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 & Miss Roberts (3N/R) and Miss Wall (3AW). We have three Teaching Assistants who work within the team: Mrs Allen, Mrs Dawes and Mrs Proctor.
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....
Split over School Admissions
When Lydgate Middle School was opened, in 1974, it occupied only what is now our main building, and had a pupil capacity of 360. It was in the style of the time; open-plan, fluid, with support or withdrawal spaces, and a space allowance for cultural activities that might make noise.
In response to two pressures – the impossibility of teaching three classes in each open-plan base, and local needs for more Primary school places - we now have 485 pupils and so-called ‘mobile’ classrooms for 8 classes.
All schools have what is known as an ‘Indicative Pupil Number’ – this is the number of pupils at which the school is most efficient; any more pupils and each we have will suffer a little of what is called ‘prejudice’. It is not a legal limit (unless the school is open just for Key Stage 1, because they are limited by Infant Class Size rules) but does lead to admission numbers and the need for both Admission Policies and Admission Appeals.
Once we are full (at 120 or more in a year group) any new applications are simply refused by the Local Authority. But as we live in a fully-functioning democracy parents get to use the appeal process if they wish. An independent panel of three hears the LA case (basically ‘we are full’) and then the parents’ case. They, the Panel, make a decision that is binding on both parties – if they award a place then we have to admit the child and make no fuss about it.
Should I argue at all to try to prevent extra admissions at appeal; after all it is rather flattering that parents want to send their children to our school, isn’t it? Each extra child admitted will, eventually, bring extra cash into school’s budget, and a local need will have been met. A local family will have been supported, and the local community will have been strengthened. A parent’s wishes and preferences will have been met. Travel and transport issues are likely to be reduced. Our school’s own future will be sustained.
I ‘lose’ about 40% of appeals – children are admitted over our admission number in about 4 in 10 appeals. The school does not fall apart as a result of an extra child being admitted; we carry on much as before and outcomes remain remarkably high. So why do I try so hard to prevent extra admissions?
I submit a statement in advance of each appeal hearing that runs to 9 pages. I still attend the panel hearings even though I know many Headteachers do not. Successive panel chairs have complimented me on the thoroughness, honesty and accuracy of my statement. They say it pretty much removes the need for them to ask me any questions, and parents very rarely do ask anything.
Though I do sympathise with the parent appealing for a place here I argue in favour of protecting the provision for the children we already have. I know that admitting one more pupil does impact on every one we have in school already, child and adult alike. School classrooms are simply not the same as a lecture theatre – the interaction is vastly different and ratio is hugely important in allowing it to be positive and tuned to individual need. (I do remember when the ‘new’ lecture theatre was opened on the Collegiate Crescent site of Sheffield City Polytechnic, in about 1986, and it being too small for the BEd (Hons) course – in every lecture some students sat on the steps in the aisles. Same lecturer, same notes, same lecture.)
This is where Franz Kafka comes in. You’d think that I would be learning from the 60% I ‘win’, and from the 40% l ’lose’, and improving my average over time. Once I hear what it was about a particular argument that won a place I should be able to counter that next time, and so continually shut off avenues of approach. I’d do that if only I knew why one parent wins and another loses. You see, we only get told the outcome of the appeal and not the reasoning behind it.
There is an obvious absurdity in Kafka’s The Trial when the protagonist is arrested by unidentified officers of an unidentified authority on unspecified charges, and told to appear at an unspecified time before an unidentified court in an un-named room. Not being told why we won or lost feels a little like this. I have to reconcile that I do not need to know on this particular occasion because the decision is final, and as each appeal is separate; one outcome in one appeal is supposed to be irrelevant to the next appeal. We have, indeed, had multiple appeals in one day, winning some and losing others, but never we assume on the grounds that having given a place to the first one the school is now too overfull.
I question whether I should be honest, but I strongly believe that there is a simple moral imperative here. I cannot truthfully say that my school will be in crisis if we accept another pupil into any year group, because it will not be. We will continue to manage and teach well and school will continue to be highly successful. If my being honest is one of the reasons we lose some appeals (when the question is asked about whether we could cope) then we must accept that we will continue to lose.
I do ‘get’ parents’ frustration – they buy an expensive house in the catchment for a highly successful school and then find once they move in that no places are available. They get offered a place at a school a couple of miles and two bus journeys away, where getting there will pose family care problems and getting to work on time problems. Some will be choosing us for the feeder school status (we aren’t so blinkered as not to realise this) and will hate that moving into S10 does not guarantee their preference. All this I note and understand, but how do we ensure the quality of what we must provide for the 485 that we already have? Space is the final frontier, and we have precious little of it with 125 children more on site than school was designed and built for in 1974.
I will keep on arguing against further admissions and hope to maintain a win / loss ratio of 1.5 to 1 or better.
The next Admission Appeals for our school (two children, two different year groups, no idea about the context as we don’t get told and it’s none of my business) are in a couple of weeks. I have tweaked my submission having been asked a novel question at last week’s Panel (and ‘lost’) and I will appear again at the Panel hearing.
There may be hearings after Easter about September admissions into Year 3 if we are over-subscribed and parents push for Appeals. I’ll appear there, too. It is an unseen part of the Headteacher’s role.