Welcome to Year 3 Parents Evening Mr Beattie and Mr Rogers

Staff Mrs Jenny Cunliffe – assistant head teacher/phase leader Mr Rogers – teacher (3R) Mr Beattie – teacher (3B) Mrs Steele – support (3R) Mrs Adderley –support (3R) Mrs Pollock – support (3B)

Topics/Events for the year How far can you throw your shadow? Light exploration. How villainous were the Victorians? Sudbury Childhood Museum. What makes the Earth angry? Volcano eruption + Roman Mysteries – Pompeii. What was life like for the Croods? Poole’s Cavern, Buxton. How can Usain Bolt move so quickly? Year 3 Olympics Who are the Mayans and what have we learnt from them? Mayan workshop and dress-up day.

LESSON 1LESSON 2G RLESSON 3 Mon WorShIP WorShIP Break Break Lunch Lunch Tues Wed Thurs Fri

Behaviour expectations We are a Rights Respecting School (RRS), we all have rights, but we also have responsibilities to help to make Priory the best that it can be. All children are aware that if they make the right choices then they chose positive consequences e.g. as a class win a letter of superclass and if they don’t fulfil their responsibilities that they face consequences (warnings). If a child consistently chooses warnings then you will be asked to attend school to discuss how we can best support your child to make the right choices. Some children do require a behaviour diary to help them improve their general behaviour. The class teacher and yourself would agree targets and dates when your child’s progress will be reviewed.

Reading Diary All pupils are given a reading diary in which to record their reading at home, it is also a good place for pupils to record any reminders they may need during the week. Daily reading has the most impact on the child’s progress, but the minimum expectation is that pupil will read at least three times per week. Merits and warnings are also recorded in the diary, so that you can see your child’s progress.

Guided Reading Pupils take part in a guided reading session once a week, where a small group works with the teacher - during these sessions, pupils will develop their phonic and reading skills, alongside their comprehension skills. Teachers complete their own records and assessments and therefore do not fill in pupils individual diaries.

Next Steps for learning Pupils are set a target for reading, writing and maths at the beginning of the year, to achieve by AP6. An assessment evening in September will explain this further. Over the course of the year pupils will receive Next Steps For Learning, that will be updated regularly, in order to help them to achieve their end of year target.

Homework Pupils will receive two pieces of homework per week: 1)A piece of Topic/English homework – chosen from a list of possibilities 2)A piece of Maths homework linked to the week’s class work Homework is set on a Friday and is due in the following Wednesday. Note : additional homework may be set, to support a pupil to achieve their next step for learning or end of year target. Also, warnings may be issued for late homework.

Spellings Spellings are set on a Monday morning – spellings are differentiated according to the needs of the child. Typically children will have 6 spellings to learn. Pupils practise these daily and then are tested on a Friday, if they do not spell the word correctly, then the word is added to their spelling list for the next week. If a child has a specific difficulty with spelling then their spellings will be individual to them to address gaps in HFW or from which ever phonics phase they are working on to best support their progress.

P.E. Autumn Dance and Games. Dance and Games. Games will be outside (weather permitting) so trainers will be needed. Other areas: gymnastics, athletics.

P.E. Expectations The school requests that P.E. kit should consist of a team coloured or plain white t-shirt, dark shorts (blue or black) and pumps. We would ask that you stick to this kit. Long hair must be tied back and no jewellery is permitted. This is for health and safety reasons. If a child has recently had their ears pierced then we ask that you provide plasters to cover the ears during lessons. If they are able to be removed, the child must do this for themselves.

Special Educational Needs & Disabilities (SEND) If your child has been identified has having a SEN then you should have already been made aware of it. They may or may not require an Individual Educational Plan (IEP) As a result of your child’s SEN need they may receive specialist support either within the classroom or as an individual or part of a very small group. Progress is reviewed all the time and each term, you will be asked to attend a review meeting where we will discuss the impact of the support that the pupil is receiving and what their next steps are. We would hope that you view this support positively and assist your child with any interventions that they may be involved in.

Any Questions? Thank you for attending and we hope this evening has been informative.