What do you treasure?
Over the next few weeks, we’re going to become artists using photography.
Our iPads will be used to record treasures that are important to us; the photos will then be used to create collages to show ‘Hidden Treasures’. Instead of ‘show and tell’ this week, we’d like your child to bring in two items that are really important to him / her, and be ready to explain why it is a ‘treasure’. These objects will be photographed so they can be brought home the same day. If you’d like to send any photos in of other treasures, eg family, then these can be used in the collage also.
Please make sure they have their treasures and photos this Friday (01 March). Thank you.
WEEE!
Earlier this year, we had a recycling unit installed at the front of our school to collect waste electrical and electronic equipment (WEEE). So far, we’ve collected 38kg of WEEE – not bad going for a school our size when you compare this to the average, but we can do better, please!
For the autumn term, a total of 2.25 tonnes of WEEE was collected across the 30 schools that host a WEEE bank. That’s an average of 75 kg per school. Without WEEE banks, it’s likely that the items would have been disposed of to landfill and all the various metals, plastic etc from which they are made would have been lost and not recycled. So it’s excellent news for the environment. Thank you all for your support with this.
Seven schools did particularly well and managed to collect over 100kg of WEEE. The three schools that collected the most WEEE will be receiving rewards of £500, £300 and £200 to spend on environmental projects of their choice as directed by School Council and/or the Green team.
In this period after Christmas, it’s likely that you will have extra bits of WEEE to dispose of as games consoles, phones, computers etc are upgraded, and broken toys and electrical items are uncovered as spring cleaning starts. The £500, £300 and £200 cash rewards are available again this term for schools that collect the most WEEE!
Incidentally, I’ve suggested the rewards actor in the size of school in future, so fingers crossed and start WEEEing wisely!
Reception class
About a year and a half ago, Ofsted inspectors visited school. We were very happy with the school’s overall judgement of ‘outstanding’ but we were disappointed that our Reception class was singled out as an area to improve. Parents tell us (and told the inspectors) that they are happy with their child’s progress in the first year at Moortown Primary, but inspectors were less enthusiastic.
Since the inspection, we have been working on a year-long project with a private, Early Years specialist, Early Excellence.
Part of the project involves visits from an Early Years specialist. We’re delighted with the feedback so far; here are a couple of extracts from her second report:
The indoor space has undergone significant development since my last visit. There are now well organized wet sand and dough areas and a miniature water area – this makes provision for materials exploration much wider-ranging. I observed the children using these three key areas of provision very well and in the case of the wet sand, two boys spent extended time on a project of their choosing, really concentrating and negotiating each step of their investigations. There was a high level of involvement, language use and reasoning.
I was impressed with the amount of writing that children freely engage in and the ways they confidently use writing as part of their play. Within the areas, they are offered opportunities for writing for real purposes as well as a range of literate materials which stimulate this.
As well as this project, we’ve invested a lot in new furniture and resources and on staff professional development. We’ll continue to invest to ensure the best provision and the best outcomes. We already have plans in place for another long-term project in 2013-14.
It’s the Spring half-term holiday next week…
It’s half-term holidays next week, so there are no specific homework tasks, times tables or spellings next week.
Of course, regular practice and learning can still happen: reading each day, swimming, tables practice, trips to the library, walks around Roundhay Park… A personal recommendation from me: take a visit to Leeds Art Gallery -the Liberty and Anarchy exhibition is great!
All will help your child have a happy and healthy holiday!
More Moortown magic!
We subscribe to the Basic Skills Quality Mark programme – for a very small fee, we receive a ‘health-check’ on how we’re doing. It’s a useful opportunity to reflect on our practice with someone from outside school; the assessors are supportive but constructively critical in their approach. This week, we had an interim review visit from an assessor (incidentally, also a trained Ofsted inspector). The feedback below is in its entirety – if there are any aspects of the report you’d like some clarification or explanation, please contact school:
• The impact of Moortown’s excellent self-evaluation, which gives rise to the accurate identification of priorities for development, and the good or outstanding teaching and use of assessment within an exciting curriculum, is high attainment and achievement for pupils in English and mathematics. Pupils enter school with levels of attainment typical of children of their age, but leave Year 6 with attainment which is high when compared with pupils of that age nationally. This has been the case for many years.
• Almost every aspect of the school was judged to be outstanding in the November 2011 section 5 inspection. An exception to this was progress and attainment in the Foundation Stage (FS) which was judged to be satisfactory. This is despite standards in literacy and numeracy skills (and other areas) by the end of the FS being above that of the Local Authority (LA) average and also that of the school’s statistical neighbours. Over their time in the school from FS to Year 6 pupils make outstanding progress. Nevertheless, the school has extensive plans in place to address the aspects of the FS which gave rise to the inspectors’ judgements. The school has taken advice on this from the LA and has invested in lengthy training for FS staff.
• The headteacher’s management of the “home-grown” pupil progress tracking system has ensured that staff access it with ease and use it to ensure that no pupils remain at risk of failing to make progress for any significant length of time. He has investigated commercially produced tracking systems, but will not consider investing in one unless it proves to be more effective than the current system (which is highly effective).
• Leaders have recently re-assessed the tracker, streamlined it, and investigated the possibility of using it for monitoring pupils in receipt of intervention strategies and other support or provision. In the discussion during this visit, the headteacher spoke of the need to monitor the progress and attainment of pupils in receipt of provision which is not designed to directly affect standards in basic skills in the short term. Examples of this are pupils who receive free fruit, or who enjoyed a visit to a pantomime for the first time. The discussion concluded that the monitoring of this type of provision may not fit into the pupil tracker and may have to be done in a different way, and may have qualitative rather than quantitative outcomes.
• The school’s current priorities for the improvement of basic skills are based on excellent self-evaluation or in considered response to national requirements.
Literacy
• The teaching of grammar is being enhanced through ensuring that staff understand the latest requirements and technical terms. After undertaking sample tests as a staff, they are confident in their subject knowledge.
• Key Stage 1 teachers are confident with the teaching of phonics and leaders have ensured that this is extended to Key Stage 2 staff.
Mathematics
• The school decided to abandon “Using & Applying Lessons” in favour of planning in opportunities to use and apply mathematical skills, knowledge and processes in daily mathematics lessons, or within lessons in other subjects. Teachers are also expected to apply knowledge of the programmes of study for Using and Applying mathematics to offer challenge to more able pupils during lessons, rather than simply expecting them to complete more examples at a lower level, or complete examples using larger numbers than pupils who are less able.
Support
• The school employs a number of intervention strategies which it monitors to ensure appropriate impact on learning and progress. In addition, the school administers a “Short, Sharp Shift” to pupils who have missed essential components of learning in basic skills during lessons. These are based on specific, focused learning objectives. Measuring the impact of this has been problematic to leaders in the school as it may not result in a large “shift” for pupils. However, it is highly likely to bring about clearer understanding of concepts and build a firm basis for future learning and (as discussed) the school should consider recording the impact of this aside from the pupil progress tracker and in a different (non-numerical) way.
• In the near future, the school will investigate “Catch-up Maths” as “Catch-up Reading” has been so successful. Also, the mathematics subject leader will be investigating aspects of mathematics learning through holding “Learning Conversations” with pupils which involve getting them to do some mathematics and then probing their understanding of what they are doing to gain insight into what they understand – and what they do not. This will inform teaching.
• Keeping teachers and teaching assistants up to speed with the requirements for the good teaching of basic skills is accomplished through external input bought from a variety of sources (including the LA) or through regular staff meetings – described as Professional Development Meetings (PDMs).
• Parents and carers are kept well informed about everything about the school including the teaching of basic skills through its excellent website. The school has recently completed videos of pupils doing calculations which will be posted on the website soon. In addition, in an effort to involve parents in supporting their children with mathematics (not as easy as for literacy), the mathematics subject leader will hold a “surgery” on the same day as an ICT workshop.
• Governors are well informed and fully involved in monitoring basic skills through (for example) book scrutiny and enquiry walks.
• A brief tour of the school was undertaken during today’s visit. Everywhere in this attractive, well-organised, well-equipped, vibrant learning environment, pupils are highly engaged with and very evidently enjoying their learning.
Moortown is a very welcoming place and everyone – administrators, staff and pupils contribute to this. I thank Mr David Roundtree for his personal welcome and a very interesting discussion.
Movie making
Year Six spent a very productive day at the North East City Learning Centre (CLC) filming and editing their theme park films using iMovie.
Staff at the CLC were very complimentary about the ICT skills, acting and behaviour of the children.
The films that the children made were great fun – Hollywood here we come!
Using a dictionary
We’ve been learning to use dictionaries.
08 February 2013
The homework this week is practise makes perfect.
The children have all got a photocopy of a script in their homework books. They need to practise this so that when we go to Allerton Grange on Monday, they are ready to perform their part of the script.
08 February 2013
We are reviewing our work on silent letters this week. The children will be tested on any of the words from the previous two spelling lists. As always, they will be tested on eight words.
Supporting your child with writing
This is the Early Learning Goal for writing. Children are expected to achieve this goal by the end of Reception.
Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.
Here are some ideas to help you support and encourage your child to write:
- write a reply to a letter or invitation together
- write a birthday card or send a card on-line, working out the message together
- write a shopping list together
- make a message out of magnetic letters on the fridge
- read food signs, road signs advertising and labels. Talk about the purposes of writing
- add messages to a board or calendar and talk about why you have written them. Explain that the messages remind us what to do