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....
At the last count 477 parents had made appointments for parent consultations next week.
Some would ask, I suppose, why it is not 484, seeing as that is the current number on roll.
I’m declaring the 99% uptake of the offer to be impressive, a clear indication of the strength of the partnership we have with parents, and an indication that parents do find them to be continually useful.
This week I have tried to share my professional experience and insight by responding to research inquiries and questionnaires. But it can get a bit silly…
I have been asked about staff ASD training and confidence (sound idea with practical potential).
I have been asked about my confidence in planning the teaching of reading (good idea to inform staff development plans)
I have been asked about mental health service development needs for Sheffield (vital, but seriously pessimistic)
I have been asked about proposed changes to Ofsted Inspection (relevant, obviously, but doubtful that my input will make any difference, and without the formal consultation actually being open)
I was asked about Brexit contingency planning and preparation (my response was as brief as our plan)
I was asked about LED light bulbs (seriously!)
School was asked three times about procurement practices (because they wouldn’t be fobbed off)
I am crucially aware of the research need for quality information that is honest and full, as the data we try to use often has gaping holes in it. Where there is a chance that research might be well-designed and well-intended and useful we try to participate. My wonderful colleagues responded in numbers to a student’s request around ASD provision; they saw the immediate relevance and wanted to help.But Brexit planning and LED light bulbs can go sit over there.
While we reserve the right to make the decisions (particularly because we are, ultimately, responsible for the outcomes of them), and want our professionality to be respected, we really do listen to the valuable opinion of ‘stakeholders’.
This week I met with a small but well-informed set of parents in a ‘round table discussion’ on school’s response to what is known as adverse weather. As a result of comments made by them, and in emails contributions, I will be changing the wording of some elements of our published scheme of working. They asked that I clarify authorisation of late arrival if a sibling’s school is opening later than us. So I will. And other points raised will be similarly explained.
I have been partly responsible for whipping up a little passion and idealism in our pupils, partly around School Council but also linked simply to them having a mind and speaking it. When one pupil decided to propose some environmentally-aware action she was not content to be told ‘no’ on the first request. She came back with a really coherent political and ethical argument. I admire the commitment and I have yielded to her request and told her (and her mum) how much I admire and respect her campaigning. School visitors will shortly see the outcome of her talking and talking to me until I agreed with her request.
Four Year 6 pupils have spent a good slice of each day’s playtimes with me (at their own choice) this week to discuss their request that they be allowed a ‘den’ to play in. They have not been put off but have responded positively and thoughtfully to every point I made, to every objection I raised. They ‘got’ the legitimacy of my issues and sensibly argued back, and conceded where it was obvious they had to. Five days later they are nearly there – I am just one sticking point away from conceding to their request (and possibly causing myself a lot of difficulty with colleagues and other pupils). They have moved me from a straight out ‘no’.
Colleagues have argued the case for staffing increases and supply cover. They are well-aware of financial pressures but critically aware of risks from under-staffing and the pressures on colleagues from the same. And so we have covered absences we previously haven’t, and are about to advertise to refill a vacancy we have run with for half a year.
Governors considered the normal range of issues at their committee meeting. While they recognise there are sensible and practical limits to what we can, they are still keen to continue to improve, and so small steps forward in site security will happen, and communication and challenge over school meal quality will continue.
The Local Authority, through the Schools Company ‘LearnSheffield’, offered us access to a website audit tool. This highlighted things we should improve to ensure full annual compliance and an up-to-date set of information. Reports, Policies, Strategy documents and links have been reviewed and improved as a result.
If we were rigid, unsympathetic and un-listening none of these changes might happen. We won’t promise to always agree with an opposing or even a novel view but we will continue to listen and consider.
A point of tension in reviewing our Homework Policy is what ‘supporting’ or ‘encouraging’ children to complete each homework activity looks like. Would the correct synonym be, ' offer', 'reward', 'challenge', 'prompt', 'help', 'enable', 'make', 'require'...?
We have had initial conversations at Senior Leadership level. Our collective view was that we should be expecting parents to support their child, us and the Policy, ensuring each piece is at least given a reasonably good effort.
The way School Admissions work came into the discussion: parents express a preference to have their children admitted to our school. We are always over-subscribed and never have children allocated places here other than as a choice of the parents. If parents chose to send their children here, can’t we assume they are ‘buying in’ to what we offer (and, by association, what we expect)?
We (the SLT) think that, if our published Policy on homework states that we give homework each week, including a minimum amount of reading time, then this should be supported by parents.
I have since wondered if we do not need to re-institute the ‘Home – School Agreement’ (H-SA), a contract of sorts that states what school will provide by level of service, ethos and commitment, and that parents also sign to show their commitment to their responsibilities. With our interest in ‘pupil voice’ we would have pupils sign it, too.
Would a separate contract be necessary, though, and could it potentially confuse and dilute agreements if an H-SA also covers things like attendance, uniform and behaviour?
The government scrapped a requirement for home - school agreements back in January 2016. First introduced in 1999 for governing bodies of schools in England, the H-SA set out a school’s aims, values and responsibilities, and expectations of pupils and parents. The obligation to publish and collect was removed in order to “cut red tape” and free schools of a “one-size-fits-all, prescriptive approach to engaging with parents”.
The change did not mean schools could not continue with home-school agreements if they wished to. (One of those situations where being told ‘you do not have’ to is not quite the same as ‘do not’.)
Before rushing into a process of writing, sampling, testing and approving, I thought maybe I should carry out some reading round an obvious question – did they work?
The definitive, published, national research is locally-sourced, coming from four academics at Sheffield Hallam University on behalf of the, then, Department for Education and Skills.
It is not a very positive report:
Bastiani, 199, saw it as a "no nonsense approach to sorting things out" and as a government attempt to deprive parents of their "freedom... to do things on their own terms and in their own way."
The contract was seen as a statement combining expectations and demands without much consideration to families' disagreement with expectations.
Schools (in the study) thought HSAs had had a positive impact on communication of school expectations and responsibilities, and 30% or more thought it had had a positive impact on parents and teachers working together, parents supporting their children’s learning at home, communicating the school role, pupil behaviour and homework.
Over three quarters of schools reported that at least 75% of parents signed the agreement.
70% thought it made no impact on homework.
The Report measured perception of impact, not actual impact. The researchers acknowledged this, but said it was impossible to isolate this one factor and its impact, when so many changes in system and curriculum have happened over the same period.
So I now hold a number of questions, and possibly one answer.
- What if parents don’t sign? Or pupils?
- What, then, if they do not carry out every expectation?
- Are there to be rewards and sanctions?
- Does supporting each Policy really have to be made explicit?
- What about each year, when we admit new pupils and their parents; do we have to go through the consultation process annually?
- What about things that change once you have ‘bought in’ (such as online behaviour in new forums)?
- If we can boil down all that School is about to one, one-page, document, why do we have all the 42-page ones?
- How do we accommodate the deeply-held, committed, view points of the dissenters? Are they not allowed to disagree?
- Is there a difference in how we support a child’s learning due to parents’ reasons for their behaviour? (The parent who chooses not to support the H-SA and the parent who cannot.) Does that not limit the child’s learning for something they have no control over? Is that fair to the child?
We (I say, ‘we’ when I mean I delegated) recently ran a toolkit check on our ‘website compliance’ and it threw up a few things to sort out, one of which was reviewing and re-approving Policies that had reached their review dates. We might just start by engaging parents and their representative Governors in reviewing the Homework Policy and sharing it over and over in an attempt to inform and persuade and to build commitment. Expect this to be the focus of a survey, the topic of a ‘Round Table’ and something we ask pupils about through School Council.
Elections are won by those that turn up. Issues heard are only those that are raised. The best learning is active and engaging. Those who do not vote do not get to complain about the outcome. This last week, across school, included electioneering, manifesto production, hustings, advertising and polling in our School Council elections. We boosted it a little this year by having one week across school, culminating in children using real polling booths and ballot boxes (borrowed from Election Services in the City Council).
I was a sceptic about School Councils for a long time, not because of process or passion but due to the lack of power invested in them. I had worked in many contexts were all but the important things could be delegated, but once the topic needed a proper budget or would impact on the adults in the system then senior management claimed the discussion and decision making. School Councils became a Junior Parliament, playing at debate and decision, delegated an insignificant budget of a couple of hundred pounds, and staffed by dedicated but non-empowered colleagues.
It is inevitably true that children in school cannot possibly know the complex context and background to how school is structured and directed. There are too many extraordinary and subtle pressures at work for them to grasp or imagine. (Typically, younger children struggle to infer as they cannot imagine motives or outcomes beyond their concrete experiences.) This does not mean that they, the consumer, do not have valid opinions on what is presented for and to them daily. Maybe school should think more their way – and try to cut through the bindings of red tape, inertia and vested interest to produce rapid, simple, positive change.
All the candidates promoted their personal qualities to appeal to the voters. About half the candidates (self-nominated) had policy stances that they put on their literature. It is at this point that we have to shape School Council so that those interests and concerns (their manifesto pledges) are discussed and given serious consideration. With teachers running the meetings it would be simplicity itself for the adults to select the agenda for the whole year – back to hackneyed favourites such as healthy snacks and food waste, perhaps.
Those manifestos promised exploring longer playtimes, revised or removed playtime rotas, school meal choices, toilets and toilet access, respecting all members of school, lunchtime clubs, learning outdoors and more. These have to be the agendas for the first meetings (and possibly the next set, too). If we (school leaders) are really to listen actively we have to make sure we do not dismiss questions without serious consideration and balancing possible gains against real costs. And we have to attend – nothing says we think an activity is important as much as actually attending.
Well done each victorious candidate (to be announced next week) and equally well done to each defeated candidate. Thank you for taking part in the process and offering your involvement.
Children have that right to be heard. We have a duty to listen. We have to give them the chance to talk on the issues that matter to them and to the people with power. A micro-budget is a little condescending, I think, but having our ear is not if we actually listen and consider..
(The Y6 blog has a little more on how they ran the process.)