Early Years Pilot and trial the new statutory framework for the Early Years Foundation Stage. During the Pilot, we developed a bespoke curriculum based upon our knowledge and understanding of how our pupils learn and the teaching strategies, approaches and best practice that accompany this. Now that the Statutory Framework has been brought in as of September 2021, the Hillcrest team have already been delivering and improving our curriculum for three years, ensuring that we continue to provide the best possible start for our pupils.

Through our curriculum, we ensure that the vital prime areas of Personal, Social and Emotional Development, Physical Development and Communication and Language are focused on during our pupils’ earliest years. As these areas of learning become well embedded, our pupils move on to focus on the specific areas of Literacy, Maths, Understanding of the World and Expressive Arts and Design.

Here is a breakdown of the 7 areas of learning and what your child will be taught throughout their time in the Early Years and by the end of their Reception year.

Early years students colouring a picture

Prime Areas of the Curriculum

The development of children’s spoken language underpins all seven areas of learning and development. Children’s back-and-forth interactions from an early age form the foundations for language and cognitive development.  The number and quality of the conversations they have with adults and peers throughout the day in a language-rich environment is crucial. By commenting on what children are interested in or doing, and echoing back what they say with new vocabulary added, practitioners will build children’s language effectively. Reading frequently to children, and engaging them actively in stories, non-fiction, rhymes and poems, and then providing them with extensive opportunities to use and embed new words in a range of contexts, will give children the opportunity to thrive. Through conversation, story-telling and role play, where children share their ideas with support and modelling from their teacher, and sensitive questioning that invites them to elaborate, children become comfortable using a rich range of vocabulary and language structures.
ELG Listening, Attention and Understanding

Children at the expected level of development will:

  • Listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions;
  • Make comments about what they have heard and ask questions to clarify their understanding;
  • Hold conversation when engaged in back-and-forth exchanges with their teacher and peers.
 ELG Speaking

Children at the expected level of development will:

  • Participate in small group, class and one-to-one discussions, offering their own ideas, using recently introduced vocabulary;
  • Offer explanations for why things might happen, making use of recently introduced vocabulary from stories, non-fiction, rhymes and poems when appropriate;
  • Express their ideas and feelings about their experiences using full sentences, including use of past, present and future tenses and making use of conjunctions, with modelling and support from their teacher.

Children’s personal, social and emotional development (PSED) is crucial for children to lead healthy and happy lives, and is fundamental to their cognitive development. Underpinning their personal development are the important attachments that shape their social world. Strong, warm and supportive relationships with adults enable children to learn how to understand their own feelings and those of others. Children should be supported to manage emotions, develop a positive sense of self, set themselves simple goals, have confidence in their own abilities, to persist and wait for what they want and direct attention as necessary. Through adult modelling and guidance, they will learn how to look after their bodies, including healthy eating, and manage personal needs independently. Through supported interaction with other children they learn how to make good friendships, co-operate and resolve conflicts peaceably. These attributes will provide a secure platform from which children can achieve at school and in later life.
ELG Self-Regulation

Children at the expected level of development will:

  • Show an understanding of their own feelings and those of others, and begin to regulate their behaviour accordingly;
  • Set and work towards simple goals, being able to wait for what they want and control their immediate impulses when appropriate;
  • Give focused attention to what the teacher says, responding appropriately even when engaged in activity, and show an ability to follow instructions involving several ideas or actions.
 ELG Managing Self

Children at the expected level of development will:

  • Be confident to try new activities and show independence, resilience and perseverance in the face of challenge;
  • Explain the reasons for rules, know right from wrong and try to behave accordingly;
  • Manage their own basic hygiene and personal needs, including dressing, going to the toilet and understanding the importance of healthy food choices.
ELG Building Relationships

Children at the expected level of development will:

  • Work and play cooperatively and take turns with others;
  • Form positive attachments to adults and friendships with peers;
  • Show sensitivity to their own and to others’ needs.

Physical activity is vital in children’s all-round development, enabling them to pursue happy, healthy and active lives. Gross and fine motor experiences develop incrementally throughout early childhood, starting with sensory explorations and the development of a child’s strength, co-ordination and positional awareness through tummy time, crawling and play movement with both objects and adults. By creating games and providing opportunities for play both indoors and outdoors, adults can support children to develop their core strength, stability, balance, spatial awareness, co-ordination and agility. Gross motor skills provide the foundation for developing healthy bodies and social and emotional well-being. Fine motor control and precision helps with hand-eye co-ordination which is later linked to early literacy. Repeated and varied opportunities to explore and play with small world activities, puzzles, arts and crafts and the practise of using small tools, with feedback and support from adults, allow children to develop proficiency, control and confidence.
ELG Gross Motor Skills

Children at the expected level of development will:

  • Negotiate space and obstacles safely, with consideration for themselves and others;
  • Demonstrate strength, balance and coordination when playing;
  • Move energetically, such as running, jumping, dancing, hopping, skipping and climbing.
 ELG Fine Motor Skills

Children at the expected level of development will:

  • Hold a pencil effectively in preparation for fluent writing – using the tripod grip in almost all cases;
  • Use a range of small tools, including scissors, paint brushes and cutlery;
  • Begin to show accuracy and care when drawing.

Specific Areas of the Curriculum

Literacy

It is crucial for children to develop a life-long love of reading. Reading consists of two dimensions: language comprehension and word reading. Language comprehension (necessary for both reading and writing) starts from birth. It only develops when adults talk with children about the world around them and the books (stories and non-fiction) they read with them, and enjoy rhymes, poems and songs together. Skilled word reading, taught later, involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Writing involves transcription (spelling and handwriting) and composition (articulating ideas and structuring them in speech, before writing).
ELG Comprehension

Children at the expected level of development will:

  • Demonstrate understanding of what has been read to them by retelling stories and narratives using their own words and recently introduced vocabulary;
  • Anticipate, where appropriate, key events in stories;
  • Use and understand recently introduced vocabulary during discussions about stories, non-fiction, rhymes and poems and during role-play.
 ELG Word Reading

Children at the expected level of development will:

  • Say a sound for each letter in the alphabet and at least 10 digraphs;
  • Read words consistent with their phonic knowledge by sound-blending;
  • Read aloud simple sentences and books that are consistent with their phonic knowledge, including common exception words.
ELG Writing

Children at the expected level of development will:

  • Write recognisable letters, most of which are correctly formed;
  • Spell words by identifying sounds in them and representing the sounds with a letter or letters;
  • Write simple phrases and sentences that can be read by others.

Developing a strong grounding in number is essential so that all children develop the necessary building blocks to excel mathematically. Children should be able to count confidently, develop a deep understanding of the numbers to 10, the relationships between them and the patterns within those numbers. By providing frequent and varied opportunities to build and apply this understanding – such as using manipulatives, including small pebbles and tens frames for organising counting – children will develop a secure base of knowledge and vocabulary from which mastery of mathematics is built. In addition, it is important that the curriculum includes rich opportunities for children to develop their spatial reasoning skills across all areas of mathematics including shape, space and measures. It is important that children develop positive attitudes and interests in mathematics, look for patterns and relationships, spot connections, ‘have a go’, talk to adults and peers about what they notice and not be afraid to make mistakes.
ELG Number

Children at the expected level of development will:

  • Have a deep understanding of number to 10, including the composition of each number;
  • Subitise (recognise quantities without counting) up to 5;
  • Automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts.
 ELG Numerical Patterns

Children at the expected level of development will:

  • Verbally count beyond 20, recognising the pattern of the counting system;
  • Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity;
  • Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally.

Understanding the world involves guiding children to make sense of their physical world and their community. The frequency and range of children’s personal experiences increases their knowledge and sense of the world around them – from visiting parks, libraries and museums to meeting important members of society such as police officers, nurses and firefighters. In addition, listening to a broad selection of stories, non-fiction, rhymes and poems will foster their understanding of our culturally, socially, technologically and ecologically diverse world. As well as building important knowledge, this extends their familiarity with words that support understanding across domains. Enriching and widening children’s vocabulary will support later reading comprehension.
ELG Past and Present

Children at the expected level of development will:

  • Talk about the lives of the people around them and their roles in society;
  • Know some similarities and differences between things in the past and now, drawing on their experiences and what has been read in class;
  • Understand the past through settings, characters and events encountered in books read in class and storytelling.
 ELG People, Culture and Communities

Children at the expected level of development will:

  • Describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps;
  • Know some similarities and differences between different religious and cultural communities in this country, drawing on their experiences and what has been read in class;
  • Explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, non-fiction texts and, when appropriate, maps. 
ELG The Natural World

Children at the expected level of development will:

  • Explore the natural world around them, making observations and drawing pictures of animals and plants;
  • Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class;
  • Understand some important processes and changes in the natural world around them, including the seasons and changing states of matter. 

The development of children’s artistic and cultural awareness supports their imagination and creativity. The quality and variety of what children see, hear and participate in is crucial for developing their understanding, self-expression, vocabulary and ability to communicate through the arts. The frequency, repetition and depth of their experiences are fundamental to their progress in interpreting and appreciating what they hear, respond to and observe.
ELG Creating with Materials

Children at the expected level of development will:

  • Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function;
  • Share their creations, explaining the process they have used;
  • Make use of props and materials when role-playing characters in narratives and stories.
 ELG Being Imaginative and Expressive

Children at the expected level of development will:

  • Invent, adapt and recount narratives and stories with peers and their teacher;
  • Sing a range of well-known nursery rhymes and songs;
  • Perform songs, rhymes, poems and stories with others, and, when appropriate, try to move in time with music. 

Nursery

Our Nursery provides the best start for our pupils through a play based curriculum which follows their interests and caters for their ongoing developmental needs. Our pupils have access to high quality provision both indoors and outdoors which is carefully planned and led by a qualified Teacher alongside a team of skilled support staff. Within our provision, our Nursery pupils are able to play, enquire, explore, create, experiment, learn and develop their social and communication skills. Following their excellent start with us, the majority of our Nursery pupils apply through the local authority to join our Reception classes as they continue their academic journey with us. At Hillcrest, we accept pupils into our Nursery the term after they turn three. New pupils can enrol in September, January or April, depending on the availability of class spaces. We offer morning sessions, afternoon sessions and thirty hour places for eligible families. If you would like to apply for a Nursery place for your child, please come into the school office and complete a pre-admission form. You will then be contacted the half term before your child is due to start.

Our Nursery Classes

Friendly Frogs

Kind Koalas

Overview of Topics

Our Nursery pupils follow a curriculum that has been specifically designed to be fun, engaging and meet the requirements of the Early Years Foundation Stage framework. Each half term, we introduce our pupils to an exciting topic. Children who join us in Nursery 1 as a Friendly Frog will complete all topics outlined below, as they will start as a Friendly Frog and move on to being a Kind Koala as they become a Nursery 2 child. Those who start with us in Nursery 2 will join as a Kind Koala, they will complete only those topics identified as being for the Kind Koalas.

Topics Autumn Term 1 Autumn Term 2 Spring Term 1 Spring Term 2 Summer Term 1 Summer Term 2
Friendly Frogs Rhyme Time Story Time Rhyme Time Story Time
Kind Koalas Me and My World Let’s Celebrate Little Travellers Creatures Great and Small Down by the Deep Blue Sea Once Upon a Time

The Nursery Learning Environment

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Reception

In our Reception we have two classes with a Teacher and skilled support staff assigned to each class. Our Reception pupils have free flow access to our shared area of continuous provision alongside free flow access to our fantastic outdoor provision, enabling them to develop their communication and language skills, social skills, resilience, creativity and independence. Our team of highly skilled practitioners adapt the learning environment to meet the developmental needs of all our pupils, ensuring that they thrive and progress in all aspects of their learning and  development. If you would like to apply for a Reception place for your child, please apply via the local authority website: https://www.leeds.gov.uk/schools-and-education/school-admissions/apply-for-a-primary-school

Our Reception Classes

Resilient Robins

Persevering Penguins

Overview of Topics

Our Reception pupils also follow a bespoke curriculum which is carefully mapped, planned and delivered to ensure that our pupils progress and achieve their full potential during their time in EYFS. Each half term, we introduce our pupils to an engaging and exciting topic which builds upon and extends prior learning, equipping them with the knowledge and skills to succeed.

Topics Autumn Term 1 Autumn Term 2 Spring Term 1 Spring Term 2 Summer Term 1 Summer Term 2
Friendly Frogs Me and My World Let’s Celebrate Little Travellers Creatures Great and Small Down by the Deep Blue Sea Once Upon a Time

The Reception Learning Environments

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Home Learning

We feel that it is hugely important for parents to be as involved as possible with their child’s education and for us to form an effective home school partnership. Doing this allows you to keep up to date with what your child is doing in school and it provides opportunities for this learning to continue at home. We will regularly provide activities that you can do with your child to help them practise and apply their skills using a real-life context.

Please check Class Dojo regularly and logon to Mathletics to access our regular home learning activities and challenges. Any work completed by the children can be posted to their Class Dojo portfolio and Class Dojo points will be awarded.

Early years students reading in a library

Using technology is also a great way for children to be engaged in their learning and to continue to practise and apply their skills. Below you will find links to some useful websites that can be used to support learning at home.

Jolly Phonics

This website has a range of printable resources as well as fun interactive games that can support children through all phases of phonics. Please speak to your child’s class teacher to find out which phase of phonics they are currently working on.

Go to Jolly Phonics

Jolly Phonics- A-Z Song

In this video you will learn phrases for each letter of the English Alphabet with it’s phonetics with rhyme and action.
Go to Jolly Phonics- A-Z Song

Jolly Phonics - Blending Group

In this video you will learn all the words in the word bank of jolly phonics for reading, blending, and sounds.
Jolly Phonics - Blending Group

Events

At Hillcrest Academy we feel it is really important to provide a range of exciting events to make our curriculum more engaging for all children. It also gives parents the opportunity to be more involved in their child’s learning journey at school. We have detailed some of the key events we do in Early Years throughout the year;

Hooks/Celebration Events

Each term we have a different topic, at the start of each topic we will have a hook. This is used as a way to develop the children’s intrigue and curiosity around the topic. This may be through a dress up day, a visitor to talk about their job or an educational workshop.  At the end of each topic we have a celebration event, this showcases what the children have learnt through a celebration assembly, class production or activities such as graduation events or trips.

Parent Workshops

We hold parent workshops each half term, during these sessions we model to parents different aspects of the curriculum and how they can support their child at home. These have previously focused on phonics, reading, maths, writing and physical development. During these sessions you will find out about curriculum expectations in both Nursery and Reception, how we teach the subject in school and we will model different activities that you can do at home. You will also get the opportunity to have a go at these activities with your child during the session.

Stay and Play Sessions

We hold regular stay and play sessions throughout the year. These sessions are designed for you as a parent to have the opportunity to come and explore your child’s learning environment alongside them. It is a great parent and child bonding experience which your child can take ownership of as they take you around their favourite places to play and learn and introduce you to their friends.

Photo Gallery

Please see below some of the things the children have been learning about.

Friendly Frogs

February 26th, 2026|

Our new Friendly Frogs classroom has been purposefully designed and carefully created [...]

Seasons

February 26th, 2026|

Our learning about seasons has focused on exploring the changes that take [...]