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....
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.