The CJS Challenge Club is online at www.cjschallengeclub.blogspot.com and is a blog designed by Miss Fogg with our Gifted and Talented pupils in mind.
It is an attempt for children to have a try at E-Learning - the setting of challenges online. Although designed with children in mind, they may need a little help from an adult in the first instance to set up a user name and password.
The idea is to log into the post which is relevant to the subject area your child has been identified as Gifted or Talented in, and try out the activity. Whether your child is on the G&T register or not, why not check the blog out – it’s a nice Christmas time filler for all the family!
Friday, December 15, 2006
Monday, December 04, 2006
CLEAN UP AFTER YOUR DOG!
The following letter was sent to Derby City Council’s Streetcare department by one of our concerned parents:-
“I'm writing to request that the 'clean up after your dog' signs are re-painted on the Flatts paths near Chellaston Infant and Junior schools. These were painted there whilst my son was at the infant school (probably around 2003) however when the path was widened and re-surfaced in the summer of 2005, they were never re-done. At the time when the signs were painted there, dog mess around the schools had been a particularly bad problem and it significantly improved once the signs were there.
In recent weeks the amount of dog mess there has been increasing. It is bad enough that we have to dodge it all when walking down Maple Drive (where signs would also be useful), but at least it isn't so busy there. The Flatts paths are very crowded during school run times so it is often impossible to see it before it is too late. This problem is particularly bad in the winter as I think dog owners just think it will be washed away with the rain. I am aware that it is being reported (I have done this along with other parents) and I saw someone cleaning it up today so of course am extremely grateful that the Council do respond. It is not always cleared up in time for 3.30pm however, possibly due to it not being reported early enough or maybe not at all. Also, even if it is cleared up, there is always more the next morning. It is almost as if some dog owners deliberately choose to use the paths as a toilet for their dogs because they are not well lit and so are less likely to be spotted leaving it there. The problem is made worse because as the paths are so busy it unavoidably gets spread around.
It is only a matter of time before it gets trodden into the school grounds or even a classroom (if it hasn't been already). I'm sure I don't have to express the health risks associated with this, let alone the unpleasantness for the staff in the schools that would end up having to clean it up. There are many people who use pushchairs around the schools, not only does this mean dog mess could be transferred into the playground by foot but also on buggy wheels. Furthermore it is not nice having to check and possibly clean buggies and prams everyday before bringing them into a house or putting them in a car.
There are several areas on the paths where big signs painted on the floor would be required:
at the start of each of the three paths off Maple Drive.
the entrance to Flatts path from the Walker buildings on High Street.
halfway along Flatts path from Maple Drive where the infant school grounds begin.
on the triangular tarmac area near the junior school.
I think there always was about 4 signs anyway, and there is only a need for additional ones due to there being a greater tarmac area in total. There may be signs on lamp posts but if there are, they are not visible enough and are obviously ignored. I think the signs on the floor worked well as they were so big that people would feel guilty not cleaning it up.
I hope you will consider this matter carefully. After all people campaigned hard to get the signs put there in the first place so I feel it only right that they are re-painted again. I think this should just have been done as a matter of course when the paths were re-surfaced. Many parents of children at the schools and local play groups feel strongly about this, I have particular cause to since last year my daughter fell over and ended up with dog mess all over her legs.
I would appreciate it if you could reply promptly to me about this. Please bear also in mind it would be helpful if the signs were painted there as soon as possible seeing as though the problem is particularly bad at the moment.”
“I'm writing to request that the 'clean up after your dog' signs are re-painted on the Flatts paths near Chellaston Infant and Junior schools. These were painted there whilst my son was at the infant school (probably around 2003) however when the path was widened and re-surfaced in the summer of 2005, they were never re-done. At the time when the signs were painted there, dog mess around the schools had been a particularly bad problem and it significantly improved once the signs were there.
In recent weeks the amount of dog mess there has been increasing. It is bad enough that we have to dodge it all when walking down Maple Drive (where signs would also be useful), but at least it isn't so busy there. The Flatts paths are very crowded during school run times so it is often impossible to see it before it is too late. This problem is particularly bad in the winter as I think dog owners just think it will be washed away with the rain. I am aware that it is being reported (I have done this along with other parents) and I saw someone cleaning it up today so of course am extremely grateful that the Council do respond. It is not always cleared up in time for 3.30pm however, possibly due to it not being reported early enough or maybe not at all. Also, even if it is cleared up, there is always more the next morning. It is almost as if some dog owners deliberately choose to use the paths as a toilet for their dogs because they are not well lit and so are less likely to be spotted leaving it there. The problem is made worse because as the paths are so busy it unavoidably gets spread around.
It is only a matter of time before it gets trodden into the school grounds or even a classroom (if it hasn't been already). I'm sure I don't have to express the health risks associated with this, let alone the unpleasantness for the staff in the schools that would end up having to clean it up. There are many people who use pushchairs around the schools, not only does this mean dog mess could be transferred into the playground by foot but also on buggy wheels. Furthermore it is not nice having to check and possibly clean buggies and prams everyday before bringing them into a house or putting them in a car.
There are several areas on the paths where big signs painted on the floor would be required:
at the start of each of the three paths off Maple Drive.
the entrance to Flatts path from the Walker buildings on High Street.
halfway along Flatts path from Maple Drive where the infant school grounds begin.
on the triangular tarmac area near the junior school.
I think there always was about 4 signs anyway, and there is only a need for additional ones due to there being a greater tarmac area in total. There may be signs on lamp posts but if there are, they are not visible enough and are obviously ignored. I think the signs on the floor worked well as they were so big that people would feel guilty not cleaning it up.
I hope you will consider this matter carefully. After all people campaigned hard to get the signs put there in the first place so I feel it only right that they are re-painted again. I think this should just have been done as a matter of course when the paths were re-surfaced. Many parents of children at the schools and local play groups feel strongly about this, I have particular cause to since last year my daughter fell over and ended up with dog mess all over her legs.
I would appreciate it if you could reply promptly to me about this. Please bear also in mind it would be helpful if the signs were painted there as soon as possible seeing as though the problem is particularly bad at the moment.”
Friday, December 01, 2006
Report for Parents of Children's Performance in Optional tests and Y6 SATs - May 2006
Introduction
This report is for parents’ information. It is a summary of a detailed report presented to governors and staff in September 2006. The first section deals with performance in years 3-5. The children are tested using government tests that are recommended for each year group. Tests give teachers a national curriculum level. This is compared to levels achieved in previous years’ tests. The difference allows us to measure the progress made by each child.
Section 1 - Progress in years 3 - 5
Children’s progress is measured in Writing, Reading and Maths. Next year we will be able to report also on progress in Science. The tables below show the percentage of children in years 3-5 who made progress in the three areas.
Year 3
Percentage of children in year group who improved by one or more sub-levels.
Writing 79
Reading 85
Numeracy 74
Year 4
Percentage of children in year group who improved by one or more sub-levels.
Writing 91
Reading 86
Numeracy 74
Year 5
Percentage of children in year group who improved by one or more sub-levels.
Writing 92
Reading 90
Numeracy 72
What does the data tell us?
Looking at years 3-5 shows that performance in numeracy lags behind that in Reading and Writing. It shows that consistently three quarters of children made progress. This was the target set for each class.
Performance in Maths is consistently below that in Reading and Writing. This has led to a review of how we use strategies for less able children in Maths. Springboard is a national program which supports children whose performance is slightly below average. This is run in each class and maths group. Children are identified using tracking data which the school uses for each pupil. Wave 3 is a new government initiative which is aimed at children well below average who have significant gaps in their knowledge. This is currently being trialled in years 3 and 4. Children were again chosen by using data of their current performance.
Section 2 – Analysis of year 6 SATs
Overall performance
This graph compares information for 2005 and 2006. Level 5 performance data has been added.
The table shows the percentage of children in year 6 who made progress in Reading, writing and numeracy.
Percentage of children in year group who improved by one or more sub-levels.
Writing 71
Reading 95
Numeracy 95
71
95
95
What does this tell us?
Performance in numeracy improved by 1 percent overall with level 5s up by 4 percent. Science was the same at 97 percent with level fives down by 2 percent. English level fours were down by 14 percent and level fives by 19 percent. The drop in level 5 was expected and the level 5 target of 34 percent was achieved as were the level 4 and 5 targets in numeracy.
Reading scores stayed in line with 2005. However, writing scores fell back to their pre-2005 position. The table above shows writing performance is significantly below that of numeracy and reading. This is still above national and local levels. The improvement of writing across the school is a key area in the school’s improvement plan in 2006-7 and for schools locally and nationally.
Teachers are having extra training and children are being trained to write, focusing on elements of writing in different types (letters, reports, stories for example). They are being shown how to assess their own writing and that of others. This will lead to children suggesting how they can improve their own writing.
Conclusion
The data in this report has been used as part of the school’s self-review process. The issues of numeracy in years 3-5 and writing across the school are currently being addressed. If you would like to comment on this report please use our blog facility. If you would like any help with this report please contact Mr. Robertson or Mrs. Drake.
We welcome your comments.
This report is for parents’ information. It is a summary of a detailed report presented to governors and staff in September 2006. The first section deals with performance in years 3-5. The children are tested using government tests that are recommended for each year group. Tests give teachers a national curriculum level. This is compared to levels achieved in previous years’ tests. The difference allows us to measure the progress made by each child.
Section 1 - Progress in years 3 - 5
Children’s progress is measured in Writing, Reading and Maths. Next year we will be able to report also on progress in Science. The tables below show the percentage of children in years 3-5 who made progress in the three areas.
Year 3
Percentage of children in year group who improved by one or more sub-levels.
Writing 79
Reading 85
Numeracy 74
Year 4
Percentage of children in year group who improved by one or more sub-levels.
Writing 91
Reading 86
Numeracy 74
Year 5
Percentage of children in year group who improved by one or more sub-levels.
Writing 92
Reading 90
Numeracy 72
What does the data tell us?
Looking at years 3-5 shows that performance in numeracy lags behind that in Reading and Writing. It shows that consistently three quarters of children made progress. This was the target set for each class.
Performance in Maths is consistently below that in Reading and Writing. This has led to a review of how we use strategies for less able children in Maths. Springboard is a national program which supports children whose performance is slightly below average. This is run in each class and maths group. Children are identified using tracking data which the school uses for each pupil. Wave 3 is a new government initiative which is aimed at children well below average who have significant gaps in their knowledge. This is currently being trialled in years 3 and 4. Children were again chosen by using data of their current performance.
Section 2 – Analysis of year 6 SATs
Overall performance
This graph compares information for 2005 and 2006. Level 5 performance data has been added.
The table shows the percentage of children in year 6 who made progress in Reading, writing and numeracy.
Percentage of children in year group who improved by one or more sub-levels.
Writing 71
Reading 95
Numeracy 95
71
95
95
What does this tell us?
Performance in numeracy improved by 1 percent overall with level 5s up by 4 percent. Science was the same at 97 percent with level fives down by 2 percent. English level fours were down by 14 percent and level fives by 19 percent. The drop in level 5 was expected and the level 5 target of 34 percent was achieved as were the level 4 and 5 targets in numeracy.
Reading scores stayed in line with 2005. However, writing scores fell back to their pre-2005 position. The table above shows writing performance is significantly below that of numeracy and reading. This is still above national and local levels. The improvement of writing across the school is a key area in the school’s improvement plan in 2006-7 and for schools locally and nationally.
Teachers are having extra training and children are being trained to write, focusing on elements of writing in different types (letters, reports, stories for example). They are being shown how to assess their own writing and that of others. This will lead to children suggesting how they can improve their own writing.
Conclusion
The data in this report has been used as part of the school’s self-review process. The issues of numeracy in years 3-5 and writing across the school are currently being addressed. If you would like to comment on this report please use our blog facility. If you would like any help with this report please contact Mr. Robertson or Mrs. Drake.
We welcome your comments.
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