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Barming Primary School

Be Kind, Be Safe, Be Responsible And Make Good Choices

Barming Primary School

Be Kind, Be Safe, Be Responsible And Make Good Choices

The calendar has now been updated with all the events for this academic year!
Welcome to BarmingPrimary School
Barming Primary School is a 2 form entry primary school on the outskirts of Maidstone. It is a co-educational school for children aged 4 to 11 years old. There are currently 403 children on role.
A Message from the Head of School
Barming Primary School has so much to offer. Everyone is welcome and children are encouraged to flourish and achieve their goals. Come and find out what we are all about!
Orchard Academy Trust
Barming Primary School is an Academy and is part of the Orchard Trust family of schools. The Trust currently consists of Allington Primary School and Barming Primary School.

Last Week's Attendance:

  • Reception 93.3%
  • Year 1 93.5%
  • Year 2 97.9%
  • Year 3 98.3%
  • Year 4 97.2%
  • Year 5 95.7%
  • Year 6 98.7%
  • Whole School - 96.1%

Year 1

Termly Newsletters 18-19

Welcome to Year 1!


In Year 1 we have two classes - Jazz and Kanzi Class.

In Jazz class the teacher is Ms Williams and the teaching assistant is Miss Hadrill.

In Kanzi class the teacher is Mrs Hilden (was Miss Codling) and the teaching assistant is Mrs Simpson.

Both classes also share the teaching assistant Mrs Brooks in the afternoon.







Play a game of snakes and ladders practising reading and spelling Year 1 Common Exception Words/ High Frequency Words

Learning in Year 1


The Year 1 curriculum builds upon and extends the experiences that children have had in Reception. The children will have a more formal learning environment in Year 1 and will continue to learn through  play, alongside being involved in exciting topics so that they remain motivated, eager and enthused learners. Phonics will taught for 20 minutes every day to support with reading, writing and spelling. We expect children to read at home every night alongside additional spelling homework which will be sent home with children’s reading records. The children are expected to become more independent readers and writers as the year advances. If you have any questions or queries about your child’s progress, please don’t hesitate to come and see me after school.


General Reminders


  •  Please ensure your child has their PE kit in school and that all items are clearly labelled. We encourage children to practise getting dressed at home to help them get changed quickly in school!
  • Any letters or reply slips, which need to be returned, can be put in your child’s book bag. The children are encouraged to check them each morning and give things in after the register.
  • The children will be given their own water bottle to keep in class which they can access throughout the day and they will change their water regularly.

This term's topic is Time to Play!



This term we will be reading the story:



Practise reading and spelling Year 1 Common Exception Words at home:


Practise cursive letter formation at home.



During KS1, it’s important for your child to get to grips with maths in a very practical, hands-on way. Working individually, as a class and in groups, they will be investigating, counting, playing number games and using everyday objects to help them solve problems and do simple calculations. As they start to become more familiar with the language used in maths, they will be encouraged to talk about their methods for solving problems and presenting their results.

In Year 1, your child will be:


Number and place value

· Counting up to 100 forwards and backwards

· Reading and writing numbers up to 100

· Reading and writing numbers up to 20 in words

· Counting on and back in twos, fives and tens

· Using a number line to put numbers in the correct order

· Recognising patterns in numbers

· Recognising odd and even numbers

· Estimating amounts of objects and then counting to check


· Learning simple addition and subtraction

· Recognising mathematical words and symbols

· Using money – paying and giving change

· Learning which pairs of numbers add up to 20 (number bonds)

· Doubling and halving

· Finding a quarter of a quantity

· Working out multiplication and division questions using objects to group or share out


· Telling the time to the hour and half hour

· Putting the days of the week and months of the year in order

· Measuring length, weight and capacity and comparing these measurements


· Recognising, naming and describing common 2D and 3D shapes

· Using shapes to make patterns, models and pictures

· Describing whole, half, quarter and three-quarter turns


From Reception on children are taught to use number lines and number squares. This is not ‘cheating’, but a great way to help children visualise numbers and number patterns.

Teachers will often give children a number line to help them with addition. If they are adding 6 and 4, for example, they will be shown how to put their finger on the 6 and then count on 4 from there.
Working with a number square (or 100 square) is all about learning tricks such as moving down a line to add on 10 instead of counting along – all of this can be hugely time-saving as well as helping them to understand how numbers work. It is a good way to show children then when you add ten to a number, the tens number changes but the unit stays the same.

Here are some key words and phrases for subtraction learning:

· subtract

· take away

· minus

· decrease

· leave

· how many are left/left over?

· difference between

· half / halve

· how many fewer is.. than...?

· how much less is...?

The more you use these words, the more your child will understand them. Try to ask them questions such as the following:
What is 5 minus 3? If I subtract 4 apples from the bowl, how many will there be left? What is the difference between 7 and 11?




Phase 5 generally takes children the whole of Year 1. We start the year by introducing alternative spellings for sounds, like ‘igh’. Children master these in reading first, and as their fluency develops, we begin to see them using them correctly in spelling.

Children learn new graphemes (different ways of spelling each sound) and alternative pronunciations for these: for example, learning that the grapheme ‘ow’ makes a different sound in ‘snow’ and ‘cow’.

They should become quicker at blending, and start to do it silently.

They learn about split digraphs (the ‘magic e’) such as the a-e in ‘name.’

They’ll start to choose the right graphemes when spelling, and will learn more tricky words, including ‘people,’ ‘water’ and ‘friend’. They also learn one new phoneme: /zh/, as in ‘treasure.’

By the end of Year 1, children should be able to:

  • Say the sound for any grapheme they are shown
  • Write the common graphemes for any given sound (e.g. ‘e,’ ‘ee,’ ‘ie,’ ‘ea’)
  • Use their phonics knowledge to read and spell unfamiliar words of up to three syllables
  • Read all of the 100 high frequency words, and be able to spell most of them
  • Form letters correctly

Phonics Screening Check:

The Phonics Screening Check is meant to show how well your child can use the phonics skills they’ve learned up to the end of Year 1, and to identify students who need extra phonics help. Assessment takes place in June.

The checks consist of 40 words and non-words that your child will be asked to read one-on-one with a teacher. Non-words (or nonsense words, or pseudo words) are a collection of letters that will follow phonics rules your child has been taught, but don’t mean anything – your child will need to read these with the correct sounds to show that they understand the phonics rules behind them.

The 40 words and non-words (we call these alien words) are divided into two sections – one with simple word structures of three or four letters, and one with more complex word structures of five or six letters. The teacher administering the check with your child will give them a few practice words to read first – including some non-words – so they understand more about what they have to do. Each of the non-words is presented with a picture of a monster / alien, as if the word were their name (and so your child doesn’t think the word is a mistake because it doesn’t make sense!).

Examples of Alien words that children will be expected to sound out and blend:


Recommended Phonics Activities

Mr. Thorne Does Phonics

If you are unsure how to correctly pronounce any of the sounds go to Mr. Thorne Does Phonics where you can watch videos of Mr. Thorne or his friend Geraldine the Giraffe teach the sound and discuss words including it. He also has apps for Android and Apple available.

Phonics Play

This is a very popular website we use regularly in our phonics lessons. The children will be familiar with the website and its games. Some of our favourite games are:

  • Flashcards
  • Buried Treasure
  • Dragons Den
  • Picnic on Pluto
  • Reading Robot

Some of the games are available for free, others require a subscription (only £12 for a year).

Twinkl Phonics App

This app includes lots of different sections covering phonic sounds, letter formation, high frequency words and games such as buried treasure and matching games.


This is not a website we have used in class but it involves interactive videos that children can watch and then are able to make up words with the given letters. It allows them to practise sound recognition and blending.

Phonics Books

Revisit pages in your child’s phonics book to practice reading and spelling a good range of words. Don’t forget to look for the high frequency and tricky words!

More websites with phonics games on: