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Creative homeworks

Below are the safe risk homeworks that the children have chosen as their homeworks of the week. 

Great deforestation homework

A little late due to technical difficulties, but our deforestation homework was too good not to share with everybody.

We enjoyed looking at each other’s and discussing the different ways we’d each decided to present our information.

Now take a look yourself…

What’s on the menu in Brazil?

As part of the whole school Holidays topic, Year 5 and 6 have been ‘visiting’ Brazil.  Following some research about popular foods in this South American country , we’ve recreated our own Brazilian dish. This was taken from a recipe book donated by the Brazilian restaurant Cabana.  There is even a branch in Leeds if you’d like to try some more traditional Brazilian dishes.  Our dish was a vegetarian version of moqueca (fish stew).

Take a look at our food preparation and tasting.  Ask your child what skills they were using.  Maybe you’ll get chance to try this at home as a few children were motivated to cook this for their family at home.

• ‘I love it and my favourite part is the courgette.’
• ‘I really like it, especially the coconut milk.’
• ‘I really like the sauce.  This is new to me.’
• ‘It’s amazing – the best stew I’ve ever tasted.’

02 October 2015

This week’s spellings will be tested on Friday 09 October.

They are homophones whose spelling shouldn’t be difficult, but understanding their role in the sentence (noun or verb) is trickier.

advise – advice 

• Verb – I advise you to stop smoking.
• Noun – That was good advice you gave me.

devise – device

• Verb – We need to devise a plan.
• Noun – This device will help us with our plan.

license – licence 

• Verb – I am licensed to drive.
• Noun – I hope I can get my driving licence.

practise – practice

• Verb – I’m going to go and practise my piano.
• Noun – I need to walk to the piano practice.

prophesy – prophecy

• Verb – I prophesy that I will get top marks.
• Noun – The prophecy said I would get top marks.

compliment – complement

• Verb – That jumper complements your eyes.
• Noun – A full complement of workers built the house.
• Verb – I complimented my mum’s eyes.
• Noun – What a lovely compliment.

descent – dissent

• Verb – The crew dissented from the captain’s decision.
• Noun – A steep descent loomed in front of me.

PE! 

In PE this half-term, we’re learning rugby and basketball skills through a model for teaching called Sport Education.

Each child is placed in a team and has a specific role. Ask your child if they are the journalist, the skills coach, the physio, the captain or the equipment manager.

Also, ask them how learning PE in this way differs to the way they might’ve been taught previously.

Cracking comprehension

It’s Monday afternoon which means we have cracking comprehension with Mrs Bald!

First News

We all enjoyed reading the First News newspapers this afternoon. We read them before having a discussion as a class. You could do this at home, too! 

Annual survey results 3

In this, the final review of this year’s Annual Survey, we talk about your responses on page 2 of the survey. This part asks more open-ended questions about key areas of school life. This year, we asked about the different subjects of the curriculum because there have been so many changes introduced by the Department for Education over the last year or so.

Maths

“Mathletics is a fabulous way for children to learn.” (Year 4 parent)

We’re delighted that Mathletics has proved to be so popular. Children tell us they enjoy it, and your responses help us to know this is a valuable investment so that children can practise at home, too. Aspects of Mathletics you praised include the competitive aspects, the certificates and the ability to practise at home so regularly, whether doing the teacher-set activities or not. One of the reasons we’ve invested in Mathletics is that you’ve told us in the past you’d like more ways to support your child at home, especially in Maths. Other schools ask parents to fund this by making a donation; we’ll continue to fully fund this, partly by using a small amount of pupil premium funding, for as long as we can – certainly another year. One or two of you made some suggestions (including an alternative to Mathletics which help develop greater understanding) or put forward points to act on (such as appropriate times to post the activities) – these comments will be passed to Mr Owen, who leads on Maths in school, or to the relevant teacher for a particular child.

There were two concerns raised: the increase in screen time amongst children and the feeling of pressure to answer questions quickly. We agree these are valid concerns. Regarding the first, children don’t spend a great deal of time in front of computer screens at school, and when they are, it’s always active learning rather than passive viewing (studies suggest there’s a crucial difference in terms of health and attitudes). Regarding the latter, it’s true that one element of Maths is some rapid recall of facts and responses to calculations; it’s not the whole aspect of Maths, however, and we encourage you to try different ways to promote Maths skills if this pressure is excessive for your child – we can give you suggestions if you ask.

Whilst we prompted you to comment on Mathletics, we were also interested to read your responses about Maths in general. There were just a few.

Amongst these, requests for more challenge in Maths came up twice – I do encourage you to attend our workshops on Maths (19 October 2015 at 2.30pm) and on What is Mastery? (16 November 2015 at 2.30pm). The last one is especially important to help communicate the shift primary schools are making in response to the National Curriculum and expectations set out by the Department for Education and Ofsted – briefly, there is a move away from rapid progress to more secure learning where children will remember and better able to use and apply their skills. For higher attaining pupils, we need to explore ways of providing more depth to their learning with challenge in different contexts.

The other responses were a request for more Maths to be included in creative homework tasks (a great idea) and more worksheets (something which many education and Maths specialists might disagree with, but we’re open to the idea; in Year 1, we are trialling a new Maths scheme from Singapore which includes workbooks, and in Year 5 and 6 last year, based on parents’ feedback, we introduced weekly Practice Makes Perfect homework which often features a worksheet).

English

Lexia is a programme to support skills in English which is made available to all Year 1 and Year 2 children and some older children who need the extra support. Whilst we prompted you to comment on Mathletics, we didn’t do so for Lexia. Despite this, quite a few of you praised it which we’re really pleased with as it confirms the decision to invest in this programme to raise standards even more in phonics and wider literacy skills.

“My daughter enjoys using Lexia and practising her targets. This really motivates her to do more and improve her English overall.” (Year 1 parent)

It was also great to read praise for First News, a children’s newspaper we’ve begun to subscribe to.

“Reading ‘First News’ has led to some good conversation at home so that to gets a big thumbs up.”

Overall, people praised various aspects of English – some say their child loves how we teach grammar, others enjoy reading comprehensions and so on.

Of concern for a couple of parents was the lack of reading books sent home at the start of the year in one particular class – this problem was sorted a few weeks into term and I want to take this opportunity to apologise. This year, Miss Rushbrooke is working hard to promote reading in our school – she’s started by promoting the library service’s Summer Reading Challenge more than we’ve ever done before (and with great effect: from five people completing the challenge in 2014 to at least 17 this year) and her next big job is improving the quality and availability of books in the library (that’s why you may have seen quite a few books being sold at the start of the year – guidance is that books over a certain age should be disposed of so children access up-to-date books). Teachers have also improved their reading areas in school wherever possible.

Other points raised were more use of the library (and Miss Rushbrooke’s on the case with this one!) and not having time to finish guided reading books (thankfully, this parent left their name so we can sort this out in future – we agree this is not good). Finally, one parent asked for more guidance around choosing appropriate books out of school (again, that parent left their child’s name so we can speak directly and explore ways to solve the problem).

Topics

Of the 39 completed surveys, 31 contained comments in this section (eight had no comment).

Only one contained a criticism: “Some topics have been boring and not varied enough.” The remaining 30 comments were positive. Many noted that they help to really engage their children and stimulate discussions at home (“We know what the topic is about due to the increased questions and interest in that topic at home.”) and the variety they bring (‘The topics vary the learning.”)

A few parents suggested more Science-based topics. Lots of the mini-topics (the shorter, two week topics) have a strong Science focus. Also, in the Spring term, is a whole-school Big Topic called Life, which covers lots of biology.

Lots of parents cited particular favourite topics, and even more responded to the prompt to suggest other topics – thanks for these suggestions, which will be passed to Mr Wilks and Miss Valentine who lead on this area of teaching and learning. We can’t promise every suggestion will be taken up, but they will help to form a ‘bank’ of ideas for teachers.

Find out more about our curriculum.

(PS We won’t be repeating the medicine theme as part of the Time Travel topic – far too gruesome for Year 3!)

Other learning

The same number of completed surveys had comments in the final box, which asked for general comments about learning, but which featured some prompts such as themed weeks and Hobby Half Days. Both of these were subject to lots of praise – that’s great news, and we’ll make sure we say a big well done to Mrs Taylor, who organises the themed weeks; Miss Valentine, who organises the Hobby Half Days; and to our support staff, who lead many of the Hobby Half Day activities.

“My son loves the themed weeks as the children mix with other years for their lessons. Hobby half days are great – he loves to do different things in lessons which aren’t normally taught.” (Year 5 parent)

Themed weeks and Hobby Half Days are times when visits and visitors to school are frequent. These were also praised.

“My daughter has really enjoyed some of the new physical activities she has been introduced to – for example, she has raved about the boxing session… she enjoyed and found useful the visit from the police during the themed week.” (Year 1 parent)

A few parents also praised PTA events in this section for the events which they put on. They mentioned the trip to the panto and the movie nights – well done and thank you to all who actively help out in the PTA (and others are always welcome).

There were no critical comments here, just some suggestions which we’ll try to respond to:

• don’t consider changing the amount of homework
• more singing and dancing
• themed weeks around the arts and more arts-based activities during Hobby Half Day

Thank you to everyone to responded and gave us your views. Please don’t wait until next year’s survey if you have any questions, comments and concerns – tell us whenever they arise.

Annual survey results 2

The previous news article described your responses to each of the fourteen statements at the start of the Annual Survey. Of the 39 responses, the vast majority of you indicated that you agreed with the statements; only two people disagreed with just four statements. Here, we describe the general comments you made.

Excellent school at all levels: high academic achievement, superb community spirit and good fun. I feel my child is stimulated, pushed to learn more but enjoys every minute of the day. I think the success of the school is that everyone is enthusiastic and follows a consistent policy / approach. (Year 4 parent)

We’re really pleased with this comment and think you’re right that the enthusiasm and consistency are key factors in our success.

Of the 39 responses, just under half made no comment at all. Of those who did make a comment, very many were entirely positive. Most of the other surveys contained a simple suggestion only; for example, “My son would like an after-school cooking club” or “… a science club”.

At Moortown, we like to be as open and honest as possible. We’re not perfect, and not complacent either. Here’s a list of things which some of you identified as could be improved.

Clubs and extra-curricular activities

Three people suggested a cookery club. We have had one in the past, and would love to run one again. Clubs such as this rely on a member of staff volunteering to run it, or we buy in the services of an after-school provider. We’ll continue to encourage staff to consider offering their culinary skills, and we’ll investigate (again) costs of external companies (in the past, we’ve found these to be expensive). Another solution – would one or two parents like to volunteer? We’d be delighted if they did!

One person said their child would like a science club. Unlike cookery, we’ve not had one of these. Sadly, like cookery, these can be expensive to recruit an outside agency. We think this could be popular amongst children so we’ll certainly continue to suggest this to staff to lead, and we’ll continue to monitor the potential cost.

One parent expressed concern that due to Mr Catherall’s new role and following the departure of Mr Baynes, there might be fewer competitive sporting activities. We know this is important to many parents and in recent years we’ve made a concerted effort to increase the number of sports events. To replace Mr Baynes, we have recruited Mr Lawton who has a lot of experience in sport; he’s running a lot of after-school clubs this term. Mrs Taylor, our Health Leader, has also bought into the services of the local authority’s Active Schools programme – we hope this will provide at least as many competitive sporting activities and other opportunities for physical activity.

Other clubs suggested were choir, gymnastics and sewing, and a coding club for younger children. Do bear in mind our reliance on adults to lead the club and enough children to sign up – without either, we can’t run a club. However, like the other suggestions, these will be passed to Paula and Nicky who help to organise the clubs.

School dinners

Three parents said they were unhappy with aspects of school dinners. This is a tough aspect of school life to sort out. Here are some of the challenges we face:

• the introduction of universal free school meals for all children in Reception, Year 1 and Year 2 meant a significant rise in demand for a school dinner and therefore a lot of re-thinking of routines
• (the imminent U-turn on this policy?)
• the kitchens at Moortown Primary are very small
• trying to manage expectations around portion sizes and how much / what we should insist a child should eat

One parent was unhappy that some foods run out, especially because their child is in Key Stage 2 and therefore they pay for them. They encourage us to adopt a new system and look to what happens in other schools. Please be assured that there is always a main course with vegetables, and a dessert, available. Nevertheless, we’re concerned and unhappy about this, too, and have looked at electronic ordering: as each child comes into the class, they choose their lunch. Some staff have visited another school to observe, but were concerned that this took up valuable learning time. For now, we’re monitoring food availability closely. We’ve also established that the classes who are last to have their lunch vary each week, so in the rare event that a certain food runs out, across the year it’s not the same class who have a more limited choice.

Another said that the standard of the meals has fallen. This also concerns me and we really encourage any parent to speak with Mr Roundtree and Mrs Weekes if this concern remains. The parent makes a link with the problem and the introduction of free school meals for younger children. There might be some truth in this as the catering agency we (and most schools) use, Catering Leeds, did struggle to recruit enough staff to cope with demand. Another factor later in the year is that our regular cook, Mrs Appleby, was absent due to illness for a lengthy period. This year, more staff are having a school meal on a regular basis and they’ve so far reported that the food is good. We’ve noticed some children don’t seem to choose their food wisely and end up with meals they don’t like – it might help if you talk through the menus at home.

The third parent expressed concern about portion sizes – and had already spoken with Mr Roundtree meaning that this issue was solved quickly. This year, we’ve made clearer than ever before to catering staff that we expect each child to have two portions of vegetables / salad, and made clearer to our own lunchtime assistants who clear up that we expect children to eat this.

Communications

A few parents this year, and in previous years, have asked for more information around expectations. We knew a new National Curriculum was coming, so didn’t respond sooner, but we’ve added a new page in the Learn More section dedicated to describing the expectations set out nationally for children from Year 1 to Year 6. (Also published are expectations for a typical child in Reception, along with lots of other information, perhaps most importantly about characteristics of effective learning, a key aspect of Early Years.)

“I’d like more updates on the website…” was one comment made, alongside another praising the support on the website: “Clear guidelines and support for homework on the website. Great communications…” We are aiming to gradually increase the frequency of class news posts, but you’ll understand teachers must ensure they have a healthy work-life balance, too. I know that overall you appreciate the news posts – and the website is often cited as best practice to other schools. Ultimately, we’d like to aim for lots more on-line and fewer (or no) newsletters. You’ll agree that balance is needed to suit varying preferences and lifestyles.

One parent asked for more parents’ evenings at the end of the year. Traditionally, we offer parents’ evenings in October (to review the previous year and offer initial comments about settling in and progress), and then another in February (when we discuss progress in the year so far) – at both, teachers should always talk through ways to support your child at home. These are followed by the end of year reports. A third parents’ evening is offered to all, and more and more parents decide they’d like to take this opportunity to review the year – we’ve encouraged this parent to do so.

Finally, one simple and important suggestion has already been solved – we hope! “Would like better communication of multiplication tables to be learnt and tested on…”. As well as this information being available on-line, there’s a space in our new Learning Lists books for this to be noted (please note, tables are learnt and tested from around mid-Y2 only). You can also find out what tables are expected in the age-related expectations tables – a new page on the website.

Other comments

Of the other comments, only one parent raised each point and they varied so much. As a result, we’ve not listed them all, typically because the comment was contradicted by a greater number of other parents.

One parent expressed concern that homework is not always marked by an adult. Look out for the open afternoon on Wednesday 02 December at 2.40pm. This is an opportunity for you to get to know more about how we review homework. In the past, some parents / carers have also expressed concern that the homework in books did not appear to be marked – at the workshop, we want to show you that marking is not the only way to provide feedback (and in fact may not be the best way – more and more research suggests the instant, direct feedback we provide, and assessment from peers with the class, can as effective or even more so). In this session, you’ll see teachers and pupils review and celebrate the creative homework of the class.

Finally, a parent was disappointed with the school trips that had taken place in the year. We don’t know what year group their child was in so can’t easily respond to this. In Year 6, we don’t have expensive trips as we are aware that the Summer residential approaches. In Year 4, we’ve just introduced an additional residential. When we do organise trips, we rely on your voluntary donations so that they go ahead, and need to be sensitive to this pressure on family finances. Coach travel is increasingly expensive, too, so we do have a lot of visitors come to school 0- already this year, we’ve welcomed West Yorkshire Playhouse actors. We’re sorry the parent felt disappointed and will keep an eye on the range and quality.

Moortown Primary continues to provide a warm community feel. My son is very settled and his confidence has grown year on year due to the support and nurturing environment that the teachers and support staff have provided. Many thanks! (Year 5 parent)

The community atmosphere of the school is long-standing – people often describe the school as like a village school in both looks and feeling.

The third and final feedback about the surveys will review your comments about English, Maths, topics and other learning – coming soon.

18 September 2015

The homework this week is creative and is due in on Wednesday 23 September.

I can show what I know about holidays.

This is a chance to show what your child already knows about holidays before we begin our new topic.
Where do people go on holiday? Why do they go? What do they do there? Is a holiday always a good thing?

Encourage your child to be as creative as they can be!

For more information about homework and the types of homework, please read the first page of your child’s homework book. If you have any questions, please ask.

Enjoy your weekend!