Field Work: A Comprehensive Approach
Field work is a fundamental practice in translating knowledge into action, with roots dating back to ancient times. It entails planned interaction with real-life situations to perceive, understand, and bring about positive change. Beginning with educational visits to social welfare agencies, students gain insight into program objectives, administration, and finance. Through observation and listening, they learn without judgment, providing practical suggestions when asked. Reports on these visits enhance learning and expression skills, broadening their perspective.
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Presentation Transcript
Welcome to Perryfields Primary School. Growing and Learning Together
Our Mission To provide a rich, inspiring and engaging environment to develop lively, enquiring minds and confident communicators. Vision for Learning Our school community works as one to ensure that pupils receive a rich, inspiring and engaging education. Every child is taught the knowledge and skills to become independent lifelong learners, aspiring to the highest standards of achievement in all aspects of their life.
Our Values and Curriculum Drivers Our 12 Values Our School Drivers Collaboration Honesty Perseverance Enrichment of vocabulary/language communication, including oracy Confidence Independence Respect Personal Development Courage Kindness Responsibility Building Learning Power the 4R s: Happiness Patience Tolerance (Resourcefulness, Reflectiveness, Reciprocity and Resilience)
Building Learning Power (BLP) Children use the 4 R s from BLP to help them become more independent learners:- Resourcefulness Resilience Reciprocity Reflectiveness
Introduction to our Senior Leadership Team Head Teacher Deputy Head Inclusions Manager Business Manager EYFS Lead Y1 & Y2 Phase Leader Y3 & Y4 Phase Leader Y5 & Y6 Phase Leader Mrs Jones Mr Spittle Mrs Holtham Mr Kirby Mrs Holtham Mr Harris Mrs Houghton Mr Billings Family Link Workers Please see our school website for all staff names and subject responsibilities. If there are any concerns about your child, please arrange to speak to or meet your class teacher first. If you have any further concerns, please contact your Phase Leader. Mrs Bryan/Miss Maskell
Contact Details At the beginning of every new school year, we send home paper copies of the Contact Forms that we hold securely in school. This includes all of the important information that we hold on SIMS including addresses, telephone numbers, medical information etc. It is vital that you check the accuracy of the information and return it to school without delay. If we do not have updated contact details for your child, this means that in the event of any real emergency, we have no means of contacting you. We require 3 emergency contacts for each child. Please note that the people named will be contacted in the order in which they are listed on the completed form. Please look closely for the tick box giving photo consent on the contact form.
Consent for Photographs With the changes to the Data Protection Act 2018 (GDPR), we need to have your consent to take your child s photograph. As part of our evidence for learning, staff in school take photographs of individual children and groups which are then placed in exercise books. We do not use these pictures elsewhere unless we have your full consent to do so. With this in mind, we have clarified the consent sought for photographs so that parents/carers are fully informed. Please make sure that you read the Consent for Photographs letter when it is sent out in September and return it as soon as possible. Please look closely for the tick box giving photo consent on the contact form.
Class Charts Positively Promoting Learning and Behaviour Class Charts is used to monitor the learning behaviours of pupils. It instantly reinforces the choices that pupils make, recognising both positive and negative behaviours that have been displayed in school. Parents are invited to engage with Class Charts so that, as soon as a point has been issued, they are notified, enabling them to have a supportive conversation about their child s positive achievements or negative behaviours. From September 2023, we are adopting a restorative approach to behaviour management. Restorative practice is built on values which separate the child from the behaviour and develop strong and trusting relationships. It aims to support pupils in developing their ability to self-regulate and reflect upon their actions, whilst allowing them to build, maintain and repair relationships with staff and peers.
Class Charts Positively Promoting Learning and Behaviour Class Charts points fit alongside our 3 school rules, Ready, Respectful, Safe. For example: Ready Correct full uniform worn, correct PE uniform ready, homework completed, being attentive etc Excellent manners, living our school values, give everyone a turn, actively listening to the speaker, showing kindness, sharing resources, respecting our school environment and equipment etc Respectful Safe Following rules and routines, moving around safely Wonderful Walking, playing safely, using equipment sensibly, playground conduct, orderly lining up etc Praise Assembly All the efforts and achievements of pupils, both in and out of school, are recognised during Praise Assembly every week.
Class Charts Positively Promoting Learning and Behaviour Low Level Behaviour Management STEP 1 Before a negative behaviour point is allocated, staff will address pupils and always give the appropriate number of reminders of the expected behaviour allowing for them to put things right and show responsibility. If the negative behaviour continues after a member of staff has given an appropriate number of reminders, relative to the needs of the child, there will be a private warning outlining the behaviour and the consequences if it continues. If the behaviour continues, the pupil will be asked to move to the reflection table within the classroom. This will be recorded as negative behaviour point on Class Charts. STEP 2 STEP 3 STEP 4 If the pupil continues the behaviour, they will be asked to move to the parallel classroom. STEP 5 Following the incident, there will be a restorative conversation with the member of staff. On occasion, situations may arise which warrant a different type of consequence, such as a lunchtime or after-school detention. Serious breaches could result in fixed term suspension or exclusion at lunchtimes.
Class Charts Positively Promoting Learning and Behaviour More Serious Behaviour Incidents Occasionally, children make the wrong choice and behave in such a way that can affect the safety and learning of others. In such situations, parents/carers will be informed and meetings held with Senior Staff/SENCO to ensure that the right support is in place. Unfortunately some more extreme behaviours could result in a Fixed Term Suspension i.e. sessions missed from school and work provided, being collected and taken home for lunch time etc Please refer to our school s Behaviour Policy
Class Charts Promoting Wellbeing Class Charts can also be used monitor the wellbeing. Using this tool, you can instantly inform the school of any appropriate information so that staff are ready to support children as appropriate.
Our School Website and Class Blogs Please visit our school website where you will find important information. Including newsletters, policies, procedures, calendar dates, information regarding Educational visits , lunch menus and a lot more. Please take the time to take a look. Class Blogs Each class has a Class Blog on the website, which provides lots of curriculum information, homework, daily lessons, photographs and a lot more. Please take a look and feel free to add a comment. If you want to know what your child has been learning, the best place to visit is their Class Blog.
On-line Safety This is a real priority, particularly as we are often faced with incidents that could potentially place children at risk. In the meantime, please take a look at the on-line safety leaflet on the website for information. Please take time to watch the links as they are very informative. The best advice is to always be the POS (parent over shoulder) so that you are fully aware of your child s online activity. From experience, most of the incidents have occurred when the child has been left to access their devices when not in the presence of a parent/carer. Please continue to check your child s on-line use and ensure that they are not accessing apps, sites etc that are not age-appropriate.
Social Networks Children attending Perryfields Primary should not have access to Facebook, Instagram, Tik Tok or other similar sites. The minimum age is 13 years old. We also ask that parents/carers refrain from using social networking sites to share any school-related concerns/issues. We have excellent lines of communication which are available to all parents/carers. Please make use of them to keep us informed of any issues that might be concerning you. The school does have a FaceBook and Twitter account which we use to share good news stories and events.
Attendance Excellent attendance at school is a crucial factor to enable your child to make excellent progress and reach their full potential. Last year, the overall attendance for this year group was 92%. Which means that on average, half a day of learning per week was missed. Although we understand that pupils are occasionally ill, there is a growing number of pupils who are not brought to school by parents on a regular basis and therefore, the children have poor attendance. We need you to work with us to improve our attendance overall. Please note that holiday leave during school term is generally not authorised unless there are exceptional circumstances. Sadly, we have a growing number of parents who feign illness to avoid being issued a penalty notice for taking unauthorised holiday during term time. Please be honest from the start as the children do like to talk about their experiences. If we have reason to believe that this is the case, the absence will not be authorised.
Attendance and Punctuality We consider punctuality to be very important and helps to form habits for life in the future. Punctuality is also very important to ensure the best possible start to the day. Being late for school reduces learning time and if your child is 5 minutes late every day, they will miss three days of learning each year. An average attendance of 80% or less across a child's school career adds up to missing a whole 2 years from school. Added to which, lateness and a disregard for punctuality does not instill the right attitude towards school and learning. Please note your child finishes school at 3:20pm (unless attending an after school club or POSH) therefore please ensure they are collected on time. If in the event of an emergency, contact the school office to inform us that you will be late.
Uniform Any children not wearing school shoes (except for those who are medically exempt) will be asked to wear their school P.E. black pumps. If they don t have any in school, the school will provide pumps for the day. As an inclusive school, we are aware that a different approach for some children is needed. In these circumstances, alternative arrangements will be made. School uniform is available to order from A Oakes in Rood End, Clive Marks in Bearwood or Somal Fashions in Quinton. The wearing of jewellery is not allowed, with the exception of a standard watch and earrings which must be plain, small studs, for safety reasons. Even these will have to be removed for P.E. We do not allow earrings to be covered with a plaster. Jewellery may be worn for religious or cultural reasons, with appropriate safety precautions. Please note that children should not wear nail varnish to school. ALL CLOTHING SHOULD BE CLEARLY LABELLED WITH YOUR CHILD S NAME.
Uniform- Girls Grey pinafore dress Green gingham dress (Summer) Grey skirt /trousers/shorts Green cardigan or V-neck sweatshirt embroidered with Perryfields logo (optional) White shirt Green fleece (optional for outdoor use only) Green or grey tights/ grey or white socks Tie red/green Black sensible shoes no trainers or boots
Uniform - Boys Grey trousers/shorts Green cardigan or V-neck jumper embroidered with Perryfields logo (optional) Green fleece (for outdoor only) Grey or black socks Tie red/green Black sensible shoes no trainers
Uniform - PE Draw string sports bag PE T-shirt house colours (ideally with school logo) Black PE shorts Black pumps for indoor Trainers for outside Grey or black tracksuit (optional for colder weather) Towel/trunks (not Bermuda)/ costume (not bikini) for swimming lessons.
Perryfields Primary School Welcome to Year 3
Willow Class Mrs Millward Emerald Class Mrs Haydon and Mrs Reader Support staff - Miss Maskell, Miss Phillis (am) and Miss McGettrick (pm)
In Year 3: The school day finishes at 3.25pm Children enter via the school main playground doors and exit via the Y1 doors (Willow through Marmalade and Emerald through Amber). Coat pegs for both classes are downstairs; lockers for Willow Class are upstairs. There is no set break time in the afternoon teachers decide whether the children require a brain break .
Children are encouraged to be more independent now that they are in Key Stage 2 Support staff will not be checking book bags children are encouraged to hand in homework, letters and money themselves as well as asking to change reading books when needed Children will need to bring their water bottle, reading record/planner, reading book and spelling book into the classroom EVERYDAY Please ensure you child has the correct PE uniform which should include: their house colour t-shirt, black shorts or joggers, black pumps and trainers for outside PE. PE will be on a Wednesday and Thursday.
We will provide alternative spelling practise for those children who need a different approach. Some children will be secure in all phonics phases and will be learning the Y2 and Y3 spellings through the No Nonsense Spelling programme. Handwriting practice will also feature strongly in these sessions, as all children are expected to join their writing by the end of Year 3.
Homework Will be set weekly on a Friday. In addition, children will be expected to practise set spellings (NNS) for the Friday test Please continue to listen to your child read as well as sign their planner, having asked them questions about the text to improve comprehension skills It is also important to practise times tables: 2x, 3x, 4x, 5x, 8x, 10x
Knowledge Rich Curriculum (KRC) Year 3 Knowledge Rich Curriculum YEAR GROUP SPECIFIC - Autumn term From the Stone Age to the Bronze Age Educational visit Lapworth Museum of Geology (Nov) TOPICS TRIPS DATES RESIDENTIALS? Birmingham and Beyond Educational visit a bus tour of Birmingham s landmarks (March) - Spring term - Summer term Extraordinary Egyptians Educational visit from the history man (June)
Reading Success in reading is fundamental to becoming a successful learner. It is not a performance or a race to the next book or band colour. Reading is all about enjoyment, learning and developing understanding about the world around us Comprehension Being able to read the words does not necessarily mean you understand what you have read Your child might sound like a good reader but may not necessarily understand what the text means The best way to develop understanding is to talk about texts and ask questions about what you have read together
Reading The Teaching of Reading in School Whole class teaching of reading Cracking Comprehension Independent reading Reading for pleasure Focused reading activities Reading across the curriculum Class novels, stories and poems The Teaching of Reading at Home Should be fun and enjoyable Share a book for at least 10 minutes a day and TALK about them Sit and listen - don t do chores whilst your child is reading Explain the meaning of new words Check their understanding of what they have read by asking lots of questions Boys need to see that reading is something men do
Writing KS2 Terminology (needs to be known by the children) Year 3: Preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, vowel, inverted commas (or speech marks ), apostrophe
Writing KS2 Punctuation (to be taught, learnt and consolidated in following years) Years 3 and 4: - using commas after fronted adverbials [Amongst the trees, .] - place the possessive apostrophe accurately in words that are singular [for example, the duck s beak] - using and punctuating direct speech.
Writing KS2 Sentence Structures Years 3 and 4: - extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although, despite, nevertheless - using conjunctions, adverbs and prepositions to express time and cause - using fronted adverbials [Under the moonlight, ]
Maths Builds on concepts taught in Year 2 but in greater depth, including: The four operations (x + - ), fractions, measure, statistics and shape and space Lessons focus on fluency, reasoning and problem solving Teaching of life skills such as time and money needs to be supported by work done at home Times tables clubs continue Children need to achieve full marks three consecutive times before they can move up. These are available to practice on the school website
Times tables test This cohort will take the national times table test in June 2025, in Year 4 Tests all the times tables up to 12 x 12 Online test taking about 5 minutes 25 questions, 6 seconds per question In preparation for this, we need to secure the x2, x3, x4, x5, x10, x11 before during Year 3 Please work on x2, x5 and x10 over the summer Tools to help with times tables .
Websites to help (with times tables and other areas of maths) www.mymaths.co.uk www.timestables.co.uk www.mathschase.com www.purplemash.co.uk www.transum.org/software www.mathsisfun.com https://ttrockstars.com/ Children will stick their logins into their planner to enable them to access homework and other resources.
