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

2. 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.

3. 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)

4. 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)

5. 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

6. 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

7. 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

8. 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.

9. 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!

10. 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: 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

11. 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 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.

12. 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 …

13. 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

14. 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

15. 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...

16. 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

17. Maths SAT What does the Y6 Maths test look like? 3 tests
Paper 1 – Arithmetic test 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

18. 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 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.

19. 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

20. 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 minutes
Fresh air, toilet and drink stop to fit in with the
class learning.

21. 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

22. 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’.

23. 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.

24. 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.

25. 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

26. 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)

27. Any questions...