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 Team includes Mrs Dutton & Mrs de Brouwer (3D/deB), Miss Cunningham (3EC), Mrs Webb & Mrs Watkinson (3W/W) and Miss Roberts & Mrs Noble (3AR). We have three Teaching Assistants who work with small groups and help across the four classes: Mrs Dale, Ms Kania and Mr Swain. Mrs Proctor, one of the School Governors, also helps out in all four classes.
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 Parker (5AP), Mrs Rougvie and Mrs Jones (5RJ), Miss Reasbeck and Mrs Ridsdale (5RR) and Mrs Holden (5SH). . Many children are supported by Mrs Hill and Mrs Allen (the Year 5Teaching 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 Purdom, Mrs Phillips, Mrs Loosley and Mrs Wymer. Our Monday and Thursday morning teachers are Mrs Farrell, Miss Lee and Mr Jones.We are also very lucky to be helped by Mrs Ainsworth, Mrs Cooper, Mr Jenkinson, Mrs Biggs and Mrs Dawes. 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....
My Governors are about to start on the annual unpleasantness of finding areas where we can cut spending. Two years ago we cut out around £12,000. Last April another £26,000. We are staring at a deficit of £60,000 for 2016 / 2017 if we do nothing different or less, and all our skilled, experienced, dedicated and wonderful staff stay at our school.
Such a deficit must mean poor financial management, surely? Well, the easy, simple and honest answer is, ‘No’. All our monthly returns are approved by the local authority as accurate. Audit has no problems with our methods or accuracy. Governors get updates every seven or eight weeks. Our Finance Officer is a trained and qualified accountant. HR reports show we do not employ any superfluous staff or having excessive staffing levels. (In fact, a quick survey via publically available data shows that we are way under neighbouring schools – our TA / pupil ratio is a staggering 1:53 compared with Lydgate Infant's ratio of 1:31 and Broomhill Infant's at 1:15. http://www.education.gov.uk/schools/performance/index.html ) Our budget plans are checked over by centrally employed, and therefore independent, council finance staff and they never have any problem with our reports or plans.
So not mismanagement, then.
Spending on personal fads and ego-boosting 'vanity' schemes, then? I do have personal passions, such as outdoor learning, girls’ football, equality, inclusion, mental maths, 3d art, drama and performance, running, polite assertiveness. Have I overly funded them in the last three years? Well, we only ran the full Forest Schools scheme for one year, and that was from Private Fund. Our allotment is at no cost to school whatsoever. We are looking to FOLA (the parent / teacher group) to raise the capital to build a bike ramp entrance. Sports Premium funds to some extent some of our sports programme, but we no longer have girls’ football, and it was never at the exclusion of anything else. Cross Country runs on Saturdays with no staff cost whatsoever, and lots of parental support. My own office has had nothing spent on it in the two and a half years I have been in post – no carpets, no furniture, no lighting, no fancy phones, no new shelving or chairs. One replacement PC is all, in that time, apart from my own spending not claimed for. The list of things that we would like to do, or could really do with doing, is considerably longer than the list of things we have had done.
So not self-pleasing schemes, either.
Could it be higher costs? Does the school break the bank to pay staff ‘over the odds’? Again the answer is, ‘No’, though not quite as simply. We use the same national and local pay scales and ranges that other schools use. We use the Council’s Pay Policy. We have fewer posts that carry additional pay for additional responsibility than the average Sheffield school, though. And on the other side, we have more experienced staff who are paid at or towards the top of the appropriate pay ranges than the average. This brings advantages but does ‘cost’ us every year. As we have relatively low staff turnover this is not a new factor and so does not explain the continuing and growing funding / spending issue. And the school in Chesterfield has a higher average teacher salary than us, so we aren't really profligate. If anything we should be benefitting from economies of scale, one would think, being one of the larger Primary sector schools in Sheffield.
So not higher costs, really.
It couldn’t, could it, be some sort of funding disparity? Funny you should ask. Headteachers at all the schools in this part of the city, and across the city as well, have long complained about unfair, unequal funding for Sheffield schools against those in other cities, and for schools in the south-west in particular. My wife, also a teacher (Deputy Headteacher at a Rotherham school), is applying for Headteacher posts. She just sent one in for a vacancy at a school in Chesterfield; much smaller than Lydgate Junior School, and with considerable more disadvantage in the local area, and amongst the pupils on roll. But a quick bit of research about its context threw up a staggering funding difference. The DfE’s own data shows that per pupil funding at LJS was £3,447 in 2014. At the Chesterfield school it was £5,162. Per pupil! Multiply that up and the difference / gap / loss for us is over £750,000 a year – nearly half again on our total annual income. Some of this can be explained away, based on that ‘disadvantage’ – Pupil Premium at the Chesterfield school accounted for a lot of the gap, and the effect of ‘base funding’ being shared between fewer pupils there raises the income per pupil. (Every school in Sheffield gets £150,000 to start with, no matter its size – the smaller the school the more income per pupil because of the size of the share being larger.) Even after we have removed these two factors there remains a gap in funding per pupil - £495 per pupil per year, or a total of £240,000 per year. And £240,000 looks like six full-time teachers or ten Learning Mentors or 480 hours a week of TA support, or 24,000 times our capital (premises improvement) income, or enough to double our EAL, Pastoral, lunchtime AND admin staffing.
So unequal funding, then, seems a likely culprit.
Governors will make strategic and uncomfortable decisions. Things will have to go, or be allowed to go as opportunities arise. It is a familiar story, I suppose, but no easier for all that. The decisions will ultimately impact on our pupils because of reduced provision. You could help by raising the matter wherever you can. My Trade Union does, and the City Council does, too.
The ‘gap’ in school funding does not seem to be one that Government has done much to address, when it continues to press schools to work to close ‘gaps’ in pupil performance.
You could wait until the test scores are out (early July), or until the publication of the next batch of Performance Tables. You could hold on a term or so (won't be any longer than that) for our next Ofsted Inspection and report. Or you could have a listen to what goes on in school in this normal week:
Year 3 classes have been hosting Class Assembly presentations for their parents. Each has a good turnout and each is stunning. Not because of hours and hours of practice, which they haven't had, but because of the progress the children have made, because of the massive range of activity they have engaged in, because of the diverse talents on show, because of the cross-curricular ways of teaching and learning employed that truly captures the interest of every learner, because of the inclusive practice that is simply the norm and leads to every child taking part, because of the fun the children had and the obvious pride the parents hold for them.
Year 4 classes have been making 'bug hotels'. Though we share planning in year groups that has been developed by one colleague in each subject we still have variation then on the theme. So we have massive building projects in the wood, and intimate little constructions in classrooms. Despite the clamour for ever higher standards in English and maths, and possibly because of it, we had hammers and saws out, we had armfuls of proffered collections from home and we have a truly practical, kinaesthetic learning experience. Why did every child behave so well and enjoy the day so much? That would be because it appealed so strongly to them.
Year 5 children have been keeping caterpillars (see their Blog). You could click on YouTube and show a video explaining life cycles, or read a poster, or copy a diagram. Keeping the caterpillars, watching them grow, change, hide away in a chrysalis and then wait for the miracle to happen is real, exciting and deep learning. Insisting that they knew when and how to move the caterpillars into the hatching net meant the children really were reading for purpose.
Year 6 are mostly away, pretty typical after test week, but some 20 children are still here. They are in the wood, being practical, having fun and all present, every one of them, when it would be easy to be absent with parent approval.
Tomorrow after school, when Year 6 return from Edale, they have to choose between going home to bath and bed or taking part in choir, representing school in the football finals or being down at Ponds Forge for a Primary School Swimming Gala. And they will be there in good numbers.
I have seen myths written, watched mathematical artwork completed, heard good RE discussions, listened as instrumentalists have practised, heaped praise on fresh veg takers at lunchtime, sat in to support a pupil-run lunchtime Coding Club, okayed a Talent Show, laughed with delight (and with colleagues) as we saw children dance and twirl on the playground with streamers and pom-poms ...
I'll be at another Admission Appeal Hearing on Friday. What makes our school over-subscribed? See above.