Parent Information

You are your child’s first teacher and the work that you do is invaluable.

Communication is the key to a successful partnership with Huntingdon Academy

We hope this section of the website will include all the information that you require. If there is anything that is not on the website that you would like then please let the school reception know. We always welcome your views and feedback.

All staff are pleased to share their thoughts about the way the children are developing with parents and carers.

We fully encourage parents to take part in everyday school life, wherever possible, as this support and involvement enhances the learning process. If you would like more information, please speak to your child’s class teacher or contact the school office.

We keep parents and carers informed on a regular basis through Class Newsletters, Twitter (@huntingdonlead), Instagram (huntingdonacademy) and daily conversations at the beginning or end of the day. If you wish to arrange a meeting with a class teacher, please speak to them or arrange via our school office.

We inform you about how well your child is doing at school through 3 termly parents’ evenings and an annual report. Parents’ evenings are a great opportunity to gain a clear understanding of your child’s progress and next steps.

Home Learning

Our approach to homework is based upon a positive partnership between home and school, enabling the child to make links between learning at home and at school.

Our school’s homework is designed to allow the children’s curiosity, towards their learning, to thrive. It offers a range of activities linked to the curriculum and allows the children to build their understanding and skills in a range of curriculum areas.

The tasks are linked to recent learning in school to both consolidate and extend the children’s learning, while there are some additional activities which should build increasing interest and give the children opportunities to discover or show interests.

Each week, every year group will have a range of Basic Skills to complete for their homework, including phonics sounds (where appropriate), number bonds (where appropriate), multiplication tables, spelling and handwriting.

Useful Websites

All children in Years 1 to 6 have accounts with Times Tables Rockstars and Spelling Shed. Please speak to your child’s class teacher if you do not have the login or password details.

Oxford Owl

This is a great website that you can sign for as a parent, to access so many free online resources, including free eBooks. Click on ‘Join us’ in the top right hand corner to register.

Scholastic Home Learning

Cross curricular journeys and learning experiences, for you take your child on! This is organised into days, so take a day at a time.

Edinburgh Zoo animal cams!

Edinburgh Zoo have cameras in their enclosures that stream live to the internet. How amazing is that! This is the link to the panda cam but other animals can be found by scrolling down.

BBC Schools

Choose a subject area and have a look at the games available.

BBC Bitesize

Online learning (including games, videos and quizzes) for Key Stages 1 and 2.


IXL have separate pages of skills linked to individual Year group.  Pages are then split into skills of which has a practice question for the children to think about.

National Geographic for Kids

Facts and fun for our animal lovers!

Imagination Tree

For all of our creative minds and craft lovers!

DK findout!

What do you want to find out? Facts and fun on this website!

Woodlands Primary Homework Help

This is a very ‘busy’ website, full of ideas and information. You can choose by the topic or by the subject. You may need to have a search for age appropriate activities or enjoy sharing the facts together.

The Reading Realm

Free learning packs for parents and teachers.

Top Marks

This is full of activities and games, for all ages.

EYFS and KS1

Hungry Little Minds

Some simple and fun activities for you to do, from newborn to 5 years.

ABC Does

Some fantastic,creative ideas for you to try at home – new ideas added regularly.


Phonics and spelling games and activities linked to RWInc.

Phonics Play

More phonics games and also advice for parents. We are a RWInc. school but the games on this site are still appropriate. As a guide, Nursery are Phase 1 moving into Phase 2, Reception complete Phase 3 and move onto Phase 4, Year 1 are working at Phase 5 and Year 2 are Phase 6.

Phonics Play is making their website totally free during the school closure period. Parents do not need to subscribe and can just login with the details below to access all the games and activities.

Username: march20

Password: home

Phonics Bloom

Another website full of phonics games. As with Phonics Play, this site links to the Letters and Sounds Phases as detailed above.


Fun learning games and activities for younger children featuring popular CBeebies characters.

Orchard Toys

Browse a range of free, printable worksheets and activities that will keep your little ones busy for hours! Children will love the simple designs and favourite characters whilst also learning too. Taken from the Orchard Toys website.


CGP online tests

Online maths and grammar tests for Y5/6 children. These CGP 10-Minute Tests are ideal for SATS practice on the go! All the answers are explained at the end of each test, so it’s easy to spot any areas that need a little extra work.

BBC Education

The BBC have produced a whole host of materials for KS2.  Follow the KS2 link and then select either Maths or English.   Each area usually has an information section for reading, plus an activity and then quiz which is marked online.  Some aspects require a subscription.

Education Quizzes

A site with both Maths and English based quizzes which are marked as you go along.

ICT teachers

A site with a range of information and questions – great for revision purposes!

Woodlands Junior

A revision site based upon the old Key Stage 2 Tests but still contains lots of useful information for both Maths and English.

Online Maths Tutor

A site with links to  old style Key Stage 2 Maths Papers, Maths Tutorials as well as Maths Games.  Some of these games are linked to Memory and would therefore help pupils to retain key information.

Higham St Johns (SATs page)

A site with links to Maths and English revision materials, including worksheets to look at online or to print off and practise with.

Past SATs papers

These are “old style” Key Stage 2 test papers but are still useful for practise, and in particular, creating discussion around questions and strategies to answer.  View on screen or print off for free.

Mad 4 Maths

Click on “For Kids” to access some fun games to practise speed of recall of times tables.

Maths Playground

This site has loads of Maths games which help to practise a range of skills.

Sheppard Software

Loads of Maths games on a range of Mathematical concepts.


A range of English games and activities.

KS2 Spellings

Activities to reinforce and practise a range of spelling rules.

Spell Zone 

A range of activities and games to practise a range of spelling rules and patterns

Resources for EAL learners

Ideas for younger children at home

For under 2 year old’s, some activities might need more supervision if they like to put everything in their mouths.

Messy Play

For many little ones, the messier the better! Many of these activities will amuse little ones for a short while. If you don’t have a Tuff Spot, you could use large baking trays, washing up bowls, old baby baths, gardening trays, trugs or trays to put messy play in at home.

Shaving Foam– mark making and playing in foam is a lovely sensory experience for children. You can add toy cars, kitchen utensils or plastic cups etc to it to change what they can do. (Please watch younger children- if they are likely to put things in their mouths this will either need close supervision or try a food based one below)

Rainbow Foam– this is so lovely to do!  You need 2 tablespoons of fairy liquid and 1/4 cup of water in a bowl and, for colour, add a few drops of food colouring. Whisk (if you have a mixer it’s less energetic!) until you have stiff peaks and play.  (Please watch younger children- if they are likely to put things in their mouths this will either need close supervision or try a food based one below)

Gloop– simply cornflour and water- children can scoop it and squeeze it to then let go and watch it turn from solid to liquid. We use this in nursery- the children spend a lot of time experimenting with it.

Shampoo Gloop– add shampoo and cornflour to a bowl and watch children explore!

Moon Sand– 8 cups of plain flour, 1 cup of baby or vegetable oil- you can do a lot with this (and put it in a box to keep it afterwards..) you can use it like sand to make sand castles or put lots of kitchen cups, spoons etc with it.

Cooked spaghetti– if you have just a little of this in a tray, children love exploring it and it doesn’t matter if they eat it! Trays with a tin of beans in and spoons/ cups also works well.

Soft Dough– flour, conditioner and food colouring or glitter- another form of play dough.

Bubble Dough– 1 cup of cornflour, ½ cup of washing up liquid, 2 teaspoons of cooking oil. Mix together! It’s a bit like putty.

Clean Mud– 3 cups of bicarbonate of soda 1 cup of water. You can add food colouring to mix it up. If it’s too runny add more bicarb.

Food based exploring trays– you can put all sorts of foods in trays to explore such as cornflakes, jelly, custard, rice pudding, angel delight, oats, ice cubes- obviously dependent on food supply.

Painting-painting is a great sensory play activity, it encourages dexterity in their hands and an understanding of early science with colours mixing and changing. You could paint simply on paper, on large paper (or lots of sheets of paper stuck together on the floor) or on foil either in small pieces or a large roll rolled out.

Cotton wool painting– Using pegs attach cotton wool to the pegs and put some paint in pots ready for children to dip their cotton wool into.

Car mark making– using wheeled vehicles to mark make- Sellotape large sheets of paper to the floor and provide trays of different coloured paint. Encourage the children to wheel the vehicles in the paint and push them over the paper creating different marks.

Printing– paint and anything you can find to use to print- play dough cutters/ potatoes/ cotton reels, string, buttons.

Edible finger paints– Using natural yoghurt and food colouring, mix these together to create edible finger paints.

Puffy Paint– ½ cup of water, 1 cup of flour, 1 cup of salt and food colouring. Mix together  and paint- leave to dry overnight.

Water Play– most young children love water play in. You only need a tray or container (see messy play) with some water in with or without bubbles and then add different items each time.

You can alter and change it by what you add-

  • Add some safe kitchen utensils (ie slotted spoons, small and big spoons, plastic bowls, cups, jugs, anything with holes in, will provide a fun and clean (if a little wet!) activity.
  • Add food colouring to change the water colour
  • Add old spray bottles (ensure they are fully clean!) or soap pump bottles. Something I use all the time is the used up squeezy sauce bottles, once washed they are great to fill and add and help strengthen muscles.
  • Cloths and babies or toy cars
  • Plastic cups and plates
  • Plastic bottles and cups and spoons
  • Change the feel of the water by adding things such as ice cubes

Sensory Play

Treasure baskets- a treasure basket is a collection of everyday objects chosen to stimulate the different senses. It is one way of giving babies a wide range of experiences as well as the chance to explore and decide for themselves what they want to play with. Have baskets or containers which are strong enough for the baby/ little one to lean on without tipping up. Use objects which are safe from around the home that are interesting items for your baby or toddler to find.

Possible things you could add- bubble wrap, toilet rolls, empty yoghurt containers, bells, balls, feathers, wooden spoons, slotted kitchen spoons, cloths and different textured materials, loofah, brushes, wooden spoons, bath mitts, car mitts, whisks, keys on a keyring, toys, different textured materials and clothes ie scarves, sponges, plastic bottles with things inside…the list is endless!

Exploring-Babies and toddlers love to explore so put toys in boxes with lids, under blankets and inside pillow cases. Fill baskets with safe objects such as wooden spoons, plastic bowls, and tennis balls.

Sensory bottles– Fill an empty plastic bottle with different materials such as rice, pasta and add glitter or some powder paint, you can also add water, oil and food colouring- anything that will move and interest your little one.

Box play-open up a large box at each end so it forms a tunnel. On the inside have textures to crawl on such as bubble wrap, carpet squares, silky materials, pillows or some leaves.

Foil blanket exploring– simple but very effective! You will need an emergency foil blanket.. you can then give your little one chance to explore- hide things under it, shake it up and down, scrunch it up, move it, put things on top of it- hide under it. I’ve used this with my own children when they were very young babies and they loved exploring it, the sounds, the light reflecting and the feel of it.

Water beads- these can be used in a similar way to other filling and pouring activities or in a water tray activity.

Shredded paper-to explore! You can hide things in the paper, put it in a tray, add water to it, throw it, fill and pour with it… or see what the children do with it!

Musical Kitchen Band– children love to make noise! At home you could have a kitchen band by using pans turned upside-down and wooden spoons to bang on them. You could also use plastic boxes and bowls or fill up plastic bottles with different levels of water to hit too.

Paddling pool play-bring the paddling pool inside for a change. You can fill it with balloons, pillows or different textured material scraps. This is great for newly sitting infants and extends sensory play. A laundry basket with pillows around it works well too and makes a fun place for your baby to sit and watch as you do things around the house.

Balloons-fill some balloons with water (use a funnel before blowing them up) or some with sand. The balloons will feel, move and sound different. This helps to develop cause and effect and to understand that their actions have a reaction.

Light projectors/ disco balls– for younger children to watch and explore light moving.

Clean painting– put paint into zip up clear bag, such as a freezer bag. You can put shaving foam with it or things in it such as glitter or shapes and then let children push the paint around inside the bag and watch what happens when they mix it (I try and put a different coloured paint in each corner) it very quickly is mixed together! Make sure you tape over the zip so they can’t open it!

Hair gel sensory bags– as above put hair gel and little things such as plastic toys, beads, sequins, shapes etc in the hair gel and zip up the bag and secure with tape. Children can explore without getting messy!

Language Play

Talking on telephones– to encourage language, pretend to talk on phones to each-other. If you have an old phone let your little one explore the buttons and the receiver.

Sharing stories– reading stories with your little ones are so important for so many things! There are lots online too with animations linked to them.

Sing Songs– there are lots of wonderful songs out there to sing.. if you aren’t a singer, you can find lots of singing videos online (Barefoot book on You Tube)

Role play– lots of small role play opportunities with dressing up clothes, linked objects such as a shop with a till, food tins and packets and some pretend money. A great chance to practice talking in play!

Toys and puppets– pretend talk with toys and puppets is great for developing language- you can model speech to your child by using them too!

Treasure Hunt-ideas to try-

  • Get out a bucket or a toy box and put some toys into it. Close your eyes and go on a “treasure hunt.”
  • If you have a sandbox, bury toys in the sand and then go on a treasure hunt!
  • As you and your child pull toys out of the box, name them and say something about them. For example, if you pull out a doll…say “doll, I found the little doll!”

Sort it out – a game to help toddlers and young children learn and use new words. Gather together different items from around your home– toys, clothes and food items. Place them into a bag or box.Tell your child/ren that you’ve been having a tidy up, but you need help to sort the items out so they can be put away.Ask your child/ren to pull out an item and then ask, “is it something we eat, or something to play with?” Get them to put items into separate piles, ready for putting away. Why not take the opportunity to chat about the items as you sort them: “yes, you’re right, gloves are clothes, and they are something we wear on our hands when it’s cold!”

Some different activities for different age groups here–

and here-

Filling and Pouring

Young children usually love filling and pouring! This can be really simple things you hopefully have at home that will occupy them for a short while.

Use any of the messy play materials or sand/ soil/ gravel/ cereal with a range of containers, spoons, scoops, spades, to encourage children to fill up the containers and then pour them out again. This also works with water and plastic bottles/ jugs/ cups.

Posting activities

Use an upturned colander and either pipe cleaners or uncooked spaghetti to post through the holes.

Have a box with a slit cut in the top to post smaller things like lollipop sticks, you can use a range of different boxes and put different things inside the boxes for your little one to open and explore. They can put them back in, swap boxes and explore opening and closing boxes.

You can use an old tissue box and put pieces of material or other things your little one can pull out- they will enjoy pulling them out and then putting them back in again.

Fine/ Gross Motor

At this age, any activities developing their co-ordination and motor skills help their development whilst being fun too!

Play dough– play dough is always something that children seem to love to play with. It is useful for their fine motor development, exploration and imagination. You can add all sorts to the basic recipe such as herbs, food colouring, smells such as essences or flavouring. You can even add cocoa powder to make play dough mud! This is our basic recipe. You can also add a few drops of glycerine to add shine but it isn’t necessary.

2 cups of plain flour

½  cup of salt

2 tablespoons of oil (vegetable)

2 tablespoons of cream of tartar

1 cup of water (if you use very hot water this tends to melt the salt and so it lasts longer- I boil the kettle and leave for a few minutes before adding. If you are making it with children either use cold or mix the water in and cool before giving to them)

Building Dens– you can build dens with and for your little ones out of so many things! You could use cushions and pillows, sheets and the backs of chairs, clothes horses and pegs… anything that gives a cosy little space for your little one to hide in and explore! You could use the space to read stories too. Mine love dens and torches to explore.

Peg games– pegging pegs is great for fine motor development. Just simple pegs you use to hang up your washing and a few boxes or baskets that they can peg them on and off or mini washing lines between two things also works.

Mark making– children like exploring making marks so any crayons etc and paper or sticks on the ground- anything that makes marks. Chalks can also be attached to toy cars to draw as the cars move.

Throwing– my little boy has always loved throwing.. anything and everything.. so we try and think of things that would work for this inside to keep most of our house intact! We have found the following things work well

  • A bin/ tub and some of the plastic ball pit balls to throw
  • Different sized boxes to aim at or throw into (You can make it harder by just cutting a hole in boxes rather than having them open)
  • Scrunched up newspaper to throw
  • Balloon bouncing- blow up some balloons and bounce them to your little one- bouncing them around the room can be great fun!
  • Beanbags, if you have any.. you can easily make some if not!
  • Targets to throw at – drawn on paper and stuck on the wall or boxes on their end stacked up (and stuck together)

Indoor obstacle course– you could have cushions to jump and roll on, chairs to crawl through, boxes to climb in and out of and tables to climb under. These all help to develop your little one’s physical skills.

Stacking on a plunger– use a plunger and cut up a cardboard roll (ie toilet roll) into rings for stacking onto the plunger. You could also use a kitchen paper towel holder.

Cup stacking– using IKEA style plastic cups, how tall a stack can your child make? They enjoy knocking them over too!

Dropping lentils/beans– have a plastic bottle and drop lentils/ peas into it- great for little ones to try and pick up- make sure this is supervised carefully.

Threading– pasta tubes/ cereal hoops onto uncooked spaghetti (stand the spaghetti up in play dough to allow stacking- make a row of 4 pieces so children can drop the hoops onto them.)

Bubble blowing– blowing bubbles that walking little ones can run to catch and younger babies can reach for, are always a good option and you can make your own bubble solution at home and use things such as string to make bubbles from.

Large bubbles– use 6 cups of water, 1 of fairy liquid and 1 teaspoon of glycerine (if you have it) and then make a circle with a piece of string.. dip and move around to make big bubbles.

Mini sandpit– use a large box and fill it with sand. Add some sand toys (or other things that can be used ie toy cars, combs, kitchen spoons etc) and you have your own mini indoor sandpit that you can pop the lid on and put away when you have finished.

Water painting– a favourite with many of our little ones, a range of paintbrushes- we often use adult decorating paint brushes as they are much thicker and work different muscles, and a pot of water. They can then make marks on any surface- we usually do this one outside on floors, walls etc.

Washing things with bubbles and sponges/cloths- washing toy cars/ washing babies- in an old baby bath/ in a washing up bowl or in large oven trays.

Online Play/ Groups/ Activities


If you are on Facebook there are lots of wonderful people putting on groups, ideas and videos for you to do with your little ones. These are just some of those out there.

MamaTribe– this group has some online sessions every day for a range of ages.

Social Distance Tots– free baby/ toddler group every weekday 10.30am

Dancin’ Tots– music and online regular sessions

Dramatots-a regular drama linked live video for little ones… a new theme each time! Previous ones are on Youtube.

At Home with Tots Facebook Group

CaptainfantasticKids– online toddler group at 10 every week day.

Play-Hooray videos at 10am daily (some aimed at younger children)


Boogie Mites– free online music and movement classes for under 5s.

Keep checking the groups, there are more every day- these are just some we have used.

You Tube

The Learning Station- has lots of movement and action games/songs

Lil’ Pacs- Lincoln’s LPAC toddler group is recorded online!

Baby Yoga (lots of different videos)

Baby Massage (lots of different videos)

Baby disco dancing (again lots of videos to choose from)

Baby Bum- nursery rhymes with videos

Jiggly Wrigglers- movement, dance and music classes.

LittleLearnersUK- daily activities (also have a facebook page)

Maggie and Rose Mini Musicians

There are many more youtube channels you could use- these are just a few I have used.


BBC Sounds-

Imagination Tree –


5 minute Mum-

Blog- some great science-based learning play ideas. free resources, blogs and ideas.

Reading, Writing and Mathematics

Reading at Home

100 fiction books all children should read before leaving primary school

“The more that you read, the more things you will know. The more that you learn, the more places you’ll go.”

Dr. Seuss

The National Association for the Teaching of English ran a survey to find teachers’ top 100 fiction books all children should read before leaving primary school.

Here are the results:

Charlie and the Chocolate Factory
by Roald Dahl
Goodnight Mister Tom
by Michelle Magorian
Alice in Wonderland
by Lewis Carroll
by Roald Dahl
The Gruffalo
by Julia Donaldson
The Chronicles of Narnia
by C S Lewis
The Very Hungry Caterpillar
by Eric Carle
We’re Going on a Bear Hunt
by Michael Rosen
by Shirley Hughes
Stig of the Dump
by Clive King
Black Beauty
by Anna Sewell
The Iron Man
by Ted Hughes
Flat Stanley
by Jeff Brown
Winnie the Pooh
by A A Milne
by Allan and Janet Ahlberg
Owl Babies
by Martin Waddell & Patrick Benson
The Hobbit
by J R R Tolkien
Green Eggs and Ham
by Dr Seuss
War Horse
by Michael Morpurgo
Grimm’s Fairy Tales
by The Brothers Grimm
The Tiger Who Came to Tea
by Judith Kerr
Peace at Last
by Jill Murphy
Artemis Fowl series
by Eoin Colfer
Hairy Maclary from Donaldson’s Dairy
by Lynley Dodd
Not Now Bernard
by David Mckee
Diary of a Wimpy Kid
by Jeff Kinney
The Twits
by Roald Dahl
I am David
by Anne Holm
The Highwayman
by Alfred Noyes
The Paddington series
by Michael Bond
Amazing Grace
by Mary Hoffman and Caroline Binch
Esio Trot
by Roald Dahl
Five Children and It
by E Nesbit
by Phillip Pullman
The Secret Garden
by Frances Hodgson Burnett
The Magic Far Away Tree
by Enid Blyton
Farmer Duck
by Martin Waddell and Helen Oxenbury
Swallows and Amazons
by Arthur Ransome
The Silver Sword
by Ian Serraillier
The Worst Witch series
by Jill Murphy
The Borrowers
by Mary Norton
A Dark, Dark Tale
by Ruth Brown
The Jolly Postman
by Allan Ahlberg
Percy Jackson and the Lightning Thief
by Rick Riordan
by Neil Gaiman
by Anthony Browne
Treasure Island
by R L Stevenson
Voices in the Park
by Anthony Browne
by Charles Perrault
Pig Heart Boy
by Malorie Blackman
The Railway Children
by E Nesbit
Cloud Busting
by Malorie Blackman
by R L Stevenson
The Sheep Pig
by Dick King-Smith
by Alexis Deacon
The Wind in the Willows
by Kenneth Graham
by Christopher Paolini
The Mr Men and Little Miss series
by Roger Hargreaves
Gentle Giant
by Michael Morpurgo
Just So Stories
by Rudyard Kipling
The Velveteen Rabbit
by Margery Williams
by Carlo Collodi
Eagle of the Ninth
by Rosemary Sutcliff
Theseus and the Minotaur
by David Orme and Wendy Body
The Just William series
by Richmal Crompton
On the Way Home
by Jill Murphy
Pumpkin Soup
by Helen Cooper
Street Child
by Berlie Doherty
The Happy Prince and Other Stories
by Oscar Wilde
by Quentin Blake
The Day the Crayons Quit
by Drew Draywalt and Oliver Jeffers
The Snowman
by Raymond Briggs
My Mum
by Anthony Browne
The Little Prince
by Antoine de Saint-Exupery
The Tunnel
by Anthony Browne
by Benjamin Zephaniah
The Turbulent Term of Tyke Tyler
by Gene Kemp
The Giving Tree
by Shel Silverstein
Click Clack Moo: cows that type
by Doreen Cronin and Betsy Lewin
The Phantom Tollbooth
by Norton Juster
The Tale of Peter Rabbit
by Beatrix Potter
I Will Not Ever Never Eat a Tomato
by Lauren Child
The Skulduggery Pleasant series
by Derek Landy
The Early Years at Malory Towers
by Enid Blyton
Wolf Brother
by Michelle Paver
Birds Beasts and Relatives
by Gerald Durrell
The Weirdstone of Brisingamen
by Alan Garner
The Mrs Pepperpot series
by Alf Proysen
The Asterix Series
by Rene Goscinny and Albert Uderzo
The Fib and Other Stories
by George Layton
The Giant’s Necklace
by Michael Morpurgo
The Kipper series
by Mick Inkpen
The Milly-Molly-Mandy series
by Joyce Lankester Brisley
The Suitcase Kid
by Jacqueline Wilson
Where the Wild Things Are
by Maurice Sendak

Reading Diary Information

Reading Diary Comments in EYFS

Reading Diary Comments in KS1

Reading Diary Comments in LKS2

Reading Diary Comments in UKS2

This link will take you to a document with lots of useful reading and book related websites.

Books similar to Harry Potter

Looking for book recommendations for children who have been hooked in by a particular series or author and are ready to branch out? From Harry Potter and Tom Gates to Rainbow Magic and The Worst Witch, Books for Topics have got you covered with their Branching Out booklists and free, printable display posters.


  • Find 5 interesting words in your book. Write down what each one means. Now think of your own sentences that use the words.
  • Make a list of smaller words hiding inside smaller words in your book. E.g. Chalkboard = chalk + board, together = to, get, her
  • Find 5 adjectives in your book. Now try to use them in your own sentences
  • Make a list of words from your book that other children may find hard to spell. Highlight the tricky part in each word.
  • Find 5 adverbs in your book. Put them in alphabetical order.
  • List any key words or phrases from the book.
  • Draw and label a picture of a setting from your story. Copy words and phrases from the book that help describe the setting.

Fiction and non fiction

  • List all the characters that appear in the story.
  • Write some questions about events in the story. See if a friend can find the answers to your questions by using the book.
  • Choose one character from the story. Find three things the author says about this character.
  • Draw a picture of your favourite character. Label it with words the author uses to describe the character.
  • Create a list of key words that you could use to make a glossary for your book. Now create a glossary with explanations of what each word means.
  • Write down some facts you have learned from your book.
  • Make a fact file about a topic from your book.
  • Make up some questions about your book. Give them to a friend and see if they can use the book to answer them.
  • Create a true/false quiz about the book. Try the quiz out on a friend.


  • List all the events in your story in the correct order.
  • Draw a story mountain or story map to show the events in the book.
  • Draw a cartoon strip of the main events in the story.
  • Sequence events from the story.
  • Re-write the story in your own words.
  • Make a timeline of events from the story.
  • Imagine you are one of the characters from the book. Write a diary entry about an event from the book from that character’s point of view.
  • How do you think a character was feeling at a key point in the story? Write their thoughts in a thought bubble?
  • Write down three questions you would want to ask a character from the book. Now try to write their answers.
  • Draw an outline of a character from the book. On the inside choose words that tell us about their character, on the outside write words that tell us about their appearance. Use the words to write a character description.
  • Pick one character from the story, write a list of things you think they would like or dislike; e.g. favourite food, colour, t.v. programme etc. Find things in the text that support why you’ve made these choices about your character.
  • Write three alternative titles for the book. Explain why you have come up with these titles.
  • After finishing your book, think what would happen if there were an extra chapter; summarise what would happen in this chapter.
  • Write a blurb for the book.
  • Think of what might have happened before the story took place. Write this in your own words.
  • Look at the front cover. What do your think is going to happen in this book?

Resource created by @primaryteachew

Links to websites:

There are some excellent free resources on the internet that you can access to support your child to read at home. has lots of free e-books for you to access. You need to register but they can then be accessed for free. This is a brilliant website where you can listen to authors reading their stories out loud. Amazon has a large collection of free e-books for you to download onto your device.;jsessionid=ED3DB252854391728670F5076A3EC9E0.prodny_store01-atgap11 Barnes and Noble offer a selection a free e-books.


Here are some key elements of mathematics that you can support your child to embed at home:

Year 1

  • Counting from 0 to 100 and back again in steps of 1 eg. 0, 1, 2, 3, 4, 5 etc
  • Counting from 0 to 20 and back again in steps of 2 eg. 0, 2, 4, 6, 8, 10, 12 etc
  • Counting from 0 to 50 and back again in steps of 5 eg. 0, 5, 10, 15, 20 etc
  • Counting from 0 to 100 and back and again in steps of 10 eg. 0, 10, 20, 30 etc

Year 2

  • Count from 0 to 100 and back again in steps of 1 ie. 0, 1, 2, 3, 4, 5, 6 etc
  • Count from 0 to 20 and back again in steps of 2 ie. 0, 2, 4, 6, 8 etc
  • Count from 0 to 30 and back again in steps of 3 ie. 0, 3, 6, 9, 12 etc
  • Count from 0 to 50 and back again in steps of 5 ie. 0, 5, 10, 15, 20 etc
  • Count from 0 to 100 and back again in steps of 10 ie. 0, 10, 20, 30, 40 etc
  • Name and describe 2d shapes eg. a square has 4 vertices (corners) and 4 sides of equal length (circle, triangle, square, rectangle)
  • Name and describe 3d shapes eg. a cube has 8 faces, 12, edges and 8 vertices (corners) (cube, cuboid, sphere, cone, pyramid).

Year 3

  • Count from 0 to 30 and back again in steps of 3 ie. 0, 3, 6, 9, 12 etc
  • Count from 0 to 40 and back again in steps of 4 ie. 0, 4, 8, 12, 16 etc
  • Count from 0 to 80 and back again in steps of 8 ie. 0, 8, 16, 24, 32 etc
  • Count from 0 to 500 and back again in steps of 50 ie. 0, 50, 100, 150, 200 etc
  • Count from 0 to 1000 and back again in steps of 100 ie. 0, 100, 200, 300, etc
  • Ordering and sequencing numbers to 1000.
  • Read the time on an analogue clock (12 hour and 24 hour clock)
  • Know all of the Roman numerals up to 12.
  • Know that there are 365 days in a year and 366 in a leap year.
  • Know how many days there are in each month of the year (Thirty days has September, April, June and November. All the rest have 31 but February has 28, the leap year that comes once in four, gives February one day more).
  • Know that there are 60 seconds in a minute and 60 minutes in an hour.

Year 4

  • Count from 0 to 30 in steps of 3 ie. 0, 3, 6, 9, 12 etc
  • Count from 0 to 40 in steps of 4 ie. 0, 4, 8, 12, 16 etc
  • Count from 0 to 60 in steps of 6 ie. 0, 6, 12, 18, 24 etc
  • Count from 0 to 70 in steps of 7 ie. 0, 7, 14, 21, 28 etc
  • Count from 0 to 80 in steps of 8 ie. 0, 8, 16, 24, 32 etc
  • Count from 0 to 90 in steps of 9 ie. 0, 9, 18, 27, 36 etc
  • Count from 0 to 250 in steps of 25 ie. 0, 25, 50, 75, 100 etc
  • Count from 0 to 500 and back again in steps of 50 ie. 0, 50, 100, 150, 200 etc
  • Count from 0 to 1000 and back again in steps of 100 ie. 0, 100, 200, 300, etc
  • Count from 0 to 10000 and back again in steps of 1000 ie. 0, 1000, 2000, 3000 etc.
  • Read and write numbers to 10,000 in digits.
  • Find 1000 more and 1000 less than any number.
  • Count backwards from zero into the negative numbers ie. 0, -1, -2, -3, -4, -5

Year 5

  • Read the time on an analogue and digital clock (12 hour and 24 hour)
  • Know that there are 365 days in a year and 366 in a leap year.
  • Know how many days there are in each month of the year (Thirty days has September, April, June and November. All the rest have 31 but February has 28, the leap year that comes once in four, gives February one day more).
  • Know that there are 60 seconds in a minute and 60 minutes in an hour.
  • Know all of the Roman numerals (I, V, X, C, L, D, M)
  • Convert between different units of metric measure (for example, kilometre and metre; centimetre and metre; centimetre and millimetre; gram and kilogram; litre and millilitre)

Year 6

  • Read the time on an analogue clock (12 hour and 24 hour clock)
  • Know all of the Roman numerals up to 1000.
  • Know that there are 365 days in a year and 366 in a leap year.
  • Know how many days there are in each month of the year (Thirty days has September, April, June and November. All the rest have 31 but February has 28, the leap year that comes once in four, gives February one day more).
  • Know that there are 60 seconds in a minute and 60 minutes in an hour.

Third Space Learning Times Tables Quizzes

Each resource consists of 5 Times Tables Practice Tests complete with answers per year group. There is an Assessment page for each test, if pupils shade in the question numbers they got correct in each table, it should become apparent quite quickly which times tables or multiplication skills that need more work and which they have mastered already! Taken from the Third Space Learning website.

NB. There is a statutory test in Year 4 on times tables.

Times Tables Pack Parent Guide








Parent and carer hotline

RWI now have a hotline for parents and carers helping children learning to read at home with Read Write Inc. Phonics. Please email [email protected] with any queries.

Oxford Owl for Home from Oxford University Press

  • 72 free eBooks matched to Read Write Inc. Phonics Storybooks
  • 62 Speed Sounds practice sheets
  • 28 Ditty practice sheets
  • Parent information booklets
  • 8 Speedy Green Words slideshows

Contact Details and Medical Information

Contact Details and Medical Information

It is vital that your contact details and medical information (including Doctors name/surgery) are kept up to date. If any of your contact details change, please inform us as soon as possible by contacting the school office.


“Safeguarding is everybody’s responsibility”

Children have a right to be cared for and protected, protecting them is everyone’s responsibility. Here at Huntingdon Academy we have a duty of care to ensure that all users of the school are kept safe from harm. We are committed to provide a secure and supportive environment in which children can develop and grow into mature and responsible people. Safeguarding children is an essential part of our holistic approach to ensure that children are protected from abuse and neglect and that every child reaches their full potential.

Safeguarding Team

DSL / Executive Head: Ross Middleton

DSL / Head of School: Rebecca Riley

DSL / Deputy Head: Rebecca Want (Maternity)

DSL / Deputy Head: Hazel Vaughan

Lead DSL / Leader of Inclusion and Welfare: Louise Yarnell

DSP / Business Manager: Kim Barker

Safeguarding Information

We are committed to safeguarding and meeting the needs of all our pupils. This provides some useful advice and information when working with our pupils.

What are your responsibilities as a visitor to our school?

All those who come into contact with the pupils have a duty to safeguard and promote the welfare of the children.

Supply teachers/students will be briefed on arrival to site before they begin work. They will be aware of possible signs and indicators of abuse and will bring their concerns immediately to a DSL or DSP

School age students and other volunteers will not have received child protection training and MUST NEVER be left alone with a child/children at any point; a CP trained member of staff should always be in sight/hearing of a student/volunteer.

DBS Checks

Huntingdon Academy requires all adults who work in a regulated activity to be checked through the Disclosure and Barring Service.

If you are volunteering we will ask you to complete various forms and provide photo I.D. not only to verify your identity, but to provide contact details.

You are required to inform the head immediately if you become subject to any criminal investigation.

You must also declare if you are living with someone who has committed an offence against children. Debarring by Association. Everyone in our school is asked to make this declaration as they come into contact with under 8’s.

What you should do if you are worried about a child?

Whilst working with a child, if you become worried about:

  • Comments made by a child
  • Marks or bruising on a child
  • Changes in a child’s behaviour or de-meaner
  • Disclosures of any nature that may indicate risk of harm to a child
  • You must report these concerns to a Designated Safeguarding Lead and log the concern on My Concern.

If a child makes a disclosure to you

  • Listen, allow the child to talk freely.
  • Reassure but DON’T promise anything.
  • DO NOT promise confidentiality.
  • DO NOT interrogate, do not ask them to write it down.
  • Reassure them that it was right to talk.

What if a child expresses concern about a staff member?

If a child is to do this it must be reported to the head, if it is about the head it must be reported to the Chair of Governors.

Appropriate Behaviour

  • As a visitor or volunteer you may well work closely with pupils. We need to have mutual trust and respect.
  • You should not engage in physical contact with the children if they instigate this it should be reported to class teacher.
  • Do not photograph/record the pupils and do not have you mobile phone or camera out whilst on site. Do not exchange numbers or engage on social media with any pupils.


It is expected of everybody in school not to discuss anything they hear or see on site with anybody else.

Do you have a safeguarding concern?

As a parent or member of the public we all have a duty of care to ensure that we support the safeguarding of all young people and those who are deemed vulnerable. If you have a safeguarding concern during the hours of Monday to Friday between 8 am and 5 pm, if you believe someone’s life is in immediate danger then you should call 999, otherwise you can call MASH ( multi agency safeguarding hub). They can be reached on you will be able to discuss and share you concern with them, you can remain anonymous, however, it is helpful if you are able to share who you are, which will remain confidential. This allows them to be able to filter out malicious calls. Out of these hours if you have a concern that someone’s life is in immediate danger then you must call 999, However, if you feel that you are concerned and it doesn’t quite meet the threshold of a 999 call you can contact Nottingham City Social Care Out of hours emergency duty team on 0300 456 4546.

Local Safeguarding Authority

Nottingham City Safeguarding Partnership (NCSCP) is a forum dedicated to providing reliable service to children in Nottingham City.


CEOP helps any child or young person under the age of 18 who is being pressured, forced or tricked into taking part in an activity of any kind. This can be something that has taken place either online or in ‘the real world’, or both. The CEOP Safety Centre has clear information and advice on what can be reported to CEOP, the reporting process and what will happen if you do decide to make a report. You can visit the CEOP Safety Centre and make a report directly to CEOP by clicking the Click CEOP button.

If you are experiencing online bullying or something else online has worried you please speak to an adult you trust, or you can talk to Childline at any time on 0800 1111 or at

CEOP is a command of the National Crime Agency and is dedicated to tackling the sexual abuse and exploitation of children and young people. CEOP helps children and young people under the age of 18 who have been forced or manipulated into taking part, or are being pressured to take part, in sexual activity of any kind. This can be both online and offline. The CEOP Safety Centre offers information and advice for children and young people, parents and carers and professionals. You can visit the CEOP Safety Centre and make a report directly to CEOP by clicking the Click CEOP button.

Online bullying or other online concerns should not be reported to CEOP and children and young people should be directed to speak to an adult they trust, and/or referred to Childline, if they would like to speak to someone about how they are feeling.

NSPCC Keeping Children Safe Online –
Parents Info –
Safety Net –
Parental Controls –
Childnet –
ThinkUKnow –
Digital Parenting –
Parent Zone –

R.S.E at Huntingdon Academy

Snow and Bad Weather

Every winter brings the possibility of snow and ice. Extreme bad weather can cause widespread and prolonged disruption. Schools are often affected and it can be difficult to maintain an education service. As a fundamental principle every effort must be made to keep schools open, even if only limited numbers of pupils can attend. There is a legal requirement to keep schools open for children to attend for 190 days per year (380 sessions). However, schools may close due to ‘unavoidable’ circumstances. Those circumstances being that it is no longer safe for staff or pupils to be onsite. We recognise that it is important that our school remains open so parents are able to work and pupils can continue to learn. Huntingdon Academy will make every effort to prepare for severe snow/ice this winter.

The government has stressed the importance of schools remaining open, wherever possible, as closures have a knock on effect on parents/carers who are key workers in other areas of the public sector, e.g. Health Services, thus undermining crucial service delivery. The overriding principle is, therefore, for schools to remain open to the maximum degree possible, as is consistent with health and safety requirements, even if it is not possible to run a full timetable. 

‘The decision whether to close must, however, be for headteachers as they know their schools and surrounding areas. They should use common sense in assessing the risks and keep their schools open.’ – Department of Education

How will parents know if school is closed?

The school website will advise parents IF the school is closed. 

The school will send parents a text message IF the school is closed.