Key Stage One

This term, Year 1 and 2 have been exploring the transdisciplinary theme: “Where We Are in Place and Time” with our central idea: “Events in our History Shape Our Lives.” Our learning focused on The Great Fire of London, which the children thoroughly enjoyed. Through our core text, Vlad and the Great Fire of London, students explored the key events of 1666, deepening their understanding of this significant moment in history.

A highlight of the term was an interactive workshop where children: Met Samuel Pepys and travelled back in time to 1666. Discovered Samuel Pepys’ diary entries from the time of the fire. Took part in drama activities to retell the events of the fire. Learned a rap about the Great Fire of London. We were also fortunate to have a special visit from Fireman Simon and his crew, who shared insights into how the fire service has changed over time. The children were fascinated to compare firefighting methods from the past with those used today. In writing, students put themselves in the shoes of people living in London at the time. They wrote detailed accounts of life during and after the fire and created persuasive letters to King Charles II, offering suggestions on how to rebuild London more safely. Many children also made meaningful connections to their previous learning about the plague of 1665.

In Design Technology, children designed and built model houses from the era to understand how the fire spread so quickly. In Art, they explored colour mixing and created expressive pieces using pastels and collage techniques, inspired by the Great Fire of London.

This term has been filled with curiosity, creativity, and hands-on learning. We are so proud of how engaged and enthusiastic the children have been throughout this inquiry!

Lower Key Stage Two

This term, LKS2 have had the transdisciplinary theme "How we organise ourselves". The central idea that sparked our learning was 'communities can function best when there is order.' The children enjoyed our provocation at the beginning of term, where they debated whether or not we should have a school uniform. The children were given a fair trial to state their arguments. From this, we looked at the systems we have in place in the UK, such as the monarchy and our government and how people come to power. Our core text has been "Who let the Gods out" by Maz Evans. It has been a real page turner and the children looked forward to every reading session to find out what happened next. The text linked our historical learning about the Greeks and gave another opportunity to practise pronouncing all the Gods and Goddesses names. Hephaestus was a particular mouthful, but, what a great way to practise some Phonics to sound out the new words! Our Art lessons also linked to the Greeks, as we explored Greek pottery patterns and had a go at recreating our own patterns through drawing and print. In DT we researched catapults and had great fun designing and making our own. We didn't launch any rocks, though, and saved rocks for Year 3's Science learning this term; the children have been fascinated to learn the different types of rocks and their properties. The inquiry based discussions that have stemmed from the core text have been fantastic, with children comparing the immortal governing body and systems to our own. We have all thoroughly enjoyed our learning this term, but look forward to a new and exciting transdisciplinary theme next term.

Ofsted Outstanding - Article by Luka, Alfie and Ronel

During the time period of Ofsted’s arrival, the atmosphere at school changed significantly. There was a heightened sense of excitement, and everyone seemed even more focused than usual. Teachers conjured confident expressions though it was distinct that they, too, felt the pressure of such an important occasion.

The Ofsted inspectors arrived during the art session, carrying clipboards which they used to make detailed jottings as they observed the proceedings. While they appeared professional and serious, they were not intimidating. The inspectors interacted primarily with the teachers, observing their methods and examining our work. Although I was unsure whether the inspectors were paying attention to us individually, it was clear that they were assessing the capacity of the environment, the engagement of students, and the delivery of lessons.

During Ofsted's visit, many of our classmates were called out of lessons to participate in pupil voice. Students involved in these were from year 1-6. They inquired about our personal experiences at school, whether we enjoyed participating in lessons, and if we felt safe in the schooling environment. I shared that I particularly enjoy the subjects art, mathematics and literature. I also certified that I always felt secure at school, as the teachers are attentive and established that every student feels comfortable and supported.

In pupil voice, we are often asked about a specific subject, with the Ofsted inspectors asking us about our previous learning, as well as what we were learning  at that time. I answered a myriad of questions about our history subject - Rochester Castle - and its uses and purpose. 

In conclusion,  whilst the visit from Ofsted was challenging, we, despite this, continued to strive for the best, persevering through with determination and pride, and ended up with a phenomenal result. Our school was rated outstanding in all areas.