Our weekly message (Friday 10 May 2024)
We hope you’ve enjoyed the great weather this week. Check out the NHS guidance around sun protection for your child.
In case you missed it, last week’s message had a link to a useful NHS website with advice to support your child if they’re feeling anxious about any assesssments.
The bulk of this week’s message is about Relationships and Sex Education, but check out the great feedback at the end, too.
Coming up in the weeks commencing 03 June, 10 June and 17 June, children from Year 1 to Year 6 will take part in Relationships and Sex Education (RSE) lessons.
We want parents/carers and pupils to feel assured that RSE is delivered at a level appropriate to both the age and development of pupils, and to feel safe to voice opinions and concerns relating to the provision.
The lessons are led by children’s class teacher. They take place in a safe learning environment and are underpinned by our school ethos and values.
Nationally, all primary schools are required by law to teach Relationships Education and Health Education. In Sphere Federation schools, we’ve provided RSE lessons successfully as part of Living and Learning for many years.
- Section 9 provides a list of the vocabulary that will be used (pages 7 and 8)
- Section 11 includes an overview of the topics that will be covered (page 11 includes a table to show the learning across each year group)
We know that you might have some concerns. If you’d like to find out more, discuss any concerns, or speak to someone in more detail about the teaching and learning planned for this important aspect of your child’s education, please contact Miss Hague.
Similarly, you have the right to request that your child be withdrawn from some or all of the lessons that can be regarded as ‘sex education’. For our school, this comprises lessons in Year 6 on what human reproduction is and how babies grow. Please see the government’s factual guide to RSE for parents: Understanding Relationships and Health Education in your child’s primary school: a guide for parents. If you wish to withdraw your Year 6 child from RSE, please contact the Head of School to discuss the matter. See page 6 of the RSE policy for more information about your right to withdraw your child.
We’re committed to working in partnership with parents/carers. Feedback has indicated that the overwhelming majority of parents/carers are highly supportive of our Relationships and Sex Education programme.
Finally, some great feedback… Most primary schools in Leeds have regular visits from a School Improvement Advisor. Here’s a few comments from a recent visit where the advisor visited a sample of Maths lessons:
- ‘Learning carefully matches the needs of pupils, building upon prior learning and enabling pupils to deepen and demonstrate their knowledge.’
- ‘The school have high aspirations for all pupils and closely monitor the progress of all pupils.’
- ‘Throughout the lesson, the adults…reinforced this language and enabled all pupils to confidently use this to explain their learning.’
Join our team!
We have a vacancy for a lunchtime assistant to join our team. Further information can be found on our website – https://www.scholeselmet.leeds.sch.uk/join-in/vacancies/
Please email scholesfinance@spherefederation.org for further information.
School Journalist: Sports Desk issue
And now we go over to the sports desk where Jimmy has our latest news from the local fixtures.
Thank you, James. Welcome to Sports Report!
Starting with the football, there was an exciting and very positive weekend of end of season action. Collingham Eagles got their revenge for last year’s cup final defeat by beating Wheldrake 5-2 in their third place playoff. Year 6s Thomas, Jack, Elliot and I play for them. Jack put the cherry on his birthday cake by scoring a goal and Collingham ended their season with the bronze medal.
Kyan in year 4 grabbed 2 assists in Bradford U9s’ 8-5 victory over Burnley U9s. Bradford put on a great display and fully deserved their victory. In Garforth Villa U11s’ match, they won 2-0. Gene and Tommy in year 6 play for them. Tommy was annoyed to be denied by the post but the same post offered him a helping hand when his goal went in off it. Staying with Garforth Villa but moving down 3 years, the U8s drew 8-8 (that was a mouthful!) in a very eventful game. Max, Freddie, Joseph, Charlie and Oscar in year 3 play for them. Max scored a great goal which went into the top corner but was also angry when he got distracted taking a penalty that ended up hitting the post.
York City U9s thrashed Harrogate U9s 7-0. Caleb in year 4 scored and got a hat-trick of assists. In tennis, Lily in year 6 had a tournament in which she played 4 matches, winning 3 of them by the score-line 10-9 and then losing one 7-10. The tournament went very well for Lily as she took the gold
medal.
Perhaps we shouldn’t be surprised that in cricket, Barwick Thunder and Barwick Lightning’s matches were called off due to an electrical storm. Whilst Thunder’s game was a total washout, Lightning managed to get 6 overs of play in. Elliot in year 6 was the captain and Archie in year 5 was also
playing, but I was annoyed as my career best figures of 3 wickets for 10 runs were scratched from the record books due to the abandonment. The coach joked that next year the team should be called Barwick Warm Sun with a Gentle Breeze!
Earlier in the week, a combined Barwick team progressed through to the second round of the cup by beating Church Fenton by 90 runs. Thomas, Noah and I made valuable contributions with bat and ball, each picking up a wicket and scoring runs to help the team over the line.
Nursery Open Morning
Are you looking for a nursery place for September 2024? Do you have any friends or family who are looking for a nursery for their child to join?
Why not come to our nursery open morning on Saturday 29 June, 10.00 am at Scholes (Elmet) Primary School and have a look around. We offer 15 and 30 hours places for 3 and 4 year olds.
Staff will be available to show you around and answer any questions you may have.
Our weekly message (Friday 03 May 2024)
May is the month of SATs for children in Year 6, and – like most schools – as we approach the end of the school year, there are various assessments for children in each year group. Ask your child’s teacher if you’ve any questions, comments or concerns. You might like to check out this NHS guide to help reassure your child, too.
We’re pleased that in Sphere Federation, we now have an officially trained senior mental health lead, as part of the government’s commitment to offer this training to all eligible schools and colleges by 2025. The extensive training supported the senior mental health leads to develop and implement a whole school approach to mental health and wellbeing. It’s important that any mental health issues or wellbeing concerns can be addressed on a bespoke, individual or small group scale. Having a SMHL now gives us the ability to identify specific need and monitor the impact of any support or intervention.
The rest of this week’s message is about one particular assessment. It’s mainly for parents and carers of children in Year 1. It might also be useful for if you’ve a child in Year 2 or Reception.
Phonics Screening Check
The Year 1 phonics screening check is for children in Year 1, and children in Year 2 who didn’t meet the threshold in the previous year. It checks that children are on track to become fluent readers who can enjoy reading for pleasure and reading for learning.
The screening check is a way for teachers to ensure that children are making sufficient progress with their phonics skills to read words. It helps to identify whether your child needs additional support at this stage so that they don’t fall behind in this vital early reading skill.
The check assesses phonics skills and knowledge learned through Reception and Year 1.
We make sure it’s not a stressful process for each child. It’s carried out by a teacher – usually the Year 1 teacher – who will be well-equipped to listen and understand children’s level of skills.
It checks if your child can sound out and blend graphemes (letters) in order to read simple words. This includes phonically decodable one-syllable and two-syllable words, eg cat, sand, windmill. There is also a selection of nonsense words which are referred to as pseudo (or ‘alien’) words eg brip, snorb. Pseudo words are included in the check specifically to assess whether your child can decode a word using phonics skills and not their memory.
The check is not about passing or failing but checking appropriate progress is being made. If children do not reach the required standard, then the teacher will be in touch to discuss plans and offer additional, tailored support to ensure that your child can catch up. Children progress at different speeds, so not reaching the threshold score does not necessarily mean there’s a problem. Your child will re-sit the check the following summer term.
School will report your child’s results to you by the end of the summer term as well as to the local authority.
Help at home by supporting your child to say each sound in the word from left to right. Blend the sounds by pointing to each letter – /b/ in bat, or letter group /igh/ in sigh, as you say the sound. Then, run your finger under the whole word as you say it. Talk about the meaning if your child does not understand the word they have read. Work at your child’s pace. Always be positive and give lots of praise and encouragement.
Mindful Kids
It really does feel like Scholes has talent! Yesterday I posted about one of our Year 5 children reaching a black belt in Taekwondo and today I’m letting you know about one of our Year 3 children who has set up his own website called Mindful Kids
Not only has Sam written all the coding and done all the programming, he’s also come up with all the content!!
Check it out.
Sam we’re really proud of you – what an achievement.
School Journalist: The Transition to High School
This week, we’ve another update from our now lone reporter, Jimmy in Y6.
The transition from primary school to secondary school can seem daunting. Our year 6s have just entered their final term at Scholes. It is a good time to check in with our leavers about what lies ahead for them and to look back at their time at Scholes.
I interviewed Thomas, Alex and Emma on this topic to find out their thoughts.
What has been your greatest moment in primary school?
Emma: Getting a school job.
Thomas: When I did some very good cooking that expanded my horizon around flavours and recipes
because my passion is cooking.
Alex: Probably when I scored a volley from the halfway line two days in a row in football earlier this
year! (Editor’s note: I know this is true as I was on the same pitch!)How do you think that high school will be different to primary school?
Emma: We’re going to have to move around different classrooms a lot.
Thomas: It will feel a lot more grown up because we will have to take ourselves to our own
classrooms and there will be a lot more responsibility.
Alex: There will be a lot more people, much harder learning and a lot more homework, but I can cope
with that.What are you most worried about going into high school?
Emma: Making new friends because all of my friends are going to different high schools.
Thomas: All the new people and different personalities that I will face.
Alex: The teachers and how strict they’re going to be.
It is very normal to feel this way and have anxieties about moving to secondary school. I interviewed a year 7 from Lawnswood school who I know through an out of school activity. She said that within her first month at high school, she had already made a new circle of friends and had found it
surprisingly easy to settle in.
Well that’s all, folks. See you next week
Well done, Jeevan
You may remember a short while ago we shared with you that one of our Year 5 pupils had reached the dizzying heights of attempting to go for a black belt grading in Taekwondo!
You’ll be pleased to know that Jeevan found out, only last week, that he was successful in achieving 1st Dan black belt.
Congratulations, Jeevan. We know how hard you’ve worked and how many competitions you’ve entered. Your hard work has paid off. We’re incredibly proud of you.
Our weekly message (Friday 26 April 2024)
This week’s message comes from Mr Wilks, who leads on Science and Topic…
What is this half-term’s topic?
This half-term we’re geographers. The topic is Explorers.
In this geography-driven topic, we’re comparing a place in the United Kingdom with a place in another country. Year 1,2 children are heading to Kenya in Africa, whilst Year 3,4 children are having a mini-break in Venice. Finally, Year 5,6 children are trekking through the Amazon Rainforest in South America.
Across the year groups, children will develop their understanding of some key geographical concepts:
- Location is a position (eg a country, a city), often described in a clear, precise way (ie using a latitude and longitude). It is separate from people’s perceptions and experiences.
- Place = location + meaning. This will include the physical and human geography that make a place unique. Importantly, place is not rigid. It is changing and can be perceived in different ways.
- Scale is defined by the relative sizes of places. This could be differences in area, population or distances. Scale can also be defined by our view of the world. For example, we may consider an aspect of geography on a local, national and international scale.
- Interdependence is the idea that the world is connected and that countries or individuals do not act in isolation. Our actions here affect people in different countries around the world, for example, food, energy, holidays, climate.
Check out our Topic Curriculum Guide for more information about key concepts (page 15) and age-related expectations and vocabulary (page 18 and 19).
Year 1,2
Children have begun the topic by learning about the different continents and oceans in the world. They’ll learn about the equator and how it splits the Earth into two hemispheres. They’ll then focus on a specific continent, Africa, and a specific country within that continent, Kenya. They’ll then compare a city in Kenya, Nairobi, to Leeds with a focus on the physical and human geography of these two places. They’ll then take a visit into the countryside and compare features of the Yorkshire Dales with a National Park just outside Nairobi.
Year 3,4
Children will develop learning about the equator and hemispheres by learning about the tropics and climate zones. A focus on European and world cities and countries will follow and will link to climate zone learning. They’ll then focus in on Venice in Italy and its physical and human geography which they’ll compare with York. They’ll learn about the positives and negatives that tourism brings, putting themselves in the shoes of both tourists visiting the places and locals who live there. Finally, they’ll learn about the problems posed by flooding in both localities and the solutions introduced to limit the consequences of flooding.
Year 5,6
Children will learn about the different types of biomes found on Earth and how these are linked to climate. They’ll then focus on the biomes found in Brazil and the UK. They’ll then focus on Brazil more generally, building their understanding of it as a place. Next, they’ll focus on the Amazon Rainforest and its importance to Brazil in terms of the economy as well as its importance ecologically. They’ll learn about the threats to the rainforest and the impact that deforestation is having. Finally, children will learn about what Brazil needs to do to slow deforestation and what we can do to slow deforestation.
How can you help?
Regardless of the year group your child is in, Google Earth is a brilliant tool to help develop children’s understanding of space, place, scale and interdependence. Zoom right in on your home and then zoom out to reveal the area of Leeds that you live in. Zoom further out to see what city you live in. Zoom further for the county. A little further and you might start to spot some national parks. Further still and you can see the country that we live in. Keep zooming and you’ll see the continent we live in (though this isn’t labelled). Before you know it, you’re floating in space and circling the Earth!
Google Maps is another great tool for comparing places. Try the street view option and you can walk along a street in Nairobi and a street in London. Take a drive through the lush Yorkshire Dales and compare this to the Kenyan countryside. You could wander down the Shambles in York and compare this to the streets in Venice. You can also compare images of the same street from different points in time.
Quizzing your children about some locational knowledge will help them to remember important information. I’ve listed some examples below. Use the age-related expectations to find the right pitch for your child.
- Which continent do we live in?
- Which country do we live in?
- In which hemisphere is our country located?
- Which county do we live in?
- Which city do we live in?
- Which part of Leeds do we live in?
- Which four countries make up the United Kingdom?
If you can, go to the library and get some geography-related books, especially an atlas. You could compare maps of the same place to see what type of information they show. For example, you find lots of maps of the United Kingdom. One might show the countries and capital cities. Another might show the mountains, rivers and national parks. Another might give information about the climate.
For children in Key Stage 2, there are lots of different games and activities on Ordnance Survey Mapzone. I especially like the jigsaws in the Map Puzzles section of the Games.
Also for KS2 children, there’s a lot of information and some tasks and quizzes on BBC Bitesize.
Scholes in Bloom flower bed competition winner
Larraine came in to our assembly in school on Monday this week. She announced the winner of the competition. It was chosen because of the eye-catching design featuring lovely bright coloured stripes and a love heart. The winning design will be made using flowers in the bed outside the school on Morwick Grove.
Well done to the runners up too.
