Handwriting at Brockley Primary School
Even in a digital age it is important that children master handwriting. Whilst children are required to handwrite their notes in class and exam papers, it is crucial that they master a fast, legible and fluent style of handwriting as soon as possible. This explains why increasing numbers of research studies demonstrate that pupils who can write legibly and fluently are able to access the curriculum more efficiently. We also know that pupils who can write are also better behaved, more confident and more academically enabled than those who struggle to write fluently and legibly.
This is why we are proud to be a Start-Bee® Centre of Handwriting Excellence. Start-Bee delivers our handwriting lessons in Reception and Year 1 and monitors progress through the Handwriting Match Fit Assessment. These assessments are delivered towards the end of each school year to ensure all our pupils are achieving the Standards & Testing Agency’s Expected Outcomes for KS1 and KS2 for Handwriting. The Start-Bee method has been proven to deliver outstanding results, very quickly. Designed in conjunction with and specifically for primary school teachers, handwriting lessons are accessed ‘on-demand’ via Start-Bee’s video-streaming platform and executed by children completing practical exercises using specialist equipment and carefully chosen stationery. Schools using the system have shown extraordinary handwriting progress and this improvement has been recognised by the children, teachers, parents, and Ofsted. Experience has shown the children thoroughly enjoy the Start-Bee lessons and look forward to the music, exercises, and projects within each streamed lesson. You can read more about the company here at www.start-bee.com.
Aspirer Research School & Brockley Primary School 2018
Brockley Primary School Improving Maths in Key Stages 2 and 3
Based on the EEF’s guidance and rooted in the latest research, this professional development programme will help improve maths teaching across Key Stages 2 and 3, pupil progress, and both KS2 and GCSE outcomes.
Why Brockley Primary School is taking part in this programme?
- To make evidence informed decisions about improving teaching and learning
- To gain a range of tools to implement evidence-based CPD
What is the commitment required?
- All participating schools will need to sign a memorandum of understanding to sign up to the course.
- The maths Subject Lead will need to attend all 4.5 training days. The senior leader involved will attend two 3-hour sessions. A second-in-department is encouraged to attend one of Day 1, 2 or 3, the in-school coaching session and Day 4.
- Schools will need to provide time and support for the Leads to undertake the gap tasks between training sessions.
- Participating schools will need to host a ½ day coaching session.
The Structure of the Programme
Exploring the evidence base
Who: Miss Bates Senior Leader for Maths
- Introduction to importance of using evidence
- Aims of the programme
- Overview of guidance report and alignment with national curriculum and exam requirements
- Initial audit of schools’ maths teaching
- Focused introduction to the Implementation Guidance
Day 1: Pitch and Progression
Translating evidence to the classroom (1)
Who: Maths subject lead
- Challenging current assumptions and developing understanding of effective teaching
- Pitch and progression
- Using misconceptions to support learning
Day 2: Manipulatives and Representations
Translating evidence to the classroom (2)
Who: Maths subject lead
- Using manipulatives and representations
- Looking at bar models, number lines, algebra tiles, Cuisenaire rods, multilink
- Making connections across aspects of mathematics
Day 3: Problem Solving
Translating evidence to the classroom (3)
Who: Maths subject lead
- Supporting pupils to become effective problem solvers
- Planning for different types of problem
- Using worked examples
- Strategies for problem solving
- The importance of metacognition (and how to develop it!)
½ Day In-school coaching visit
Who: Maths subject lead and second in department
- Focused 1-2-1 coaching looking at action plan
- Review and refine planning to date
- Work on sustainability and sharing success across the school
- Collecting staff voice to inform planning
Day 4: Embedding and Developing Practice
Embedding and developing practice
Who: Maths subject lead Senior leader for final ½ day.
- Planning for improvement
- Sharing successes and challenges
- Thinking about sustaining and securing change, including SLT
- Primary and secondary schools working together in the future
Brockley Primary School 2018
Meet the Reading Buddies.
We are really excited to be part of Project READ in Derbyshire; it is an innovative programme to improve pupils’ reading from EYFS to Year 6.
The aim of the project is to inspire children to want to be readers and to improve outcomes in our school for reading.
Mrs Rodgers is our Project READ Champion and will be involved in training staff and leading the project.
Our staff will be trained by Specialist Leaders in Education for phonics; vocabulary; and comprehension.
We want all of our children to:
Learn to read
- Read to learn
- Love reading
Focus: As a response to the needs of our pupils, we will be focusing on two aspects over the year. These will be: developing vocabulary; and developing inference as pupils read.
Talk Champions: These will be Mrs Goodison (KS1) and Miss Bates (KS2) who lead Talking Strategies across school
National Curriculum 2014
From September 2014, a new National Curriculum was introduced to all schools. At Brockley School we have worked hard to develop the statutory National Curriculum into a school curriculum that meets the needs and ethos of our school. This letter will outline the changes brought about by the new curriculum, as highlighted in the curriculum briefings we held for parents and carers at Brockley Primary School.
The new curriculum has been slimmed down and is far less prescriptive. It allows schools to make their own choices about what and how to teach. It is a minimum requirement which can be added to. As a staff we thought about what we want to drive our new curriculum. We decided that diversity, creativity, enquiry, enterprise and the environment should be at the heart of all we do. The new curriculum will also reflect our school’s location and community, as well as the interests and passions of the children.
The expectations in Mathematics and English have been raised to bring them in line with the new Early Learning Goals for Reception.
Learning a language is now compulsory at KS2. We have decided to introduce a language and have chosen French, as it is one of the world’s most widely spoken languages, children may have the experience of visiting a French speaking country as it will enable school to make links with geography topics.
ICT has been replaced by Computing. ICT skills will be embedded throughout all curriculum areas and computing taught as a discrete lesson that will shift the focus from using software to creating, for example, coding and programming. We use KindleFire and Ipads to help support the computing curriculum.
Cooking is also now a statutory part of the design technology curriculum and will be taught across all year groups.
Assessment through levels will be phased out by 2016. We have adopted the language as indicated by the LA and DfE. This will enable staff to present information regarding a child’s performance to parents in a clear and concise format. The outcomes for children at the end of KS1 and KS2 will be reported as:
- Working towards the expected.
- Working at the expected standard.
- Working at greater depth towards the expected standard.
We will update you on any changes relevant to your child throughout the academic year.
We have decided to change the way we organise the curriculum. Instead of termly or half termly topics we will move to shorter, more immersive topics that will vary in length. Some will last the whole year and be revisited at different intervals. This will allow us to create exciting learning journeys and respond to the needs of the children. There will also be space for whole school topics, topics that reflect contemporary events (e.g. the Olympics or The Queen’s 90th Birthday etc.) and topics devised by the children or teachers’ personal interests. There is an increased focus on British History. Each year group will study the period from the Stone Age until 1066 from a different perspective, with increasing cognitive challenge as the children get older. This will also allow them to revisit periods of history and develop a stronger sense of chronology. We will continue to teach Mathematics and English daily as discrete subjects that link to the topics, wherever possible, to allow a comprehensive coverage of skills and provide opportunities to apply what has been learnt in different contexts across the curriculum.
We want parents/carers to be involved in their child’s learning. We will publish the curriculum on our school website with links to topic overviews and ideas to support your child. We will also text and email parents to let them know what we are learning about and provide an opportunity for parents to volunteer their expertise, artefacts or resources to enhance learning within school. We will also be holding forums and workshops, on different areas of the curriculum, to give an opportunity for parents/carers to find out more, ask questions and make suggestions.
The NC2014 is an exciting opportunity to try new things while keeping all that we love about our current curriculum. In essence, it is not very different. We will be keeping specialist music and sports teaching, philosophy, forest school and all that makes Brockley School special. It will allow us to create a tailor made curriculum that addresses the needs of our school community. It is a work in progress and will evolve over time.
http://www.theschoolrun.com/primary-literacy-glossary-for-parents – Link to website with terminology and language explanations