Stanford Junior and Infant School
Living together - Learning together
At Stanford we believe that English skills are central to the development of all learning.
Mastery over language empowers children to communicate (both verbally and in the written form) effectively and creatively, allowing them engagement with the world at large. The ability to read widely, think critically, and communicate effectively are essential skills that underpin all learning.
Secure literacy skills give pupils the opportunity to contribute to the development of a successful life, where they can appreciate, enjoy, understand, evaluate, discuss and make informed choices and decisions.
We are passionate about promoting the love of language through the spoken and written word encouraging pupils by creating a stimulating learning environment within which all students can learn to read widely, think critically, and communicate effectively. We aim to provide engaging real life learning opportunities to practice their skills and real contexts for learning.
There has been a huge shift in the past few year in how we teach reading in UK schools. This is having a big impact and helping many children learn to read and spell.
Phonics is recommended as the first strategy that children should be taught in helping them learn to read.
Children are taught to read by breaking down words into separate sounds or ‘phonemes’. They are then taught how to blend these sounds together to read the whole word.
In Foundation and Key Stage 1 we teach phonics using the "Read Write Inc programme". Read our Parents Guide to find out more.
This is an award-winning free website packed with expert advice, top tips, eBooks and activities to help you support your child's reading and maths at home.
The free area of the PhonicsPlay website is filled with free interactive games, phonics planning, assessment ideas and printable resources. There is lots of advice to support parents in helping their children learn to read.
This BBC Schools website has Phonics games and printable resources to boost reading of high frequency words and practise your sounds.
The CBeebies ALPHABLOCKS has a great site where your children can play games and watch short video clips - all with phonics as the focus.
‘The Egyptian Cinderella’ is a version of the traditional tale Cinderella. In this version Rhodopis (Cinderella) was kidnapped as a child and sold as a slave in Egypt. An Egyptian God Horus steals her slipper and takes it to the pharaoh. He decides, as this is a gift from God Horus, he must marry the person who fits it. When he finds Rhodopis he falls in love with her and tells her that he is going to marry her.
We discussed the ending of the story. Whereas Cinderella gets her Prince Charming, Rhodopis has never met this man who is pharaoh and she is told she is going to marry him. She is not asked whether this is what she wants and is not given the opportunity to refuse.
The children were given slips of paper stating facts about the ending and Rhodopis’ s future. The children had to decide whether these were good or bad for Rhodopis. When we looked at where we had placed them half of the facts about the ending showed it was a good thing for Rhodopis but these were balanced out by counter arguments about why Rhodopis could still be unhappy.
After this we took part in a debate to see whether Rhodopis actually did live happily ever after.
At Stanford we are very lucky to have fabulous links with the Stanford Centre Library and all of the dedicated people who run the library. We were delighted to welcome Mrs Wink and Mrs Brumfield into school to introduce the Summer Reading Challenge. They were both extremely impressed with our fantastic assembly behaviour.
Mrs Wink presented certificates to the children who had participated in the 500 word challenge.
These children talked about how proud they were and how much they had enjoyed this activity.
The children and staff listened intently as Mrs Brumfield and Mrs Wink explained how the reading challenge would run.
Take a look at all of the magnificent rewards that everyone who takes part will receive. The children who take part will also get plant their very own sunflower and pumpkin. ‘It doesn’t sound like a challenge at all!’ Miss Whiting exclaimed.
Lots of the children were very keen to take part.
Let’s work together to make this the most successful reading challenge ever! Just go along to the library once a week, have fun, join in with the exciting activities and receive a prize each week as a reward!
Just a little reminder that all children at Stanford have a username and log in for the school spelling shed account. If you have any difficulties logging in then please contact your class teacher. Happy spelling ‘Busy Bees’.
Katie said ‘It has really helped me to improve my spelling and it is fun!’
Stanley added ‘It helps me to read and spell new words.’
Jayden said ‘I like to challenge myself beyond the easy level!’
As a newcomer to spelling shed Zach said ‘It challenges you with harder words to spell. I like it.’
Seedlings class learnt about the history of Stanford school and about Sarah and Philip Stanford. Children then wrote about Founders' day.
This term children from Seedlings and Sunflower classes have been enjoying reading together and sharing stories. It has been a great opportunity to share with others our amazing reading skills.
Pumpkin and Juniper class enjoyed their reading collaboration this afternoon under the shade of our wonderful oak tree.
What do you think of reading?
Emily said ‘Reading exercises your imagination.’
‘The pleasure of reading is really relaxing’, Louie added.
Do you do home reading? Why?
Toby said ‘We should always read as later when we are older we will just need to read to live well.’
Emily added ‘Home reading really is a priority for me, I just love to do it!’
Ben added ‘Lots of children at Stanford just really enjoy reading and that’s why they participate.’
What’s good about reading at Stanford?
‘We have lots of reading events and everyone really enjoyed doing our WBD book bags and we like the way that one year we dress up and the next year we do something a little different.’
Our next ‘Book Talk’ session will be with Year 2 and pose the big question: ‘Do you prefer books or films?’
Our Foundation and Key Stage One home reading system has had a revamp. Outdated, tatty reading material have been replaced by new decode-able fiction and non fiction. The old books haven't gone to waste however... instead we have donated them to charity. They will support reading in schools in Africa.
Hope you and your child enjoy the new books.
Download our Reading Together booklet.
Poppy class shared one of their favourite books with Barley class pupils. They read to them and shared why they love reading. Barley pupils then shared their favourite books to them.
Sunflower Class participated in a special reading breakfast! Healthy snacks and fruit juice were enjoyed during this special reading time. Some children shared books with family members, whilst other's read with their friends.
Amelia- I liked reading a book from the book corner to my baby brother.
Indianna- I liked listening to my mum read to me.
Ronnie- I liked the brioche and all the food.
James- I liked reading hard books to my grandpa.
Neve- I liked spending time reading to daddy.
Mollie- I liked spending time with my daddy at school.
Lucas- I liked the strawberries and reading.
Mason- I liked showing my Star Wars book.
Kobi- We had healthy food, like fruit.
Charlie- Mrs. Wink showed me an old book, that she liked when she was little.
Mrs. Brady and Miss Whiting would like to thank all the parents who attended, Mrs. Wink and members of staff who also helped out.
In ‘Escape from Pompeii’ the citizens make up poems about earthquakes from the past, not knowing what is about to happen to them. First the children were given the word ‘shake’ and were asked to use a Thesaurus to find different synonyms for this word. We then looked at the text to find examples of words describing the earthquakes. The children were given the task to use their synonyms and incorporate them into a poem about the earthquakes. The children then worked together to perform their group poem. Their poems were amazing, I am sure you will agree!
Sunflower Class were inspired by a poem by Michael Rosen all about Jellyfish. They found out about sea creatures, they moved like sea creatures and together wrote a wonderful poem and created exciting art work outside with colourful chalk.
I have seen a real jellyfish
Wiggly like an octopus
The jellyfish jumps
The jellyfish wobbles through the night
Waving like a hand
Wiggling like my toes
Shaking like my body
Flying like a bumble bee
Swimming like a whale
Very smoothly, moving gently
Squishy and squashy
The clam snapping like a stick
Wiggling like coral and wiggling like a worm
Wiggling like fingers
Squids swim in water and swim like a fish
Gold fish shine
Fins are very pointy and sharks have fins
The jellyfish are squishy like playdough
The fish swim round and round
The starfish stay still
Sharks eat fish
We have been having fun practising our spelling skills.
First we split into table teams then the competition began.
In round 1 we had to choose a person from our team to spell a word and come to the front with their word written on their wipe boards. We had to choose which person would be the best person for each given word as they could only be chosen once.
In round 2 we had to choose either consonants or vowels, like ‘Countdown’, and then we were asked to find as many words as we could using those letters.
Round 3 was the quick spell buzzer round, the children were so quick it was often difficult to say who had buzzed first.
The children had lots of fun scoring points for their table team.
Take a look at our creative outdoor writing and mark making this week. We had lots of fun writing letters, our names and sentences too.
James said ‘I’ve really enjoyed working with the younger children and from my perspective it would certainly be something that I would like to do more often. I was really impressed with Y2 comprehension skills.’
Abi added ‘I think that I have helped to broaden the younger children’s vocabulary.’
Alfie ‘This collaboration has meant that I could inspire younger children to read and that opens up a whole new world for them.’
At Stanford our governors take an active interest in everything that we do.
Our English Governor is Jill Tatler. Mrs Tatler came into school nice and early and even shared the morning door duty with Miss Whiting. She chatted to parents and the children as they entered school for their exciting World Book Day.
We invited Mrs Tatler to join in with the fun and we gave her the very tricky job of judging the books bags to find the most creative designs in each class. She said that it was a really tricky job as every single one was an absolute winner!
Our class story this term is ‘Rainbow Fish’ by Marcus Pfister. It is about a fish who doesn’t want to share his shiny scales with the other fish. We have acted out the story and labelled parts of the Rainbow Fish.
Here are some suggestions why we would recommend this book to others.
Poppy. R – “This story is good to read because, when Rainbow Fish shares his scales at the end it makes everyone feel happy.”
Oliver. L – “Rainbow Fish went to the deep, dark cave to see Octopus. Octopus helped Rainbow Fish to do the right thing.”
Ollie – “Rainbow Fish shared his scales because it me feel nice. It was a good thing to do.”
We celebrated World Book Day today with our decorated story bags. There were lots of creative ideas and some fabulous stories to share with children from different classes. Please could the photos of individual children showing their story bags be 'click to see more'. Children shared their books and talked about why they liked it.
Charlie J – “Super potato puts evil pea in the jam pot. I like it because it is funny”
Poppy. R – “I like ‘Room on a Broom’ because the cat had a bird on its head!”
Freddie – “I like ‘Flat Stanley’ because he gets flat overnight. He gets posted in an envelope and sent to Australia!”
Lewis – “I like my story ‘The Three Little Pigs’ because the Big Bad Wolf blows some of the housed down”
Joshua – “’Oi Goat’ is my favourite. Frog tells goat to put a coat on because it was dressing up day, but he didn’t!”
Sunflower Class have enjoyed sharing their favourite books and special story bags with children in other classes.
Amelia- The Seedlings liked looking at my bag. I had done The Little Mermaid.
Summer- We have enjoyed reading Roald Dahl's Magic Finger. We read together and look at the story on the board.
Isla- When we read, we like to talk about the story too. The girl in the story didn't like hunting, so that's why she put the magic finger on people.
Lily C- The girl in the story wanted to stop people hunting animals.
Harvey- I like reading books in the book corner. I looked at The Magic Finger book on my own and found my favourite bit when the Gregg family grew wings!
Oliver R- I enjoyed showing my story bag. It was a marvellous effort from everyone. All the bags were different and there was a wide range of stories chosen.
Taylor- I did The Gruffalo. I like the bit where the mouse is hungry for Gruffalo crumble.
Kobi- My book is about telling the time. I have to move the clock hands to the right time.
Oliver H- In my book you have to find the Ninjago weapons.
Well done Sunflowers, everyone won a special sticker for their lovely story bags. A team of judges chose Oscar as the overall winner for his wonderful Stick Man bag. His prize was the book 'Spook School.' Amelia, Ronnie and Oliver were runners up with The Little Mermaid, Peter Pan and Mr. Messy story bags.
Take a look at the super, creative ideas that everyone in Poppy class had.
Miss Whiting was astonished by the creativity of the designs.
Jayden commented ‘When I saw everyone’s bags I was amazed!’
Jacob said ‘I was shocked by how amazing the designs were!’
Awis added ‘When I looked at them I thought that they were 100% great!’
This year the children were asked to be creative and bring their favourite book ‘to life’ by creating a story sack which they could use to tell their stories to a friend. The children really enjoyed this project and they have been really creative. They were truly amazing!
As well as sharing their books with each other they spent time with Barley class. It’s always good to share a book!
We transformed a plain white paper bag into an exciting bag showing our favourite books. Many of us included objects inside the bag about the book. As a class we shared our bags with each other explaining about our choices and reviewing the texts we had chosen. Many of us were inspired to have a read of the books shared. A really popular choice was books by David Walliams.
Some judges came round to look closely at our design. The winner for our class was Sophie with her bag about “The Magic Faraway Tree” by Enid Blyton. The three runners up were Ashley with “The Gruffalo” by Julia Donaldson, Lilly J with “Dork Diaries” by Rachel Renee Russell and Emma J with “Billionaire Boy” by David Walliams In the afternoon we paired up with Sunflower class and shared stories with them.
Barley Class celebrated World Book by transforming a plain white bag into an exciting bag showing our favourite books! There was a range of books that were our favourite, from David Walliams and Alex Rider to Jaqueline Wilson and of course Harry Potter! We then joined with Pumpkin class to share our favourite books and share the stories with them.
We have started to read the book ‘The Iron Giant’. In the book the giant falls down a cliff and breaks into many pieces. The pieces manage to find each other and put themselves back together.
To celebrate World Book Day Miss Perrin dropped robot parts on the floor and we had to figure out how we could pit the giant back together. Doesn’t he look wonderful?
Children in Star Anise Class wrote special poems for World Dignity Day. Three representatives from the class were lucky enough to perform their thought-provoking poem at Cloverdale Residental Home in Laceby. The residents and staff were really moved by what they heard. Here is their special poem:
Two words, two different meanings,
But they are often used wrongly,
Dignity is the ability to stand strong and tall,
In the face of your troubles,
Always have your head held high,
Keep fighting for your dignity,
A lesson that everyone should learn,
It can’t be ordered,
Only given as a gift,
Respect is the anchor that keeps a person well grounded,
But most importantly,
Give it to get it
We are not perfect human beings,
Nor do we have to pretend to be,
Respect and dignity is the
Thing that keeps the world well balanced,
Death with dignity is better,
Than life with humiliation,
You should never sacrifice,
The children were introduced to the book we will be studying called 'The Pebble in my pocket'.
We took it in turns to find words to describe a pebble and then we thought about things we could do with pebbles and any memories or experiences we have had involving pebbles.
We brought all these ideas together to create a class poem. We hope you like it.
Bouncing, jumping, skipping,
Quickly skimming across the clear, blue water.
Dirty, buried, hidden,
Secret treasures in the brown, thick mud.
Pointy, sharp, painful,
Walking across a rocky beach.
Chilling, relaxing, calming,
Cooling stones on a hot summer’s day.
Plopping, splashing, sinking,
Throwing pebbles in the smooth, peaceful lake.
Glittering, shimmering, shining,
Pebbles in a rushing, gushing river.
Beautiful, colourful, symbolic,
Pebbles of peace.
In groups we worked together to create an oral performance of our Class Kennings poem about the character Starjik.
Seedlings class wrapped up warm for a teddy bears picnic in the nature area. Children sang songs and rhymes and acted out the story 'Were Going On A Bear Hunt!'. The best bit was squelching through the sticky mud!
In Poppy class we held our first Spelling Bee!
Lily kept score and announced the results regularly.
Lily said ‘I really enjoyed it and it made me feel very important.’
Finley added ‘I was very excited when our team captain chose me to take my turn.’
Everyone was very excited and were all encouraging their team.
Katie and Elliot exclaimed ‘We wanted Anthony to get his word right. The word was should.’
Isabella and Dexter added ‘We wanted our team mate to win!’
Louis said ‘I wished my team mate luck.’
Sam showed that he has a growth mindset by saying ‘Even though I didn’t get my word right it was still exciting and next time I will get it right.’
Poppy class know how important spelling is. We work hard every day to improve our spelling and increase the amount of words that we can spell correctly. We use lots of different strategies.
This is a Spelling Scribble. We enjoyed using spelling scribbles for Maths words.
This is the Spelling Shed app that some children enjoy to use at home.
This is a look, say, write, check sheet.
Word shapes can help some children to learn different words.
Spotting spelling mistakes is often a useful strategy.
Word searches can be fun.
Which strategy helps you to learn best?
If you have any more super spelling strategies then please share them with Miss Whiting.
In English we explored in depth the opening of the story “Ice Palace. We considered the contrast in feelings between the seasons and the reasons for this. We used freeze frames to show the difference between the villagers lives in summer and winter.
Here in summer the village children are playing hand games and tig and the adults are singing joyfully.
Here in Summer children are playing throw and catch, football and hopscotch. Look how happy and content the children are.
In groups we shared our ideas of what the villagers would do in winter and how they would feel. We used the ipads and tablets to take photos of our freeze frames then evaluated them. We tried to show the different characters feelings by use of appropriate face expression and bodylanguage. We also worked on our postioning so that different heights and spaces were used effectively.
When we were happy with our freeze frame we used the stage to photograph our final freeze frame. Here they are:
In English we have been inspired to improve our descriptive language by describing a snowy landscape. This is in preparation for this term's main fiction texts, "The Ice Palace" and "The Princess' Blankets".
Here is our shared poem that we created as a class:
Alongside this in Art we have created Winter forest artwork. We have been exploring different effects using paint. We mixed salt and glitter with paint to create a frosty effect. We made tree branch stencils which we carefully placed on white cartridge paper then colour washed over. After this we removed our stencils which left white tree branches with a cold shimmery blue sky. When dry we added details to the branches and added a silver moon.
We read about the world before creatures lived and how volcanoes erupted turning lava into rock formations. We chose words and phrases that helped us to mentally picture this event. The children then worked in pairs to draw the images they had created in their minds and labelled them with the wonderful imagery and phrases we have discovered. They produced some wonderful pieces of art linked to the text and enjoyed working creatively as a team.
Many children have learnt lots of sounds and are beginning to learn how to use these sounds to read some simple words. Can you ‘Fred Talk’ and blend these words?
We looked at a variety of explanation texts and worked in small groups to evaluate these texts and explain and share how these could be improved using the key features we learnt in the previous lesson.
Barley class read a short passage from their Power of Reading book, Skellig. They discussed what they could se and then sketched a picture to represent their visualisation using charcoals on white paper. They then describe the picture.
This week Y5 and Y6 visited the library.
Some people took the opportunity to just have a really good read.
We enjoyed reading alongside one another.
We read aloud to each other and chatted about our books and life experiences.
We enjoyed our visit to the library and we shall definitely visit again.
Barley class love to read and have recently bought new class reading books to enjoy reading even further! From Alex Rider to C S Lewis, fiction to non- fiction... we can't wait to read them all!!
In English today we worked in small groups imagining if we were Eels on Eels Island. We considered the following questions; What rules will they need? How will they organise themselves, or distribute food? We designed a list of rules for life on Eels Island. This work is linked to our Power of Reading book' FLOODLAND' by Marcus Sedgwick.
We were very excited to go to the library.
We even stamped our own books.
We enjoyed our lunchtime library adventure and are looking forward to returning next week.
These three inspirational boys have decided to run their own reading club, twice a week during playtimes. They started by advertising their club using some very informative posters. Louis said, “We love reading and we want to motivate other children to read more.”
Toby added, “We are hoping to help some of the younger children improve their reading by helping them to read more regularly.”
Brandon continued, “We hope to encourage people who don’t read as much to want to read more. Simply because we love to do it, we hope that they will too.”
In Year 1 we use sound buttons to help us see the letter sounds in words. This really helps us to read, write and spell words.
Barley, Star Anise and Poppy Class joined together this afternoon for their reading collaboration. Pupils from Barley visited Poppy, Pupils from Poppy visited Star Anise and pupils from Star Anise visited Barley. We worked as reading buddies to inspire others and improve our reading skills but most of all because we simply love to read.