The Headteacher's Blog
Welcome to Lydgate Junior School.
We aim to ensure that all children receive a high quality, enjoyable and exciting education.
We feel that our school is a true reflection of the community we serve. Lydgate children are well motivated and come from a range of social and cultural backgrounds. Within the school community we appreciate the richness of experience that the children bring to school. This enhances the learning experiences of everyone and it also gives all pupils the opportunity to develop respect and tolerance for each other by working and playing together. We want your child's time at Lydgate to be memorable for the right reasons - that is, a happy, fulfilling and successful period of his/her childhood.
Welcome to Year 3!
The Y3 teachers are Mrs Dutton & Mrs de Brouwer (3D/deB), Mrs Holden (3SH), Mrs Noble & Mrs Finney (3N/R) and Miss Wall (3AW). We have several Teaching Assistants who work with Y3 children at different times through the week: Mr Jenkinson, Mrs Proctor, Mrs Hill, Mrs Allen, Mrs Dawes and Mr Gartrell.
We will use this blog to keep you up-to-date with all the exciting things that we do in Year 3, share some of the things that the children learn and show you some of their fantastic work. We hope you enjoy reading it!
The Y3 team.
Welcome to the Year 5 Blog page.
The Year 5 teaching team includes our class teachers, Mrs Loosley (5NL), Mrs Rougvie and Mrs Jones (5RJ), Mrs Webb and Mrs Ridsdale (5WR) and Miss Cunningham (5EC). Many children are supported by Mrs Hill, Mr Swain and Ms Kania (the Year 5 Teaching Assistants) who work with children across the 4 classes. Our Year 5 teaching team aims to create a stimulating learning environment that is safe, happy, exciting and challenging, where each pupil is encouraged to achieve their full potential.
As a parent or carer, you play a massively important role in your child's development and we'd love to work closely with you. Please feel free to make an appointment to see us if you want to discuss your child's attitude to learning, their progress, attainment or anything else that might be on your mind. We'd also love to hear from you if you have any skills that we could use to make our Year 5 curriculum even more exciting. Are you an avid reader, a talented sportsman, a budding artist, a mad scientist or a natural mathematician? Would you be willing to listen to children read on a regular basis? If so, please contact your child’s class teacher. Similarly, if you have a good idea, a resource, a 'contact' or any other way of supporting our learning in year 5, please let us know.
We are working very hard to ensure your child has a successful year 5, please help us with this by ensuring your child completes and returns any homework they are given each week. If there are any issues regarding homework or your child finds a particular piece of homework challenging, then please do not hesitate to come and speak to us. In order to help improve your child’s reading skills, increase their vocabulary and develop their comprehension skills, we also ask that you listen to your child read and ask them questions to ensure they have understood what they have read.
We look forward to keeping you up to date on the exciting things that we do in year 5 through our year group blog.
The Year 5 Team
We are the children in Y6 at Lydgate Junior School. There are 120 of us and our teachers are: Mrs Shaw and Mrs Watkinson (Y6S/W), Mr Bradshaw (until Mrs Parker returns) in Y6AP), Mrs Phillips (Y6CP) and Miss Norris (Y6HN). Also teaching in Year 6 is Miss Lee (Monday - Y6AP, Tuesday - Y6HN and Wednesday - Y6S/W) and Mrs Grimsley (Tuesday -Y6CP).We are also very lucky to be helped by Mrs Ainsworth and Mrs Biggs. We use this space to share all of the great things that are happening in our classrooms. Join us each week on our learning journey....
How the protective ‘social bubble’ works
From Monday we will have 132 children back at school – nowhere near as many as we would all like even if it will be treble the national average attendance in Primary Schools (9% nationally on Thursday 18th June).
They will be organised in 12 separate, closed, ‘social bubbles’ of 11 children in each, working with as few adults as we can arrange safely and practically for the week.
Where we can it will be the same teacher, the same teaching assistant (where there is one) and the same lunchtime supervisor. (If there is a job-share arrangement then two teachers, plus an extra for one day for PPA and making phone calls home to children not attending.) So we have constructed a closed group of 14, and we then try to maintain that group’s integrity all day and all week.
The purpose is simple enough; to limit contacts and mixing, one of the four most important steps schools can take to protect children, families and staff from passing an infection. (The others are avoiding contact with anyone who may be infected, using good personal hygiene of hand washing and respiratory hygiene, and enhancing cleaning.)
How we are doing it:
- Spreading out arrival at school over a fifteen minute period and through both gates,
- Using the same classroom for only one ‘bubble’ each week,
- Minimising staff movement between groups,
- Keeping the children in the same groups from week to week,
- Not having any rotas for attendance; neither daily or weekly,
- Sitting for lunch in the ‘bubbles’,
- Stretching lunchtime a little,
- Splitting playtimes into two slots morning and afternoon,
- Splitting the playgrounds in three, one per ‘bubble’,
- Using Tapton field, the top playground, the lower playground and the area round the Y6 mobiles at lunchtime, one per year group,
- Holding no assemblies, clubs, before school activities, lunchtime clubs or sports clubs,
- Timetabling in year groups to spread activities wider than usual (even the Daily Mile is timed apart),
- Using controlled entrances and cloakrooms,
- Not allowing visitors to work with two ‘bubbles’ consecutively,
- Building temporary routes and walkways through ‘bases’ that will hold two ‘bubbles’,
- Stopping collective activities such as singing assemblies, parent assemblies, parties and discos,
- Limiting the number of children (and adults) in each and every space on the school site – 4 in a cloakroom, 1 in an office, 14 in a classroom, 40 in the hall, 12 in the servery, 6 in the teaching kitchen, 3 in the toilets and so on,
- Having just 33 children at most sitting to eat lunch at one time (when we might have 144 normally),
- Having the doors open and staffed at the start of the day so there is absolutely no queuing to get in,
- Walking the children out, having got ready in advance, at the end of the day,
- Using the yellow dots outside the top gate to spread out (to 2m) while waiting
- Halting almost all pupil monitor roles, so they do not need to cross school and meet children from other groups accidentally,
- Halt all small group work that would pull children together from more than one class,
- Not host any peripatetic musical instrument teaching, so rooms aren’t used successively by children from multiple groups,
- Use pack after pack (after pack) of antibacterial wipes on any shared resource (such as a computer mouse or a telephone handset),
- Washing tables before and after use,
- Maintaining the same level of cleaning even though we do have only 27% of the children attending,
- Keeping other adults off-site unless they really are essential.
If we can ensure that no-one exhibiting symptoms of the virus attends school then it cannot get passed around, going from ‘bubble’ to ‘bubble’. Even if it does come to our school, perhaps through someone who is ‘asymptomatic’, only 14 people might be exposed (and even then not greatly at risk, with social distancing in class, and as much time outside as we can manage, and doors and windows wide open, and good hygiene routines in place, and enhanced cleaning).
Often, when we show round parents of prospective children, they comment how big a school we are. I explain how, through four year groups, in separate accommodation, with separate cloakrooms and so on, it never seems that way except when we try to hold a whole school assembly (maybe twice a year); it is basically a class with a teacher and maybe a TA. And that’s how the ‘bubbles’ are – a small, closed, secure group with their teacher and TA and an MDSA.
Next week, I am really pleased to say, we will have 12 ‘bubbles’, each full of children from each of the four year groups in single-aged groups. They will be led by teachers they know, each from the corresponding year groups. They will each be using one of their year groups’ classrooms. This huge normality is one crucial factor in making it work so well so far, and in ensuring that every child who was anxious at their return rapidly remembered how good it felt to be at school.
So we will be open the full week, for our normal hours, in our normal year groups, with our normal staff, up to fairly normal things. We will deeply miss the children not yet with us and we will, in the background, keep working to support them, at home, and read the next guidance document to see how we can move towards the target of full opening.
It should go on one of those yellow and black chevron bordered signs: ‘Wash your hands; Two metres, please; Stay with your ‘bubble’.