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....
I overheard a conversation at the Office hatch a couple of weeks ago, and on reflection later I was embarrassed that a parent had felt it necessary to come and talk to school about the issue that was troubling them and their child.
Their son, they said, could not hang his coat in the cloakroom because his allocated hook was broken, had been broken for some time and, despite mentioning it, there was no sign that it would be replaced.
At first I was baffled that someone would raise what appeared to be a relatively insignificant matter in such a way - going to the trouble to come in to school to make representations. Then I got defensive and went through all my own complaints on the subject - how do hooks get broken? Why do bags get hung on what are 'coat and hat hooks'? why do bags have to be so big? can children not stand them up or put them under the bench as directed? And finally I got to the place where I accepted that the child was frustrated as much as the parent. Their offer to come in themselves with drill and screwdriver to do the job should be going too far, but I did get the point: for this child this was what mattered.
We do have our defenses, of course. It is children's actions that bend and break hooks. We replace 100 plus each year. The cloakrooms, all four of them, in the main building have been reconfigured and the number of hooks has been increased in each. Each hook has two parts - one for coat, and one for hat (hence their real title as 'coat and hat hook'). We only have so much caretaker time and only so much cash to either buy resources or to buy services. There are other, more pressing, priorities. Mobile classrooms are supposed to be temporary. Mobiles are not new, nor terribly solid, and fixing anything can be a challenge.
But once we accept that this is what matters to that child then we have to get on with the work.
So a new programme has started. The old, contiboard, planks and hooks have been removed, to be replaced by solid timber as in the main building. New double hooks (for coat and hat) have been fixed - some in technicolour - meaning there is a total fresh start.
We cannot make the space bigger (as cost prevents us extending what is, after all, supposed to be temporary) or because we need space in classrooms rather more than we need it in cloakrooms, so they will remain squashed. What I hope is that that pupil recognises that raising his issue incessantly until answered got things done. I hope his new hook is sound and does not get damaged. I also hope that each child recognises work done and uses the facility correctly. I may have mentioned this; they are coat and hat hooks, not coat, bag and instrument hooks - they are not designed for that bulk or that weight.
New hooks in a row (and already some bent out of original shape).
I was going to paste in a photo of a line of bent hooks - but here is the new set instead. (Clearly not a posed picture as you can tell from the drawstring PE bags in the shot!)
General Election campaigning has started, and I can only hope that education will become a central issue for all parties.
Neither school nor school staff will express any preference, of course, leading up to the election itself. Children are likely to ask colleagues which way they vote, because they always do, but staff will avoid saying what they intend to do. As we champion 'pupil voice' you would expect staff to participate and vote, and possibly enable discussions in class but we do not put forward our own views or seek to persuade.
There are actually guidelines on the proper use of maintained school premises, and that they should not be used to promote a particular political stance or party. I am never sure how politicians get away with visiting schools accompanied by hosts of cameras and journalists, but there you are. In our attempt to stay strictly neutral we once turned away a request to use the school hall as a venue for an MP's public meeting.
Obviously one issue will be front and centre in 2019, but education is too important not to feature in debate and in the choices voters make. We should assume that the next Parliament will last for five years and that the Government elected will therefore be responsible for school funding, special needs direction, curriculum reform, school inspection regimes, national standards, teacher training provision, school building programmes and Local Authority powers to support and challenge schools for five years also.
Every pupil in our school in December 2019, at the time of the general election, will still be of compulsory school-age at the end of the next Parliament. The education stance of the locally elected Member of Parliament and the education policy of the new Government will directly effect our pupils. I urge every elector to think carefully about the education policies of each party appearing on the ballot paper where they vote and to make it one of the key factors in how they vote.
'Purdah' (or purda) is the period between the calling of an election and the polling day itself. During the period civil servants, who always supposed to be impartial, are not allowed to make political statements or to initiate actions that might favour a particular candidate or party. This effectively means a further six weeks this time round without any of the urgent issues being addressed other than in words and promises.
Sadly this week I have had to consider replacing some signs on our school front doors.
Long ago I successfully argued that the red notices informing visitors that ‘Smoking Is Not Allowed On These Premises’ were superfluous as everyone knew the fact and no one ever tried to smoke on the school site. I made the point that we did not have a separate poster for all the other things that were not allowed – the trading of sheep, the grazing of cattle, laundering money, stealing school’s resources, selling cigarettes to children, and so on. I also won the day over removing the sign provided by the City Council that said aggression or verbal abuse shown to staff would not be tolerated.
After a week that contained some overly emotionally-charged exchanges I am going to examine my previous stance and consult on what we should overtly declare and expect. It seems it may be necessary to spell out once more what will not be either accepted or tolerated. I completely understand the emotional capital involved in being a parent, but I also understand the vulnerability of the teacher to abuse.
Many Health Centres and Practices have policies on display, and many are available to read online. More than one or two schools have similar ‘zero tolerance’ policies published online. Sheffield City Council has revised what was a customer care statement into the current ‘Customer Commitments’ statement. Now this is a well-worded and balanced document because it spells out what the customer can expect from Council staff while also saying what Council staff need from customers. Communication in meetings, on the telephone and via electronic media is a two-way thing after all.
I will take a measured approach to introducing a code or statement of expectations. I will start by discussing reasonable expectations for professional school staff and school functions before discussing what school expects from parents and other visitors. It is absolutely fair that all staff understand and agree the reasonable expectations that can be placed on our behaviour before we try setting expectations for others.
This discussion will start with Sheffield City Council’s ‘Customer Commitments’ because I think they can be applied to every sector of the Council’s work. School staff will look at both sets of expectations and I hopefully accept the expectations of them as much as they will back expectations of school visitors.
I want to be sure that we are neither hypocritical nor elevating our needs above any other groups – why should my staff be any more protected than the children we work with, for example? And if we state that all staff should be free from aggressive behaviour directed towards them shouldn’t we ensure that the same is true for all children?
Finally, I turned to the RRS Charter and looked for appropriate Articles that say what rights the children should enjoy. Article 12: Every child has the right to have a say in all matters affecting them, and to have their views taken seriously. Article 19: Governments must do all they can to ensure that children are protected from all forms of violence, abuse, neglect and bad treatment. In the original form (adult-speak) these two Articles ensure that a parent can give us their views on their child’s education but also that they do so in a way that does not abuse or mistreat the employee.
If that all sounds rather negative I will just mention that SCC’s Customer Commitments give eleven promises to customers while having only three requirements of customers in return. We will, likewise, promise more things than we expect in return.
At the last count 477 parents had made appointments for parent consultations next week.
Some would ask, I suppose, why it is not 484, seeing as that is the current number on roll.
I’m declaring the 99% uptake of the offer to be impressive, a clear indication of the strength of the partnership we have with parents, and an indication that parents do find them to be continually useful.
Pupil Mobility is a measure of pupil movement during the academic year. The calculation is simple: add all the movements in and out and express that as a percentage of the number on roll. Our Pupil Mobility measure is at its lowest level in 7 years, at just 2.6%. It is now less than one fifth of the Sheffield average. There were just 11 pupils leaving or joining our school during term time in the last 12 months.
Parents can be worried about a negative impact on their children if they move during a key stage. They should be assured by the research evidence that shows that any negative impact is actually due to other factors, such as EAL, economic disadvantage and SEN. When simply accounting for prior attainment at the end of key stage 1, there is no negative impact on attainment due to moving schools.
The gross impact is much harder to measure. The schools with the highest levels of pupil mobility are also those with highest levels of disadvantage. There are correlations and coincidences in the data groups, but not necessarily any causal link. Pupil movement may be driven by four causes and circumstances and we can easily see how each might lead to both disadvantage and lower attainment:
- International migration — Children joining / leaving schools as a result of families moving from / to countries overseas
- Internal migration — Children joining / leaving schools as a result of families moving home within the UK, whether over long or short distances
- Institutional movement — Children changing schools without moving home, including exclusions and voluntary transfers
- Individual movement — Children changing schools as a result of moving alone, such as moves between separated parents or to live with foster parents.
Conversely and positively we can look at each of these factors as a factor likely to indicate aspiration and hope for improvement. International migration may be to escape hardship but is also a movement towards better, and presumably betterment. Which parent ever wanted less for their child than they enjoyed? Moving home and city (or just catchment area) can be as a result of new careers, career advancement and ‘making it good’. With it comes the chance to enjoy the schools offered in the new area. The vast abundance of data and other information about schools is supposed to allow parents to state their preference of school, and if they feel one is not right for their child then they have the right to seek a move to another. (This does require spaces to be available of course.) In an urban area parents often have to choose from many nearby schools, and they do do so for many reasons. Almost always it is sought for the child’s best interests. A child moving home does not mean a school move will have to happen, but hopefully the home change is also a positive one, and supports the child’s growth and development.
So, very few children leave Lydgate Junior School mid-year (maybe 5 or 6 in any 12 months), and a similar small number join us (coming in from a waiting list or via and Admission Appeal Panel decision). I remain convinced that the reason so few children leave is because we do provide a very good school experience for every pupil. We look after each well, and we promote very good standards of learning. That we always fill vacancies is for the same reasons: it is recognised that we do a good job for families and children. Sheffield is a great place to be. S10 is a great area within that city, with vibrant, welcoming, communities. People want to be here; they have made choices and, possibly, sacrifices to do so. When someone wants to move into the area, or get their child into a school in the area, it is because they want all these good things for their families.
Pupil Mobility can be used an indicator of other things. When it is low it indicates stable communities with all the advantages that brings. It is hard to find a downside to low Pupil Mobility in fact.
Social mobility is the movement of an individual or family between social strata relative to their current position. This is often linked to educational achievement and income. Unless all schools can give the same outcomes for all pupils, and then this lead to equality of opportunity at the next stage, parents will continue to look for a school that does better than the other so that their child has a better chance on life. Research suggests that we aren’t doing so well – children of rich parents stay rich and children of poor parents stay poor, by and large. The educational achievement gap can be as much as three years’ worth by the age of 15 between children from different advantage backgrounds.
That low mobility then seems to get in the way of the aspirational, ambitious parent. They perhaps see admission to a good school with good results as a passport to social mobility, but with no places available the door is simply closed. We are full, and at 120 pupils more than the school original design. We cannot simply take more pupils to support a social mobility goal as we have no room to take them into.
I do not have an answer other than the same line that has been stated over and over by politicians and education leaders at all levels for as long as I have been a school leader – every child deserves a good school, every community should have a good school, and every school should be a good school. (I suppose that most are just that already.)