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....
Started the day thinking setting a balanced budget for 32019/20 was going to be difficult.
By 10:30 things were looking rosy – we were more than £74,000 up with more to be announced and detailed. The National Funding Formula is set from March for just a push towards completion rather than a single giant step, and so we haven’t to hit that wall (just yet). For April we are told there will be a slight shift in Primary School funding, with less coming as a set block to each school (currently £150,000 and dropping to £130,000 next financial year) and more by way of the charmingly known AWPU, or 'age-weighted pupil unit'. In other words, income per pupil. The same money but handed out by a different algorithm. Small schools lose out, larger school gain. Secondary Schools pretty much all gain, as money new to the city is going to that sector to increase the ratio (a euphemism for ‘disparity’) of funding.
By midday this had gone down to a less-celebratory £30,000 because of pay awards being properly factored in (over the full financial year), inflation costs rises, and staffing costs not previously known. The previously forecast deficit also had to be covered. £30,000 is less than 2% of annual income and so we would not have to register a plan or excuse for holding so much.
The projected balance rose a bit when we added in the ‘Sugar Tax’ income. This Health Capital is a one-off – who knows how much if anything will be raised in the second year. £2,500 to £3,000 will not be turned down, even if strings are attached as long as we can use it to effectively impact on the healthy habits of the less physically active in school (and outside). Back up to close to £35,000 surplus being forecast.
A change in Employer Pension Contributions for teachers is out for consultation right now, with expected implementation in September. A 3% increase took a huge slice off the projected surplus. We tried to get detail on a quietly announced Grant to schools to support them in delivering this pension change, but without detail we guessed at an income figure. It could put 3% to 3.5% into budget. These ideas cancelled out.
While the teachers’ pay grant is greater this time, because it covers the full year, the budget also has to cover the cost for the full year; budget neutral.
I was still pretty happy with all this at the start of the afternoon – we certainly wouldn’t need quiet so much restraint as I had feared.
Then, after a bit of quiet working, Office staff pointed to the obvious impending cost of (temporary) staff replacement (one teacher is pregnant and we assume will take some maternity leave), the obvious drop in income from having fewer children attracting Pupil Premium than a year before (£1,300 per pupil and six fewer) and extra costs from covering longer term staff absences that we guessed at. In all it brought the forecast down to £3,000 surplus.
While Mr Micawber might be happy with any kind of surplus, no matter how small, it really isn’t enough for us to plan anything new – it is one electricity price rise and gone, or one larger than hoped for repair bill and gone, or a second maternity / paternity leave and more than gone.
My dreams of expansive expenditure plans and sweeping improvements evaporated in a few hours, leaving ‘stability’ as the bye-word.
Finished the day thinking that setting a balanced budget might well be difficult for 2019/20.
Patronising, insulting, condescending – tautological maybe, but how it makes me feel. The Chancellor’s ‘little extras’
In Monday’s Budget statement to the House of Commons, Philip Hammond, Chancellor of the Exchequer, announced a one-off £400 million grant to schools for ‘little extras’. Ignoring all the difficulties over defining ‘pupils’, (Nursery-aged? Pre-school? Sixth Form colleges? Special Schools? Alternative placements not called ‘schools’?) it is about £40 per pupil, assuming it is shared out equally per pupil. So Lydgate Junior School may stand to receive a bonus of £19,000 in the next financial year. Why such a churlish, ungrateful, response from Headteachers, then?
A I don’t know what ‘little extras’ are – it has been a long, long time since we bought anything simply because it would be nice.
B We are forecasting a budget deficit by the next financial year unless we make further cut-backs. And we are expected to spend this windfall on ‘little extras’ when I may have to cut still further into staffing to balance the books?
C The unbelievably crass, 1950’s, pin-money language of it – the man-of-the-house handing down the good wife something extra to buy herself a treat so she looks good / feels good on their Friday night out.
D Because it is, in reality, so little compared to what we have set aside, undone, these last five years. The repairs delayed, the improvements not even seriously planned, the corners cut, the staffing reduced, the services trimmed, the charges levied for things done for free previously and the impossible cost of the massive jobs needed still cannot be addressed with this one-off grant.
E Priorities and professionalism and care for pupils will mean we spend it on essentials, not ‘extras’, anyway. High level (low incidence) SEN/D support is massively expensive but essential for individual pupils and their peers (and the class teacher). In our case we are about to admit a new child with needs that will cost us an additional £18,000 a year. It is preposterous to think we will allow our budget to overspend by that much because we spend the grant on ‘extras’. Meeting the needs of a child with visual impairment is not an ‘extra’, nor is supporting children with diabetes who need frequent blood sugar checks, and nor is supporting a child who has mobility issues round our building and site (with its fourteen sets of steps / stairs and six ramps). We cut sickness absence insurance for support staff this year to save budget costs. The actual cost is lost provision for children who find learning harder. That is not a 'little extra' even if it is not legally essential.
F Improving IT hardware so it meets the curriculum requirements and challenges in, say, science, is not an ‘extra’. Mr Hammond suggested we buy a couple of (interactive) whiteboards or some extra laptops. He assumes, perhaps, that what we have works well as it is and meets needs. Ask your children how long it takes for the PCs in the suite to logon and open a document. Ask staff how often the Hall laptop loses network connection. Ask the Pastoral Team where their laptop went. Ask your children how many iPads we have to use in class, and how often they get to use them. Kit has become obsolete and incompatible with newer operating systems. We cannot meet the points for improvement in the last but one Ofsted report (2012) if we do not do this.
G I keep going back to that language – it smacks so much of ‘here’s five pounds; go and buy yourself something nice’.
H Michael Gove, when Education Secretary, sent every school a copy of the King James version of the Bible on the 400th anniversary. ‘Gove’s Bible’ many called it. Where is it now? What difference did such an unsupported, unrequested, action make? It was waste of time and money. This doling out of money seems to be a sop, and without plan. What noticeable difference does the Chancellor actually think will come about?
I was telling my Y5 class about an encounter with a family on Parents Evening. They were coming the opposite way through a doorway, and I held it open for the little child who was with them. I asked the class what the mother had said, and everyone chimed, ‘Say thank you’, and they were right. We say ‘thank you’ because it is polite, and because our mothers taught us to.
So, thank you, Mr Hammond. We will spend however much you might give us on something nice for the children in our school. We will send you a nice ‘Thank You card’ once we have the cheque you have promised, and we will let you know what we spent it on. But, please, do not think that adding just 1% to my school’s income for the year will make any sort of noticeable difference.
In the next two months Governors must decide what to do about the forecast school budget deficit. I have to find suggestions and work on recommendations, given their strategic guidance.
Governors will either set priorities for increased and protected spending (and by implication what we might cut) or make the bold decision to run with a ‘licensed deficit’ assuming that the Local Authority will allow us to carry a deficit from year to year if we can present a reasonable, realistic plan to reduce it in time. Carrying a deficit then costs interest on the ‘loan’ or overdraft, only serving to add to the debt over the next year.
In previous years Governors have asked senior leaders to simply trim, gently, everywhere, as and when cautiously possible.
It has felt a lot like ‘shrinkflation’, the process where manufacturers avoid putting up prices by reducing the size of products. Toilet rolls have fewer sheets, tins of chocolates are smaller, juice cartons hold less fluid. Toblerone, famously, has increased the gap between its mountains. Costs go up and companies cannot make a loss so they either have to raise prices or reduce costs. ‘Shrinkflation’ allows cost savings. Can schools use the same process?
- We employ fewer teachers than three years ago, but have exactly the same number of classes and pupils.
- We have fewer senior posts than three years ago –two from three.
- We reduced direct staffing for pastoral work when a colleague retired.
- We collect money, but no longer pay for a cash collection (we use online payment systems instead).
- We send out more newsletters, letters and communications to parents than ever before, but only 20 each time on paper, cutting our printing costs (and possibly increasing the same for the end-user) by using email and text.
- We no longer provide a crèche at Parent Consultations.
- We have the grass cut less often.
- We give out fewer physical prizes and awards to pupils.
Not much shrinkage there, is there?
The bold, challenging, out-of-the-box approach might be to shrink the length of the school day, or parts of it. The law only requires school to open to pupils on 380 ‘sessions’, but does not say how long a session is. There is no legal minimum length of a school day. We could therefore shrink the school day and employ staff for fewer hours and thus save wages. You think this is unrealistic? Many schools are already doing just this!
On Friday this week, despite it being the day with the highest school meals uptake, all the children were finished in the Hall by 12:55. We could simply shrink the lunch break by 15 minutes and save 16 hours on supervisor contracts each week, around £7,500 per year.
If we shrank the teaching day we could employ fewer teaching assistant hours – anyone engaged in 1 to 1 work for supervision or direct support purposes would not be needed for that time. We could save another £2,500 by finishing 15 minutes earlier.
This would save us cash on utilities as we use less energy and water.
We could provide additional support only to those pupils with recognised additional needs and cut support staff.
We could increase class sizes by accepting more pupils or losing more teaching staff.
We could drop another senior leadership post (we have only two) and by less available to parents and agencies.
We could freeze our involvement in staff training and thus freeze our practice and knowledge.
We could stop all free extras, and either save the cost, charge for them or redirect the staffing resource. This would include choir, cross country, inter-school sports in school time, forest school, art club, orchestra in school time, golden time, providing counter signatures on official forms and photos, providing spaces for instrument lessons and all after school clubs…
International comparisons on length of lunchtimes are fascinating - up to two hours in France, and as little as twenty minutes in the United States. There is, generally, still no lunch break in German schools, and an hour and ten minutes for lunch in South Korea. The average and norm in the UK is around an hour but 1/6 of Secondaries have reduced their lunchbreak in the last 20 years, and 96% of the same schools now have no afternoon break! Hampshire Local Authority is so concerned it has launched a toolkit for a successful lunchtime and called it ‘the fifth lesson’.
And ask children (like in this study in Ireland: https://www.irishtimes.com/life-and-style/health-family/parenting/what-children-say-about-school-lunch-time-1.2079949 ) and they tell you they simply don’t have a long enough break to eat, talk and play.
The only conclusion I reach from all this is that I can see both (all?) sides of every debate, but not always come to a clear conclusion. Something is going to have to give, or we are going to have to change a long-held practice of balancing the budget.
A Mathematical puzzle, the funding of Universal Infant Free School Meals, and How Funding Gaps Come About
Junior Schools do not provide the Universal Infant Free School Meal; obviously.
Primary Schools offer the UIFSM to just 3/7 of their pupils, the ones in Reception, Year 1 and Year 2.
Infant Schools obviously offer the UIFSM to all their pupils.
The funding stream is interesting.
Junior Schools get no funding for or from it.
Primary Schools get funding for and from it for 3/7 of their pupils, potentially.
Infant Schools get funding for and from UIFSM for all their pupils, potentially.
Even though it is free to all Infant pupils there is not a 100% take-up, and the Department for Education, in designing the annual funding stream, recognised this. But the methodology chosen has a few interesting quirks and potentials for securing funding that Junior Schools cannot access.
This is how it works:
Instead of a daily report on UIFSM uptake, submitted electronically to a central point, meal uptake on two Census days each year produces an ‘average’ and this is used as the root number.
Multiply that number of pupils by £2.30 for each of the 190 days of the school year and you derive that school’s UIFSM income for the year.
The cost, in Sheffield, with our preferred provider, is actually £2.27 per day.
If the number of meals taken is less than that taken on Census day then the school keeps the difference. Any higher and school pays, I think.
I set myself a bit of a logic number problem and have tried to calculate the potential for schools to improve their income, based on data released on city-wide whole-school meal uptake, free school meal eligibility, Key Stage 2 meal uptake, and our own individual school data for the same factors.
It all makes a potential, for an Infant school of our size, to make £26,900 a year from the way UIFSM is funded IF they promote the meal on census day and get a full take-up.
And if our 480-pupil school were a through-Primary, then 206 would be Infants, and we could be £11,523 up each year, just for running a very successful couple of day’s school meals promotion.
Our kitchen asks me each year if I’d like them to run a special promotion on Census day. While I’m all in favour of every child taking the balanced, up-to-school-meal-standard-standard meal, a successful promotion at a Junior School does absolutely nothing to aid income.
Junior Schools also missed out on one-off capital investment to improve and prepare facilities ahead of the implementation of UIFSM; obviously.This all goes some way to explaining differences between our provision and that our children may have enjoyed at their previous schools.
The annual PTA UK survey of parents shows that what appears to be a rising concern about the expectation to contribute to school funds. The AVERAGE donation reported was £8.90 a MONTH!
At least 47% knew nothing about how schools used their Private Fund, and a fifth of parents thought it was spent on teacher salaries.
I think it might be time for some clarification:
Salaries, premises costs, curriculum resources, utilities, insurances, services, subscriptions, broadband, grounds maintenance and photocopying all get covered by our delegated school budget. This comes via the local authority from your taxes. The amount we get each year is formula-driven. It is accounted, reported, budgeted, monitored, audited, and regularly scrutinised. Our delegated school budget amounts to nearly £1,700,000 a year. 80% or so goes on the salaries of the nearly 60 staff, a similar percentage to pretty much every school. At the end of this financial year we expect to have about £19,000 left over to help us through the next.
Buildings’ improvements and purchasing new IT hardware can be covered, in part, by a separate ring-fenced allocation know as DFC, or devolved formula capital. This year we received £9,600 DFC funding, which might sound a lot until you consider the size of the plot, the buildings and their condition, and the amount of hardware needed in a school with 480 pupils.
We also get Government funding for Pupil Premium and Sports Premium, both spent as intended and reported on our website.
And that leaves income from other sources, donations and voluntary contributions. Our only major income source each year, as we do not rent out spaces or hire out staff, is the commission earned from school photographs. We do get a few donations each year, and last year these added up to £130.
Private Fund is the vehicle, principally, for us to collect voluntary contributions for activities that do not carry a charge. We only ever ask for voluntary contributions towards the cost of activities and trips that will enhance the children’s learning. We never ask for more than the actual cost of the activity and we never seek to cover any staffing costs this way.
Last year we received a little over £29,500 in voluntary contributions, and spent a little over £29,500 from Private Fund on the activities these contributions supported. We added in some more to cover the shortfall, as we won’t let a shortfall stop really useful activities or visits taking place. We, effectively, subsidised some trips, clubs, sports activities and other events from budget share or using that commission from photographs. The commission came to £1,127.90, or £2.34 per pupil.
Every single penny that went in to Private Fund from a charity collection (£2,648.60) went back out again, with a little bit added (£2,683.33).
We also use Private Fund to receive income from clubs that are ‘chargeable’. These are what the policy calls ‘optional extras’, and are after school or before school clubs with a cost. Again they are money in, money out, but supported via budget share with Sports Premium funds. We could try to raise funds by charging more for clubs and making a profit, but we choose not to.
Private fund raises less than 2% of our income. We spend the income on only the things we have stated. It makes no surplus over time. It is independently audited annually. It has the same financial safeguarding systems in place as the much larger school budget share, including separation of roles and multiple signatory requirements on spending. We report to Governors on the standing of the Private Fund, and give hen copies of the annual statement and audit report.
We do not ask parents to make a regular or non-specific contribution. No pupil is ever excluded from an activity or visit because their parent does not make a voluntary contribution.
Now, the income from last week’s BBQ at the autumn fair, that went to FOLA (the parent teacher and friends group) direct. And if you want to decide how it gets spent you’ll have to join in their meetings. They announce them on their Facebook page.