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....
Now that is what anyone would call a busy week!
The list and range is extensive, and if I try to name everything that school put on this week I would be sure to miss something important, but we had:
A concert with over 170 pupils from across school taking part,
A play from the 120 Year 3 children attended by a hall overflowing with audience members,
A swimming gala at Ponds Forge, with our fabulous inclusive team winning bronze medals in the first division,
An exploratory planning session with a social enterprise entrepreneur about establishing a new STEM offer,
An afternoon of visiting children from other schools enjoying sport on our carpeted lower playground, supported by our own Sports Leaders,
Four days of Forest Schools outdoor cooking experiences for every Year 6 pupil,
A Class assembly from a Year 4 class, to showcase their learning to parents,
A day of cricket coaching for Year 5,
Samba Sport for Year 6,
A visit to a local Church as part of RE learning for four classes,
Assemblies led by a local Church leader,
A campaigning demonstration and march, raising concerns about plastic pollution,
An appearance on Look North, BBC Radio Sheffield and in the Sheffield Star,
And lessons and learning across the curriculum, of course.
This could be why a large portion of responses in the parent opinion survey, run by Governors, shows a positive reception for our rich and broad and active curriculum.
This week, as every parent of a Year 6 child will know, was end of key stage 2 test week.
(While it is commonly known as ‘SATs Week’ they have never been formally called this – they are, properly, End of Key Stage Assessments, or EoKSA.)
I’d like to praise my pick as Star of the Week.
I know that children can get a bit fearful, and worry a bit about questions they got wrong or how well they have done, but generally they handle the process really well. The children have been prepared proportionately and had a very healthy diet of everything but tests in the months and weeks leading up to this point.
Every child who has given their best deserves credit, and I know they will want to take pride in their individual outcomes when they come back to us in July.
But here’s the amazing story. Out of 122 pupils in Year 6 just one was absent on Monday morning when they were due to start the tests with grammar, punctuation and spelling. (That’s attendance above 99%, showing that any ‘anxiety’ was overcome by resilience and determination and good preparation.) The same pupil was also off on Tuesday and so had missed the whole set of English papers as Reading was on Tuesday morning.
That could have been it, except when she came back to school on Wednesday she not only wanted to do that day’s maths tests (Arithmetic and Reasoning paper 1) but also catch up on the missed English tests.
I applied for her to sit the tests later in the week and so she did them all, finishing this morning (Friday) a single day after everyone else in the year group. (In fact pupils can do the tests up to five school days late under certain circumstances and with permission from the appropriate body.)
She smiled all the way through and I expect she will have done very well indeed. She finished the last test with 20 minutes spare!
I really, really hope she gets results that make her very proud, because she did show an fabulous attitude in sitting tests that she did not have to and that we did not require her to take.
Well done all – all 700,000 Year 6 pupils across the country who took the tests this week. I hope you all take pride in your many achievements.
We were looking at some end-point data from one of the spelling interventions we run. (To be sure that each intervention works we measure on the way in and on the way out.) It is a twelve-week programme, targeted at children who have a ‘spelling age’ significantly behind their chronological age.
The basic theory for a successful, effective, well-delivered SEND programme is that it should produce twice the normal rate of progress. So over the twelve weeks we hope / expect / want to see 6 months progress in spelling age (or reading age if it’s a reading programme), otherwise we start asking other questions: wrong intervention, wrong children, inaccurate measure, other factors, implemented as intended?
What the data has led me to is some personal professional (statistics) learning: I need to better understand ‘outliers’, how to define them, and when it is appropriate to remove them from a set of scores.
It is fairly easy to see how it would be hasty to base a judgement about the success of a programme on the progress or otherwise of a single participant. Likewise a single test might be too narrow to justify a confident statement of progress for the participant. To judge the programme / intervention itself we want to aggregate and average the progress scores from a decent sized group.
And this is what brought me to identifying my own learning need. Tests scores (using the same test in and out) showed a range, as we’d expect, of levels of progress. We calculated the number of months gained for each child in the programme, some with disbelief – not in the child but in the scale (and sometimes direction) of the scores. The lowest progress scores was minus 8 months, suggesting the child had lost eight months off their ‘spelling age’ in the three month period. The greatest progress was an apparent gain of two years and 10 months, or plus 34 months!
The majority were grouped between 1 month and 9 months, so that plus 34 looks extraordinary / unlikely / inexplicable. It matters because it puts over two months gain per pupil on the mean average. I needed to learn whether and how to discount it (and then what we would report to parents about this child’s progress if we disbelieved the test score).
'Mathwords', sort of helpfully, defines an outlier as: A data point that is distinctly separate from the rest of the data. One definition of outlier is any data point more than 1.5 interquartile ranges (IQRs) below the first quartile or above the third quartile.
So now I need to work out how to calculate the quartiles for the set of data, and the inter quartile range.
There is no hard and fast advice on whether to remove (and report) the outlier(s) as they may be the most interesting and significant data in the whole set!
We will continue to question it all, I think.
- how well a person, machine, etc. does a piece of work or an activity
- the action of entertaining other people by dancing, singing,acting, or playing music:
a performance (mainly uk informal)
- an action or type of behaviour that involves a lot of attention to detail or to small matters that are not important
DfE has published the annual ‘Performance Tables’ this week for end of Key Stage 2 assessments in 2018.
All the usual caveats must be applied when you read the data – are you comparing like with like, is it progress or attainment that matters, reading or maths, funding – does that matter, disadvantage levels, what does the data hide, why publish average teacher salary, what about the private sector, why are so many Academies excluded, how can you tell if small schools do well if their data isn’t published, Infant Schools have no data, is this a one-year snap shot or a three year average?
Dig back through this blog series and you will find me writing about a question at interview (how would you place the school) and about more important things than scores and gloating.
Well, we still are not top of the table, but we are doing very well, thank you. Out of Sheffield’s fourteen Junior Schools (surely a sensible comparison set) we have the:
- second lowest absence
- third highest percentage meeting the 'combined' (reading, writing and maths) expected standard
- second highest reading progress score
- third highest writing progress score
- second highest maths progress score
- fourth highest percentage for higher standard for 'combined'
- fourth highest average score in reading, and
- fourth highest average score in maths,
- AND all with the fourth largest pupil to teacher ratio.
Year 4 thrilled a hallful of parents with the annual pantomime this morning in a demonstration of a different definition of ‘performance’. Huge applause and appreciation was heard and felt because it was brilliant. The story was ‘Cinderella’ but with plenty of twists included. Cinderella was forced to change her life goals once she saw how shallow and desperate the Prince was, and found happiness somewhere else entirely.
The singing was amazing – harmonies and split parts, solos and choruses, actions and dancing. Words were clear as a bell, and jokes were delivered with comic timing.
This was the sort of performance I really wouldn’t mind being judged on.
I hope we didn’t make too much of ‘a performance’ in our organisation and control around FOLA’s Christmas discos. These are run by the volunteer parent team, with a good slice of staff support. They want to be safe and sure and confident they have all the bases covered, and so felt the need to have booking tickets available, and to put out an indicative limit on attendance numbers.
We had two very busy events in the one evening and a whole lot of fun was had, but the volume of email, text and message must have added enormously to their stress leading up to opening the doors.
I think they did an excellent job.
It’s been another really good week.
Is it due to better and better teaching, harder and harder working pupils, greater and greater support from parents, education reforms, curriculum change, the positive impact of successive Secretaries of State for Education, evolution, the internet, an inevitable and unstoppable law of social change, or something else entirely?
GCSE results hit an all-time high: tests are getting easier?
A* at A Level reaches a new record high: curriculum is narrower?
Three quarters of graduates get a 2:1 or first class honours degree: Universities are inflating grades?
8% increase nationally in ‘new’ Key Stage 2 tests in their second year: teaching to the test and losing a ‘rich curriculum’?
Jean-Baptiste Lamarck was a French naturalist who developed a theory that learned behaviour of an animal, which is supposed to result from physical and chemical changes in the nervous system, can be inherited by its offspring. Lamarck was writing 70 years or so before Darwin.
According to the hypothesis of formative causation, there is no difference between innate and learned behaviour. This hypothesis therefore admits a possible transmission of learned behaviour from one animal to another, and leads to testable predictions of the Lamarckian theory.
'Cultural inheritance', whereby the offspring learn patterns of behaviour from their parents or other adults, is different – it requires the adult and offspring to be together. Lamarckian theory and ‘formative causation’ do not.
Sounds ridiculous, doesn’t it? If I learn a new skill, such as playing an instrument, speaking a new language or running a maze, my children will acquire the same skills quicker than I did?
Except this has been demonstrated in the lab (using rats learning to run mazes using negative stimuli). Successive generations of rats learn novel mazes quicker and quicker, even though they were not raised by their parents - the knowledge could not be passed by demonstration or modelling.
However, Lamarck’s theory fails to explain the continued presence of simple organisms, while Darwin’s expects them to always exist, and Lamarck’s ideas fell out of favour.Students at all ages ARE scoring higher than ever before, so something is causing this progress. It may be hasty of any group to claim all the credit, though many would like to.