ALEXANDRA JUNIOR
SCHOOL
Y EAR 5 PARENTS
MEETI NG – W ELCOME!
YEAR 5 STAFF
Mr de Haas (5H)
Mr Cook (5C)
Mrs Ring (TA – 5H)
Miss Bennett (TA – 5C)
WORKING TOGETHER AND PARENTAL SUPPORT
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Talk to us on the playground if possible.
If not, phone the school office.
• Arrive on time!
• Have all belongings named.
• Have correct PE kit, named, on the right day – PE
days Tuesdays (outdoor) and Wednesdays
(gym/dance).
• Support with homework.
HOMEWORK
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Set on Thursday
Hand in deadline is Tuesday – policy is that we encourage
and reward children who complete homework, but no
punishment for those who don’t.
Spellings handed out Thursday, tested the following week.
Children will be able to bring home a book to read from
school – it will be signed in and out here. Children can also
bring ‘home’ books to read in school when we have quiet
reading time.
ALONGSIDE HOMEWORK
There are some key areas that it is really important for children to
develop through the year outside of school:
• Reading for (on average) twenty minutes or more per night –
this is really important.
• Times tables and their division opposites in maths.
• Depending on your child’s confidence level, fast mental
addition and subtraction of numbers (some children are
already very strong in this area).
• ‘Place Value’.
Key School Improvement Plan Priorities:
• Quality learning in wider curriculum.
• Fostering greater resilience and independence
in children and their learning.
• Developing ‘pupil voice’ e.g. in planning which
area of a topic to study.
• More ‘AFL’ – adapting lessons ‘on the hoof’
according to children's understanding.
• Improving the impact of intervention groups for
children of all abilities.
• Accelerated progress in reading across the
school.
THE ‘NEW’ NATIONAL CURRICULUM
• Significant changes – different emphases in learning.
• Heightened expectations, especially in core subjects.
• English – increased focus on ‘traditional’ aspects such
as spelling, handwriting and grammar.
• Maths – increased focus on basic use of number,
especially fractions. More prescriptive in methods to be
used.
• ‘Mastery’ – key principle. More time to ensure deeper
understanding of key aspects before moving on.
Assessment – gap analysis:
DIFFERENTIATION IN LEARNING
Ensuring that learning is rigorous and challenging, but
achievable, for all pupils regardless of ability.
• Most important differentiation strategy is always adapting
learning within the classroom for different groups e.g.
questions in a maths lesson may be on the same subject
matter, but have different orders of difficulty.
• Similarly, strategically planned use of resources and
adults within the class.
• Additionally, use of intervention groups outside the
classroom for various children.
AJS MOTTO
ARC
A - Achieve
R - Respect
C - Care
Behaviour Management Strategy
All children begin here  in class rewards.
If a child behaves inappropriately, they are
given up to 3 verbal warnings
After a verbal warning, if behaviour
persists  time out in class if appropriate
If behaviour persists, then time out in
another class, loss of part or all of play time
Serious misbehaviour (repeated disrespect,
refusal to do as asked, bullying, violence ...)
 HT / DH
Key Principle: if a child moves
down the ladder, they are
encouraged to move back
up quickly so they end the
session/day well.
The Golden
Book
HAPPY TO HELP!
Your class teacher is your first port of call, we
are more than happy to help!
We are looking forward to working with you and
your children this year.