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.

Yours sincerely,
Stuart Jones

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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.

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Welcome to the Y4 blog. 

The Y4 team consists of the following teachers: Mrs Purdom in Y4JP, Mrs Smith and Mrs Smith (yes, that's right) in Y4SS, Mrs Wymer in Y4CW and Mrs Drury in Y4JD. The children are also supported by our teaching assistants: Mrs Proctor, Mrs Cooper, Mrs Mulqueen, Mrs Allen, Mrs Hill and Mr Gartrell. We have help from Ms Reasbeck, Miss Lee and Mrs Grimsley too. What a team!

We know that the question children are mostly asked when they arrive home is 'What did you do today?' The response is often 'nothing'! Well, here is where you can find out what 'nothing' looks like. In our weekly blogs your children will share with you what they have been getting up to and show some of the wonderful work they have been doing. Check in each weekend for our latest news.

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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

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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....

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09 Nov 2019

Thank you for putting up with what we ask of you

In order to offer what we do at this incredible school, we do ask a lot of our parents, in terms of support, involvement and patience.

All the Year 4 children, all 122 of them, took part in a led Forest School session on Thursday or Friday this week. Those were the days when a month's rain fell on Sheffield and the surrounding area. Just like with a fly-past, there really is no wet-weather alternative other than to put on a coat and to bring a full change of clothes.

The children loved it; the wood is at the bottom of the site, and has its own slope down from the playground to the edge of Tapton Hall grounds. The bank become a a muddy slide and the temptation to shape their own play was irresistible. I was told by staff that some of the most energetic sliders were children who are often quietest in class.

We sent an apologetic, and grateful, text to parents, warning then that the washing machines would be on overtime that evening. Not one parent has moaned about the activity or its impact on the home washing basket.

While there is always debate about the role (and quantity) of homework, parents unfailingly support their children in completing tasks and challenges in novel, interesting and expanded ways. This week we have held our annual School council elections, with candidates creating posters, flyers and speeches at home, quite clearly with a lot of adult conversation at home to improve the language of persuasion. In one class, 16 out of 30 children stood for election! We put up posters, held hustings and then, like last year, used real polling booths and ballot boxes (loaned to us by Democratic Services of Sheffield City Council) as each child cast their vote. Like in the grown-ups' world, there will be some very disappointed candidates on Monday when the Returning Officer announces the results. We thank parents for supporting their children in both preparation and in dealing with winning and losing.

Last half term we had to delay three sessions of Parent Consultations as we had some staff absence that we could not, usefully, cover. Alternative dates have been offered for next week, and parents have kindly and quietly gone about arranging appointments to replace those we missed. We could easily have let them slide and hoped that no-one would pick us up on the missed opportunity, but staff and parents are so much better than that. I recognise the patience and understanding those parents have shown in allowing us this time lapse without any complaint.

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04 May 2018

Differing Opinions

It’s been a confusing week in parts, with feedback that contradicts.

One set of parents insisted that we are too soft on poor behaviour and that we need to be seen to be much harder on anything that hints of bullying. (Their son felt we simply didn’t do anything about his complaints.)

The very next set of parents were deeply concerned that their child had been admonished the day before and felt that school’s discipline was far too harsh. (Their son was worried about coming back to school that morning because of our severe sanctions.)

The truth is that we try to be consistent, but we do not operate with a set list of fixed responses to specific actions.

We believe that, once get past a child’s initial and sometimes inevitable denial of action or responsibility, they know that what they did was wrong (or right) and they do not need us to go on and on about it. If they quickly and honestly accept that their actions were wrong then we move on rapidly. Is that ‘soft’?

But we are thorough and determined. A child who seeks to deny and defy, obscure or be outraged, will find us to be utterly stubborn, and willing to dedicate an age to uncovering the truth. This process is itself uncomfortable and often enough of a sanction to have imposed – a child might easily squirm and struggle and want to avoid that feeling in future. Is that ‘soft’?

And holding a child to account, ensuring that they do not get away with a blanket denial of something reported by a member of staff, is that being too ‘hard’? If we allow a child to get away with the denial they come to believe it as true, and to expect to blame others rather than accepting responsibility for their own actions. Only by accepting that personal responsibility can someone hope to change for good and for themselves.

We never, simply never, impose a sanction that is dangerous, difficult or humiliating. We might use sanctions that are proportionate, appropriate and, sadly, called-for. Isn’t that part of learning?

What we are looking for is for children, when they have done something wrong, to own up and apologise. And that is not too much to ask, is it?

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05 Feb 2016

Rights Respecting – Respecting the ‘stuff’

If behaviour and safety are ‘Outstanding’ in our school (see Ofsted report November 2012- why would we need to work on respecting rights? Surely outstanding behaviour suggests that respect is a strong feature?

In conflict with this chain of thought have been two outcomes from discussions with groups of adults within the school itself – staff and Governors.

Both identified respecting people and property, the ‘stuff’, as a priority for development within reviewing our behaviour policy.

Before I give any examples, can we just pause a moment and remember that we are splitting hairs here – the extent of the donations for the Food Bank collection, the enjoyment and pride shown at Toast and Jam-boree, the fantastic costumes and engagement in Year 5 Viking day are just three of this week’s high spots.  We are trying, we know, to build on what is already a really good standard. We are simply aiming ever higher.

So, what does the problem look like?

Some seemingly tiny but typical incidents:

  • How did a dice and a uni-fix cube get to be on the bottom playground and then left there?
  • Where did the two ‘Headteacher’s Special Award’ pencils and the three manuscript pens (and the fixing blu-tac) disappear to from an interactive display?
  • Why isn’t a broken set of headphones notified to the member of staff in the room?
  • What is it that makes it okay to leave a ball that is kicked over the fence into the wood?
  • While I totally get the challenge of walking on the edge of the path’s kerb stones, why walk in the muddy fringe and walk it into school?
  • When did ‘sorry’ become a word lost from our lexicon?
  • Why does lost property have so many unique but unclaimed items?
  • Who ever said it is okay to drop stuff and not pick it up, whether outside or in?
  • I have this really quite odd collection going on on the front corner of my desk. I’m collecting lollipop sticks when on yard duty. We don’t encourage sweets amongst play time snacks so how come I can usually pick up one at least every single school day? I’m thinking of displaying them as a tally chart, probably increasing it as I collect. They’re not mine, I’ll bet they’re not from members of staff, and as the school’s squirrels don’t have the pocket money to buy them, it does only leave the one option. How do they get to be on the floor when we have ten plus bins outside and four handy litter pickers freely available?
We’ll be making a real push on respecting the environment shortly. I want to see proof that the ‘younger generation’ really do care about environmental issues, and we will try to have them see how a change can come and it can begin with them.
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01 Oct 2015

Mia Culpa, my chocolate-loving people

I really misunderestimated (George W Bush, I believe) your confidence in me, trust in the printed word, and faith in the words of Willy Wonka.

I dressed up as Mr Wonka on our Roald Dahl Day on Tuesday, using an outfit we have at home. Last time it was used was by my wife in her school. Big hat, brown trousers, purple frock coat, flowery waistcoat, cravat, silver topped cane; the works. As a little extra touch I had a ‘Golden Ticket’ stuck to the lapel. This was a photocopy of one in an illustrated book of the film of the book.

By coincidence, and entirely and only by coincidence, the wording on the ‘Golden Ticket’ had it that the Bearer could present it at the Wonka factory gates at ten in the morning (don’t be late) on the first of October to gain admission for themselves and a family member.

I did wonder last night, at home, as sleep evaded me for a while, whether I shouldn’t prepare something chocolaty for the day ahead, but then realised that my day planned would make it very hard time-wise, that I didn’t have time to make factory gates or a big sign (or to lay a series of clues like a treasure hunt), that colleagues would get upset at children missing lessons, it would cost a small fortune, and what if no-one found where I was? So I didn’t.

And then, at school, the phone started ringing. Parents wanted to know where the factory gates were. Others wanted to know if they could bring the little one along in the pushchair if it ate no chocolate. Children who had ‘lost’ their ticket wanted to know if they could still get in. Younger brothers wanted to know if older brothers would be coming for them or if they had to go for their brothers.

Oh, heck!

Honestly, the date on the ‘Golden Ticket’ was a complete coincidence. I didn’t think on Tuesday there would be such a clamour on Thursday. I didn’t think, I suppose, that I had made a contract with each holder of one of those ‘Golden Tickets’. And if I had, I would have printed far, far fewer and had proper criteria for handing them out!

What’s to be done, apart from suing me in court for breach of contract?

  • I’m arranging for a chef-come-chocolate expert to come into school to do some demonstrations,

  • I’ll hold a screening of the classic film,

  • I’m planning a chocolate-themed treasure hunt – with real prizes, honest.

It’s not enough, I suppose, to say that if you come with me, then we’ll be in a world of pure imagination?

Click on the link – enjoy the song:


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