News

Some great feedback...

At Moortown Primary, we don’t like to rest on our laurels. This morning, a headteacher visited our school in order to carry out, alongside me, lesson observations to evaluate the quality of teaching and learning. This is useful for one main reason: to check my judgements about the quality of our provision, so we can be confident that our ‘self-evaluation’ is an honest and accurate assessment of our strengths and areas to get even better.

The headteacher (from another outstanding school in Leeds) visited all the classes, spending around 15-20 minutes in each class. This may not seem a lot, but you can get a ‘snapshot’ of standards in a class quite easily in this amount of time. (Any judgements need to then be backed up with pupil progress at the end of the term/year – this is the crucial.)

From the whole-school point of view, the headteacher was impressed by:

• the displays
• the Class Novel Big Topic which has just ended
• the high quality teacher – teaching assistant interactions
• the children’s learning behaviour
• the consistencies around school

In each class, she was impressed by various things; here I list just a couple of examples from each classroom:

• YR: very calm children in a purposeful environment; loads of great shape learning in many of the areas
• Y1: reading on iPads; the support of the teaching assistants
• Y2: encouraging pupils to check and help each other; the extremely purposeful, calm learning
• Y3: confident, clear support for learning; checking pupils’ responses
• Y4: good mix of teaching and pupil activity; the active role of the teaching assistant
• Y5: quality small group work; all children could talk about their writing, and the focus on ‘implicit mood’
• Y6: exciting, vibrant learning environment; the teacher closely checking that pupils are learning and feel comfortable about their learning

There are always ‘next steps’ to try out new or different teaching strategies, but the overall conclusion from the headteacher is that teaching is good and outstanding.

Well done to all staff – what a great team.

Several times on purpose

Alongside our Healthy Bodies, Healthy Minds themed week it has been national anti-bullying week.

Our school definition has been discussed by the School Council and has been amended, 10.11.14, to incorporate the stop message.

‘Bullying is when you hurt someone, physically or emotionally, several times on purpose.’

Following a whole school assembly, Leeds Anti-Social Behaviour Team have delivered Show Racism the Red Card workshops across school and in class children have discussed these aspects of bullying:

• Our revised definition of bullying (above)
• Types of bullying – cyber-bullying and prejudice-based bullying related to gender, sexual orientation, race, religion and belief, special educational need and disability
• What to do if children experience bullying. The key message is to tell someone (start telling other people)

Bullying resources can be found at…

• http://www.childline.org.uk/explore/bullying/pages/bullying.aspx
• http://www.bullying.co.uk/advice-for-parents/
• http://www.youngminds.org.uk/for_parents/worried_about_your_child/bullying

Children tell us what they would do if they were bullied ‘…I would tell an adult, teacher or someone I trust.’

All classes have access to their class SEAL box or a whole school worry box where they can tell an adult any concerns about bullying or any other issues.

Healthy Bodies, Healthy Minds

Our themed week, Healthy Bodies, Healthy Minds,  has been filled with visits and visitors providing a variety of experiences for the whole school.

We would like to thank the following for their support with our themed week:

• Heart Research UK
• d:side (drug education)
• Betty Sutherland tai chi
• White Rose martial arts
• Chapel Allerton squash and tennis club
• Leeds United
• Molly Cawthorn (Leeds United ladies)
• Leeds Rhinos
• Tesco Seacroft Farm to Fork trail
• Jhardine Farrell who delivered ‘respecting everybody’ circle times
• Leeds anti-social behaviour team
• Year 6 for taking over PE lessons for the rest of the school
• Mr Catherall for introducing the teachers to our new whole school sport, tchoukball
• parents/carers who talked about their health related job to different classes
• Public health resource centre for the loan of resources and providing health related leaflets

Finally, thank you to all staff and pupils who have fully engaged with all the learning throughout the week.  Take a look at the Class News sections of the website to find out what each class have been doing.  We have enjoyed a fun-filled week.

For further information about healthy bodies and healthy minds have a look at the Kids health website and Leeds Let’s Change for advice on more local health issues.

And an extra note from me, Mr Roundtree: I’d like to also thank Mrs Taylor for continuing to organise wonderful, packed themed weeks around being healthy or staying safe.  She puts an incredible amount of effort into ensuring our pupils enjoy some wonderful learning opportunities from staff and visitors. 

Ready to learn

During our SEAL theme of the Eight Rs for Learning, please do read the great leaflets produced by Family Action and the NAHT.

They promote readiness – and that’s one of our eight Rs.

The series of leaflets (so far) cover:

• Getting the most out of school
• Speaking and listening
• Giving your child a helping hand
• Preparing for change at school
• Your child’s wellbeing
• Independence and responsibility
• Online safety

Learn more about the guides and keep a look out for more in the series.

Silver!

The Sainsbury’s School Games Mark is a government-led awards scheme launched in 2012 to reward schools for their commitment to the development of competition across their school and into the community. Schools in England are able to assess themselves across bronze, silver and gold levels of the Mark. We had a visit from someone from Sport Industry Research Centre, Sheffield Hallam University to check our assessment. I’m delighted to say we’ve just been awarded a silver level for 2013-14 and proudly display our ‘medal’ on our health page and PE and sports funding pages.

Here are some extracts from the report (dated 04 November 2014):

Moortown Primary School has been awarded the Silver Mark Award for the academic year 2013/2014.

Moortown Primary School received a validation visit for their application for a Mark award on Tuesday 21st October 2014. It was clear from the evidence provided that the school met the criteria to achieve a Silver Mark and in some areas of the criteria met Gold standard.

Every pupil in the school receives at least two hours of PE and school sport per week (in curriculum time only). The school organised school sports days for KS1 and KS2 that incorporated teams within the school. The school’s sports leaders plus other pupils helped in the organisation and running of the sports day.

Moortown Primary School has an excellent take up of extra-curricular sporting activities with 43% of the students participating in these activities; this exceeds the silver standard criteria. It is clear that sporting extra curricular activities are a crucial part of sports provision at the school with numerous lunchtime clubs and after school clubs taking place.

The school provided clear evidence of offering talented young sports people support in developing their sporting potential. The school have adopted an excellent policy called a ‘learning mountain’; this involves talented children teaching other students their specific skills during PE lessons. Alongside this the school has a well-maintained gifted and talented register.

The delivery of sporting opportunities at the school is good with 7 sports being offered at level 1 and 7 sports at level 2. This exceeds the standard for silver. Moreover, the school provided clear evidence of providing three B teams in football, rugby and football. The school showed excellent signs of promotion of School Games activity to parents in newsletters and have an active school twitter page, which regularly posts photos and team results. Moortown have an excellent policy in place where some students are asked to write match reports on school fixtures and then the reports are uploaded onto the school’s website.

11% of pupils are engaged in leading, managing and officiating in School Games activity, which exceeds the percentage required for Silver, the Gold standard is 20%. While the school actively engages students in the planning and development of School Games activity, currently the school does not have a school sport organising committee or crew in place. There is a need for a separate school sport organising committee to be in place to meet the criteria for gold in this category.

The school provided clear evidence of having three active links with local sports clubs and utilising sports coaches to support school sport. It is also clear the school uses the resources available to them to train wider school staff to support school sport. Last year the school brought in a specialised sporting teacher and this member of staff has trained other members of staff to lead sporting activities in the school.

The following are suggested improvements to the collection of evidence should the school wish to submit for gold next year:

• Looking at ways to increase the extra-curricular activity from 43% to above 50%, and increasing the percentage of leading / managing / officiating activity to meet the 20% requirement at gold. The Your School Games website has a section around School Sport Organising Crew which may highlight some additional roles and responsibilities that are included.

• Currently Moortown Primary School does not have a separate school sport organising committee in place. To achieve a gold Mark, a separate sporting committee would have to be in place and regularly meet to discuss sporting matters at the school. It was noted that the school does have a council and therefore to formulate a separate school sports committee should be straightforward.

• The school provided excellent evidence of having 3 active links with local sports clubs, which all seemed to be longstanding partnerships. However, to achieve a gold Mark Moortown Primary School needs to have at least 6 active links with local sports clubs.

• Currently Moortown Primary School offers 7 sports at level 1 and 7 sports at level 2 of School Games activity. To reach gold standard the school needs to be offering at least 9 sports at level 1 and 9 sports at level 2. Alongside this the school currently only has three B teams competing at level 2, to reach gold standard the school needs to have four B teams and one C team in place.

Congratulations on achieving your Silver Mark.

Computing ambassadors

We’re always very proud of the achievements of our pupils. Here’s a recent letter (11.11.14) from the National STEM (Science, Technology, Engineering and Maths) Centre praising the great work our children. Thanks to Mrs Garside for supporting this, and well done to Ava, Jorja and Mia for being excellent ambassadors for our school:

Dear Mr Roundtree

I wanted to thank you for the excellent work that some of your Year 4 children exhibited at our Raspberry Jam and Maker Event on the 1st of November, 2014.

The National STEM Centre has been built to showcase exemplary practice in education across the Science, Technology, Engineering and Maths curriculum and we were proud to host the good work that your children demonstrated on the day.

The girls were a credit to your school, presenting their work to members of the public and knowledgably answering questions put to them about how the computing equipment helped them to learn concepts in new ways.

The conduct and behaviour of the children from Moortown Primary School was exemplary and I would welcome your school to attend any events at our centre in the future.

The 8 Rs for Learning

This half-term, we’re thinking about the ‘8 Rs for learning’. This theme is about promoting good learning behaviour for your child. Each week, we’ll focus on two ‘Rs’ (and in the week beginning 08 December, we’ll review all eight). We use an animal to symbolise each ‘R’, which might help your child remember all eight – can your child remember which animal matches the correct ‘R’?

You can support your child at home – we’ve listed a few ideas to help you below. Ask us if you’ve any questions or comments.

Download top tips for promoting the 8Rs for good learning behaviour.

I can show I am ready to learn.

• Make sure your child is at school for a prompt start of 08:50.
• Make sure your child has had plenty of sleep so they are alert and ready to learn at all times.
• Encourage your child to ask lots of questions – that shows they want to learn!

I take responsibility for my own learning.

• Provide time and space at home so your child is able to organise themselves: their PE kit, reading book, homework, spellings and tables… Don’t organise everything for them!
• Make a link between rights and responsibilities: your child has the right to a great education, but needs to be responsible for their own learning.

I take a safe risk.

• Talk about the difference between a safe and unsafe risk. At school, we want your child to take a safe risk by having a go at answering, even if unsure; trying something new and attempting harder learning.

I am resilient.

• Encourage your child to keep going! Set a tricky challenge or puzzle for your child to do.
• Encourage your child to think of different ways of doing things.
• Don’t let your child win when they play a game – they need to experience losing, too!
• Celebrate mistakes as opportunities to learn – be happy that your child found some learning hard and encourage them to ‘bounce back’ and learn from the experience.

I respond to feedback.

• Ask your child if they remember their ‘stars’ and ‘steps’ in English and Maths.

I am resourceful.

• Encourage your child to be organised so they can play with a range of different toys.
• Encourage your child to try new ways to solve a tricky problem.

I remember.

• Make sure they have time to learn spellings, number bonds and times tables – a little practice daily is best.

Play memory games:

• Kim’s game: show them objects for 30 seconds… can they remember all the objects?
• Can they build up the sequence, ‘I went to the shop and I bought an apple’… ‘I went to the shop and I bought an apple and a bike.’… ‘I went to the shop and I bought an apple, a bike and a cucumber.’ etc … Take turns!

I reflect about my learning.

Talk with your child about what they’ve learnt, asking questions about:

• how they learnt
• why they learnt it
• when they’ll use their learning
• how they would teach this to someone else
• what learning might link with what they’ve learnt today
• etc

Warning!

In the annual survey of parents / carers, someone requested more information about what happens with a warning. Since then, we’ve displayed more notices around school to explain – you’ll be able to read one on the Parents’ Noticeboard.

Summarised from our Relationships Management Policy, here’s some more information about warnings – and rewards, too!

Warnings

We have just three school rules:

• We keep hands, feet and objects to ourselves.
• We follow instructions.
• We respect everyone and everything.

Staff at Moortown Primary employ consistently and clearly a hierarchy of negative consequences (our ‘warnings’) if a child breaks a school rule. This is to ensure a safe and effective learning environment in which positive, happy, healthy relationships flourish. Warnings are recorded and monitored. (These whole-school consequences vary slightly at lunchtimes to allow lunchtime staff to operate independently, although lunchtime consequences are communicated to class teachers.)

Low-level, on-going disruptive or unco-operative behaviour (eg not following instructions straight away, talking in class, interrupting) are small issues but over time may stop a child and others from learning or feeling settled. We aim to keep this to a minimum and aim to spot patterns when warnings occur. The following stages are followed to reduce such behaviour:

1. a letter to parents to inform of high number of warnings caused by low-level disruptive / unco-operative behaviour incidents
2. a letter to parents to advise this has continued and therefore we need to see an improvement within a fixed period of time; a behaviour chart at school to track incidents will be used (in addition to any other support)
3. a meeting between parent, pupil, learning mentor and teacher

For children who regularly have to stay in at lunchtimes and who don’t seem to be making progress towards improved learning behaviour, we may set them additional English / Maths at playtimes to make up for the missed learning in a class.

Serious misbehaviour (eg disrespect to staff, property or cultures, swearing, fighting) is very rare at Moortown. Such behaviour would mean warnings are automatically by-passed to four or usually five warnings. Similarly, any pattern in warnings or consistent warnings means parents are contacted. We contact parents to keep them in the picture and to discuss ways to respond and gain a consistent message between home and school. A serious incident report is completed in such cases.

We do recognise that there are occasionally overriding factors or circumstances, but these are rare and so variation from the warnings system is rare. This is to maintain their effect and impersonal nature ie we aim to remove the personal judgement so children understand and accept the school rules. We allow for differentiation of sanctions where appropriate. This is to reflect different levels of culpability (or fault) while maintaining consistency and fairness of the treatment of pupils. We expect children to try their best in all activities. If they do not do so, we may ask them to redo or complete a task. We expect children to make good choices and older children to set a good example to younger ones. We expect children to not support the misbehaviour of their peers. We expect and encourage children to tell an adult of misbehaviour.

The class teacher discusses the school rules with each class, and also creates a Classroom Charter as part of their New Beginnings SEAL work. This is agreed by the children and displayed on the wall of the classroom. In this way, every child in the school knows the standard of behaviour that we expect in our school.

Rewards

Each teacher and their class develops their own systems of reward and praise, based on the overall school principles set out in this policy. This will include at least individual and class rewards and typically, especially with older children, group rewards to promote inter-personal relationships.

Some of the positive consequences for the good learning, good choices and good behaviour that children show are:

• regular verbal feedback to reinforce positive behaviour
• children are congratulated
• stickers or other small prizes / treats
• certificates: usually at least one based on learning and at least one based on a Social and Emotional Aspect of Learning
• postcard mailed from the headteacher to a pupil at their home address
• Golden Time if a class has achieved a class target

Cool Class Tokens are given to children for good choices, good relationships, politeness, co-operation or acts of kindness in school – the class with the most Cool Class Tokens are awarded the Cool Class Cup in Friday Assemblies.

Assemblies, especially our Friday Assemblies, are an opportunity to publicly celebrate the good choices children have made in school and to share some of the good work they have been producing. Also important is to celebrate achievements out of school in order to promote a wider range of interests and a broad outlook.

Attendance is also rewarded. We give termly certificates for good attendance and at the end of the year there is a raffle for all children who have attained outstanding attendance.

Sweets are rarely used as rewards; as a healthy school, we prefer to reward in other ways. Where they are used, it would be by an external party and would meet standards set out here.

Moortown Festive Lights Switch-On

Moortown Community Group invite you to join in the Moortown Festive Lights Switch-On at 6.45pm (for 7.00pm start) on Wednesday 19 November.

The Community Group will gather outside the ‘Transform’ premises, opposite Marks & Spencer, where mulled wine and mince pies, fruit juice and decorated biscuits will be served – all kindly donated by Marks and Spencer and Cooplands.

For more information please see the Moortown Community Group website or their Facebook page.

Governor vacancy

Becky Lawrence, our Chair of Governors, writes:

The governing body has a strategic leadership role in school. For example, governors are a source of challenge and support to the headteacher, and they ensure that money is well spent in school.

This term there have been some changes to the Governing Body at Moortown Primary School. The new chair of governors is Becky Lawrence, who is a co-opted governor, and the new vice-chair is Rachel Greenhalgh, who is a parent governor. Co-opted governors are people who are appointed by the governing body based on the skills required to contribute to the success of the school. There is currently an opportunity for another parent to join the governing body as a co-opted governor.

Governors use skills from other areas of their lives to help the school. We would be particularly interested to hear from anyone with experience of premises management, strategic or financial planning, or data analysis. Most of all, however, governors need to be committed to helping improve the learning experience for all pupils at Moortown Primary and have an ability to ask questions.

If you are interested in becoming a co-opted governor, please email Becky Lawrence: beckylawrence@moortown.leeds.sch.uk

You might also want to discuss the role informally with Rachel Greenhalgh, who’s around school at the start and end of most days – ask Mr Roundtree to put you in touch if you’re unsure of who she is.