Settling In surveys
To those of you who have completed and returned the Settling In surveys, thank you very much.
We’ve had 15 responses, all of which were positive overall, and some of which suggested a few areas to develop. These include:
- More homework – this is going to be reviewed at a whole-school level, based on the feedback here and on ParentView
- More information about how much progress your child is making – this we will also look at because quite a few of you have mentioned this, but in the meantime, do please contact Reception staff or me – we’d be happy to talk through your child’s learning with you. By now, you will have attended two parents’ evening appointments; last year, we introduced a third parents’ evening appointment at the very end of the year when the final Early Years Profile has been completed and when most children will have reached Early Learning Goals and a Good Level of Development.
If you have any questions, comments of complaints, please do come and see me. In the meantime, thank you again for completing the short survey (look out for the Parents’ Annual Survey towards the end of the year!) and also for your support – I know Mrs Burke and her team appreciate this a lot.
Our SEAL theme this half-term is…
‘Good to be me’.
This theme focuses specifically on feelings. It explores feelings in the context of the child as an individual, developing self-awareness and helping the child to realise that it really is ‘Good to be me’.
The theme is about understanding our feelings as well as considering our strengths and weaknesses as learners. It aims to develop knowledge, understanding and skills in three key social and emotional aspects of learning: self-awareness, managing feelings and empathy. The theme focuses on:
- understanding feelings, and why and how they lead us to behave the way we do – excited, proud, surprised, hopeful, disappointed, worried and anxious;
- self-awareness – feeling good about myself, taking risks;
- managing my feelings – relaxing, coping with anxiety;
- standing up for myself – assertiveness, standing up for my views
We think this theme is one of the most important and useful SEAL themes of the year, with outcomes that can contribute to positive health and well-being in years to come. For example, somebody who is assertive and able to stand up for themselves is far less likely to run into problems at high school (think of the pressure people might face with regard issues such as smoking and e-safety).
Developing leadership skills
Recently four Year 5 children took part in Bronze Ambassador sports leaders training at Roundhay School. After the training, feedback was really positive.
‘I really enjoyed the day and it was a great opportunity to learn how to become a leader… I am going to try to become more confident and get people at school to join in with more sport and other activities.’
These children are now part of a wider group who, alongside Mr Catherall, will be leading sports activity sessions twice a week at lunchtime. They will be joined by students from Leeds Metropolitan University who will also be delivering physical activity sessions at lunchtime.
Our local sports partnership with Roundhay School has recently been set up and is one of the ways we are investing our PE and sport government funding.
Chick Cam
Here’s a time lapse video which we set up when the chicks in Year 3 and Year 4 hatched. The video is a series of photographs (one taken every minute) and captures the chicks from their arrival as eggs to hatching.
httpv://www.youtube.com/watch?v=GtasRA8Q5Lw
Outstanding
Last week (12.02.14), we invited two people to visit school to review the social, moral, spiritual and cultural provision (SMSC) at Moortown Primary. All schools in England must show how well their pupils develop in SMSC – it’s a key component in any Ofsted inspection of a school.
- Social: Use social skills in different contexts; work well with others; resolve conflicts; understand how communities work.
- Moral: Recognise right and wrong; understand consequences; investigate moral and ethical issues; offer reasoned views.
- Spiritual: Explore beliefs and experience; respect values; discover oneself and the surrounding world; use imagination and creativity; reflect.
- Cultural: Appreciate cultural influences; participate in culture opportunities; understand, accept, respect and celebrate diversity.
It’s always a good idea to invite others into school to evaluate what we’re doing – a fresh pair of eyes can confirm our own thoughts, provide alternative ideas, make useful suggestions and generally keep us on our toes! In this case, the advisors come from Leeds Healthy Schools team. The visit included interviews with school leaders, pupils, staff, parents and governors and a tour of the school that included observations of teaching and learning and an examination of displays and information;
They confirmed that our work around SMSC is outstanding – excellent news! Here’s the conclusion of the inspection report:
Evidence from the review indicates that the potential for success in SMSC at Moortown is linked to:
- purposeful and dynamic leadership to ensure that SMSC is embedded and having an impact
- reviewing progress and impact to ensure that agreed procedures are consistently applied
- specific attention afforded to preserving and further developing the school’s ethos and environment through excellent communication
- high morale from focused CPD and induction, role clarity, staff welfare and consideration of getting the best out of all staff
- encouraging a culture of teamwork and positive relationships
- opportunities for pupil consultation and feedback
- equality and fairness for all through an environment of trust and confidence
- a relentless focus on pupils’ learning
- treating everyone with respect.
And, for those of you interested to read the full report findings:
The school’s leadership team are clearly making a significant difference and Moortown benefits from the expertise and commitment of a headteacher who is a Local Leader of Education and a Chair of Governors who is a National Leader of Governance. Leadership has successfully created an admirable learning culture that is exemplified through the frequent mentions of ‘trust’, ‘confidence’ and ‘openness’ from all those who were interviewed. One school council member said that ‘There is one really important word and that is trust’. Leaders are equally aware of the importance of SMSC in the current context. SMSC is therefore a feature within both the school’s self-evaluation framework and a key strand in planning.
The key driver to SMSC development is a very effective curriculum that is demonstrably relevant, broad, balanced and differentiated. The curriculum is also deliberately flexible so that an extensive range of enrichment activities can be used to embed and successfully integrate SMSC with the core learning strands. Activities include themed weeks such as Community Week and areas such as drama to encourage empathy and understanding.
There are clear indications of a rigorous, consistent and open approach to self-evaluation. There is an unrelentingly strong focus on learning – hence the outstanding pupil outcomes. Staff who were interviewed are familiar with expectations regarding SMSC and through the school curriculum are successfully articulating the impact of activities that have been undertaken by the school.
The school’s SEAL programme is also having a significant impact on SMSC development and all pupils, staff, parents and governors who were interviewed testified to the relevance and importance of the SEAL work in school.
Governors joined parents for an interview and confidently demonstrated their awareness of the rationale for the school’s policies and procedures, all of which are successfully underpinned by an ethos and environment of which the stakeholders are justifiably proud. ‘We are all working together… the school has a family ethos’ (parent comment).
Pupils were abundantly clear about what was expected of them and were able to confidently discuss aspects of SMSC and their relevance and importance. One pupil, unprompted, said, ‘We are aware of diversity, culture and religion’.
The school has successfully addressed the challenges of an old building and lack of space by an imaginative approach to the use of available space. The external environment, for example, has maps, designated play areas and even an outdoor gym. Pupils have been given an opportunity to influence decision-making in this area. ‘It’s a lovely school to be in – there’s a nice environment’ (pupil comment).
The school website does not specifically mention SMSC but is informative, highly interactive and engaging and on the evidence of this review accurately reflects the reality of life at Moortown. The ‘Join In’ section in particular reflects the deliberately inclusive nature of the school’s practice and an encouraging willingness to consult and respond to feedback from stakeholders. There is also a strong sense of responsibility for placing the school at the heart of its local community, reflected in the determination to be a ‘family school’. All stakeholders valued the quality of communication available to them, from the excellent and varied use of technology through to letters home and personal conversations. The school recognises that its stakeholders access information in a variety of ways and has responded accordingly.
Evidence from the audit indicates that the school’s Mission Statement, carefully exemplified in a visual statement designed by the pupils,accurately reflects the guiding principles and values that underpin the school’s ethos and environment. SMSC is firmly embedded within these principles. There were a number of examples of a positive ethos working successfully to support SMSC. For example, the quality of relationships and pupil perceptions of fairness and equality were obvious strengths. Pupils were respectful of each other and could describe how they would support a pupil in crisis or behaving badly. They clearly expect to be supported and to support each other. A parent said that ‘Here they will all come out as rounded human beings in society’. This is evident through the way that mutual respect has been inculcated between adults and children.
Pupils have been engaged in a number of fund-raising activities including selecting their own charities to support and leading initiatives to raise money. Pupils’ work is carefully and purposefully displayed and excellent SMSC examples can be witnessed throughout the school. These include hall displays reflecting work on ‘How you are feeling?’ with sections on excitement, pride, calm and jealousy as well as the ‘7 R’s of Learning’.
Interviews with staff confirmed their pride and enjoyment in working at Moortown, their commitment to pupils and their willingness to go beyond expectations to enhance pupil experiences. This is demonstrated through the wide range of extra-curricular opportunities that are offered to pupils.
Cultural diversity is celebrated extensively by the school and the website indicates that ‘The multi-cultural dimension of our school’s community is another strength: we celebrate our many diverse backgrounds’. Parents and pupils spoke confidently about how diversity is valued and how they are able to contribute to developing common understanding about religious and cultural matters.
Universal praise was also afforded RE lessons, which were described as ‘exciting and interesting’ by one pupil. A parent mentioned that homework can also encompass a spiritual dimension. There is also an Urdu / Punjabi speaking Teaching Assistant to ensure support for identified pupils and parents where appropriate.
Pupils had a strong sense of respect and shared values and could describe what these mean to them, including the difference between right and wrong. All pupils who were interviewed felt that pupils helped each other and that staff cared about them as individuals.
The school is justifiably proud of its inclusive ethos and its role in the community. Policies published on the website, including Equalities, Positive Relationships (including behaviour) and Safeguarding, proved to be entirely relevant and pertinent during discussions with pupils, staffand other stakeholders. Behaviour is excellent and not perceived to be a problem. Parents spoke enthusiastically about anti-bullying measures that ensure the very few cases are handled quickly and sensitively. Pupils know how to support each other ‘Give them a compliment’… ’Talk to them in a nice way’ (pupil comments). The whole school behaviour system is a consistent approach that has clearly had an impact and helped the children to feel reassured that everyone is treated equally.
The school council is democratically elected and spoke passionately about the school. Some of the best things about being at Moortown that pupils stated were the willingness of staff to help, the range of exciting learning opportunities and the way the school listened to pupils. Pupils had a direct influence on school resources, the selection of charities, introduction of a dodgeball club and the provision of football and basketball nets. The SEAL box also allows pupils to write anonymous or identified comments about worries, news, school council suggestions or certificate nominations. This is much appreciated by the pupils. Feedback from the school council showed that pupils enjoy coming to Moortown and appreciate what is offered to them. All pupils who were spoken to said that they feel safe at all times in school. It was commonly felt that all pupils had someone to talk to if they had a problem, be it a pupil ‘buddy’ or a trusted adult. There has also been a remarkably successful approach to e-safety exemplified through pupils’ confident feedback on this area.
Health and well-being is a key focus area and there is abundant evidence of pupils recognising and responding positively to the desire for a healthy lifestyle. This includes everything from a healthy tuck shop to the popular PE and dance lessons and even a pupil looking around the house for solvents after a drug education lesson. The emphasis on ‘managed choice’ is an entirely sensible one in this area. There was a strong sense of loyalty from all staff participants who were passionate, enthusiastic and proud to be a member of the school community. The tour of the school and subsequent interviews clearly demonstrated high levels of respect amongst pupils and between staff and pupils. Pupils were courteous at all times in and around school. Staff and pupils confirmed that new pupils are welcomed and supported.
There is a very clear focus on learning and raising educational standards within the school. Pupils understand what types of behaviour should be rewarded and recognised that high achievement and good attitudes to learning are inextricably linked. They also appreciate the efforts of their teachers: ‘Learning is always fun because our teacher is really good’… ’It’s not that you need to learn, it’s because you want to’ (pupil comments). Rewards are manifest and varied and include positive feedback, some excellent certificates and postcards home (the last two enthusiastically presented by an appreciative parent). There are high levels of IT literacy with pupils speaking confidently about their use of new technology, including iPads.
Staff morale is high because of the inclusive, team based approach and because leaders ensure staff welfare is taken seriously. This is much appreciated by the staff who were interviewed. Careful recruitment, selection and induction procedures were deemed to be essential components of ensuring new staff can quickly make a contribution and enjoy the benefits of working at Moortown. All staff access targeted CPD which is valued by both teaching and support staff. There is a culture of sharing good practice, with staff clearly supportive of each other in school. Staff are aware of their roles and responsibilities and mentioned the need to ‘model our behaviour’ for pupils. We were reminded by staff that ‘Respect everyone and everything’ is a school rule. They also said that ‘There is no-one I couldn’t ask for help in this school’…’Support is definitely there’.
Finally, it was suggested that we might consider the following areas for development:
- Engaging in the Investors in Pupils programme which ‘fits perfectly with the prevailing child-centred ethos at Moortown’
- Further develop the School Council through eg children chairing meetings, allocation of a school council budget etc.
We will consider the Investors in Pupils award, and will definitely invest more in the School Council – the idea of a budget is an excellent one!
The report ends with the following thanks:
We would like to thank the school for its very positive and professional approach to the review. We are grateful to have had the opportunity to work with such a committed, responsible and knowledgeable group of staff, pupils, parents and governors. We wish the school continued success in the future.
It’s half-term…
It’s the half-term, so in line with our current homework policy, there are no homework tasks or spellings to learn.
However, please make sure you’re reading lots with your child – we’re finding children are reading less than they need to if they are to gain fluency and understanding. You could take your child to a local library, hunt down an old favourite to re-visit, plan a story book for each bedtime over the holiday, read more about a favourite subject on the internet, buy a comic or magazine… And, so they have good role models, make sure your child sees you read, too!
Our current homework policy will be reviewed soon. A small number of you have told us you’re not entirely happy with it – it would be really helpful if you tell us more about what you’d like. Send us an email or speak with Mrs Weekes or me about this. Thank you.
This half-term…
This half-term, why not visit Leeds City Museum?
Currently, it has a fantastic wildlife photography exhibition on and I’m delighted to hear that Jonathan Long, a former pupil, has five photos exhibited. He won 1st, 2nd and 3rd place in the Animal Behaviour category, 1st place in the British Wildlife category and 2nd place in the Yorkshire Wildlife category, and was also the overall under 16s winner!
As well as this, check out the BBC site which outlines a variety of things to get up to.
Amazing attendance!
Our school average for the first half of the year is way better than last year: 97.2% compared with 95.5%. All but one class has better attendance than last year, which is great. Well done and thank you to everyone who has avoided lengthy term-time absences this year.
A special well done to the two classes who are above the school average – Year 2 and Year 5. Here are the attendance figures for each class:
- Reception: 95.7%
- Year 1: 97.2%
- Year 2: 97.8%
- Year 3: 97.4%
- Year 4: 96.8%
- Year 5: 98.2%
- Year 6: 96.9%
Who will win our attendance competition? There are 137 pupils who have 100% attendance – higher than last year (109 pupils), despite quite a few bugs going around. The pupil who will win their family four main courses at Pizza Express will be announced tomorrow.
Pizza Express, Street Lane, have kindly donated more than was first advertised to you when we launched the competition: four free main courses (rather than £40 voucher). It’s really wonderful of them to do this and we appreciate their support. (I can heartily recommend their limited edition Cipollini pizza – it’s amazing!).
Going on an adventure!
In literacy, we are looking at scripts. Each group has got their own script with a different adventure. Today, we looked at the setting description at the beginning and got ourselves into our starting positions.
Arctic Adventure
ALL THE ESKIMOS ARE TRAVELLING ON A SLEDGE WITH DOGS PULLING THEM. IT IS VERY COLD.
Antarctic Adventure
ALL THE EXPLORERS ARE STANDING IN THE COLD ON THE SOUTH POLE, LOOKING A BIT CONFUSED.
Indian Adventure
A GROUP OF CHILDREN ARE ON A SCHOOL TRIP NEAR THE INDIAN OCEAN. IT IS VERY HOT.
Pacific Adventure
FISHERMEN ARE STUCK ON AN ISLAND IN THE PACIFIC OCEAN. IT IS VERY HOT AND THEY ARE ALL SITTING UNDER A TREE FOR SHADE.
Atlantic Adventure
ON A BOAT SAILING FROM ENGLAND TO AMERICA BUT THERE IS A BIG STORM THAT IS GETTING STRONGER. THE SAILORS ARE SCARED.
We’re looking forward to practising and performing the rest of the scene while we learn about the features of a play script.
Parents’ evening time slots
Here are the times allocated for parents’ evenings this week. Times have been given on a first come, first served basis in relation to preferred times.
Wednesday 12 February
3.30 Megan
3.40 Grace
3.50 Oliver
4.00 Elias
4.10 Aleena
4.20 Harry
4.30 Zeewa
4.40 Neive
4.50 Pippa
5.00 Abdullah
5.10 Umaimah
5.20 Pohnum
5.30 Nishaan
5.40 Sam
5.50 Nico
6.00 Daanyaal
6.10 Stanley
6.20 Noah
6.30 Brandon
6.40 Saleem
Thursday 13 February
3.30 Hibba
3.40 Owen
3.50 Edward
4.00 Matteo
4.10 Isobel
4.20 Enya
4.30 Archie
4.40 Zack
4.50 Pavan
Please come and see me if you cannot make your time slot so that alternative arrangements can be made.