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Home
Our School
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Bordesley Village Primary School Policies
Opening Hours
Our School
Introduction
Annual Report and Accounts
Behaviour/Pastoral Support
International Projects
Members & Trustees
Ofsted
Our Staff
Teaching Staff
Additional Teaching & Support Staff
Pupil Premium
School Ethos and Vision
SEND
Sports Premium
Bordesley Village Primary School Policies
Opening Hours
Our Curriculum
Introduction
Foundation Stage
Phonics
Reading
English
Mathematics
KUW
Science
Computing
Music
PE
PSHE
SMSC
Religious Education
Relationships and Health Education
British Values
Health for Life
MFL
Our Curriculum
Introduction
Foundation Stage
Phonics
Reading
English
Mathematics
KUW
Science
Computing
Music
PE
PSHE
SMSC
Religious Education
Relationships and Health Education
British Values
Health for Life
MFL
Parents
Admissions
After School Clubs
Communication and Language
What is WellComm?
3.1 Learning to make sense of the world through play
3.2 Using songs and rhymes to learn single words/the names of body parts
3.3 Learning what 'doing' words (verbs) mean
3.4 Understanding sentences with two key words
3.5 Understanding the words only (no cues and out of routine!)
3.6 Putting two early words together
3.7 Using one word to describe an action
3.8 Naming more everyday things
3.9 Using/copying actions in rhymes and songs
3.10 'Talking about what I have seen or done'
4.1 Remembering two things at a time
4.2 Understanding simple describing words (adjectives) in sentences
4.3 Understanding that 'no' plus an object is an early negative
4.4 Learning to talk through play
4.5 Understanding more complex instructions
4.6 Understanding and using doing words (verbs) in simple sentences
4.7 Using 'in' and 'on' at the simplest level
4.8 Adding 'ing' to describe an action
4.9 Understanding and using pronouns: 'I', 'you' and 'we'
4.10 Learning to use 'big' and 'little'
5.1 Understanding 'in', 'on' and 'under' at the simplest level
5.2 Learning to remember and then say the names of two things
5.3 Learning to play with a friend
5.4 Learning the names of colours
5.5 Learning the meaning of 'where'
5.6 To encourage the use of three-word sentences
5.7 Using 'under' in a simple game
5.8 Beginning to use 'what' and 'where'
5.9 Understanding what things are for
5.10 Using simple plurals/plural forms
KS2 SATs
School Meals
Privacy Notice
Parents' Code of Conduct
Parents View (tell us what you think)
Staying Safe Online
Term Dates
Parents
Admissions
After School Clubs
Communication and Language
What is WellComm?
3.1 Learning to make sense of the world through play
3.2 Using songs and rhymes to learn single words/the names of body parts
3.3 Learning what 'doing' words (verbs) mean
3.4 Understanding sentences with two key words
3.5 Understanding the words only (no cues and out of routine!)
3.6 Putting two early words together
3.7 Using one word to describe an action
3.8 Naming more everyday things
3.9 Using/copying actions in rhymes and songs
3.10 'Talking about what I have seen or done'
4.1 Remembering two things at a time
4.2 Understanding simple describing words (adjectives) in sentences
4.3 Understanding that 'no' plus an object is an early negative
4.4 Learning to talk through play
4.5 Understanding more complex instructions
4.6 Understanding and using doing words (verbs) in simple sentences
4.7 Using 'in' and 'on' at the simplest level
4.8 Adding 'ing' to describe an action
4.9 Understanding and using pronouns: 'I', 'you' and 'we'
4.10 Learning to use 'big' and 'little'
5.1 Understanding 'in', 'on' and 'under' at the simplest level
5.2 Learning to remember and then say the names of two things
5.3 Learning to play with a friend
5.4 Learning the names of colours
5.5 Learning the meaning of 'where'
5.6 To encourage the use of three-word sentences
5.7 Using 'under' in a simple game
5.8 Beginning to use 'what' and 'where'
5.9 Understanding what things are for
5.10 Using simple plurals/plural forms
KS2 SATs
School Meals
Privacy Notice
Parents' Code of Conduct
Parents View (tell us what you think)
Staying Safe Online
Term Dates
Newsletters
November 2025
Newsletter 2 - Autumn Term
September 2025
Educational visits - Autumn (i)
Autumn Term Newsletter
July 2025
Final Newsletter 2024 - 2025
June 2025
Summer (ii) Newsletter
May 2025
Summer Menu
Summer (i) Newsletter
April 2025
End of Spring Term Newsletter
March 2025
Spring (ii) Newsletter
February 2025
BV - Spring Half Term Newsletter '25
January 2025
Spring Term Newsletter '25
December 2024
End of Autumn Term Newsletter
SEND Occupational Therapy Newsletter
November 2024
Autumn Menu
Autumn 2 Newsletter
October 2024
Autumn Half Term Newsletter
Home School Relationships - On site conduct
Newsletters
November 2025
Newsletter 2 - Autumn Term
September 2025
Educational visits - Autumn (i)
Autumn Term Newsletter
July 2025
Final Newsletter 2024 - 2025
June 2025
Summer (ii) Newsletter
May 2025
Summer Menu
Summer (i) Newsletter
April 2025
End of Spring Term Newsletter
March 2025
Spring (ii) Newsletter
February 2025
BV - Spring Half Term Newsletter '25
January 2025
Spring Term Newsletter '25
December 2024
End of Autumn Term Newsletter
SEND Occupational Therapy Newsletter
November 2024
Autumn Menu
Autumn 2 Newsletter
October 2024
Autumn Half Term Newsletter
Home School Relationships - On site conduct
Contact
Calendar
Newsletters
November 2025
Newsletter 2 - Autumn Term
September 2025
Educational visits - Autumn (i)
Autumn Term Newsletter
July 2025
Final Newsletter 2024 - 2025
June 2025
Summer (ii) Newsletter
May 2025
Summer Menu
Summer (i) Newsletter
April 2025
End of Spring Term Newsletter
March 2025
Spring (ii) Newsletter
February 2025
BV - Spring Half Term Newsletter '25
January 2025
Spring Term Newsletter '25
December 2024
End of Autumn Term Newsletter
SEND Occupational Therapy Newsletter
November 2024
Autumn Menu
Autumn 2 Newsletter
October 2024
Autumn Half Term Newsletter
Home School Relationships - On site conduct
BV - Spring Half Term Newsletter '25
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BV - Spring Half Term Newsletter '25
