Spring Term 1 2026
Grafton Primary School Newsletter
Grafton Primary School Newsletter
Dear Parents and Carers,
February can be a challenging month—cold, wet, and with the newness of January fading. However, the spark of light we see when our pupils passionately explain what our term value, "Determination," means to them, or the joy they experience on off-site visits to places like the Science Museum and the Synagogue, truly brightens our days.I want to extend a heartfelt thank you to the parents who attended yesterday’s Headteacher Forum Meeting. We had a meaningful discussion about Religious Education at Grafton, including our enriching visits to places of worship. I am proud that we are an inclusive school, welcoming and respecting all people from diverse faiths and beliefs. Thank you also to all parents who have supported us this term—whether by volunteering on school trips or assisting with reading in school. Your involvement is invaluable and greatly appreciated.
Wishing everyone a fabulous half-term break!❤️
R Rose Class
This half term, Rose Class have been busy reading lots of traditional tales such as The Three Little Pigs, Jack and the Beanstalk and Goldilocks and the Three Bears. The children have built bridges for the Three Billy Goats Gruff, designed houses for the Three Pigs and made porridge for the Three Bears! As well as reading, retelling and acting these stories out, the children have also used their imaginations to write alternative endings to some of the tales; troublesome trolls have been cooked and pancaked and big bad wolves have been sent to the seaside to surf and soothe their burnt behinds! In Maths, the children have been deepening their understanding of a ‘whole’ being made up of smaller parts and have been investigating ways in which numbers 2 to 10 can be made by combining different numbers.
In Literacy, we have been reading the book Beegu. We discovered a surprise in our yard area and found out that a little alien called Beegu had crash landed in our school. We read the book and have written postcards, speech bubbles and character descriptions. We really enjoyed making a friend for Beegu to play with out of playdough.
Neaveh- I used the words I, me and my when writing my postcard.
In Maths, we started the term by looking at 2d and 3d shapes. We looked at the properties of 3d shapes and learnt they had faces, edges and vertices. We then moved on to looking at numbers to 20 to support us with this, we used number lines, tens frames and part-whole models. We have been labelling number lines and estimating where numbers would come on a blank number line.
Dragos- 18 = 10 + 8. I put the answer first in my number sentence.
In Geography, we have been learning about the four countries that make up the United Kingdom. We looked at one of the countries each week. We tasted food that was special to that country, made flags, masks and learnt songs or dances from that country.
Leonie- I liked tasting the scones.
Maira - I loved making a lion mask.
In R.E, we have enjoyed learning about what it means to belong to a family, group or club. We looked at what is special about belonging, how people show that they belong and how children in the Sikh religion are given a sense of belonging.
Rudra- I wear a uniform to show that I belong to Grafton Primary School.
Clara - Sikhs wear five things that start with the letter K to show they belong to their religion.
In Science, we have been learning about different animals and comparing their characteristics. We know that there are similarities and differences between the different animal groups. We completed a sorting activity, looking at the characteristics and matching them to the correct group.
Dawud - Birds and fish are similar because they both lay eggs. They are different because birds have feathers and fish have scales.
We’ve had a fantastic start to the term in Year 2 and the children have settled in beautifully with Mrs Haque and Mrs Robertson, who have thoroughly enjoyed getting to know and teaching the class.
In English, the children have been exploring the story of Prince Cinders. They loved using their imagination to write their own alternative endings, coming up with some wonderfully creative twists and ideas.
Our art lessons have been full of colour and creativity. The children learnt about primary and secondary colours and then went on an exciting texture hunt around the school. They used what they found to help create different textures for a castle collage.
In science, we have been investigating what plants need to grow by observing how they changed in different conditions. In history, we have been learning about the monarchy in the UK and particularly enjoyed a lively debate about the famous King Richard III.
It has been a pleasure to see the children so enthusiastic, curious, and engaged in their learning— we’re looking forward to an exciting term ahead!
This term in Donaldson class, we have been very busy learning lots of exciting new things, and we are pleased to share some of our highlights with you.
Literacy
In Literacy, we have been reading The Egyptian Cinderella. We learned the story using a story map and then re-enacted it through role play. For our final task, we wrote our own adaptations of the story by changing the character’s name, her appearance, and the object she lost. We really enjoyed using our imagination and creativity.
Science
In Science, we have been learning about light and shadows. We carried out experiments to see how shadows are made and how they change when the light moves. We explored different materials to see which ones let light through and which ones block it, and we learned about opaque, translucent, and transparent materials. We also investigated how light travels, using torches and everyday objects to make predictions and record what happened — it was lots of fun!
History
In History, we have been learning all about Ancient Egypt. We became archaeologists and excavated artefacts, travelled back in time to explore important historical events, and sequenced these on a timeline. We also compared Ancient Egypt with Modern Egypt and learned about the importance of the River Nile to the ancient Egyptians.
Art
In Art, we have been creating our own Egyptian scrolls. We made our own papyrus paper and decorated it with Egyptian-inspired artwork. We are very proud of our finished pieces.
Mathematics
In Maths, we have been learning about length and perimeter. We measured, compared, and ordered lengths, and practised converting measurements from centimetres to metres and millimetres to centimetres.
Religious Education
As part of our RE learning, we will be visiting a synagogue to consolidate our understanding of Jewish festivals and their important objects. We are really looking forward to this experience.
We have worked very hard this term and have lots of reasons to celebrate. We showed determination, courage, and creativity in our role plays, asked great scientific questions during our shadow investigations, and worked well as a team when we excavated artefacts. We enjoy learning together and trying new things every day.
We can’t wait to share more of our exciting work with you again!
5 Bonnin Class recently enjoyed an exciting and educational trip to the Science Museum in London, where they explored the fascinating world of space. The visit gave pupils the chance to see real scientific exhibits, models, and interactive displays that helped bring their learning about the solar system to life.
One of the highlights of the day was visiting the Wonderlab, where the children took part in hands-on experiments and demonstrations. They explored how forces work, discovered how scientists test ideas, and experienced activities that showed how science helps us understand the universe. The interactive exhibits encouraged everyone to ask questions, think like scientists, and learn through investigation.
During the space galleries, the class learnt about the Sun, the planets, moons, and how spacecraft help us explore beyond Earth. They were fascinated by the scale of the solar system and discovered how technology allows scientists to study places that humans cannot yet reach.
Back at school, Class 5 Bonnin will use everything they have learnt to design and create their own space display, inspired by their visit. This display will showcase their knowledge, research, and creativity, helping others to learn about the wonders of space.
This spring term, 6 Hadid have worked incredibly hard across the curriculum, showing curiosity, determination and teamwork in everything they do. Here is a snapshot of what we have been learning, shared in the pupils’ own words.
In literacy, pupils have been immersed in Ice Trap and the incredible expedition led by Ernest Shackleton. Mahrosh shared, “I have learnt about Ernest Shackleton and his amazing expedition.”
Children explored the challenges faced by the crew, including the endurance of the journey, the stowaway and the remarkable leadership shown throughout (Aarohi). They also developed their writing skills by learning about balanced arguments, relative clauses, subordinate clauses and different tenses (Aarohi, Ayyat).
Safaa reflected deeply on Shackleton’s leadership, explaining, “His journey shows how important it is to stay calm, make decisions and look after your team, even in extreme conditions.” She also noted how Shackleton “never gave up and led every single man back to safety without losing a single life, showing courage, resilience and determination.”
In reading, pupils explored powerful themes through class texts. While reading Friend or Foe by Michael Morpurgo, Safaa explained, “People on opposite sides of a war can still show kindness, even if communication with the enemy is forbidden.” She went on to describe how the English boys help the German pilots, teaching readers that “war is unfair and that kindness and bravery are important.”
Meanwhile, pupils reading text have been developing key comprehension skills such as inference, identifying fact or opinion, and vocabulary strategies (Ayyat).
In maths, pupils tackled challenging concepts with confidence. Inaaya said, “I have learnt algebra and how to solve word problems.” Children have also worked extensively on multiplying, dividing, adding and subtracting decimals, both with and without whole numbers (Aarohi, Jiya).
Science lessons focused on electricity and circuits. Mahrosh explained, “I have learnt about circuits and how to connect them.” Pupils carried out investigations in pairs and groups, testing how adding more batteries affects brightness and how multiple components change how a circuit works (Ayyat). They also experimented with bulbs, motors and cells (Jiya).
In Geography, pupils explored both Antarctica and the Arctic Circle. Inaaya shared, “I have learned all about Antarctica and its wildlife.” Pupils compared the Arctic and Antarctic Circles, looking closely at differences in environment, weather and landscape (Ayyat).
In DT, pupils have been designing and creating their own steady hand games. Aarohi explained this has helped them develop fine and gross motor skills, while Jiya added that learning how the game works has been key to improving precision and control.
In PE, the focus has been on netball. Pupils have learnt about different positions, zones, roles and rules of the game. Jiya highlighted roles such as “goal keeper, wing defence and fielder,” while Aarohi emphasised teamwork and understanding how the game works.
In PSHE, the value for the term has been determination. Aarohi linked this to Article 12 of the UN Convention on the Rights of the Child, “the right to an opinion and voice,” encouraging pupils to share their views confidently and respectfully.
Well done, 6 Hadid, for a fantastic spring term full of learning, reflection and resilience!
Science
Our new science scheme, The Education People Kent Scheme, is designed to help children develop a strong, deep understanding of the world around them. Instead of learning lots of disconnected facts, the curriculum is organised into a set of “Big Ideas” that children revisit and build on each year. These ideas help them understand how living things survive and grow, how materials behave and change, how forces like gravity and magnetism work, how light and sound travel, how electricity powers so much of our world, and how Earth and space fit into the wider universe.
The scheme places a strong emphasis on hands-on investigation, encouraging children to ask questions, test their ideas, and think like young scientists. Each year builds progressively on the last, ensuring children develop secure scientific knowledge alongside important skills such as observing carefully, making predictions, setting up simple tests, recording results, and explaining what they have found out.
The lessons are practical, engaging, and designed to support all learners. The scheme also encourages children to make links between ideas—for example, how forces relate to movement, or how the human body works as part of a bigger system—so they gain a joined-up understanding of science. Overall, this new approach will help children leave primary school confident, curious, and ready for the scientific challenges of secondary school and everyday life.
Try This at Home! Mini Science Activity for Families
To celebrate our new science scheme, here’s a fun investigation you can try together at home. It links to our Big Ideas about Materials and Forces and helps children think like real scientists!
Mini Experiment: The Floating or Sinking Challenge
Big Ideas:
Materials – different materials have different properties
Forces – water pushes up on objects (upthrust)
You will need:
A bowl or sink filled with water
A few small household objects (spoon, coin, cork, paperclip, Lego brick, bottle lid, etc.)
A piece of paper to record your predictions
What to do:
Together with your child, choose 5–8 objects.
Ask your child to predict: Will it float or sink? Why do you think that?
Test each object in the water.
Sort them into two groups: Floats / Sinks.
Talk about why certain objects behave the way they do.
Scientific thinking prompts:
“What do you notice?”
“What is the object made of?”
“What might happen if we changed the shape?”
“Can you think of anything else at home that might float?”
What children learn:
Different materials behave differently in water.
Some objects float because of their shape or the force pushing up on them.
Scientists make predictions, test ideas, and explain what they observe.
Maths
Across the school we continue to use the Power Maths Mastery scheme which aligns to the national curriculum programme of study, our aim is to ensure that all pupils:
become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
can solve problems by applying their mathematics to a variety of routine and nonroutine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
Since the start of the year a big emphasis, across all year groups, has been on teaching place value and the four operations; addition, subtraction, multiplication and division. Key stage 1 has also explored the common 2d and 3d shapes, recognising their names and their properties. Lower Key stage 2 have been transferring their number knowledge within measuring whilst upper key stage 2 have been developing their knowledge and understanding of fractions.
A secure understanding of number place value and the calculation operations are the key building blocks for all mathematical progress so it is vital that this understanding and calculation strategies are secure. To assist with this we ask that all children in key stage 1 play regularly on Numbots, a game designed to support the immediate recall of number bond facts whilst key stage 2 play regularly on Times Tables Rockstars, a game designed to embed and secure the immediate recall of multiplication and division facts.
Humanities subjects play a key role in our curriculum, helping pupils understand the world they live in and their place within it. Through History, Geography, and Religious Education, children develop knowledge, curiosity, and the skills needed to think critically and ask meaningful questions.
In History, children are provided with a thorough understanding of their local history, expanding this understanding into Britain and the wider world throughout the Key Stages. Our lessons aim to engage and motivate young learners using; role-play, storytelling, discussions, debates, individual and group research. Visitors and visits to museums and sites of historic significance are very important to us. We also want our pupils to share their knowledge with our local community. They did this very successfully when their amazing work was displayed at the Barking Town Hall during Black History Month 2025.
In Geography, children investigate the local area and outside the local community, expanding to the physical and human features of the world throughout the Key Stages. For example, our Year 3 pupils learn about the Amazon rainforest. We want to increase children’s knowledge and awareness of our changing world, so that they will want to look after the Earth and its resources and think about how it can be improved and sustained. Our lessons aim to motivate and inspire young learners using; fieldwork, map work, discussions, debates, individual and group research. We are delighted to be able to use our local resources throughout the year. You will find Grafton Rights Ambassadors cleaning the Valence Park, Year 5 pupils exploring and practising their orienteering skills in Thriftwood International Scout Campsite and many more. It is central to our values that our children develop respect for, and an interest in people throughout the world regardless of culture, race and religion. Our teachers love to take children outside the classroom to widen their geographical knowledge and understanding of the world.
Religious Education at our school helps children learn about a range of religions and beliefs while developing respect, curiosity, and understanding of others. Through stories, discussion, reflection, and creative activities, pupils explore different faith traditions, values, and ways of life, as well as consider their own experiences and beliefs. Religious Education encourages children to think thoughtfully about right and wrong, appreciate diversity, and develop values such as kindness, compassion, honesty, and respect that support them in becoming caring and responsible members of society. As a rights respecting school, we make sure that our pupils demonstrate respect to all religions as well as those people, who do not follow a specific religion. Recently, our young learners enjoyed sharing their views and opinions during World Religion Day, which is always held on the third Sunday in January.
This year we have signed up to take part in a series of Big Ideas workshops. The workshops, run by the Heilbronn Institute, introduce Year 5 & 6 children to amazing mathematicians both past and present. In November, selected pupils learnt about the 18th century mathematician Francis Williams and this month they discussed the work and impact of Katherine Johnson. Find out more by reading their article below.
This week, we were chosen from Year 5 and Year 6 to take part in an online workshop celebrating the life of the famous mathematician Katherine Johnson, who helped to develop the trajectory for the 1969 Apollo Moon landing. During the workshop, we explored what parabolas and ellipses are and learnt about palindromes, which in maths we also call a magic mirror number. 19 and 91 are magic mirror numbers: when you look in a mirror, 19 is reflected as 91.
At the end of the workshop, we drew our own portraits of Katherine Johnson.
The workshop reminded us to ‘Be creative’, that ‘Everything is possible’, ‘Our discoveries can help to change the world’ and that ‘Maths can take you a long way!’ Year 5 and 6 pupils
Article 2: The convention applies to everyone, whatever their race, religion, abilities, whatever they think or say.
Year 3 & Year 4 Rights Ambassadors
The Year 3 and Year 4 Rights Ambassadors have made a fantastic start this year, showing a strong understanding of children’s rights in action. Through their involvement in the Christmas Food Drive for the Marks Gate Community Hub, the children demonstrated a real commitment to Article 27, the right to a safe and adequate standard of living. They helped collect donations across the school and spoke confidently about why supporting others in our community is important, especially at a time of year when some families may need extra help.
The children also worked hard supporting the Happy Bags initiative, linking closely to Articles 12 and 15, the right to be heard and to work together. They took responsibility for collecting donated clothes from around the school and helped load the bags onto the van, showing teamwork, organisation and care for others. This initiative gave them a meaningful opportunity to see how their actions can make a real difference beyond the school gates.
In addition, the Rights Ambassadors listened thoughtfully during talks from the Air Ambulance service, learning about Article 6, the right to life and survival and Article 24, the right to health. The children asked sensible questions and reflected on how emergency services help keep people safe.
School Council
Our school council has been very busy this term. During our meetings, we have had the chance to meet with the catering team and discuss the menu. This led to changes being made to the menu, including the introduction of fish dogs, which have been very popular.
We have been thinking about how inclusive our school is and the school councillors completed a questionnaire on this topic in their classes. There were lots of positives that were fed back at the meeting, including the following:
“Everyone is allowed to participate in games and activities”
“In our Jigsaw we play our games together as a class and take turns for everyone to share.”
“Different worksheets for everyone.”
During our school council meetings, we thought about the ARK and how the children who have a place in the ARK are engaged in their learning. To learn more about this, the Year 6 members of the school council enjoyed a visit to the ARK, where they met with Mrs Billins, who explained how the ARK is similar and different to their classes. The children found out how the sensory room, visual supports and trampoline support the children to feel calm and regulated to access their learning.
We are excited about our upcoming trip to Barking Town Hall next half term!
Safer Internet Day
Article 16: Children have the right to privacy.
Article 19: Children have the right to be protected from harm.
On Safer Internet Day 2026, our school took part in national activities to promote safe, respectful and responsible use of technology. Throughout the day, pupils explored how to stay safe online, protect their personal information and make positive choices when using apps, games and social media. The theme this year was ‘Smart tech, safe choices - Exploring the safe and responsible use of AI.’ We watched a live assembly exploring the benefits and disadvantages of A1.
The internet offers fantastic opportunities for learning, creativity and connection. However, children must be supported to use it safely and in ways that are appropriate for their age.
Age Limits for Apps and Websites
Many popular apps and social media platforms have minimum age requirements of 13 years old. This includes platforms such as:
Instagram
Snapchat
TikTok
Facebook
X (formerly Twitter)
WhatsApp
These age limits are largely in place due to data protection laws and the type of content shared on these platforms. Some games and apps may also have age ratings (for example, PEGI ratings such as 3, 7, 12, 16, or 18) which indicate the suitability of content.
We ask parents and carers to check the age ratings and terms of service before allowing children to download or access apps and games.
You can help your child stay safe online by:
Keeping devices in shared family spaces where possible
Talking regularly about what they do online and who they talk to
Setting parental controls on devices, apps and broadband
Checking privacy settings together
Agreeing clear family rules about screen time and online behaviour
Encouraging your child to tell a trusted adult if something online makes them feel worried or uncomfortable
A helpful conversation starter might be:
“What’s your favourite app at the moment? What do you like about it?”
Keep personal information private (full name, address, school name, passwords)
Think before you post or share
Be kind and respectful online
Report, block and tell if something feels wrong
Futher reading can be found https://beinternetawesome.withgoogle.com/en_uk
If you have any concerns about your child’s online safety, please do not hesitate to contact the school.
Thank you for working with us to ensure all children can enjoy the benefits of the internet safely and responsibly.
OPAL Outdoor Play Area & Donations – A Huge Thank You!
This half term, we have been delighted to see our KS2 children enjoying the addition of our new play area outside the Hub. They have also started using our newly painted roadway, complete with scooters that have been very kindly donated by staff and parents/carers – we would like to say a massive thank you!
We are always on the lookout for additional scooters, so if you have any at home that your children have grown out of and no longer need, we would greatly appreciate any donations.
It has been wonderful to see the imaginative play taking place on our new track – from filling up with petrol and racing, to carefully stopping and letting their friends cross at the pedestrian crossing!
KS1 Sandpit – Coming Soon!
During the half term break, we will finally be receiving our sand delivery for the new sandpit in the KS1 playground. This was purchased by our fantastic Parent Teacher Association, and we would like to extend a heartfelt thank you to everyone who has supported PTA events. Without your participation, these larger purchases for our children simply would not be possible.
As we prepare to launch the sandpit, we are also looking for additional sandpit toys and tools. Any donations would be very much appreciated.
We would be extremely grateful for donations of any of the following items:
Suitcases of any size or type
Anything on wheels or castors
Plastic milk crates / supermarket delivery crates / plastic bread trays
Briefcases (especially hard-cased ones)
Road signs and cones
Kitchen pots, pans, baking trays, work tables, wooden spoons and chopping boards
Tools such as small spades/shovels, trowels and brooms
Buckets
Nets and thick ropes
Fabric (large sheets or brightly coloured fabric)
Foam sheets, bodyboards, camping roll mats or yoga mats
Wooden pallets
Cable drums
Guttering
Pool noodles
Pegs (for den building)
If you are able to donate any of the above items, or if you know anyone who could donate a large number of plastic boxes, crates or pallets, please contact the school office.
Thank you, as always, for your continued support.