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 teachers are Mrs Dutton & Mrs de Brouwer (3D/deB), Mrs Holden (3SH), Mrs Noble & Miss Roberts (3N/R) and Miss Wall (3AW). We have three Teaching Assistants who work within the team: Mrs Allen, Mrs Dawes and Mrs Proctor.
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 Loosley (5NL), Mrs Rougvie and Mrs Jones (5RJ), Mrs Webb and Mrs Ridsdale (5WR) and Miss Cunningham (5EC). Many children are supported by Mrs Hill, Mr Swain and Ms Kania (the Year 5 Teaching 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 Shaw and Mrs Watkinson (Y6S/W), Mr Bradshaw (until Mrs Parker returns) in Y6AP), Mrs Phillips (Y6CP) and Miss Norris (Y6HN). Also teaching in Year 6 is Miss Lee (Monday - Y6AP, Tuesday - Y6HN and Wednesday - Y6S/W) and Mrs Grimsley (Tuesday -Y6CP).We are also very lucky to be helped by Mrs Ainsworth and Mrs Biggs. 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....
The Pressure of Space
The number one challenge for our school remains the continued pressure for space. I have used (over-used?) one phrase continually in the last 12 months –we are a school with 484 pupils using a site and building facilities built for 360 only. We are 34% over capacity and it shows every single day.
While we do make a fantastically varied provision of high quality activity, and teaching and learning, each is impacted by this pressure for space.
Examples this (four-day) week:
The brilliant Year 4 performance (The Emerald Crown) had an audience of over 200 adults, quite a few of whom had to stand round the back of the hall as we can only store chairs for 160. Laying out the hall as we did, so that the backdrop for the stage looked much better, meant that sunlight through the skylight windows fell on parts of the audience (rather than on the actors / dancers on stage). Replacing blinds simply isn’t justified as an expense when we have much higher priority daily demands, but maybe it is something our PTA (FOLA) might look at funding.
Thursday morning’s Yoga class had to be held in a classroom as the chairs were already out for the performance. We have just the one hall, and no specialist sports hall or dance studio. The hall had been used on Wednesday after school for a briefing for Year 6 pupils’ parents about the fast-approaching end of key stage assessments. One hall, incredibly efficiently and frequently used.
Our policy and practice over pupils’ mobile phones (Bring one if you really must, but turn it off and hand it in at the start of the day. Don’t use it one site, and collect it at the end of the day.) means we have few issues except the volume being brought. If teachers keep them in class or a store cupboard they can be too close to the owner and too easily accessed by the wrong people. If they are handed in at the office then we get a huge swell of numbers going there at exactly the time parents and other visitors want the help of admin staff. If we hand in at the classroom but store the trays securely in the office we need yet more ‘monitors’ out of class sending and fetching at either end of the day (more timeout of class and learning time lost). The simple equation here is more children = more phones = more hand-ins and more fetching.
Mud at either side of every path – numbers mean that paths cannot cope and so the passage of people swells out either side. With weather like we have the verges are under pressure and grass is becoming mud, and carpets are becoming filthy, too.
Sensory overload. Some children cope easier than others with sensory input –the sort of incidental sensory input from working in an open-plan base, for example, with 59 other children, three of four adults, two lessons going on, pupil movement and active learning. Throw in high winds, the occasional bell, movement of whole classes or groups of children, singing and musical instrument lessons, chat and social interactions and some children find this really hard to manage. They need access to quiet, calm spaces; these are very hard for us to provide while also providing the exact opposite for the other 480 or so pupils who thrive on that provision.
Don’t be misled though –this is not a negative report at all; I think we do brilliantly and creatively to use every space as fully and effectively as we can. A small room might be used for teacher’s planning, for a small group activity, a parent meeting, SEN assessment, therapeutic counselling, peripatetic music tuition, phone calls, cool-down space and storage, all on the same morning. A large room trebles up at times as an out of hours venue, a classroom and then a staff training base. The hall is used for gymnastics, PE, assembly, lunch, more PE, an after-school activity and apparent meeting. Playgrounds, even, are used for three of four things in a day – holding pupils on site who have arrived early, PE lessons, outdoor learning, breaks and lunch, after-school sports, after-school care use and pupil collection by parents / carers. (On training days the top playground doubles as a car park.)
None of us can be precious and jealous of ‘our’ spaces as they have to be in multi-purpose us each week. By this we manage to meet almost all pupils needs almost all the time.