Latest News
Keep up to date with all the latest news happening in school at the moment.
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Accelerated Reader
Thu 18 Jul 2019Dear Parents/Carers,
We have had an amazing year for reading. As a school our KS2 children have read and quizzed on over 9700 books and over 77 million words in Accelerated Reader. It has been an incredible year for ‘AR Millionaire Readers’, with 13 children reading over 1 million words, 5 reading over 2 million, 1 reading over 3 million, 1 reading over 4 million and finally 1 child reading over 6 million words this school year.
Huge thanks to every parent who has supported their child in getting the reading habit at home. It has definitely had an impact on children's achievement in school.
We are now coming up to the summer holidays... 6 weeks away from school. Please help your child by keeping them reading over the holidays.
Some of you may be interested in keeping your child motivated to read over the summer by taking part in the county libraries summer Reading Challenge... see details below. The challenge is on at every library across Derby and Derbyshire... pop into your local one to get the children 'signed up'!
Thank you for your support.
Best regards,
Mrs R Whitney
This summer, libraries across Derby and Derbyshire will be promoting the "Space Chase" Reading Challenge, celebrating the 50th anniversary of the first Moon landing. Space Chase will take children on an out-of-this world adventure, as they join our futuristic family The Rockets for
a special mission celebrating reading, exploration, creativity and endeavour.
- The challenge is to read six library books during the summer holidays.
- Everyone who joins receives a sticker leaflet to complete.
- There's an extra reward for those who read a further four books – a special Summer Reading Challenge wristband
Throughout the Challenge library staff and teenage and adult volunteers are on hand to support children, helping them to discover new authors and explore a wide range of different types of books.
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Updates and Changes 2019 20 academic year
Thu 18 Jul 2019Academic Year End 2019 – Information for Parents
As we fast approach the break up for the summer break, I want to update you on some changes for the up and coming academic year (2019/20) and some additional information for the end of the term.
Curriculum Development
Over the last few months, staff have been taking steps to consider the diversity of the education we deliver to ensure that a more broad and balanced, relevant and exciting curriculum is offered. Whilst Standardised Assessment Tests (SATs), league tables and other national expectations remain very important to us, we recognise the importance of ensuring children receive an enriched curriculum that promotes life long learning and recognises their wellbeing needs. Indeed, evidence shows that children’s academic levels thrive through a broad relevant curriculum, rather than one that is restrictive and narrow.
In the coming year, we aim to ensure that we no longer over focus on core subject areas and that children are given wider opportunities in the arts, sports and other foundation subjects, areas that regularly suffer in the current climate of assessment led judgements of schools.
We intend to deliver more breadth and relevance, we plan to implement better learning through more memorable and creative experiences and we aim to assess the impact, not only through test outcomes, but also through the engagement and enjoyment of our pupils.
This will be developed over time and methodically, but we hope that the school community, including parents, support our drive to ensure learning is worthwhile, valued and delivered with child education as wider wellbeing in mind.
Pupil Admission Numbers – Changes to class structures.
Ashgate Primary School is subject to Derby City Council (DCC) School Admissions requirements and therefore pupil numbers (the capacity of the school and individual year groups) is dictated by what is referred to as the Pupil Admission Number (PAN).
Over the last 5 years at Ashgate Primary School, DCC have stipulated a Pupil Admission Number of 45 per cohort (no more than 45 planned in each year group) as opposed to the original 60 allowed in previous years. This means that there has been a net loss of 15 pupils per year over the last 4 academic years. This has a significant impact on school finance as funding formulas, set by government, are based on numbers of pupils admitted to a school.
PANs of 60 are designed to provide single year group classes (two single year group classes of 30), whilst PANs of 45 are designed to provide mixed classes (three mixed year group classes of 30). This means that from the academic year 2019/20, Ashgate Primary School will have a mixed year group class structure in all but the Early Years Foundation Stage.
This will be as follows:
- • 2 x Early Years Foundation Stage classes
- • 3x Year 1/2 classes
- • 3x Year 3/4 classes
- • 3x Year 5/6 classes
Unlike other schools, we are fortunate enough to be in a position that class sizes / pupil to adult ratios are lower that seen nationally and this will be maintained under the new mixed year group structure.
Who your child will be working with from September will be shared on ‘move up day’, which is this Friday.
Farewells and other announcements
There will be two class teachers leaving us at the end of this year.
After a very successful 3 year period at Ashgate Primary School, Mr Wolff will be moving to a new school at the end of term. He has been a genuine asset to the school and a very popular member of the team amongst staff, parents and children alike. We are of course sad to see him leave, but wish him all the best for the future.
We also say farewell to Mr Jones, who has decided to retire from teaching and therefore will not be returning to Ashgate Primary School in September. He has asked that I include the following message in this announcement:
“After nearly a quarter of a century at Ashgate well spent, I have decided to retire from teaching and to seek new challenges. I would also like to thank everyone at Ashgate for their friendship, professionalism and support and to wish them well for the future. Teaching at Ashgate has been a major part of my life and I genuinely feel blessed to have had that opportunity. I hope I can come back and help the school on a voluntary basis at some point in the future.”
I am sure you will join me in thanking Mr Jones for all his work over the years at Ashgate Primary School and wishing him well in his retirement.
Maternity leave
We are delighted to formally announce that Miss Ragan is expecting a new baby, as is Mrs Patrick. Both staff will be returning to us in September but will be commencing their maternity leave on or around the October half term. Their roles will be subject to temporary cover for the duration of their leave of absence.
‘Timely Reminders’
Earlier in the term, I set out for parents all of the holiday and INSET dates for the academic year. These have already been issued and are published on the school website. Derby City Council holidays do differ slightly to other local authorities, so I urge you to look carefully at these. A reminder now that the first day back to school for the children is Tuesday 10th September and the last day of school for the children is next Wednesday 24th July.
End of academic year celebrations
Each year, Year 6 children are permitted to have a school shirt signed by their classmates and staff. THIS IS FOR YEAR 6 CHILDREN ONLY. Last year, some younger children took it that they too could have shirts signed also. THIS IS NOT ALLOWED.
Note for Year 6 children. If you would like a shirt signed on the last day of term, you should bring one with you in addition to the one being worn. It is the shirt that you bring to school that can be signed, not the one on your back!
I would like to thank you all for your on going support, both at home and at school. Ashgate school continues to go from strength to strength and is becoming increasingly popular as the educational setting of choice for many; your contribution to this is noted and appreciated.
Mr Peter Seargent B.Ed (hons), NPQH.
Headteacher
Ashgate Primary School
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Therapy dogs in School
Thu 11 Jul 2019New Staff Member Trials – Therapy and Support Dogs
Background and philosophy
The leadership of Ashgate Primary School has considered the options regarding the possibility of working with animals as a therapy and wellbeing practice. Over a period of time researching the practice, risk assessing and seeking guidance from group such as Pets as Therapy (PAT), Dogs Helping Kids UK, Dogs for Good, and schools where therapy dogs have been introduced, the school has taken the decision to trial the introduction of 2 therapy dogs for pupils at the school.
Why have a ‘therapy or wellbeing dog? Dogs can’t understand us or speak!
Of course, dogs cannot speak; but they are great listeners and the right dogs are excellent when it comes to empathy. This is why so many schools across the UK are introducing dogs into their settings and having ‘school dogs’, ‘reading dogs’ and ‘therapy pets’. These dogs are in attendance periodically during the school year. They are normally known to the school and often owned by a member of the school staff or school itself. They become an integral part of the school teaching team and are highly valued by the school and the children alike. Their attendance is regular (increasing over time to allow adjustments to environment) and therefore seen as a central part of school life. Dogs that visit schools must be risk assessed and with their personality, history and temperament well known.
Dogs as a therapy
School dogs often work with and support children through difficult times in their lives such as those with anxiety or depression, those who find friendships challenging, or any case where comfort is needed. Support can often be given to children with additional needs, however, their presence benefits a wide variety of children, regardless of personal circumstance. They become a non-judgmental, non-demanding and unconditional friend. They must be incredibly calm, gentle, have a very unassuming nature, and as such, completely suited to being accessible to young people on a regular basis.
A dog as a calming influence
Many adults are apprehensive about new or challenging situations, which can be very daunting. Young people are no different. Research (and experience) shows that young people too can become nervous and stressed when in difficult circumstances or when the pressures of life are high. However, when a risk assessed, passive and friendly dog enters the group, they often become more relaxed, less self-conscious and calm, owing to the fact that dogs are non-judgemental. Therapy dogs provide comfort, encourage positive social behaviours, enhance self-esteem, motivate speech and inspire young people to have fun.
Pupils who are specifically targetted for dog therapy/reading are selected by staff and are those who would benefit most from this intervention (including the obvious need that the child is not overly fearful of animals); normally young people who lack confidence, or have difficulty with communication. Parents would be consulted in advance if their child is selected as one who would benefit from individual targetted time with any school dog.
I thought dogs were not allowed on school site and I have been told to not bring my pet dog on the playground; what is the difference?
Schools comply with the Health and Safety at Work Act and are required to consider the act when agreeing to having animals on school site. Other considerations such as Risk Assessments and Public Liability are acted on. It is true that most schools, including ours, have a general ‘no dogs’ policy, and with good reason. Allowing pets on site that have not been correctly risk assessed or without a specific purpose can lead to difficulties, as access to them is not managed or controlled by the school, or indeed accountable to it.
Therapy animals are managed and are introduced to the school over a period of time, starting with short orientation visits ensuring that the dogs is comfortable with the environment. They become familiar with the setting and children and are given time to adjust. Most importantly they are subject to a controlled risk assessment. Their role is directly managed and overseen by a staff member whilst general pets are not. It is key to remember that animals used as therapy or for other specific purpose are more than pets, they are in essence working animals with specific tasks.
Who will our school dogs be? (See staff ing pictures)
‘Molly’ is cared for by Mrs Forte. She is a chocolate labrador who was adopted following her owner suffering from a long term illness. She is placid and loves being fussed. Her temperament, common with the breed, means that she is ideal for working with children.
‘Fred’ is a rescue collie who lives with Mr Seargent. He already attends another school in Derbyshire as a therapy dog and is much loved by the children he helps. His primary role has been to support children with anxiety issues and a pupil with significant Autistic Spectrum Disorder challenges, but often spending time with him is used or seen as a reward by many pupils. He has a skill of putting children at ease, listening carefully when they are talking or reading to him and then, more often than not, falling asleep with his head at their feet. He snores, which the children find very amusing.
Common questions regarding therapy dogs in school
My child does not like dogs and is frightened of them
Any child who is fearful of dogs will not have to directly be with them, although they may see them around the school. Children will always be informed if a school dog is to be present when they enter a room or are in the vicinity. Children will have a choice. Access to school therapy dogs will always be closely controlled. In order to make sure children do not miss out, other therapy pets, such as guinea pigs or other smaller animals will be introduced soon.
My child has an allergy to dogs
As with children who are fearful of dogs, no individual will be made to work directly with them and therefore the risk of allergy reaction is minimal.
