1. education
2. school

BARNES PRIMARY SCHOOL—NEWSLETTER
EDITION 24 5TH MAY 2015
This week’s photographs show a variety of models made by
Year 3 pupils as part of their Romans learning theme.
Overall teaching is outstanding. Workbooks reveal that
many pupils are reaching very high standards for their age
and this is a direct result of the quality of teaching. The
principal features of the best teaching were:


Run for Rusuzumiro (all parents)
Everyone had enormous fun on Friday morning of last week
as we all ran to raise money for our link school in Rwanda.
Some pupils showed extraordinary ability to run non-stop
for an extended length of time. Bella Williams and Thomas
Welton in Year 5 completed over 20 laps of Vine Park! They
only stopped because the allotted time for their year group
had come to an end. Please could I now ask the whole
community to collect the sponsor money and hand it in to Jo
or Charlotte. Remember:
£4.50 pays for one child's school lunch for 30 days.
if every child at Barnes Primary could raise £10 we will be a
long way to feeding every single child in Rusuzumiro for 30
days.
Lower Key Stage 2 Review – April 2015 (all parents,
especially those with pupils in Years 3 and 4)
A very successful one day internal review of teaching, learning and provision in Lower Key Stage 2 (Years 3 and 4) took
place on Tuesday of last week. The review was conducted by
Mark Hartley, Sue Jepson and Margo Rodrigo. Teaching was
observed, pupils’ workbooks were scrutinised and a random
selection of pupils were interviewed. In addition, all members of the Lower Key Stage 2 team contributed to an extended presentation where they outlined their vision for the
future development.
The quality of teaching and the quality of provision are currently the strongest they have ever been in this part of the
school. Some of the main strengths are outlined below.







strong teacher subject knowledge
well-conceived lesson structures, thoughtfully designed
at the planning stage
a brisk, purposeful and business-like lesson pace
efficient and effective use of the learning time available
frequent opportunities for highly productive pupil talk
teachers introducing new vocabulary into lessons and
expecting pupils to use new words and terms
effective modelling of examples (illustration – so pupils
knew what to do) and expectations (aiming for a high
standard – such as presentation expectations)
thoughtful questioning, including the use of probing,
supplementary questions
teachers’ attention to detail: at both the planning and
delivery stages.
Provision is outstanding. Pupils enjoy a rich, broad and
balanced curriculum experience. They enjoy the books that
English units of learning are based around. They embrace
the greater challenge within the mathematics curriculum.
They enthuse about the learning themes. For example, Year
3 pupils spoke excitedly about the prehistory theme:
Changes in Britain since the Stone, Bronze and Iron Ages.
There is a strong, noticeable Lower Key Stage 2 team
ethos, along with purposeful leadership. This has created a
shared vision, consistent expectations and continuity in
systems and procedures.
BARNES PRIMARY SCHOOL—NEWSLETTER
EDITION 24 5TH MAY 2015
As ever there is more that can be achieved. The following
recommendations for future consideration and action were
agreed:
More time needs to be spent on teaching science and
more opportunities for practical data handling are
required. Both issues could be resolved if teachers taught
an extra one hour lesson of science a week and ensured that
this provided opportunities for data handling work. In
addition, there would be scope for more practical
measurement – a key component in the new mathematics
curriculum.
Much has been achieved in developing a robust system for
teaching spelling. The very positive steps taken should be
built upon so that pupils are able to meet the significantly
enhanced challenge posed by the higher expectations for
spelling contained in the new primary curriculum. Teachers
might also consider correcting a few more spelling errors
when marking.
Some significant positive developments have occurred in
the learning environment. The redesigned shared area is
comfortable and attractive. It is now clearly demarcated
and well used for a range of purposes. Pupils spoke glowingly
about this, stating how much they enjoyed reading in this
space. The considerable time invested in the redesign and
the major reorganisation of reading provision is greatly
appreciated by pupils.
Major strides have been taken to strengthen the
transitional arrangements between Year 2 and Year 3. A
wide range of successful, mutually supportive strategies
have been put in place. The initiatives that have been
introduced have been recognised by parents who are
appreciative of the efforts made. There is now considerable
satisfaction amongst the parent body about how transition
between the Key Stages is organised and managed.
A high expectations culture, combined with firmly embedded
systems has resulted in pupils displaying a very positive
work ethic. They enter the classroom in the morning and
expect to learn. They appreciate, and accept, that they must
work hard, remain focused and actively contribute. Very
impressive levels of motivation are in evidence and a
negligible amount of learning time is negatively affected by
poor behaviour. Pupils work well together, learning from each
other, and there is a strong sense of a community of
mutually supportive learners.
The quality of talk – by teachers and by pupils –
continues to improve. In general teachers regulate their
own talk well. They usually refrain from over explaining,
repeating themselves or repeating what pupils say. They
introduce sophisticated vocabulary and, increasingly, they
talk with clarity, precision and coherence. In this way they
offer a quality model for pupils to draw upon. Pupils know
that they are expected to be clear and specific when they
speak. They realise that they will be politely challenged by
their teachers if they fail to explain themselves clearly.
A major transformation of the organisation, display and
range of reading material is taking place. Pupils speak
excitedly about these developments. The good work that has
taken place should continue. Classteachers should consider
the way reading books are organised and displayed in their
classrooms. Teachers might also try to get to know some of
the available texts and recommend these to pupils. They can
also offer close support (personally, or through additional
staff) to lower attaining pupils who find choosing a suitable
reading book more challenging. The positive developments in
the quality of reading journals can also be built upon.
Strong progress has been made in redesigning the Lower
Key Stage 2 curriculum offer so that it reflects the
content and expectations of the new primary curriculum. An
outstanding curriculum is never static: it evolves and
develops over time. Teachers are asked to continue to shape
and refine their curricula, building upon the effective work
that has already taken place.
There is clear evidence of the emergence of feedback
dialogues taking place following teachers marking pupils’
work. If this develops and becomes firmly embedded it has
the potential to become a key element in raising academic
standards. Pupils need to see teacher generated models of
the way they might respond to teacher’s written comments.
Handwriting standards are rising (as is the standard of pupil
presentation), but there remain a small number of pupils –
some of whom who have joined the school late – whose
progress is impeded by poor handwriting. Teachers should
ensure that regular, sharply focused learning sessions are
provided on an ongoing basis. This is an issue that never goes
away and must continually be returned to.
BARNES PRIMARY SCHOOL—NEWSLETTER
EDITION 24 5TH MAY 2015
The Lower Key Stage 2 Team believe that their principal
targets for future development and improvement are to:





embed the curriculum changes made in response to the
new primary curriculum
implement the new assessment procedures from the
start of the 2015-16 academic year
increase the amount of data handling taught (through
practical contexts – in science)
update and refine the system for teaching spelling and
further enriching pupils’ phonic knowledge
increase the amount of teaching time dedicated to
religious education.
Emerging: a minimum of 25% of the objectives met
(including some KPIs). If less than 25%, use the previous
year’s objectives
Developing: Approximately 50% of KPIs met, along with
broadly 50% of the objectives
Secure: Approximately 80% of KPIs and 80% of the
objectives met
Mastery: 100% of KPIs met and 100% of objectives met.
The curricula for maths, science and spelling are far harder
than they were previously, before the new primary
curriculum
was
introduced.
The
expectation
for
performance standards in all year groups has been raised
significantly. The top performing educational districts for
mathematics (Shanghai-China; Singapore; Hong Kong–China;
Chinese Taipei; South Korea; Macao-China and Japan) all
follow a mastery approach. What does this involve?




Assessing pupils’ performance – article 2 (all
parents)
Last week I mentioned that from September 2015 the term
‘Level’ will be replaced by the term ‘Year’. For reading and
writing the three ‘sub level’ performance grades ‘A, B and C’
will be replaced by four terms:
emerging (well below the expectation for the year group)
developing (slightly below the expectation for the year
group)
secure (at the expectation for the year group)
proficient (above the expectation for the year group).
Teachers will refer to these four terms as performance
tiers.
In mathematics, spelling and science a similar approach will
be taken. But there will be one important difference. There
will again be four performance tiers, but unlike with reading
and writing there will be a ceiling on the assessment of pupil
performance. That means that the top performance in any
year group will be mastery of that year’s learning
objectives. So, for example, a very high performing Year 4
pupil will be awarded Year 4 mastery. That pupil will not be
assessed against the Year 5 objectives.
securing learning before moving forward
ensuring frequent opportunities for overlearning (going
over the same concept in different ways to absolutely
master it)
providing a wide range of opportunities for pupils to
apply what has been learnt in a range of different
contexts
in general, trying to keep pupils together, rather than
creating the circumstances where huge gaps in the
performance of different pupils emerge.
We will continue to support all pupils to reach the highest
possible standards. It is our view that following a mastery
approach for these three subject areas will enable pupils to
reach ever higher standards in these three important areas
of the curriculum. Further information about why we have
decided to make this distinction between reading/writing
and mathematics, science and spelling will follow next week.
Caterlink Discover Days
Our first Caterlink Discovery Day took place last week - it
was most successful. So much so, that we will do a Discovery
Day each term. On this occasion pupils were introduced to
curly kale, a highly nutritious vegetable. See BPS website
for the recipe for Brownies! Key Stage 2 pupils commented
as follows:
Curly kale cake was delicious – please can we have more!
(lots of requests)
The curly kale cake was outstanding
kale is so nice
Can we have more curly kale – it is so tasty
I have never eaten so much green stuff in my life!
Curly kale is amazing.
Sainsbury’s vouchers
Please would everybody who shops at Sainsburys be kind
enough to collect school vouchers. This time around we will
use the vouchers collected to purchase additional
playground equipment and cooking equipment.
BARNES PRIMARY SCHOOL—NEWSLETTER
EDITION 24 5TH MAY 2015
News in Brief
Attendance last week was 97.6%. This is a pleasing outcome.
We continue to make strong progress towards reaching our
year average target of 97.2%
Hats on hot days: when it is very sunny we would like
children to wear a hat please so that they are not over
exposed to the sun.
Scooters – thank you for your support in ensuring pupils do
not scoot within the school premises. Please could I also
politely remind parents that scooters should not be brought
into the school premises
Cycling – you will notice that some of the new bicycle stands
are now being installed. As soon as these are complete
please could I ask parents not to park bicycles on the fence
immediately opposite the steps leading down from the Key
Stage 2 site. This will help prevent congestion at one of the
school’s busiest spots
Ice creams – staff would really prefer it if the ice cream
van that visits the school at 3.10 pm each day didn’t do so.
On Friday I watched a mother trying to manage a small
wailing child who wouldn’t accept that she had said ‘no’ to
buying an ice cream. I felt great sympathy for her. The
school cannot ask the ice cream van owner not to visit (he
has every right to do so). Of course if no parents bought
from him he would soon stop coming!
Football and netball results – our girls’ team did a fantastic
job in reaching the borough final. Unfortunately there they
were comprehensively beaten by St James. Borough runners
up is still most impressive. In netball our team finished third
in the borough – another impressive outcome.
Lost property – with the warmer weather pupils tend to
take off their sweatshirts more. Please can they be named
so that they can be returned if misplaced. As stated
previously we will not store any lost items of property longer
than a week. If items are not claimed within that time they
will be placed outside at the end of the school day and
available for any parent to take (whether they are named or
not). It is so important that we develop pupils’ sense of
responsibility for their personal items.
Fit for Sport - May Half Term Kids Camp - Tuesday 26th
May- Friday 29th May
Stay Active this Half Term with Mr Sam and the Fit For
Sport Team!
Join the Fit For Sport team during half term for a week of
exciting, engaging activities, sports and crafts! There will be
a variety of sport specific activities, including tennis,
cricket, tag rugby, football, athletics and gymnastics as well
as activity challenges, parachute and circle games, talent
shows, craft activities, obstacle courses and trips to Vine
Park!
Class Photographs - On Thursday and Friday this week
(7th & 8th May) the children will have their class
photographs taken. Please see the attached timetable. We
are very excited to announce that Kirsten Labor has taken
on the role as school photographer. Kirsten is a parent at
the school and we consider ourselves extremely fortunate
to have her. Details on how to order will be sent out next
week. Year 2C parents, please note that an alternative slot
will be arranged with Kirsten. The date will be communicated
to you separately.
Nepalese Earthquake - we were all shocked and saddened
by the devastating earthquake in Nepal last week. We have
placed a collection box in the KS1 reception for children and
parents to donate money should they wish. All donations will
be transferred to the Disasters Emergency Committee
(DEC) fund, after school on Friday. Thank you for giving
generously.
Finally some very good news: James O’ Donnell will be
starting a phased return to work on Monday 11th May. In the
first instance James will be working part-time as a non-class
based support teacher.
BARNES PRIMARY SCHOOL—NEWSLETTER
EDITION 24 5TH MAY 2015
Music Examination Success
Congratulations to the following children who recently
passed music examinations.
Thank you to Natalia for her ongoing, excellent teaching and
support of these pupils.
Recorder
Grade 1
Ella Musson, Rose Armitage, Yasmin Dhillon, Emma Dickinson,
Will Garofalo, Millie Harvey, Josephine Lewis, Georgie Pass,
Annie Williams and Zoe Young
Grade 2
Mo Lessey
Grade 3
Oliver Dawson, Lucy Garrett, Emily Musson and Izzy Rulten
Grade 4
Cleo Badrock and Elizabeth Pass
Grade 5
Annabel Shone
Piano Grade 1
Pippa Harkin, Tom Williams, Arthur Keogh and Ella Slone
French Horn Grade 2
George Garofalo
Singing and Harp Grade 3
Saskia Maini
Community Notice
First ever football match played under FA rules to
be recreated in Barnes
Teams from Barnes and Richmond will be re-creating the
first ever game of Association Football at Barn Elms playing
fields on Sunday May 10th.
The rules of modern football were drawn up in 1863 by
Barnes Resident Ebeneezer Cobb Morley and the first ever
match was played by Barnes FC.
The match has been recreated to raise funds for 31 year
old Barnes resident and keen footballer Stuart Brookes
(pictured below with his son), who is suffering from a rare
form of cancer. There is currently no treatment available
for Stuart in the UK and his only hope is to enrol him on a
clinical trial in Washington DC. The treatment costs
£150,000.
Match organiser Nigel Stone says “Time is not on our side,
doctors say Stuart only has 18 months to live, but Stuart
can survive. His friends and family have a plan - a locally
driven campaign called ‘Stuart’s Goal’. They have organised a
few events so far including a special charity screening at
The Olympic but the football match is their biggest yet.
The match which will kick off at 2.30pm aims to be a great
family event. There will be catering by the brilliant Brown
Dog and food and refreshments will be sold in aid of the
appeal. For kids there’ll be a bouncy castle and other surprises.
You can read about Stuart’s fight here: http://
dmtrk.com/176W-3CKS9-E6PA61-1L0EP0-1/c.aspx, donate
to Stuart’s appeal here: http://dmtrk.com/176W-3CKS9E6PA61-1L0EP1-1/c.aspx and go to the match to express
your support. Do spread the word.
Barnes bulb bank
We would like to celebrate the achievements of all pupils
who take music exams, please let Jo know the details.
If you are planning to throw your spring bulbs out after
flowering why not donate them to our bulb bank? We plan to
plant up flowering beds around the school with unwanted
bulbs for a colourful display next spring. Labelled tubs have
been placed outside each Key Stage reception area. Please
leave leaves attached to the bulbs.