Attendance
Attendance
Embedded Files
Oliver Jeffers - 78%
Julia Donaldson - 94%
Michael Rosen - 88%
Nelson Mandela - 74%
Boudica - 83%
Rosa Parks - 94%
Kadeena Cox - 82%
Lewis Hamilton - 91%
Leigh Academy Peninsula East - 86%
Well done to Julia Donaldson class for having the best attendance this week in KS1. In KS2 this week, Rosa Parks class is the winning class so congratulations to them too! We hope that after lots of illness that our attendance returns to at least 96% soon.
PYP Learner Attribute Awards
Oliver Jeffers Class - Vinnie (Thinker) & Alfie (Social skills)
Julia Donaldson Class - Ella B (Risk-taker) & Brodie (Research skills)
Michael Rosen Class - Oliver (Self-management skills) and Lilly (Inquirer)
Nelson Mandela - Harrison (Risk Taker) & Halle (Social and Communication Skills)
Boudica Class - Daisy (Balanced) & Gracie (Thinking Skills)
Rosa Parks Class - Connor (Communication & Research skills) & Leo (Communication Skills)
Kadeena Cox Class - Joe (thinking) & Albert (knowledgeable)
Lewis Hamilton Class - Victoria (Knowledgeable) & Austin (Thinker)
WOW Writer Awards
WOW Writer Awards
Congratulations to these children for fantastic writing this week...
Oliver Jeffers Class - Estere
Julia Donaldson Class - Gracie
Michael Rosen Class - Brooke
Nelson Mandela Class - Jake
Boudica Class - Ryleigh
Rosa Parks Class - Gracie
Kadeena Cox Class - Joseph
Lewis Hamilton Class - Vinnie
Readers of the Week
Readers of the Week
Oliver Jeffers Class - Oscar
Julia Donaldson Class - Parker
Michael Rosen Class - Teddy
Nelson Mandela Class - Tiger-Lillie
Boudica Class - Finn
Rosa Parks Class - Franklin
Kadeena Cox Class - Sienna
Lewis Hamilton Class - Luisa
Our Wonderful Inquiry Work
Our Wonderful Inquiry Work
Year 3
Year 3
Year 3 had a brilliant week diving into a fantastic transdisciplinary unit that got us linking up Science, Geography, Art! We continued looking at how plants grow - the function of leaves, roots, and how water is transported. This led us straight onto Geography, where we took a serious look at deforestation and what industries are affecting the planet, which we turned into some really powerful poetry. To wrap it up, we became artists in Art, using the gorgeous style of Klimt's golden tree to use our multi-textured stencils to create beautiful foam print patterns, which we will use in the next lesson to create 'tree prints' to symbolise precious forests.
Outside of our nature focus, we started planning our own narratives based on our Class Text: Charlie and The Chocolate Factory. In PE, we have been putting our thinking skills and teamwork skills into practice by putting attacking and defending roles into game-play.
Following our amazing Stone Age trip last week, we transitioned to the Bronze Age! (Bronze is a mix of copper and tin!) We have been learning about this exciting shift from stone to metal tools and how technology changed everything from building houses to making weapons.
History and Geography
We are thrilled to share the fantastic learning that has taken place across the school so far this module in History and Geography, all linked by the transdisciplinary theme: Sharing the Planet. Our students have been exploring how people live, how societies have changed, and how we interact with our environment, both locally and globally. This transdisciplinary approach allows our students to see the interconnectedness of History and Geography, fostering a deeper understanding of our shared world and the responsibilities we have in Sharing the Planet.
Our year 1 historians have been comparing past and present technology, discussing how devices and ways of life have changed over time. In Geography, they are getting to know their surroundings! The children are excited to delve into their local area, using maps to locate and identify key places they know and visit regularly.
Year 2 has embraced the role of historians, researching and learning about two truly significant individuals who made a massive impact on communities: Grace Darling and Rosa Parks. Applying their new historical knowledge, they successfully completed detailed non-chronological reports in English. Next, they look forward to learning about the characteristics of the United Kingdom, building their understanding of their home country.
The historical journey continues as Year 3 explores the fascinating period of the Stone Age to the Iron Age, even learning how to think and work like an archaeologist! In Geography, they have gone global! They are learning all about rainforests, using their developing map skills to locate different biomes across the world and studying the distinct layers of a rainforest.
Our Year 4 Geographers have been thoroughly investigating the diverse geographical features of the UK. They are now excited to broaden their horizons and will be learning more about the key geographical features of Europe, North America, and South America, comparing different continents and environments.
Year 5 has been delving into two vital areas of human geography and modern history, focusing on significant individuals and changing populations. They focused on the impactful lives of significant women, including Malala Yousafzai (for her work in promoting girls' education) and the militant suffragette, Emmeline Pankhurst (for her leadership in securing the right to vote). In Geography, students are looking at migration, studying the reasons why people move and the profound impact this has on communities—both where people leave and where they settle.
Year 6 has tackled big topics, examining major historical transformations and the geographical response to natural hazards. The students have been learning what flooding is and the physical and human processes that cause it to happen. They have developed practical skills by learning how communities can prepare for a flood, such as packing an emergency kit (a "grab bag") and filling out a flood plan sheet. Year 6 has also explored the three major and interconnected changes that occurred after the Industrial Revolution: Population, Inventions and Resources. The children also looked at the environmental consequences, discussing how the expansion of homes and factories onto undeveloped land could potentially increase the risk of flooding.
Year 6 has tackled big topics, examining major historical transformations and the geographical response to natural hazards. The students have been learning what flooding is and the physical and human processes that cause it to happen. They have developed practical skills by learning how communities can prepare for a flood, such as packing an emergency kit (a "grab bag") and filling out a flood plan sheet. Year 6 has also explored the three major and interconnected changes that occurred after the Industrial Revolution: Population, Inventions and Resources. The children also looked at the environmental consequences, discussing how the expansion of homes and factories onto undeveloped land could potentially increase the risk of flooding.
School information
School information
Writing
Writing
Here you can see the work from our Wow Writers this week!
Every week we will showcase the winners of our weekly writing certificate so you can see the piece of writing they won their award for.
Year 1: Writing
Year 1: Writing
Insert text here
Year 2: Identifying characters
Year 2: Identifying characters
Year 3: Writing a description
Year 3: Writing a description
Insert text here
Year 4: Writing
Year 4: Writing
Year 5: Using speech
Year 5: Using speech
Insert text here
Year 6: Writing a non-chronological report
Year 6: Writing a non-chronological report
Reading
We ask that parents listen to their child read at home at least three times a week to help build on the reading skills they are learning in school. A reading diary has been provided for you to record any comments about their reading practice and to be signed once your child has read.
It is important that these diaries are brought to school daily, as they are checked by teachers and are also used for reading practice in school. For consistent home reading, your child will be rewarded with a token for our reading book vending machine, where they can choose a new book to keep.
In addition to individual awards, we also have weekly class reading awards. Every Friday, the percentage of children in each Key Stage 1 and Key Stage 2 class who have read at least three times is calculated, and the winning class is announced in our weekly assembly.
This week's reading scores:
Oliver Jeffers Class: 68%
Julia Donaldson Class - 40%
Michael Rosen Class - 24%
Rosa Parks Class - 50%
Lewis Hamilton Class - 71%
Kadeena Cox class - 48%
Congratulations to Oliver Jeffers and Lewis Hamilton Classes who are the reading winners this week and have been rewarded with extra playtime.
👋 Makaton Sign of the Week: Command Signs!
👋 Makaton Sign of the Week: Command Signs!
Hello everyone!
This week in school, we had lots of fun learning some Christmas related signs using Makaton. We've also started learning Feliz Navidad using Makaton signs as we sing!
Makaton is a special language program that uses signs and symbols alongside talking to help everyone communicate!
Command signs are really useful because they tell us to do something. Have a look at the signs we learnt below!
✨ Why Signs are Great
✨ Why Signs are Great
Using Makaton signs helps everyone, especially friends who find it harder to talk, to understand and share what they want to say. When we sign and speak at the same time, we're helping our whole school be a great place to communicate!
🤩 Keep Practicing!
🤩 Keep Practicing!
Ask your child to show you the signs they learnt this week. Practice using them together at home. The more you use Makaton, the easier it becomes!
We have also learnt the rest of the Firework song that we started learning last week. The video is attached for children to practice at home.
Happy signing!
The Age of AI: A Parent's Guide
The Age of AI: A Parent's Guide
It feels like Artificial Intelligence (AI) is popping up everywhere now - from voice helpers like Alexa, to the clever tools that make amazing pictures and help with homework. It's exciting, but it's completely normal to feel a bit unsure about what it means for our primary school children!
What is AI? (Think of it as a Helpful Digital Brain)
What is AI? (Think of it as a Helpful Digital Brain)
Simply put, AI is a very smart computer programme that learns from huge amounts of information to get tasks done. For our children, this often means they see AI as a kind of digital "helper" or "assistant" that can:
Answer a random question they have.
Suggest the next cartoon or game they might like.
Create a fun story or picture based on their ideas.
Your greatest tool for keeping your child safe isn't complex technology, it's your connection and conversation. By having these easy, relaxed talks, you are empowering your child to be smart, confident, and safe as they explore the digital world!
Four Tips To Stay Safe
Four Tips To Stay Safe
- It's a Tool, Not a Friend
AI is programmed to be engaging, but it has no feelings and doesn't know your child personally. It’s important to make this distinction clear.
Your gentle reminder: "That's a very clever computer, but it's not a real person. We never share our personal information or family details (like our full name, school, or photos) with any online tool or chatbot."
2. Be A Critical Thinker
2. Be A Critical Thinker
AI can create things that look incredibly real, even if they're not. Think of it like a very advanced, fast-talking storyteller that sometimes gets the facts wrong.
Your magic question: When they show you something the AI made, try asking, "That's so cool! But do you think that part is 100% true?"
The homework habit: If they use it for schoolwork, help them double-check the answers in a book or on a verified educational website. We can't trust the computer to be perfect!
3. Digital Safety Guard
3. Digital Safety Guard
We set limits on screen time, and we should do the same for AI tools. Many of the big, powerful AI chatbots are actually meant for users who are 13 and older.
Setting the scene: "Let’s look at your apps together. We'll make sure we're only using the ones that are child-friendly and safe for your age."
A little check: Take a few minutes to look over the privacy and parental controls on any new apps they use.
4. Trusted Adults
4. Trusted Adults
No matter what happens online, whether it's a confusing chat, an unkind message, or something that pops up unexpectedly, your child should feel safe coming to you.
Your promise: "If anything, anywhere, makes you feel confused, worried, or uncomfortable, you can tell me immediately, and we will sort it out together. You won't be in trouble."
Medway Health Team
Information from the DFE:
As part of our ongoing commitment to reviewing the Working Together to Safeguard Children guidance, we’ll soon be inviting parents, carers, and professionals to take part in discussions ahead of an update to the guidance, planned for 2026.
This update will aim to strengthen how we protect all children, including learning from serious safeguarding cases, tackling discrimination in safeguarding practices, improving responses to child sexual abuse and domestic abuse and supporting children who are looked after.
We’ll be hosting two events for parents and carers where you can share your views and help shape the future of safeguarding. These sessions are open to everyone involved in supporting children – whether you're a birth parent, adoptive parent, foster carer, kinship carer, special guardian, or anyone else caring for a child.
Your voice matters, and we welcome a wide range of perspectives.
Questions? Email: workingtogether.statutoryguidance@education.gov.uk
This meeting will be online on teams on Thursday 4th of December between 12-1pm. I understand that this time might make it difficult for some parents and carers to attend. Link below.
Allergy information
Primary school is likely to be the first place that your child will practise living independently with their allergy. It’s a good idea to meet with the school before the start of each new term, to discuss your child’s individual healthcare plan (also known as an Allergy Management Plan).
When you meet with the school, include your child in the conversation about their individual healthcare plan and encourage them to ask any questions.
Encourage them to confidently tell new friends about their allergies.
You could suggest they speak to the school nurse about any changes made to their healthcare plan, or their teacher about an upcoming trip.
It’s good practise for the school to have a member of staff responsible for coordinating allergy management. Make sure your child knows who this member of staff is and that they’re comfortable approaching them with any questions they have.
Eating at school with food allergy
Eating at school with food allergy
Behind the scenes, your child’s allergy management plan should have been shared with all members of the lunch staff and your child may be given a lanyard to help lunch staff identify children with special dietary requirements. So, with this safely net in place, this is a great time for your child to practise living independently with their food allergy.
If your child has a cooked school lunch,
All schools should be providing lunch menus with allergen information included. This is the ideal place for your child to practise reading menus and understanding what they can and can’t eat.
At home, sit with them and help them choose their meals for the week from the school menu.
If your child eats packed lunch,
Explain to them why they should never share food with their friends.
Make sure they understand that it’s sometimes difficult to know exactly what ingredients are in some items, especially homemade and ‘may contain’ items, so it’s always better to be safe and say ‘no’ when someone offers you their food.
It might be a good scenario to role play at home to make sure they’re confident enough to say no.
Some schools also offer milk and a mid-morning snack in the classroom. If your child is food allergic and cross-contamination of these foods could cause a reaction, mention this at your meeting with the school before term begins.
Medication at school
Medication at school
If your child has eczema, asthma, allergic rhinitis, or is at risk of anaphylaxis, they will need medication at school to manage their symptoms. This should be covered in their individual healthcare plan. To help them start to take responsibility of their medication, you could:
Make sure your child knows where their medication is stored at school.
Discuss with your child what this section of their healthcare plan says.
You could suggest that they speak to the school nurse and their teacher about where their medication is stored and what would happen if they need it.
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