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/dB), Miss Hayden (3RH), Mrs Holden (3SH) and Miss Wall (3AW). We have several Teaching Assistants who work with Y3 children at different times through the week: Miss Mahon, Mr Bartholomew, Mrs Dawes and Miss Kania.
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 consists of: Mrs Loosley (5NL), Miss Cunningham (5EC), Mrs Ridsdale and Mrs Webb (5W/R) and Mr Bradshaw (5BB). The children are also supported by our teaching assistants: Mr Swain, Mr Jenkinson, Mrs Hornsey and Mrs Allen. We have help from Mr Jones, Miss Lee, Ms Grimsley and Ms Reasbeck too. What a fantastic team!
Our PE days are Tuesday (indoor) and Wednesday (outdoor): the children need to wear their PE kits for school on those days.
Spellings are sent home every Monday, to learn ready for a spelling dictation each Friday.
Homework books (maths and SPaG) will be sent home once a week - the days will be decided by the class teachers who will let their classes know. They will have a whole week to complete the homework tasks.
In our weekly blogs, the children will share some of the things they have been doing at school. Check in each weekend for the latest Y5 news!
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); Mrs Rougvie and Mrs Jones (Y6R/J); Mrs Phillips (Y6CP); and Miss Norris (Y6HN). Also teaching in Year 6 are: Miss Lee (Thursday in Y6R/J); Mrs Farrell (Thursday in Y6HN); Mrs Grimsley (Thursday in Y6CP); and Mr Jones (Thursday inY6S/W).We are also very lucky to be helped by Mrs Hill, Mrs Mulqueen and Mr Gartrell. 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....
Going in the right 'Direction'?
Schools were told by DfE, back in July, what the expectation would be for ‘home learning’ (or ‘blended learning’ as it has also become known). Quite fairly they want to see every school earn its funding and fulfil each child’s right to a high quality education that meets the child’s needs if pupils of any number are not in school because of coronavirus outbreaks or infection.
The guidance says that schools need to be ready (by last Wednesday, in fact) to provide such remote learning ‘immediately’. There’s detail but a good portion of fudge – so much so that schools have still to work out quite what t means and here in Sheffield we have still to receive a local interpretation or detail of a minimum offer.
At our school we have been discussing the implications and possibilities at senior leadership level. The discussion will move to Governors’ Committees next week, to consider the costs of what is implied and needed. There are inherent difficulties in meeting the national expectation, not least a 180 degree disagreement over what might be the most difficult scenario. DfE thinks it will be when whole ‘bubbles’ are sent home to isolate; we think it will be when individual pupils only are off and isolating, or small groups, with the teacher still working at school teaching the rest of the class / ‘bubble’. Because in that situation, how is the teacher to both teach the class – perhaps 27 out of 30 children (full time) – and the three children who are at home? How is the class teacher supposed to be in daily contact with those children, to set up their learning for the day, and later to review progress, and also run their full-time class at exactly the same time? And if one is supposed to be done ‘asynchronously’ (i.e. recorded earlier and emailed out) when do they do that extra work? How are schools meant to fulfil their duties on staff welfare and well-being and at the same time expect teachers to work two jobs concurrently?
It seems to us that we will simply need to employ an extra teacher per year group, to provide all that work and contact, but without any increase in school income.
This is more of a problem than simply money – we are also concerned about online access at home in a way that is more fundamental and likely more widespread than the anticipated ‘digital divide’. Take the family with, say, three children who are isolating as a household. Do they have three devices and enough bandwidth to access what their schools provide? Can they all watch in at 9 o’clock if the teachers broadcast at the same time? Can they research, write up, play and feedback for five hours each (as the guidance suggests a full day of activities)?
But last night it got serious – last night the Secretary of State issued a ‘Direction’ that means instead of these being ‘guidance’ they have become a legal expectation, through the emergency Coronavirus legislation that gives extra, swift powers to government. Without detail or examples (a webcast is available next week, ‘limited’ to 10,000 viewers!) we cannot yet know what the law actually expects. These things usually sound and read as though they were intended for Secondary Schools (can we expect parents in their kitchens to provide reception children with the equipment needed for experiential learning of the range, detail and length they would have through professionals in school settings?) so we will want interpretation locally, and a conversation with local colleagues to see what they are actually doing.
Making it law is an interesting step, though – the wording has not changed but it has become a requirement rather than an expectation.
And that’s all very well and good, but I still do not see how the class teacher in my school is going to both teach the class and teach the children at home, all while we protect ‘bubbles’ and minimise mixing.
Your thoughts, as ever, will be welcome.