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!
It’s a bit obvious, I suppose, but Fredrik Barlett’s research shows that the memory errors we make tend to focus around the unfamiliar elements of the things we are learning – we accurately recall the old stuff and make mistakes with the new.
He then argues that you need to integrate new ideas into what you already know, making connections between old and new information if you’re going to successfully recall them. The trick to making teaching and learning understandable is to make it relatable.
Research also makes the obvious point that you are more likely to engage with someone being passionate and amusing than being disconnected, nervous or dull. If you don’t care about them either way, you won’t care about what they say. You won’t follow up. You won’t even remember. It doesn’t mean an effective teacher has to be all animated and larger than life, but they are most engaging when they clearly are interested in the lesson being led.
When I watch children complete / attempt a ‘Beat the Clock’ challenge (a rapid and randomised multiplication facts recall task) I see children answer the ones they know first. There are children who insert all 144 answers in time, but oftentimes children run out of clock before they are done. Observing the practice of those children we see that they answer the ones they know. It gives some quick fill-in, but …
What it does for them is only practice what they know and fails to teach what they do not.
The task does provide challenge, and the more competitive children do love a challenge; them against the clock or them against their previous score. What the task does not do is to teach them either a method for calculating unknown answers nor the actual facts bare of relation to other, previously-held, facts.
We need to actively teach them two things: what they don’t know and how to learn the things they don’t know. Otherwise they will not extend their confident knowledge range or their rapid recall score. We need to actively teach it, as it won’t come by osmosis or magic.
Two things that research is telling us –
Relate the new learning to what children already know, and
Make sure that the teacher is engaging, that the teaching is engaging, so that the learning is something children will care about.
I discussed this with the teacher in class when the ‘Beat the Clock’ was progressing. I wanted to stress the only way this activity could maximise learning. It had to lead to the teacher identifying common unknown facts and links and then explicitly teaching these. Barlett’s research then supports over-learning until there is confident recall.What my observation suggests is that Alice Littlehailes was right and still is – babies do not grow any heavier by being weighed. Children do not learn only by testing. The teaching is crucial, and it leads learning. The testing should inform and direct the teaching focus.