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....
Many school staff report an emotional hang-over post-Inspection.
The Inspection visit itself is not the only time or source of tension and anxiety – there’s the three to five year build-up, the readiness period of a year or two, the interim self-evaluations, self-review, local authority interim evaluations and visits, target setting, getting and missing, annual performance tables, data, change in data formats, the wait for publication, the anticipated reception and response by stakeholders to the report, the action planning, the discovery that nothing new or unknown comes out, the need to teach the next day and every day, the dawning realisation that nothing has changed, the expectations that we can and will improve further, and the killer which is the instinct to focus on areas to improve rather than the heaps of praise given.
I guess it’s the same as ‘the day after the Lord Mayor’s Parade’ – we build it up, we ready ourselves, we adopt the brace position, we put in massive effort and additional time, we lose sleep, we are often not even observed, we almost anticipate a massive shift based on the make or break nature of the Inspection process.
Research by nfer for Ofsted have shown that, not surprisingly, more staff in schools with good outcomes are happy with the process than in schools judged to ‘require improvement’. More Headteachers report being happy with the process and outcome than teachers do. Schools with negative outcomes from their Inspection report increased staff absence and turn over shortly afterwards. Staff morale can drop and workload simply increases. Yesterday I watched our Support Staff be underwhelmed when we shared the report - they got hardly a mention having been hardly noticed during the one-day Inspection. They clearly hoped to see something about the impact of their work.
I experienced a huge fatigue following our recent Inspection, lasting a couple of weeks. Work was not enjoyable, negativity invaded my thoughts on everything I reviewed, and I was certainly grumpy and irritable.
But now here we are. Fewer than 20 school days from the next set of end of key stage tests and again everything depends on the outcomes, or so it seems. I have caught myself at times and had to give myself a reminder that the scores are not what we are about. These are children who are learning, not numbers being boosted. It must be about promoting children’s learning, not stressing over what a future Ofsted might think about the eventual aggregate number on a chart.
And so we are back at. We are teaching, intervening, boosting, training, redirecting staffing, ‘gap filling’, applying for special arrangements, practising, and children are learning, playing and enjoying school.