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 & Mrs Finney (3N/R) and Miss Wall (3AW). We have several Teaching Assistants who work with Y3 children at different times through the week: Mr Jenkinson, Mrs Proctor, Mrs Hill, Mrs Allen, Mrs Dawes and Mr Gartrell.
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....
One way in which we protect / safeguard children is making sure they feel they can talk to us about their concerns, hopes and fears. We build, or seek to build, relationships that are open, respectful, cheerful, positive, encouraging and personal. We try to give the time that children want from us, so they know they have been listened to fully. As our children are so receptive and open we also try to make the time to explain the adults’ view of things, our hopes and wishes.
But with 480 children, and even though we employ sixty adults, there will be children who find it hard to talk to us, or to find the opportunity or the starting point. Their talk and support can come from younger and older people of course. Sometimes, when all they need is a friendly voice, talking with other children ticks all their needs.
This is a photograph of a temporary display in one of the entrance areas (where the ‘school dinner eaters’ come in for lunch). Every speech bubble has been filled by separate children.
They have listed individuals and groups that they know they can talk to:
Children in their classes,
And many, many individually named children in the school.
Comforting to know, isn’t it, that our children recognise that they have so many people available to them who can help and support whenever they need it?
No longer is it enough for schools to do nothing that could be construed as contrary to 'British Values', schools must now actively promote them.
But, what are they? How do we promote them? Is once enough? Does it need extra lessons? What about pupils who are not British citizens who are only here a couple of years? What about freedom to think differently? Who defines what they are? ...
Lord Nash gave the following as part of a speech to Parliament in 2014,
'A key part of our plan for education is to ensure children become valuable and fully rounded members of society who treat others with respect and tolerance, regardless of background.
We want every school to promote the basic British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance for those of different faiths and beliefs.
This ensures young people understand the importance of respect and leave school fully prepared for life in modern Britain.'
I'm going to take a quick look, here, at the first one - democracy.
we have an elected School Council, with every class have a representative,
we had Mock Elections alongside the General election 2015,
alongside work on 'pupil voice' we explain to children how being listened to is not the same as necessarily agreeing,
our Parent Governor positions are all full, and subject to ballot as we get more nominations than there are places,
a steering group, with reps from across the school community, drive the focus of our Rights Respecting work,
we seek views of parents, of children, of staff, of Governors,
we are held accountable by the same groups,
we actively seek feedback (the most recent Newsletter had a link to ParentView on the Ofsted website),
we asked parents want they wanted to see in their children's Reports,
our Rights Respecting work strongly focusses on the essential requirement that each and everyone of us respects the other person's rights (to education, to safety, to clean water, to help, protection, faith etc.),
we hand over organisation and decision-making for events to pupils - the Year 6 'Prom', a fund-raiser for charity, and so on,
we consulted children extensively on how to run the lower playground so the maximum access could be made, and explained the plans that we formulated,
we rota just about everything to ensure a fair access for younger and older, quieter and noisier, assertive and reserved alike,
we have visited the Mayor's Parlour (and the Mayor),
we have used local issues to promote involvement in the local community,
we have had local Councillors join us for debate,
and so on.
In Global Citizenship work we look at government and decision making, and how having a voice and using it matters.
In Geography our Year 4 children learnt how to campaign (and persuade) around topics linked to mineral extraction in the Amazon region.
In History and Literacy in Year 6 pupils learn about refugees, and the Holocaust, and develop understanding about how power can be misused, as well as the plight of repressed people (though not in those words).
Children in Year 5 have looked at water use and availability, and thought about inequality and how they could make change happen.
In Year 3 the History topic about the Ancient Greek civilisation briefly visits they democratic legacy.
What we intend children to learn is simple: decisions are made by those that turn up, so there is no point being able to speak but choosing not to.