Welcome to Base 4 Pastoral meeting Tuesday 12th September 2017 Mrs Charlesworth

Being ready for the school day School uniform Encourage independence / self organisation skills Daily - Reading book and reading record PE kits – Base timetables for sport Homework, what to expect, need to be in on day requested and why this is important.

Uniform Label everything please! …including coats, shoes and especially PE kit Red jumper/cardigan in school every day No jewellery or nail varnish. Watches and stud earrings are acceptable (need to be removed during PE)

PE and Swimming PE is on Thursday and led by Mr Booth (Sportscape). Swimming is on Friday this term, however we may have additional lessons linked to our learning journey throughout the week so please ensure PE kits are in school everyday. Indoor PE kit Red t-shirt Black shorts Trainers/pumps Outdoor PE kit Red t-shirt Dark sweatshirt Dark jogging bottoms Trainers (with a good grip)

Meet and Greet Prompt start to the day for all Any relevant information /concerns shared sooner rather than later (if not dropping off – call school or send in note with child) Activities set up in class to engage children in learning Supervision – TA in class to meet the children

Our day... Monday Tuesday Wednesday Thursday Friday Meet and Greet time Morning English French/ English Guided Reading Break Maths Times tables and Arithmetic Afternoon Lunchtime Assembly Class Assembly Swimming Learning journey RE Reading / SPAG/ Spellings P.E Class story

Curriculum Planned around the class text where possible Holistic plans which link learning Whole school theme : Time Travellers Base 4 theme – Where in the world is Wrenbury? A topic based on our local area. Canals, trains, salt ... Local visits and visitors; including parents and guardians please! Creating land yachts Making bridges Patchwork quilt making Mapping PE – 2 hours a week (including swimming) French remains on a Friday with Madame Sharpe RE will be taught by Mrs Clarke on Thursday afternoon Curriculum

ACHIEVE A - asking questions C - concentrate H - help I - improve (resilience) E - engage V - value E - explore Awards given for this are very special and the children are aware of this.

Literacy- Reading Key focus this year Following each year group’s NC Reading – whole class story – book talk etc, group, individual Inferential Reading, ask questions: Who did that? Why do you think that happened? How would you feel if that was you? What do you think that character is thinking? What might they do next? Why do you think the author has done that? What would you have done? Why? Lots of reading needed – balanced diet of book/types feeds into getting good ideas for writing and building up a good vocabulary Each class has reading corner for book choices / library Daily reading at home which should be recorded in reading diaries. Really beneficial for all children to have an adult read alongside or to the child even in Y6!

Reading SATs Paper What does the Y6 Reading test look like? Reading booklet (usually 3-4 sections taken from different genre) Answer booklet with a series of questions linked to text Questions: 1 - 3 marks - multiple choice, matching , underlining, copying word or phrase, labelling, explaining, summarising, evaluating texts 1 hour allocated for reading and response time (no longer 15 mins reading and 45 mins answer ) SKILLS needed - to read at speed - read with attention to detail - understanding of text types - ability to retrieve information - ability to deduce and infer (read between the lines), - understanding the meaning of words and phrases in a range of context, - time management skills These are taught throughout the year so children are prepared Reading SATs Paper

The standards expected in reading at end of Y6 have risen, meaning the tests are harder now than they were in the past. New Expected Standard: Raw score (number correct) from test is converted into Scaled Score. To reach the Expected Standard a child must get 100 + as a Scaled Score. The thresholds are only released in July after the test. The raw score needed to get a scaled score of 100 will change each year depending on the outcomes of the test. If test is deemed easier then the raw score needed for a scaled score of 100 will increase. This happened this year. 5 more marks needed to get equivalent Scaled Score of 100.

Writing Writing – remains focus in school – writing at length and with stamina Literacy working wall Writing - a range of writing linked to or inspired by class text Sentence work – grammar and punctuation Children need to learn the terminology of the grammar they are using and that they not only use correct grammar but identify in other’s work too – SPAG tests. Spelling – investigating patterns, understanding the rules and being able to use when doing own spelling. Lots of homophones. 100 statutory words Y3/4 and Y5/6 – all are tricky words and not always words we use regularly. Challenging! Expected to be spelt correctly in independent writing Practice learning a few at a time and often. Don’t learn spellings night before test – often forgotten unless a child has a very good ability in retaining spellings – not many children can long term. Tips for learning: Mnemonics – Billy Eats Custard And Uses Sticky Eggs Visualise / highlight tricky part of word ‘ Parliament’ – Liam is a member of parliament. ‘Environment’ - Ron works for the Environment Agency ‘Accommodation’ – 13 guests stayed at the hotel with 2 double rooms– 13 letters in accommodation – double c, double m ‘cordate’ – make up silly stories …

Writing SATs Not a test Take a range of writing Look at the writing and see if the range of writing exemplifies what is expected at the Expected Standard – must consistently show ALL aspects of the expected standard statements If not does it show all aspects of Towards the Standard? If all the expected in place, is it even better and at greater depth? (2017 – all statements to met = ‘secure fit’; 2018 may consider ‘best fit’) Writing SATs

Interim teacher assessment framework at the end of key stage 2 - writing Working towards the expected standard The pupil can write for a range of purposes and audiences: using paragraphs to organise ideas describing settings and characters using some cohesive devices* within and across sentences and paragraphs using different verb forms mostly accurately using co-ordinating and subordinating conjunctions using capital letters, full stops, question marks, exclamation marks, commas for lists and apostrophes for contraction mostly correctly spelling most words correctly* (years 3 and 4) spelling some words correctly* (years 5 and 6) producing legible joined handwriting. Working at the expected standard The pupil can write for a range of purposes and audiences (including writing a short story): creating atmosphere, and integrating dialogue to convey character and advance the action selecting vocabulary and grammatical structures that reflect the level of formality required mostly correctly using a range of cohesive devices*, including adverbials, within and across sentences and paragraphs using passive and modal verbs mostly appropriately using a wide range of clause structures, sometimes varying their position within the sentence using adverbs, preposition phrases and expanded noun phrases effectively to add detail, qualification and precision using inverted commas, commas for clarity, and punctuation for parenthesis mostly correctly, and making some correct use of semi-colons, dashes, colons and hyphens spelling most words correctly* (years 5 and 6) maintaining legibility, fluency and speed in handwriting through choosing whether or not to join specific letters. Working at greater depth within the expected standard managing shifts between levels of formality through selecting vocabulary precisely and by manipulating grammatical structures selecting verb forms for meaning and effect using the full range of punctuation taught at key stage 2, including colons and semi-colons to mark the boundary between independent clauses, mostly correctly. [No additional requirements for spelling or handwriting.] * Detail in the curriculum

EPGS = English Grammar Punctuation and Spelling – fondly known as SPAG Both Y5 and Y6 have yearly content to learn. End of Year 6 EGPS SAT 2 tests Test 1 – 20 spellings – word in context of a sentence eg Sam was doing his work_____________. Sam was doing his work independently. Test 2 – Grammar and punctuation [40 minutes] Series of questions – identify, use and apply grammatical terms and features and punctuation eg Tick the sentence which is written in the past progressive? As we were talking outside, it was cold, we were shivering yet warmed by the subject matter...

Maths Following the year group’s NC (5 and 6) Maths Working Wall Times tables / division – learn as 4 x 6 not count on fingers so that can use the number fact eg 4 x 6 =24 over-learn so really well embedded and can use and apply eg 24 /4 = 6 or 40 x 6 = 240 or 240/ 60 = 4 or 0.4 x 6 = 2.4 or 2.4 / 6 = 0.4 Send home key facts to learn Continue with mental maths in school to support quick recall of facts

Maths SAT What does the Y6 Maths test look like? 3 tests Paper 1 – Arithmetic test - 30 questions in 30 minutes Formal calculations – 4 operations and applied to fractions and % Paper 2 – Reasoning – 45 minutes Paper 3 – Reasoning – 45 minutes SKILLS needed - know key facts - understand a nd use a wide range of strategies - to do formal calculations accurately and quickly - apply knowledge of key facts - unpick word problems – real world to maths world to real world - explain how have solved a problem or why answer is the correct answer

The standards expected in maths at end of Y6 have risen, meaning the tests are harder now than they were in the past. New Expected Standard: Raw score (number correct) from each test is totalled and then converted into Scaled Score. To reach the Expected Standard a child must get 100 + as a Scaled Score. The thresholds are only released in July after the test. The raw score needed to get a scaled score of 100 will change each year depending on the outcomes of the test. If test is deemed easier then the raw score needed for a scaled score of 100 will increase. This is the same as for the reading test.

Homework Rationale: Consolidate learning, practice a skill, manage own time What? Mymaths or other maths tasks Reading x 30 minutes daily Spelling - focus for week - continual learning of Y5/6 list and Y3/4 lists Additional tasks – writing / research… Expectations: time + effort = quality outcome

Playtime and Lunchtime Morning playtime Snack – from kitchen Healthy snack – encourage fruit Whole school out together – areas for different types of play, encouraging activity Lunch time – whole school have 1 hr for lunch All eat at same time Staff settle children Well-being Lunch Club once a week Afternoon break - 5-10 minutes Fresh air, toilet and drink stop to fit in with the class learning.

Well being We take well-being seriously Important that shared information between home and school – Meet and greet/notes Family/pet bereavement, someone in hospital/ unemployment, house move, parent split – ALL can impact on children even if not always obvious. Often children don’t want to upset the adult more by showing they are unhappy or worried. Children can worry about school, work, friendships etc. A happy child learns best! Well-being lunch club

Well-being lunches What do we want to achieve: Let every child know they matter Give every child a voice Encourage self-belief and for each child to know that they have someone who believes in them Build each child’s confidence to use their voice and share their problems Give each child someone who will listen to them (other than their teacher/teaching assistant) Make each child feel safe Ensure each child enjoys the time they share together and have fun Provide the children with strategies to ‘cope’ with difficulties Each child is well-known to adult beyond the classroom Build each child’s friendship groups across the school Meet for lunch in a group of 8/9 to have lunch with another adult who will be their ‘mentor’ This term’s focus is ‘understanding our emotions and feelings’.

Home time arrangements Keeping your child safe Changes to usual arrangements Walking to park to be picked up or walking home: must inform school of these arrangements – letter We can’t just let a child go.

Progress Meetings Baseline children in reading, writing, maths, spelling and SPAG Use information to target teaching for individuals, groups, whole class against end of year expectations Tracking grids Parent progress meetings across year: share how child is getting on in school, strengths and what need to focus on.

Parent partnership Teacher – child – parent Good parent partnership offers the best outcomes for the child Working together Supporting the learning process at home and in school Open door approach

Any concerns… Come and share How: Meet and Greet Note/letter to teacher Make an appointment for a mutually convenient time Phone call if can’t get into school (arrange time with Debbie when both teacher and self are free)

Any questions...