News

Parents' / carers' annual survey 2

If you’ve read the first article about the annual survey, you’ll know that we’ve received very positive feedback about the series of statements – we’re especially happy that once more, 100% of parents / carers who responded agreed with the statement My child is happy to come to school.

This second article looks at the comments some of you made.  Here are some of the constructive ideas and ‘even better if’ comments you noted:

“Stop avoiding using the words ‘Christmas’, ‘Halloween’ etc.  Political correctness gone mad!  More apt communication eg lots comes out about general things but nothing came out to say my daughter was leaving school to go visit the bank.”  We don’t avoid using the term ‘Christmas’ and in fact in recent years have developed more Christmas activities such as Christmas Carol singing in the community; we choose not to celebrate ‘Hallowe’en’ because we view it as a fairly minor event in the year which might distract from learning in school.  If you’ve reason to believe a member of staff is being overly politically correct at the expense of reference to key aspects of our culture and identity, please speak with me.  Regarding the visit to the bank, this is a local visit and so we don’t ask permission; we’re sorry you weren’t aware of this – I’ve encouraged teachers to post news articles on the class news, especially in busy weeks such as themed weeks, when the bank visit happened.

“Would like to hear more about the transition to Year 1, and the expectations.  Anecdotally I hear it is a big jump and can be a shock to the youngsters.  However, I suspect more information about this will come towards the end of this term and start of next term.”  Thank you for your patience regarding transition to Year 1 – since you returned your survey, there was indeed a meeting to discuss this – and look out for the forthcoming Learning Workshop this half-term.  Please contact Mrs Maver, the Year 1 teacher, if you want more guidance.

School trips – need more than 2 weeks notice – it causes childcare issues otherwise.  Lost property – if an item has a name on it – why is it put into LOST property???  Photoboard – re members of staff and identifying them – HASN’T appeared – they don’t wear ID badges and don’t introduce themselves: so who are they?  Toilets – near the hall: the large disabled one has no lid: when you flush it germs spread everywhere, including over the hand basin – very unhygienic!!  PTA – until recently – as additions on newsletter, we aren’t informed what the PTA spend their money on.  We constantly have non-uniform days, stalls etc to raise money but it would be good to know the PTA’s plans for the money: could they do a bulletin/newsletter maybe twice a year to inform us of their plans how they’ll spend the (our) money.  It’s difficult to get communications right for everyone but I agree – lots of notice about trips would be good and I’ve asked office staff to try to communicate trips etc earlier (difficult, since the electronic diary system we use allows for an alert only two weeks in advance!) – please let me know if you feel things haven’t improved.  I agree that clothes with a name should not be put in the lost property box; we suspect this is due to children who spot clothes around school and choose not to ignore them but instead put them somewhere safe.  We’ve arranged for a weekly check of the lost property box.  Regarding knowing who staff are, I must apologise that a photoboard  of staff has not appeared.  To remedy the situation, one will appear very soon and the photos will also appear in the Class News section of the website; I’ve also reminded staff to introduce themselves!  I’m not a big fan of ID badges as we’re a small community and sometimes wonder if – from a security point of view – they encourage complacency.  The easy-access toilet doesn’t have – and has never had – a lid; I wonder if this is due to accessibility issues, which I’m investigating (can anybody offer advice?).  Finally, The PTA is still re-establishing itself so communication could be better, I agree – I’ll pass you comments on to Mrs Maver, who currently coordinates this.  The PTA needs a Chair to manage such issues – I don’t want to decide how we spend money without PTA agreement.  Any volunteers to be Chair?

Not enough school trips – if any!  Especially for older ones.  There also seems to be more warnings than praise.  This parent was in Year 6 – we really want all Year 6 pupils to go on the annual residential, and so try to keep other trips to a minimum to make the residential more affordable.  I understand it might seem there are more warnings than praise – this, I’m sure, is due to warnings being taken seriously (and note-worthy) by our conscientious pupils.  Year 6 pupils tell me when I lead Year 6 leavers’ interviews each year that they like warnings because it helps pupils to learn, and they always say praise and warnings are fair.

I would like to see a better variety of sports taking place in school time.  Healthy competition between schools in various sports would be great.  Especially with the Olympics coming up! (athletics, tennis, rugby, rounders or baseball among many).  This comes from a parent of younger children.  I’ve passed your comment to our Health Leader, Mrs Taylor.  The variety of physical activity our children do widens as the children get older because they are more able to walk to Allerton Grange and benefit from activities there, and many local tournaments are open to older children only.  I’m trying to establish with local schools a football league.  Please also look out for various after-school clubs – we have a weekly football club on Fridays and there are many other sports clubs in the area – contact us for details. 

My child is currently on pack lunches because from what she told me when wasn’t eating much veg and fruit in school dinners.  Yet on pack lunch it seems she is not allowed to sit with friends and not very happy at all.  So I am feeling somewhat pressured to return her to school dinners.  Please look at packed lunch seating arrangements, and also veg choices and encouragement in school dinners.  We introduced set tables for those who have a packed lunch so older children could act as role models and support and encourage younger children.  A mix of children on each table promotes social skills and develops the community atmosphere.  Children I’ve asked have told me they like this and understand why it’s useful.  However, your daughter can mention this (perhaps using the Worry Box near the office or the SEAL boxes in each class), or you can tell Mrs Wilson or the class teacher – we want everyone to have a happy and healthy lunchtime, whoever they sit with, so will endeavour to rearrange some seating for individual children if we know about it.

If your view is not expressed here, it’s because (I hope) I’ve addressed it in response to someone else’s comment.  Again, please contact me, or the Chair of Governors if you prefer, if you’re concerned about something at school.

Thanks for your comments.  I welcome all your suggestions, questions and concerns.  Of course, it’s good to have the occasional pat on the back, too – look out for the third news post where I list some of your praise!

Parents' / carers' annual survey 1

In the summer term, you were invited to complete the annual survey of parents / carers.  There were 88 returned surveys, meaning over half of families have replied – thank you.  We do listen to your views: the Chair of Governors and I have gone through all the data and comments and agreed appropriate action.

99 children (just under half) were represented in the survey by 88 respondents, and (generally speaking) the younger the child, the more likely their parent returned a survey.  The survey asked for views about school dinners; these will be discussed by governors and passed to council caterers (an equal amount were positive and negative).  Of the general comments, more people praised the school than the counter – thank you.  The general comments will be highlighted to teachers, office staff and governors – we’ll respond positively where we can.   One or two comments were very specific to a child or class – I’ll try to discuss those with parents, but I can only do so if you noted your name.  If you didn’t, sadly, we can’t try to remedy a problem.

I’m delighted to report that once more, 100% of parents / carers who responded agreed with the statement My child is happy to come to school.  This confirms yet again that Moortown Primary is a happy place to learn.

Over 90% of you also agree with the following statements:

• My child learns a lot in lessons.
• The school helps my child to do as well as he / she can.
• Teaching at Moortown Primary is good.
• Teaching at this school helps my child to develop skills in communication, reading, writing and maths.
• I am happy with my child’s spiritual, moral, social and cultural development.
• Behaviour is good at Moortown Primary.
• Behaviour is good in lessons.
• My child feels safe at school.
• I am happy that my views will be listened to.

We’re very pleased with such overwhelmingly positive results.  We’re equally interested in the three statements which received a less positive response (figures may not total 100% due to rounding):

I know how well my child is doing at school: 88% agreed with this statement, whilst 13% were unsure (nobody disagreed).  The fairly high percentage of responses which were ‘unsure’ is possibly to do with not having received the annual report to parents which came out after the survey – I hope the report indicated clearly enough your child’s attainment, progress and attitude, summed up in the table at the end of the report.  Teachers give me attainment data for every child at the end of every term, so if you’d like more frequent updates, we can let you know each term – come to see me or your child’s teacher (and, of course, come to parents’ evening).

Adults in school explain to me how to support my child at home: 78% agreed, 16% were unsure, 2% disagreed.  In response:

• I have reminded all teachers that they should ensure our Homework Guide with helpful tips and a Reading Activities booklet are attached to Homework Books
• I have reminded teachers to regularly add ideas to support your child to Class News sections on our website and to the Newsletter
• We will continue to hold Learning Workshops this year (look out for a general one about key skills and a specific one about iPads)
• Mrs Maver has already trialled an Open Morning where you can visit the classroom when you drop your child off – this proved popular and all classes will have one this half-term
• We will have more Open Afternoons where you can look at a selection of children’s work
• Have you visited our Learn More pages? Here, you’ll find ways to support you child’s learning and descriptions of the different levels your child may be working at with some skills and activities that will support the next steps, and you can download reading activities and handwriting guides
• Finally, it may sound simple, but the best ways to support your child’s learning at home is to concentrate on the basics, and make it fun: daily reading, spellings practice, counting (in 1s, 10s, 5s – forwards and backwards), number bonds (pairs of numbers that add up to 10), times tables (from Year 2) – and, most importantly, lots of opportunities for speaking and listening

The school deals with all types of bullying very well: 78% agreed, 18% were unsure, 1% disagreed.  The high percentage of ‘unsure’ responses can be explained by one or two parents’ extra comments, such as, ‘I ticked unsure because my child has never encountered any bullying at Moortown.’  I urge the one respondent who disagreed with the statement to discuss his / her concerns with me – we have zero tolerance to bullying.

Three was the highest number of respondents who disagreed with any one statement, which was I am happy that my views will be listened to.  Again, I urge these three parents to come and speak to me or, if still unhappy, to address their views to the Chair of Governors.  I can assure you all we will listen to your views (but we do need to know who you are for us to do so).

Thank you, once again, for taking the time to complete the survey.

New beginnings

As we start the new school year, our SEAL (Social and Emotional Aspects of Learning) theme focuses on New beginnings.

New beginnings allows children the opportunity to discuss and reflect on how they or others may feel in a new situation or setting.  This SEAL theme offers children the opportunity to see themselves as valued individuals within a community, and to contribute to shaping a welcoming, safe and fair learning community for all.

The key areas of learning throughout this theme are empathy, self-awareness, social skills and motivation.

Through discrete SEAL lessons, circle times and across the curriculum, children will explore feelings of happiness and excitement, sadness, anxiety and fearfulness, while learning (and putting into practice) shared models for calming down and problem-solving.

New beginnings supports the development of a learning community in each classroom where all members feel that they belong.  Class contracts, produced at the start of the year, allow children to contribute to how they feel they can achieve a safe and fair learning community.

Fruit tuckshop returns!

Our fruit tuckshop, to be run by the Year 5 class this year, returns next week on a new day – Tuesday.

The tuckshop is open to all Key Stage 2 children during playtime.  Reception and Key Stage 1 children receive free fruit at playtime. 

Each item costs 20p and the fruit can be a snack for playtime or used to top up their packed lunch box – all contributing to their 5 a day! 

As stated in our Food Policy, fruit is the only snack allowed at playtimes for Key Stage 2.

SEAL statement 07 September

This week we begin our new SEAL theme, New Beginnings, and the weekly statement is ‘I can make someone feel welcome.‘

Over this half term, as the children are experiencing new beginnings, each class will be looking at how they can all contribute to establishing a welcoming and safe environment for learning.

Community news

You may be interested in two items of news from our local community…

From a parent, Mrs Vickerman:

A new, weekend WI Group is setting up and looking for new members – would you be interested in joining?

At each meeting we will be offering a different creative workshop covering a wide range of crafts – from baking to needlecrafts to art… the list could be endless!  So, if you’re interested in gaining the opportunity to try your hand at new skills in a relaxed and friendly environment, whilst also looking for ways to contribute to our wider community, then this group is for you.

If you’d like to join in, we’re holding a Meet, Greet and Find Out More Meeting – Saturday 22nd September, St Johns Church Hall. This will be a drop in session open from 11.30am – 2.30pm.  Everyone is welcome to come and have tea, coffee and cake whilst trying your hand at a craft class on the day.

For further information contact:  Debbie – 0797 061 7937

And from Wm Dodgson & Son, a local business who have been long-term supporters of Moortown Primary:

Charity initiative: put any used football boots to good use!

New term…new footie boots?

The local funeral directors, Wm Dodgson & Son, are collecting used football boots to send to children and young adults in Ghana, West Africa.  Many children there don’t have football boots and play on rough ground in bare feet – Wm Dodgson & Son will act as a drop-off point for you if you want to donate used boots and clean socks.  These will then be taken back to Africa to give directly to children, who are aware of this and are excited at the prospect.

You can either drop them off directly at Wm Dodgson & Son, 384 Harrogate Road, or you can drop them off with uis at Moortown Primary and we’ll take them round the corner.

Hello and welcome back

It’s great to see you and your children again after our summer break.  Our staff enjoyed various breaks and all have worked really hard to prepare classes and teaching ready for the Autumn term.  We all hope you and your family also enjoyed the breaks, whether travelling to distant lands or simply enjoying time with family and friends (perhaps enjoying Eid celebrations).

Thank you…

…to all the children who so far have sent us a postcard (and to mums and dads who have encouraged this!).  We’ve received cards from sights in Yorkshire (Magna Centre, Leeds Town Hall, Castle Howard…), UK sights (the Lake District, Bath, Holkham Beach…) and more far-flung places (Egypt, USA, Portugal…).  It’s not too late to send us one or bring a postcard into the office for us.  Soon, we’ll put the postcards into a hat and choose some lucky winners – and all the cards will go on display, too.

New faces

Sadly, we said goodbye to a few people over the summer.  However, we’re happy to say hello to new faces – in fact, there’s one new person in every class, so hello to Abi, Jorja, Lennox, Luca, Brannoc and Mehak, from Y1 to Y6 respectively.  Of course, there will be thirty more new faces as our new Reception class start to arrive from Monday 17 September.  This takes our numbers on roll to 204 with the likelihood of at least one more pupil joining us shortly – our highest number at least since I started at Moortown Primary.

Staff

Most of you will know that Mr Owen is on extended leave – he’ll return to take over the teaching of Y5 just before the October holiday.  This will allow Mrs Weekes to return to Y1 to class share with Mrs Maver.  We said goodbye to Mrs Jack at the end of last term (she has joined a local school as Y5 teacher), but welcomed back Mrs Taylor from maternity leave (she will continue in her role of Health Leader and cover teacher).

In the Spring and Summer terms, I was working in another Leeds school for one day each week as a ‘Local Leader in Education’ – someone who supports other headteachers.  This term, I’ll continue to work in this role, supporting an existing school and supporting a new Leeds headteacher, but I don’t expect to be out of school quite so much.  I’ll also be continuing to work with some Year 6 children on Thursday afternoons teaching Tough Stuff Maths and (new this year) Tough Stuff Reading (we’ve just started to read ‘Animal Farm’).

Uniform

There are aspects of our Uniform Policy which we can’t absolutely enforce, but the governors and I hope we have your cooperation – sticking to this policy helps to make sure all our children are smart and feel part of the school community by not looking ‘different’; it also helps to make sure our children focus on being happy and healthy learners without distractions.

Once again: it’s great to see you all again.

It's the summer

Yes, believe it or not, the summer holidays begin on Friday, despite somewhat autumnal (ok: downright dismal) weather.

During the holidays, research shows that many children’s key skills can regress – this makes rapid progress in the autumn back at school hard. It’s important to make sure your child spends time reading, and try to include daily opportunities to do some writing and number work – things like sending a postcard to someone (look out for our postcard competition – more details soon) and working out some ticket prices and journey times.

As many teachers at Moortown Primary noted in children’s annual reports, your child may need a bit more than this if they need to keep up-to-speed with times tables and spellings – spend just five minutes on each every day to really help your child.

Of course, holidays should be as happy and as healthy as possible, whatever the weather.  A useful starting point to planning a few days out or activities in Leeds is Breeze.

Another interesting and familiar idea crossed my mind recently as I read a Sunday paper: the writer and child psychologist Sue Palmer comments: “Every child will make a den given a chance; their evolutionary roots are still very strong.  Sitting down watching someone else do it on television is no substitute.” You can buy some exciting kit to support this (I like the Ultimate Dangerous Den Kit, but less so the price), but there’s something even more exciting (and cheaper) by getting creative with cardboard boxes and blankets!

Whatever you and your child get up to, enjoy the break, and see you on Tuesday 04 September (or sometime in the week beginning 17 September if your child is starting in Reception).

SATs success for a third successive year

Wow – another great success story summed up by the release of results for May’s end of Key Stage 2 SATs for our current Year 6.

The results haven’t been published yet, but I’m delighted to say for a third year, well over 90% of children at Moortown Primary School attained Level 4 or more and made at least expected progress.

This year, 30 pupils in the class sat the tests – one much-loved class member was unable to access the tests due to specific educational needs.  Of the thirty who took the tests:

• 100% attained level 4 or more in reading (level 4 is the expected level for most children at the end of Key Stage 2)
• 100% reached level 4 or more in writing (this year, the writing tests were internally marked by Ms Hazell, but double, then triple-checked by others to make sure all marks given were fair – most schools in England marked the writing test internally)
• 97% reached level 4 or more in maths

We continue to not just meet but exceed nationally expected levels.  Again, relating to the 30 who took the tests:

With great topics like Chocolate, Snowbound and Meet the Greeks; with themed weeks around business and enterprise, community and staying safe; with enriching one-off events such as art afternoons, Jubilee celebrations and trips out and about (Robinwood residential no exception!), the class have had a hugely enjoyable time in Key Stage 2.  It’s great to know that children enjoy and achieve at Moortown Primary.

Well done to all the Year 6 pupils, and a big thank you from me to all their talented teachers and teaching assistants, too.

Phonics tests

You’ll be aware that all children in Y1 classes in England have recently been tested on 40 words prescribed by the goverment. The screening checks are intended to test a child’s knowledge of letter sounds with a challenging combination of both real and made-up words (eg proom, groiks).

Any child who did not read at least 32 words correctly must be re-tested again next year. In the meantime, they will recieve additional phonics support in Year 2 – this will include daily phonics sessions and frequent reading (don’t forget how powerful it is to read at home, too!).

We always value your involvment and support. The test results are sent home on Monday 09 July, along with your child’s annual report. Mrs Maver or Mrs Weekes will be happy to discuss in more detail how your child did in these tests. If they’re not available, I can also help.

Most schools I’ve spoken to have similar results and conclusons:

• around 70% of children scored over 32/40
• able readers have often not done so well as they’re reading would suggest – we found this was often because they automatically corrected some of the made-up words so they could make sense (you might have done the same whilst reading this article – did you spot the five errors?)