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....
Staff completed their third and fourth training days of the year this week, while the school’s pupils had an extra-long Christmas and New Year holiday.
There are long-established reasons for placing the training days like this, always up against the start or end of holidays. We hope it makes it easier for parents/ carers to arrange childcare, that it gives greater opportunity to take a vacation out of term time by increasing the length of break and number of possibilities, and it keep s the term time itself intact as one block. We always synchronise with our feeder school, but cannot do so with the many Secondary schools that our pupils’ siblings attend. Too many Secondaries and far too many feeder schools unless all would take the same days. And as many are now Academies with full freedom to select their own arrangement of five training days there really is no way to insist on coordination.
We used these two days to concentrate on:
- The next stages of Rights Respecting Schools work – how we cover all the Articles in our cross-curricular teaching,
- Moderating writing within and across year groups, leading from the annual John Lewis TV advert - using writing specifically produced by all the pupils for assessment to develop further our own understanding and recognition of ‘working at greater depth’ and ‘meeting the expected standard’,
- Planning for the teaching of English in year groups, and for mastery maths lessons – so that we share planning skills and roles, ensuring quality provision is continuous,
- Interventions available in school including Lexia, First Class at Number, Catch up Reading and others – what they can provide, who they are aimed at, what can be expected from them, what they need in order to be most effective,
- Staff well-being – so that we are fit and well in order to look after our pupils as best we possibly can and as they undoubtedly deserve.
Our fifth and final training day closure is in June, fitted alongside the May half term holiday. This year we will have been able to have one on each of the five days of the working week – helping our part-time staff and hopefully inconveniencing each part-time working parent / carer a little less.
There has been a long-term move, a ground-swell, to develop schools’ positive approaches towards supporting positive well-being and mental health amongst pupils and students.
We have had PSHE for years. Schools have introduced ‘circle time’, frowned on by conservatives and highly recommended by anyone who has seen and heard Jenny Mosley (http://www.circle-time.co.uk/) in action. We’ve covered ‘emotional literacy’ in training. A growing number of schools are involved, as we are, in Rights Respecting work. ‘Mindfulness’ is current, seen on many an adult colouring book. Nurture groups (https://nurturegroups.org/introducing-nurture/what-nurture-group-0) or similar provision feature in many schools. Outdoor learning, such as the Forest Schools scheme (http://www.forestschools.com/) , gives space and time in natural settings for experiential learning. Adapted and alternative curricular are being used more and more widely to accommodate the needs of children for whom the mainstream, normal is just not working. Classrooms and schools have become ‘autism friendly’, with visual timetables, key workers, personal plans, sensory rooms, and so on. Attachment Disorder is being recognised as a much more widespread issue than thought before, and school staff are getting direct training on the problem as it impacts on children. Learning and peer mentors in schools seek to help children who are experiencing difficulties. Parent Support Advisers are doing the same with their parents. There are Playground Friends and Playmakers, pastoral support staff and we have our own Friendship Room. Even the change of name for support group meetings reveals how the emphasis for service offers has changed – we have ‘team around the child’ and 'team around the family’ meetings now. Along with a few other pilot schools we are involved in a CAMHS-school link project for a year.
Our teaching staff spent two fabulously fruitful hours in the company of a CAMHS clinician and a CAMHS-school link worker (http://www.sheffieldchildrens.nhs.uk/our-services/camhs/) on Thursday afternoon. You might not think we could enjoy an afternoon spent on positive mental health approaches, but enjoy it we did. We had our eyes opened to see how we could, both as a whole school and individually as such potentially important people in the lives of our pupils, help make each child’s experience warmer, more positive, more fulfilling and more personal. We will be pursuing these ideas in the coming weeks and months, as we try to make these simple ideas and complex action plans part of the fabric of everyday life at our school. We do not seek token gestures – there will be no plonking of a Friendship Bus Stop sign (http://signs2schools.co.uk/bus-stop-sign-meet-and-make-friends-here-100-p.asp) on the playground and no siting of a Buddy Bench (http://www.orourkeplayscapes.co.uk/products/buddy-bench/#iLightbox[gallery1209]/0) in a lonely corner – but a concerted and thought-through campaign that will, we are confident, make a long-lasting difference for many of our children.
Jenny Mosley, airline safety announcements and Richard Branson all advocate, partly, the same approach to looking after your customers / pupils. They all say you have to look after yourself, too. Jenny Mosley advocates that professionals, operating in sometimes highly charged situations of great emotional stress and impact, must recharge and refresh themselves in order that they might be able to help children cope and learn to self-regulate. Airline cabin staff tell us to put our oxygen mask on first, before helping others. And Richard Branson is often quoted as saying he does not put customers first – he puts his employees first so that they can meet the needs of customers better.
You’ll have to pardon me, then, when I, at times, seem to put the well-being and positive health of my staff at a high priority. I need them to be fit, and well, and able to meet the needs of our pupils, and they cannot do this to the highest standard if they are themselves flat-out, under-appreciated or stressed to a point where they cannot operate effectively. Sometimes this is what we do on Training Days, too – we meet the needs of our colleagues.