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 our regular volunteers, 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....
I do like a puzzle, and I do love the bbc. I'm not one for Radio 4 myself, but in searching for one thing on the bbc website I came across the Today programme's Puzzles for Today page.
They're really good, but have left me disagreeing with some answers and having some heated debate about the precise interpretation of the questions.
If you have run out of revision tasks you might like to have a go at a few:
It was thought for quite a while that puzzles kept the brain active and could delay the onset of dementia. More recent research makes a subtle distinction. Brain Gym, Brain Training and Puzzling (things like crosswords and Sudoku) cannot prevent dementia, it is now thought, but such activities help build up the brain's ability to cope with disease.
Many of the tests pupils will take in their school career will require recall, but that is only one aspect of learning. More important, I would agree, is the ability to reason, think and argue. The puzzles on the Today pages really make you do that. Give them a go!
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.