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/dB), Miss Hayden (3RH), Mrs Holden (3SH) and Miss Wall (3AW). We have several Teaching Assistants who work with Y3 children at different times through the week: Miss Mahon, Mr Bartholomew, Mrs Dawes and Miss Kania.
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 consists of: Mrs Loosley (5NL), Miss Cunningham (5EC), Mrs Ridsdale and Mrs Webb (5W/R) and Mr Bradshaw (5BB). The children are also supported by our teaching assistants: Mr Swain, Mr Jenkinson, Mrs Hornsey and Mrs Allen. We have help from Mr Jones, Miss Lee, Ms Grimsley and Ms Reasbeck too. What a fantastic team!
Our PE days are Tuesday (indoor) and Wednesday (outdoor): the children need to wear their PE kits for school on those days.
Spellings are sent home every Monday, to learn ready for a spelling dictation each Friday.
Homework books (maths and SPaG) will be sent home once a week - the days will be decided by the class teachers who will let their classes know. They will have a whole week to complete the homework tasks.
In our weekly blogs, the children will share some of the things they have been doing at school. Check in each weekend for the latest Y5 news!
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); Mrs Rougvie and Mrs Jones (Y6R/J); Mrs Phillips (Y6CP); and Miss Norris (Y6HN). Also teaching in Year 6 are: Miss Lee (Thursday in Y6R/J); Mrs Farrell (Thursday in Y6HN); Mrs Grimsley (Thursday in Y6CP); and Mr Jones (Thursday inY6S/W).We are also very lucky to be helped by Mrs Hill, Mrs Mulqueen and Mr Gartrell. 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....
Have I stumbled on the sort of data evidence that persuaded Ministers to radically change the Primary school assessment system? I was preparing for a presentation and discussion this week by looking out some data on school performance.
There were lots of contradictory ideas and theories jumping out at me – Infant Schools get better KS 1 results than through-Primaries (so we should change to an Infant / Junior only organisation?), but through-Primaries get better KS 2 progress than Junior Schools (so we should move to a through-Primary only from an Infant / Junior organisation?). Money brings provision and capacity, allowing wider opportunities, greater staffing, newer resources, newer building and so on, and so well-funded schools must be better. Except the highest attaining and highest achieving Primary-sector school in Sheffield happens to be one of the lowest funded per pupil (so we should reduce school funding in order to improve outcomes?).
Anyway, back to my bolt-of-lightning moment. I was looking at the list of Sheffield Primary-sector schools and had sorted them to see how many scored 100% in the measure of pupil progress at expected or better rates. (In old-money, this was 2 Levels + across Years 3 to 6.) What struck me, more than which schools or geography, funding, pupil numbers, SEN, character or prior position was the different numbers of schools (out of 130 Sheffield schools with published data) that scored that magic 100% in the different published areas of the curriculum.
For Reading – 9 schools scored 100% of children making 2 Levels + progress.
For Maths – 14 schools scored 100% of children making 2 Levels + progress.
For Writing – 33 schools scored 100% of children making 2 Levels + progress.
Writing was, and will be this year still, marked within each school, with around one third of schools having some of their assessment externally moderated.
Why nearly four times as many schools making 100% in writing compared to reading?
Is it a coincidence that we see the greatest changes to the assessment process coming in writing?
Does the greater number getting success in writing merely reflect a later development of those skills?
Are schools ‘massaging’ the figures?
And what chance that the new system changes any of this?
Far be it from me to comment with relish on the Schools' Minister’s decision to scrap the Key Stage 1 spelling, grammar and punctuation test for this year. Somehow the real questions were published on the DfE website, instead of them being trialled verbally in a few test schools, and no-one knew how many parents, pupils or teachers had seen them, passed them round or learned them by heart. Oops.
But this is nothing new, not at all.
My big brother swears that his JMB Geography CSE exam (circa 1973) contained the following two-part question:
A) What is the chief export of Argentina?
B) Where does this beef go to?
You’ll be delighted to know that he did pass.