Moordown St John's Church of England Primary School

Year 6 Residential - Day 1

Day one started with much excitement as we eagerly waited for the coach to take us to Purbeck Valley Farm to begin our residential adventure!

After only fifty or so ‘are we there yets?’, we arrived at our home for the week and met our group leaders, Andy, Joe, Max & Harvey who gave us a tour of the site and told us what we would be doing each day - they were really funny!

We couldn’t wait to find out our tent groups so we could get settled in and unpack. We were then ready for our first two activities: archery tag and nightline (where we had to play games and navigate obstacles - blindfolded)!

Free time was fun as we got to play football with another school and chill out in our tents.

After dinner, we celebrated Ted’s birthday by singing and eating cupcakes!

We split into two groups for our evening activities: slip and slide & campfire. It was a bit chilly so many of the slip and sliders had a ‘warmy uppy’ shower, while the rest of us toasted marshmallows by the fire!

The day was full of laughter & new experiences and everyone is excited to see what tomorrow brings!

Strong oral language skills help children feel confident, connected and ready to learn. This guide explores simple, everyday ways that parents, carers and educators can support children’s speaking, listening and understanding, from shared conversations and story time to naming feelings and building vocabulary through play and routines.

It also highlights the value of working closely with nurseries, schools and early years settings, using evidence-based approaches and spotting possible language needs early. With expert insight from OxEd, the guide offers supportive advice to help children become confident communicators as they prepare for school.

Summer Term Issue 2 😃😊

MSJ Newsletter - Summer Term Issue 2 😀 Please see the poster below for full details, including how to sign up and key dates. Maps are also available at local libraries.

Neurodivergent children are often drawn to technology, so early, supported experiences online are key. This guide explores how adults can model positive digital behaviour, set age-appropriate limits and create open, judgement-free conversations about online safety. It also highlights the importance of balancing screen use with offline activities to support wellbeing and development.

It also unpacks emerging challenges, including AI-generated content and the blurred lines between real and simulated interactions. With clear, practical advice on boundaries, critical thinking and safe communication, this guide helps educators and families build confidence in supporting neurodivergent children to navigate the digital world safely and responsibly.

Year 1 have been busy in Art making colourful paper beads and turning them into bracelets and necklaces! The children carefully cut paper into triangles, rolled them around straws to create beads, and then threaded them onto string or pipe cleaners. Although threading the beads onto string was quite tricky, everyone showed fantastic patience and creativity. We are so proud of their beautiful finished jewellery!

Reception have been busy exploring their exciting new topic: ‘Growing’!

They have been learning about farms & baby animals, discovering how they grow and change.

Inspired by Jack and the Beanstalk, they even planted their own bean seeds, and are eagerly watching them sprout.

Today we were very lucky to have Creature Teachers visit our Reception class! 🐾

We had the amazing opportunity to handle and learn about a variety of fascinating creatures, including an owl, ferrets, a cockroach, a snake, and a bearded dragon.

The children were incredibly brave and curious, and we learnt so many interesting facts about each animal. A truly unforgettable experience for everyone involved!

As infants, we all rely completely on adults to help us resolve situations that are causing us to become upset or stressed. This is known as co-regulation. The next phase, once autonomy has begun to develop, is called self-regulation: this is when children start to become capable of exercising more control over their impulses and behaviour, and managing their own emotions.

This vital developmental milestone, however, isn’t reached spontaneously. Learning to self-regulate requires sensitive guidance from trusted adults – simply talking with children about their thoughts and feelings, for instance, can ease the route to self-regulation.

Violent clips, online ‘wars’, and shock-value challenges can spread rapidly across social media feeds – often appearing in front of young people who weren’t actively looking for them. This guide explains how algorithms, messaging groups and viral trends can expose children to real-world violence online, sometimes normalising harmful behaviour or encouraging risky offline actions.

It also highlights the emotional, social and legal risks linked to engaging with violent content. From anxiety and community fear to the dangers of sharing or promoting violent posts, the guide offers practical advice for parents and educators on discussing online safety, understanding the law, and helping young people respond positively and responsibly.

Each week, our Year 1 and Year 6 pupils have been enjoying lessons with TeamTheme. The coach makes every session active, engaging and lots of fun!

Year 1 have been working hard to develop their ball skills, building confidence while learning to control, throw and catch. It’s been wonderful to see their enthusiasm and skills growing each week.