Author: Mr Roundtree

Friday 14 June 2019

This week’s spelling homework is an activity using prefixes and suffixes. It is due on Thursday 20 June 2019.

Investigate how the meaning of words change when a prefix (part of a word added to the beginning) or suffix (part of a word added to the end) is added. What new words can you make?

  • How will the spelling change?

 

dis                              ed

un            use            ing

re                                able

Possible new words:

  • used (drop one ‘e’ here)
  • using (drop the ‘e’ for ing)
  • usable  (drop the ‘e’ for able)
  • unused
  • disused
  • reusing
  • unusable

Challenge:   What new word type have you made?

See the homework sheet for more examples.

 

 

 

 

 

 

 

A new date for your diary

On Wednesday 10 July at 5pm, we invite you to come along and reflect on our recent Ofsted inspection.

We’re delighted to have been judged as ‘good’ in all areas.

The meeting is an opportunity to reflect on the inspection. We’ll talk briefly about the inspection, we’ll talk about the next steps for us as a school, and you’ll have time to ask us any specific questions about the inspection report, or let us know any comments or concerns.

On the same day, teachers are available from 3.30pm to 5.00pm to talk through the end-of-year report your child will have brought home – why not pop along for that and stay for the Ofsted meeting?

Living and Learning: I listen to, share with and include others

In class, we had a circle time about good listening and sharing, and the importance of it.
Here are some quotes:
“You need to have eye contact to show that you are listening.” William W.
“You need to focus on the speaker.”  Freddie
“Don’t turn away because it looks like you are not listening.” Mia
“It makes me feel angry when someone is not listening.”  Alex
We also talked about sharing:
How do you feel when someone shares with you?
Here’s what the children said …

“Happy… Loved … Thankful… Grateful… Proud… Joyful!”

In 3/4 C, they went to the gazebo to do their circle time.

 

Living and Learning: Relationships Education

Thank you to those parents and carers who attended the recent relationships education information sessions.

‘A useful session to find out what my child will be learning and when.’

‘Lots of helpful information.’

‘Very helpful to understand what vocabulary the children will be learning.’

These sessions were aimed at making parents and carers more aware of some of the following aspects of our curriculum.

Relationships education forms part of our Living and Learning for this half term and if you were unable to attend the session, our progression of learning (pg10) and the terminology (pg6) that may be used as part of this learning can be found in our RSE policy.

We’re good!

Following our Ofsted inspection (08, 09 May 2019), we’re really happy to tell you the inspectors rated us as ‘good‘ overall and ‘good’ in all areas. Read the report.

Highlights include:

  • ‘Across the school, including in the early years, teaching is good. Relationships between staff and pupils are strong.’
  • ‘The staff team who, with governors, have high aspirations for the school, have created a happy and harmonious school community. The very caring and nurturing culture is underpinned by positive and respectful relationships.’
  • ‘There is a strong culture of care. Pupils say they are well cared for and there is always someone to help if there are any problems. Pupils talk about ‘trusted adults’ who they can turn to if there are any difficulties.’
  • ‘Staff enjoy good relationships with pupils. As a consequence, pupils’ behaviour for learning is strong and they try hard to meet their teachers’ expectations. This is demonstrated by the way pupils respond quickly to their teachers’ instructions. Pupils take pride in their work, settle quickly to tasks and are reflective in planning, revising and reviewing their work.’
  • ‘Teachers use their subject knowledge to provide clear explanations to pupils. Teachers also use questioning well to check on pupils’ understanding and extend their thinking. They use open questioning well to check understanding.’
  • ‘Well-understood classroom routines mean that classrooms are calm and orderly.’
  • ‘Pupils know how to be successful learners, and this is reflected in their good engagement in lessons.’
  • ‘Pupils behave well in classrooms and around the school. They move safely from room to room. They are happy to hold doors open and welcome visitors. They socialise well together, both in the dining room and outside.’
  • ‘Pupils’ positive attitudes to learning and their good behaviour, along with their skills in reading, writing and mathematics, ensure that they are well prepared for the next stage of their education.’
  • ‘Across the school, pupils are making good progress in a wide range of subjects.’
  • ‘[In Early Years] Children make good progress across the setting to achieve well. Children behave well and they readily share resources and learning spaces so that their days in school are rarely interrupted. In a harmonious atmosphere, children learn and play well together. Their natural curiosity is harnessed effectively, which encourages continual learning.’

Living and Learning – I make choices about money

This week, our Year 3 children took part in a Moneysense Workshop and were asked to budget for a party.

A volunteer (we learned about what this word means) from Natwest bank came in to school t help us with the budgeting and organisation of the parties.

Learning objectives:
• Identify what makes a good birthday party
• Plan and organise a party by making                         Image result for party balloons
decisions about what to include within
a set budget
• Identify costs and show an understanding
of value for money

 

 

 

What makes a good party?

A Diamond 9 Activity (most important at the top, gradually becoming less important as you move to the bottom).

We voted democratically for the type of party we wanted.

Each group had £200 to spend on a party for 10 people.

Using a price list activity sheet, each person had to fully cost the aspect of the party they were responsible for. As they were to be competing with the other groups, the children had to budget well to provide the best-value party.

Then, the children had to present their party budgets to the rest of the class.

Our volunteer was amazed at the skills set the children used  – and they all came in under budget!

A fantastic morning of resilience, resourcefulness, remembering and risk-taking – many of our 8Rs for learning skills.

At Scholes (Elmet) Primary, we’re always keen to hear your views.

Please complete the survey – it’ll only take a few minutes or so.

We hope that you let us know any questions, comments and concerns (as well as causes for celebration!) whenever these crop up, but we like to gather the views more generally at the end of the year. We’re looking forward to reading your views.

Money Art

Money Trails

As part of our money week, we have been collecting 1p and 2p coins to raise money for Cancer Research.

All of the copper makes a beautiful shiny pattern as we found out today. We decorated our playground with copper coins, creating fantastic designs.

Here are some of our creations …

There’s still time to gather up your copper coins and raise more money!

Annual survey of parents / carers

At Scholes (Elmet) Primary, we’re always keen to hear your views. We hope that you let us know any questions, comments and concerns (as well as causes for celebration!) whenever these crop up, but we like to gather the views more generally at the end of the year – we do this via the annual survey.

Please complete the survey – it’ll only take a few minutes or so. You’ve plenty of time to do this – the deadline is Monday 24 June 2019.

We can’t guarantee to meet the needs and wants of every parent / carer, but we do assure you that we consider all the points raise and aim to act on specific points that are raised by many, or a useful idea raised by just a few.

Last year, based on your feedback, for example, we changed how we update you about your child’s progress so that you get five updates over the year: a parent-teacher consultation in Autumn 1 and Spring 1; a Learning Update ‘mini-report’ in Autumn 2 and Spring 2; and a final end-of-year report in Summer 2.

We’re looking forward to reading your views.