91013 Meath Green Contact Book

Meath Green
Junior School

Home/School Diary

Autumn, Spring an­ d Summer Term 2022-2023

Name
Class
House Team



All about me...

Name:________________________________
Nickname:_____________________________
Birthday:______________________________
My favourite
subject:__________________________________________________

Class:_________________________ Teacher:____________________
My House Team:___________________________________________

My Clubs Spring Summer

Autumn

1

 
The School Day

7.30 am Breakfast Club

8.30 am Gates open – arrive at school

8.40 am Bell – gates close

8.45 am Registration closes

8.45 am – 9.00 am Skills

9.00 am – 10.00 am Lesson 1

10.00 am – 11.00 am Lesson 2

11.00 am – 11.15 am BREAK

11.15 am – 12.15 Lesson 3

12.15 – 12.45 pm VIPERS

12.45 – 1.45 pm LUNCH

1.45 pm – 2.00 pm Class Text/Reader

2.00 pm – 3.00 pm Lesson 4

3.00 pm – 3.20 pm Lesson 4 continues or Assemblies

Your child has PE on ………………………………………………………. and ………………………………………………………
Your child should come to school on PE and Games days in their PE kits.

If it is a swimming day they still come to school in their PE kits
(bringing their swimming kit with them). Swimming kit is needed
in school from Easter until October half term.

2

MEATH GREEN JUNIOR SCHOOL VALUES

 

TO FEEL PROUD YOU MUST BE

Respectful Honest Brave Resilient

3 When we make a mistake see it not
as a fail but a
To have self-respect To be honest with ourselves To face our fears and have a positive First
mindset Attempt
To have respect for others To be honest with others and tell the In
truth because it is the right thing to To be brave in our learning and our Learning
To show respect for the behaviour decisions
environment and the world around do •   being hardworking  
•   being determined  
us What does it look like? •   having the mind-set to ‘not

•   making right decisions   •   being truthful •   being honest give up’  
•   treating others in the way •   to be able to bounce back
•   being respectful •   facing our fears and overcoming
you want to be treated   when things are difficult  
•   treating our neighbourhood •   being brave them

and the wider world in a •   having integrity •   taking positive risks
way that preserves it for
future generations   •   knowing what is right and •   having confidence and drive to

  wrong tackle all challenges – physical

  •   helping others to recognise and mental

honesty

MEATH GREEN JUNIOR SCHOOL HOUSE SYSTEM

THUNDERFIELD CINDERFIELD
YELLOW HOUSE GREEN HOUSE

This is not the name of house but a castle. This house takes its name from a
In Saxon times there was a heath between particular area of Horley. Iron ore (the
Horley and Burstow. The heath was known rock that we heat or smelt) was found
as Thunderfield. On the heath was a here and in Roman times it was the Romans
castle known as Thunderfield that was that had an iron works there. The house
thought to have been built in the 1000’s that was built there long after the Romans
before the Norman invasion. Legend has it but still a long time ago is one of the
that King Harold spent the night at oldest in Horley and dates back to the
Thunderfield Castle before his famous 1200’s.
battle against William the Conqueror at
Hastings.

BENHAMS KINNERSLEY
RED HOUSE BLUE HOUSE


 

Most of the Manor houses in the old This is the name of a Saxon Manor house
parish of Horley were built around Horley built by a Cyneweard or Royal Guard. He
Row. A farm was built at the end of these built in a clearing which then was called
houses to provide the family with the food Kinewardslee. The name stayed with the
they needed. Benhams is the name of one house. In time the original house was
of those houses. The house and its name replaced by others. The one that stands
goes back a very long way, 1361. The in its place dates back to 1485 and was
Abbot at that time was named John de built by Sir William Monson. In 1947 the
Benham. The estate which was around 80 large Kinnersley estate was divided and
acres became known as the Benhams. The sold at auction. Now it is part of 5
name and the farmhouse remain. different smaller estates.

4

Meath Green Junior School

Home-School Agreement

Our Home-School Agreement is linked to our Values Shield where every individual matters and feels Proud of themselves and their achievements. The values which
underpin the whole community are to be resilient, brave, honest and show respect

As a pupil, I will: As a School, we will : As a parent/s, we/I will:

5 � Come to school daily, and be on time � Ensure that all children achieve their full potential, are confident and � Ensure that our/my child arrives at school on time,
� Be prepared for school, in the correct take responsibility for their own in correct school uniform and properly equipped
school uniform, and be properly equipped learning � Inform the school of any reason for absence
� Work hard, listen carefully to � Provide a broad and balanced curriculum � Support our/my child with homework, other home
instructions and do my best at all times � Match the curriculum to the learning needs of each child ensuring learning opportunities, reading and maths times
� Always be well behaved, respectful, differentiation and challenge tables
helpful and polite to all other people � Ensure that each classroom is a positive and stimulating work place � Encourage our/my child to show politeness, respect
� Complete my homework and bring it back � Provide a safe, caring and disciplined environment and consideration for others
on time � Set and mark homework regularly � Support the school in maintaining good behaviour
� Take good care of the school buildings, � Teach all children to develop a positive and inclusive attitude, and and discipline
equipment and grounds become good citizens � Alert the school to any concerns about our/my
� Tell someone if I am worried or unhappy � Keep all parents informed about their children’s progress and child’s work or behaviour
Strive to become independent and achievement � Attend parents’ meetings and discussions about
resilient � Inform parents immediately of any concerns about their child’s our/my child’s progress
progress, behaviour, attendance or � Where possible support school functions and
Signed:……................(Pupil) punctuality fundraising events
Keep parents informed about all school activities, special events and
fundraising Signed:……...........(Parent/Guardian)
� Listen to and value the views of parents, and deal efficiently with any  
concerns
� Ensure that all children are treated fairly

Signed……............................. (Headteachers)

 
PUPIL INTERNET CONTRACT

I wish to use Meath Green Junior School’s Internet service. I understand and agree to
the following:

•   I will follow all the school’s stated rules and protocol regarding internet use.
•   I will not open any files that I have downloaded without first checking for

possible viruses with an adult in the school.
•   I will only use school approved, licensed software on school computers and I will

not bring or use other programs or applications without permission.
•   I will not violate security systems that protect computers, file servers and the

network.
•   I will not use an account owned by another user not use another pupil’s password.
•   I will not transfer music or media clips between storage devices without

permission.
•   I will not attempt to access inappropriate websites.
•   I will remember that the Internet is a privilege, not a right.

Meath Green reserves all rights to any material stored on its file servers and has the
right to remove any material that is inappropriate or objectionable. The primary use of
the school’s Internet service is for school-related, educational purposes. Any other
use of the Internet service is at the discretion of individual pupils and the school is not
liable for inappropriate activities. The school uses some Internet screening facilities
but I recognise that I must take responsibility for ensuring that I do not deliberately
access inappropriate or offensive material.

I understand that if I don’t follow the rules of this policy I can lose my computer
privileges.

Signature of Pupil:…………………………………………………………………………………………………………

6

A SAFER INTERNET FOR YOU!
Top Tips for Online Safety

Don’t give out your personal information
Don’t put personal details such as your home
address, telephone numbers or parent’s work
address online as criminals can use this information
to create a fake profile and pretend to be you.

Think before you post
Everything you put online including
photos, videos and status updates

are there for the world to see!
Don’t post pictures of yourself, your

friends or your family online.

Don’t talk to strangers online or Protect your password
offline Make sure your password
includes a mixture of letters and
Let your parents know if someone numbers, and don’t share it with
has tried to contact you online that
your friends!
you don’t know and don’t meet up
with strangers. Sometimes people Listen to your parents
Avoid using public chat rooms or
aren’t who they say they are. using the internet for too long as

7 there are lots of criminals
around and you could fall victim

to this without knowing.

 
SCHOOL  UNIFORM  LIST  

We feel that wearing school uniform is important to maintain high standards and to help

children develop a feeling of pride and belonging in themselves and their school. We ask
parents to co-operate by sending children to school in uniform as detailed below, making

sure that every item is clearly marked with the child’s name.

BOYS GIRLS

Winter Winter

Grey/charcoal trousers Grey/charcoal skirt or tailored trousers
White short or long sleeved shirt White short or long sleeved shirt
Bottle green ‘V’ necked pullover
Bottle green ‘V’ necked pullover or cardigan
School tie School tie
Grey socks
Black leather school shoes (without sports logos) Bottle green, grey or white socks or tights.
School Fleece Low-heeled (no more than 3 cm) Black leather shoes

Summer School Fleece

Short sleeved white shirt with a tie Summer
or MGJS school polo shirt
Summer dress of green and white gingham or stripes or
Grey trousers or Grey tailored shorts Grey skirt/Grey tailored shorts with a shirt and tie or MGJS
Grey socks
school polo shirt
Black leather school shoes (without sports logos) White socks

PE and Swimming Kit (Boys) Low heeled (no more than 3cm) Black leather shoes
Swimming Trunks (not board shorts)
PE and Swimming Kit (Girls)
Swimming hat and named towel One piece swimming costume
Swimming hat and named towel

Plimsolls for indoor PE and trainers for Games Plimsolls for indoor PE and trainers for Games
Green shorts Green shorts

House Colour cotton t-shirt House Colour cotton t-shirt
Tracksuit (preferably green) Tracksuit (preferably green)

We would also respectfully ask that:

•   no nail varnish to be worn in school at any time

•   headbands should be green or black and minimal in size

•   your child does not have hair dye in their hair at any time

•   haircuts are to be appropriate for the school environment

•   If pupils do not come to school with appropriate shoes we will issue them with plimsolls for

the day or until shoes are worn. A pride in appearance as well as a pride in learning is

important.  

Thank you for your support

  8

Stationery List (needed for the school year)

HB Pencils X3
30cm ruler
Packet Coloured Pencils
Pencil Case
Pritt Stick
Fineliner (Black)
Rubber/Eraser
Pencil Sharpener
Highlighters (Green and Pink)
Pencil Grip (if needed)
Purple Biro
Ink Pen (for when they receive pen licence Y5/Y6)
Blue Ink Cartridges
(All on sale in school shop)

 
   

9

Behaviour at Meath Green Junior School

At Meath Green Junior School our Behaviour Policy reflects the belief that
children learn and thrive when they are healthy and safeguarded from harm.
Respecting others, working attentively, cooperating and avoiding conflict are the
key principles upon which this policy is based. It is our belief that with an
appropriate curriculum and effective teaching for learning, we will engage
learners and encourage good behaviour. All measures within this policy support
the prevention of bullying and promote pupil wellbeing.

Restorative Approaches

At MGJS we use restorative approaches to deal with, and improve negative
behaviour. Why?

•   Restorative approaches help develop a happier school where the focus is on
learning not conflict

•   Restorative approaches encourage pupils to think about how their
behaviour has affected others

•   It helps children to develop respect, responsibility and honesty
•   To encourage respectful language
•   To encourage pupils to take responsibility for their actions

When our pupils find themselves in conflict or upset we will ask them:-

1.   From your point of view, what happened?
2.   How were you feeling and what were you thinking at the time?
3.   Who has been affected?

•   In what ways?
•   How might they be feeling?
4.   Looking back, how do you feel about things now?
5.   What needs to happen to make things right now?

Restorative approaches has been proven to:-

•   Reduce exclusions, disruptive behaviour, conflict and bullying
•   Improve behaviour, learning and attendance
•   Develop honesty, responsibility, accountability, empathy, emotional

literacy, conflict resolution skills and a positive learning environment

10

 

Meath Green Junior School promotes a culture where bullying in any form is not acceptable,
where all members of the community are valued and where everyone has the responsibility to
promote respect, openness, honesty and understanding. This is reflected in our school values,

whereby all members of our community should:

•   Give RESPECT and can expect to receive RESPECT from others
•   Feel safe and HAPPY when in school
•   Know they are VALUED and value others at all times
•   Take RESPONSIBILITY for the safety and happiness of others as well as for their own

actions

What is bullying?

Bullying is the repetitive, intentional hurting of one person or group by another person or group,
where the relationship involves an imbalance of power. Bullying can be physical, verbal or
psychological. It can happen face to face or online.

Bullying includes:

•   verbal abuse, such as name calling and gossiping
•   non-verbal abuse, such as hand signs or text messages
•   emotional abuse, such as threatening, intimidating or humiliating someone
•   Making someone feel left out, such as ignoring or isolating someone
•   undermining, by constant criticism or spreading rumours
•   controlling or manipulating someone
•   racial, sexual or homophobic bullying
•   physical assaults, such as hitting and pushing
•   making silent, hoax or abusive calls
•   online or cyberbullying.

Cyberbullying

Bullying that happens online, using social networks, games and mobile phones, is often called
cyberbullying. Cyberbullying includes:

•   sending threatening or abusive text messages
•   creating and sharing embarrassing images or videos
•   'trolling' - the sending of menacing or upsetting messages on social networks, chat

rooms or online games
•   excluding children from online games, activities or friendship groups
•   setting up hate sites or groups about a particular child
•   encouraging young people to self-harm
•   voting for or against someone in an abusive poll
•   creating fake accounts, hijacking or stealing online identities to embarrass a young

person or cause trouble using their name
•   sending explicit messages, also known as sexting

11

 

 

 

Everyone’s right is to be HAPPY –
Everyone’s responsibility is to ensure it

happens!

Bullying has no place in our school community –

we are committed to stamping it out.

Bullying is behaviour repeated
over time that intentionally
hurts someone either:
•   physically
•   emotionally
•   mentally

If you are being BULLIED there are things you can do to get it
sorted:

1.   Let an adult know – at home or at school
2.   Write a message and post it in the Worry Box
3.   Talk to a buddy

12

Top tips to maximise your learning

Get some
exercise
each day

 Begin the day right ~ implement a clear morning routine, have a good breakfast and

arrive at school in plenty of time.

 Take in a healthy packed lunch or opt for a school meal.
 Ensure that you bring in a water bottle to remain hydrated throughout the day.
 Ensure that you bring a healthy snack for break time (no chocolate please).
 Give praise (and lots of it) - shower with praise for good behaviour, set clear boundaries

and be firm with them, listen to their point of view but don’t get drawn into pointless
arguments, try not to become angry but use the reaction of surprise and sorrow if your
child breaks a rule, always forgive.

 Encourage an evening routine that incorporates a reading and home-learning time.
 Ensure you get sufficient sleep - have a regular bedtime routine which includes a

winding down time. Ensure you bedroom is comfortable and welcoming with no TV or
other other equipment to distract yourself.

 Spend time with the rest of
your family

 Limit screen time to
1½ hrs a day -
Computer/TV/Playstation

 Share these times as
a family rather than
by yourself

13

Reading and Spelling

You are expected to know these words by the end of year 4. Tick ✓ each word when you know
the how to read R and when you know the spelling Sp

accident(ally) R Sp disappear R Sp interest R Sp pressure R Sp

actual(ly) R Sp early R Sp island R Sp probably R Sp

address R Sp earth R Sp knowledge R Sp promise R Sp

answer R Sp eight/eighth R Sp learn R Sp purpose R Sp

appear R Sp enough R Sp length R Sp quarter R Sp

arrive R Sp exercise R Sp library R Sp question R Sp

believe R Sp experience R Sp material R Sp recent R Sp

bicycle R Sp experiment R Sp medicine R Sp regular R Sp

breath R Sp extreme R Sp mention R Sp reign R Sp

breathe R Sp famous R Sp minute R Sp remember R Sp

build R Sp favourite R Sp natural R Sp sentence R Sp

busy/business R Sp February R Sp naughty R Sp separate R Sp

calendar R Sp forward(s) R Sp notice R Sp special R Sp

caught R Sp fruit R Sp occasion(ally) R Sp straight R Sp

centre R Sp grammar R Sp often R Sp strange R Sp

century R Sp group R Sp opposite R Sp strength R Sp

certain R Sp guard R Sp ordinary R Sp suppose R Sp

circle R Sp guide R Sp particular R Sp surprise R Sp

complete R Sp heard R Sp peculiar R Sp therefore R Sp

consider R Sp heart R Sp perhaps R Sp though/although R Sp

continue R Sp height R Sp popular R Sp thought R Sp

decide R Sp history R Sp position R Sp through R Sp

describe R Sp imagine R Sp possess(ion) R Sp various R Sp

different R Sp increase R Sp possible R Sp weight R Sp

difficult R Sp important R Sp potatoes R Sp woman/women R Sp

14

Reading and Spelling

You are expected to know these words by the end of year 6. Tick ✓ each word when you know
the how to read R and when you know the spelling Sp

accommodate R Sp correspond R Sp identity R Sp queue R Sp
R Sp
accompany R Sp criticise R Sp immediate(ly) R Sp recognise R Sp
R Sp
according R Sp curiosity R Sp individual R Sp recommend R Sp
R Sp
achieve R Sp definite R Sp interfere R Sp relevant R Sp
R Sp
aggressive R Sp desperate R Sp interrupt R Sp restaurant R Sp
R Sp
amateur R Sp determined R Sp language R Sp rhyme R Sp
R Sp
ancient R Sp develop R Sp leisure R Sp rhythm R Sp
R Sp
apparent R Sp dictionary R Sp lightning R Sp sacrifice R Sp
R Sp
appreciate R Sp disastrous R Sp marvellous R Sp secretary R Sp
R Sp
attached R Sp embarrass R Sp mischievous R Sp shoulder R Sp
R Sp
available R Sp environment R Sp muscle R Sp signature R Sp
average R Sp eeeqqquuuiiipppmppeeeddn /t R Sp necessary R Sp sincere(ly) R Sp
awkward R Sp especially R Sp neighbour R Sp soldier R Sp
R Sp
bargain R Sp exaggerate R Sp nuisance R Sp stomach R Sp

bruise R Sp excellent R Sp occupy R Sp sufficient

category R Sp existence R Sp occur R Sp suggest

cemetery R Sp explanation R Sp opportunity R Sp symbol

committee R Sp familiar R Sp parliament R Sp system

communicate R Sp foreign R Sp persuade R Sp temperature

community R Sp forty R Sp physical R Sp thorough

competition R Sp frequently R Sp prejudice R Sp twelfth

conscience R Sp government R Sp privilege R Sp variety

conscious R Sp guarantee R Sp profession R Sp vegetable

controversy R Sp harass R Sp programme R Sp vehicle

convenience R Sp hindrance R Sp pronunciation R Sp yacht

15

Grammar -
Glossary

Adjec�ve Irregular verb
A word that describes a noun Verbs that don’t follow a set pa�ern of
e.g. the cat is very happy rules.

Adverb Infini�ve
A word that describes a verb, an The basic form of the verb, as it is
adjec�ve or another adverb found in the dic�onary (nothing has
e.g. the cat is extremely small / the cat been added or taken away).
moved stealthily e.g. to drink / to sleep

Definite ar�cle Modal verb
The An auxiliary verb that is used with
another verb to express a certain
Indefinite ar�cle mood or inten�on.
A or an e.g. I can’t swim / I have to do my
work
Demonstra�ve
This, that, these, those Mood
The form a verb can take.
Main clause There are three types of mood:
A sentence that func�ons Indica�ve: used with
independently statements/facts
e.g. I’ll feed the dog. Impera�ve: instruc�ons/direc�ons
Subjunc�ve: expresses
Subordinate clause doubt/possibility
A part of the sentence that is
dependent upon another part Noun
e.g. I’ll feed the dog [main clause] A naming word
when he barks [subordinate clause]! e.g. giraffe / telephone

Conjunc�on or connec�ve Singular
A word that joins a group of words One thing
e.g. and / or

16

Grammar - Pronoun
Glossary A word that replaces a noun
e.g. he / she / it
Con�nued
Reflexive pronoun
Plural Myself / yourself / himself
More than one thing
Reflexive verb
Direct object An ac�on that can be done to oneself
The phrase directly affected by the e.g. I hurt myself
ac�on of the verb.
e.g. I gave him the present (the Subject
present is being given) The person doing the ac�on
e.g. the monkey eats banana
Indirect object
The person or thing that receives the Verb
object. An ac�on word
e.g. I gave him the present (him – he is
receiving the object) Past tense
Says what happened in the past
Passive
e.g. the thief was caught by the police Present tense
What is happening now
Ac�ve
e.g. the police caught the thief Future tense
What will happen in the future
Personal pronoun
Refers to people Condi�onal tense
e.g. I / you / he / she / we / you / they What could/would happen

Possessive
Indicates possession
e.g. mine / yours / his

Preposi�on
A word that gives informa�on, such as
�me, loca�on or direc�on
e.g. on, at, between

17

NOTES:

18

Improving key
reading skills at

Meath Green
Junior School

19

Vocabulary
Infer
Predict
Explain
Retrieve
Summarise

20

Vocabulary

Find and explain the meaning of words in context

Example questions
• What do the words ...... and …… suggest about the

character, setting and mood?
• Which word tells you that….?
• Which keyword tells you about the

character/setting/mood?
• Find one word in the text which means……
• Find and highlight the word that is closest in meaning

to…….
• Find a word or phrase which shows/suggests that…….

21

Infer

Make and justify inferences using evidence from the text.

Example questions
• Find and copy a group of words which show that…
• How do these words make the reader feel? How does

this paragraph suggest this?
• How do the descriptions of …… show that they are ……..
• How can you tell that……
• What impression of …… do you get from these

paragraphs?
• What voice might these characters use?
• What was …. thinking when…..
• Who is telling the story?

22

Predict

Predict what might happen from the details given and
implied.

Example questions
• From the cover what do you think this text is going to be

about?
• What is happening now? What happened before this?

What will happen after?
• What does this paragraph suggest will happen next?

What makes you think this?
• Do you think the choice of setting will influence how the

plot develops?
• Do you think… will happen? Yes, no or maybe? Explain

your answer using evidence from the text.

23

Explain

Ø Explain how content is related and contributes to the meaning as
a whole.

Ø Explain how meaning is enhanced through choice of language.
Ø Explain the themes and patterns that develop across the text.
Ø Explain how information contributes to the overall experience.

Example questions
• Why is the text arranged in this way?
• What structures has the author used?
• What is the purpose of this text feature?
• Is the use of ….. effective?
• The mood of the character changes throughout the text.

Find and copy the phrases which show this.
• What is the author’s point of view?
• What affect does ….. have on the audience?
• How does the author engage the reader here?
• Which words and phrases did ….. effectively?
• Which section was the most interesting/exciting part?
• How are these sections linked?

24

Retrieve

Retrieve and record information and identify key details
from fiction and non-fiction.

Example questions
• How would you describe this story/text? What genre is

it? How do you know?
• How did…?
• How often…?
• Who had…? Who is…? Who did….?
• What happened to…?
• What does…. do?
• How ….. is ……..?
• What can you learn from …… from this section?
• Give one example of……
• The story is told from whose perspective?

25

Summarise

Summarise the main ideas from more than one paragraph

Example questions
• Can you number these events 1-5 in the order that they

happened?
• What happened after …….?
• What was the first thing that happened in the story?
• Can you summarise in a sentence the

opening/middle/end of the story?
• In what order do these chapter headings come in the

story?

26

Recommended Reading List - Year 3

Classics Alice in Wonderland Ryan, Margaret Scratch and Sniff
(adapted by Lesley Sims) Stine, R L Rotton School (series)
Carroll, Lewis Just William (adapted by Strong, Jeremy My Granny’s Great Escape
Martin Jarvis) Toksvig, Sandi The Littlest Viking
Crompton, Richmal The Twits, The Magic Tomlinson, Jill The Owl who was Afraid of
Finger the Dark
Dahl, Roald The Wind in the Willows Whybrow, Ian Boy Racer
Winnie the Pooh
Grahame, Kenneth Tales of Peter Rabbit Wilson, Jacquelin Video Rose
Milne, A A Rudyard Kipling’s Just So
Potter, Beatrix Stories (adapted) Picture Books
Rayner,Shoo Browne, Anthony Silly Billy
Stuart Little
White, E B Dodd, Emma “Miaow,” said the Cow

Donaldson, Julia A Squash & a Squeeze

Great Fiction Goodheart, Pippa You Choose

Allan, Ahlberg The Children Who Smelled a Gravett, Emily Monkey & Me
Rat
Blackman, Malorie The Monster Crisp Guzzler Kitamura, Satoshi Millie’s Marvellous Hat
Bradman, Tony Happy Ever After (series)
Broad, Michael Agent Amelia (series) Jeffers, Oliver The Great Paper Caper
Brown, Jeff Flat Stanley
Burchett, J Wild Rescue : Ocean S.O.S. Schwarz, Viviane There are Cats in this Book
(series)
Child Lauren Clarice Bean (series)
Childs, Rob Wicked Day!
Daniels, Lucy Animal Ark (series) Books in italics are ideal for sharing.
D’Lacey, Chris The Dragons of Wayward
Crescent Corgi Pups, Walker Stories and The Magic Tree House
Doherty, Berlie The Starbuster all publish great stories for this age range, by a variety
Fine, Anne Diary of a Killer Cat of well-known authors.
Friel, Maeve Witch in Training
Frost, Adam Harry Rabbit on the Run Useful websites :
Gray, Kes Daisy (series) www.lovereading4kids.co.uk
Griffiths, Andy The Big Fat Cow that Goes www.achuka.co.uk
Kapow www.booktrustchildrensbooks.org.uk
Johnson, Pete Invisible Brother
King-Smith, Dick The Hodgeheg
McDonald, Megan Judy Moody (series)
McGowan, Anthony Bare Bum Gang (series)
McLaughlin, Marilyn Fierce Milly & the Amazing
Dog
Morpurgo, Michael The Dancing Bear
Murray, Martine Henrietta the Great Gogetter
Nimmo, Jenny Invisible Vinnie
O’Brien, Joe Alfie Green & the Magical Gift
(series)
Owen, Laura Winnie the Witch (series)
Pattern, Brian Impossible Parents
Rai, Bali Soccer Squad : Stars (series)
Rees, Gwyneth Fairy Gold

27

Recommended Reading List - Year 4

Classics Fantastic Mr Fox, Maltida Pearce, Phillippa The Battle of Bubble and
Flow Squeak
Dahl, Roald Fairy Tales Pennac, Daniel Eye of the Wolf
Goodheart, Pippa Moomin Valley (series) Rees, Gwyneth Cosmo & the Great Witch
Grimm, The Brothers The Clock Tower Ghost Escape
Jannson, Tove Just So Stories Ridley, Philip Scribbleboy, Zop’s Appollo
Kemp, Gene Chronicles of Narnia Riddell, Chris Ottoline goes to School
Kipling, Rudyard Uncle Stories Sedgewick, Marcus Flood and Fang
Lewis, C. S. Bed-knobs and Broomsticks Wilson, Jacqueline Lizzie Zipmouth
Martin, J. P.
Norton, Mary Charlotte’s Web Great Adventures
Burnford, Shelia The Incredible Journey
White, E B

Great Fiction Creswell, Helen A Gift from Wrinklesea

Apps, Roy Melvin the Avenger Aunt Dann, Colin Animals of Farthing Wood
(series)
Boomerang (series)
Goodheart, Pippa Flow
Ashton, Charles The Boy who was a Bear
Juster, Norton The Phanton Tooth
Blyton, Enid The Secret Seven
King, Clive Stig of the Dump
Blackman, Malorie Sow Dog
Leeson, Robert The Third Class Genie
Cooper, Susan The Boggart
Lindgren, Astrid Pippi Longstocking
Cowell, Cressida How to Train Your Dragon
Pullman, Philip Count Karlstein
Cross, Gillian The Great Elephant Chase
Proysen, Alf Mrs Pepperpot
Deary, Terry Knights Tale

Donaldson, Julia Princess Mirror-Belle (series) Humour

Doyle, Roddy Meanwhile Adventures Anderson, Sorel The Clumsies
Andrae, Giles Billy Bonkers
Fine, Anne The Country Pancake, Bill’s New Ardagh, Philip Grubtown Tales
Frock Colfer, Eoin Spud Murphy
Davies, Katie Great Hamster Massacre
French, Vivian The Tiara Club (series), Sharp Jennings, Paul Undone, Unbelievable
Sheep McKay, Hilary Charlie & the Big Birthday Bash
Scieska, Jon The Three Little Pigs
Gavin, Jamila GrandpaChatterji Years, The Small, Charlie The Adventures of Charlie Small
Whistling Monster (series)
Strong, Jeremy The Hundred Mile an Hour Dog
Gantos, Jack Joey Pigza Swallowed the Key Temperley, Alan Harry & the Wrinkies
Umansky, Kay Pongwiffy (series)
Gardener, Sally The Invisible Boy Whybrow, Ian Sniff (series)

Gleitzman, Morris Blabbermouth

Haptie, Charlotte Otto in the Time of the Worrior

Hendry, Diana Harvey Angell

Hinton, Nigel Beaver Towers (series)

Hirsch, Odo Something Fishy, Hazel Green!

Hoeye, Michael Time stops for No Mouse

Horowitz, Anthony The French Confection

Kilworth, Gary Spiggot’s Quest (series) Picture Books

King-Smith, Dick The Fox Busters, The Sheep-Pig Duffy, Carol Ann The Tear Thief

Langley, Noel The Land of Green Ginger Foreman, Michael The Little Reindeer

McCall Smith, Alexander Akimbo & the Elephants Gaiman, Neil The Wolves in the Walls

McConnell, Sarah Scarlet Silver (series) Hughes, Shirley The Lion & the Unicorn

Molloy, Michael The House on Falling Star Hill Wild Margaret Haryy & Hopper

Morpurgo, Michael The Marvle Crusher Williams, Marcia Bravo, William Shakespeare!

Nimmo, Jenny The Owl Tree, The Bodigulpa

Oppel, Kenneth Silverwing Saga Books in italics are ideal for sharing.

Palmer, Tom Football Academy (series)

28

Recommended Reading List - Year 5

Classics Gavin, Jamila Grandpa Chatterji; I want to
be an Angel & Other Stories
Anderson, Hans Christian Selected Tales of Hans Geras, Adele Cleapatra; A candle in the
Dark
Anderson Gleitzman, Morris Stickybeak; Toad Heaven;
The Gift of the Gab
B.B. Brenton Chase; Down the Golding, Julia The Chimera’s Curse –
Companions Quartet
Bright Stream Hinton, Nigel The Finders; Beaver Towers
Series
Burnett, F. Hodgson The Secret Garden; Little Horowitz, Anthony Groosham Grange;
Lord Fauntleroy Diamond Brothers (series)
Jarvis, Robin The Alchemyst’s Cat; The
Dahl, Roald Danny Champion of the Woven Path
World Juster, Norton The Phamtom Tolbooth
McEwan, Ian The Daydreamer
Grahame, Kenneth The Wind in the Willows Morpurgo, Michael The Wreck of the Zanaibar;
The Amazing Story of
Hughes, Ted The Iron Man Nimmo, Jenny Adolphus Tips
Pearce, Phillippa The Snow Spider Trilogy
Kipling, Rudyard The Jungle Book A Dog so Small; Minnow on
Pullman, Philip the Say
Langley, Noel The Land of Green Ginger Riordan, Rick I Was a Rat; Count Karlstein
Snicket, Lemony Percy Jackson (series)
L’Engle, Madeline A Wrinkle in Time A Series of Unfortunate
Stannard, Russell Events
Lewis, C.S. Chronicles of Narnia Stewart & Riddell Uncle Albert (series)
Westall, Robert Fergus Crane
Linklater, Eric The Pirates in the Deep Wynne-Jones, Diana Blitzcat
Charmed Life
Green Sea

Nesbitt, Edith The Treasure Seekers; The
Railway Children

Nortin, Mary The Borrowers

O’Brien, Robert C. Mrs Frisby & the Rats of
Nimh

Smith, Dodie 101 Dalmations

Streatfield, Noel Ballet Shoes

Tolkin, J.R.R. The Hobbit

White, E.B. Charlotte’s Web Historical

Wilde, Oscar Fairy Tales of Oscar Wilde Foreman, Michael War Game; War Boy

Great Stories Kerr, Judith When Hitler Stole Pink
Rabbit; Bombs on Aunty
Banks, Lynne Reid Indian in the Cupboard Dainty
Byng, Georgia (series)
Cowell, Cressida Molly Moon’s Hyponotic Lawrence, Caroline The Thieves of Ostia; The
Diterlizzi, Tony Time Travel Machine Pirates of Pompeii
Druitt, Tobias How to be a Pirate
Spiderwick Chronicles McCaughrean, Geraldine One Thousand & One
Fine, Anne (series) Arabian Nights
Fisk, Nicholas Croydon & the Island
Fletcher, Charlie Monsters; Croydon & the Treece, Henry The Viking Saga; The
Foreman, Michael Fall of Atlantis Children’s Crusade
Goggle Eyes; Madame
Doubtfire Turnball, Ann et al. Historical House (series)
Grinny; Space Hostages;
Trillions Useful websites :
Stone Heart; Iron Hand www.lovereading4kids.co.uk
War Game; War Boy www.achuka.co.uk
www.booktrustchildrensbooks.org.uk

29

Recommended Reading List - Year 6

Classics Peter Pan Pennac, Daniel Dog; The Eye of the Wolf
The Secret Garden Pullman, Philip The Tiger in the Well (series)
Barrie, J.M. Alice’s Adventures in Riordan, Rick Percy Jackson (series)
Burnett, F. Hodgson Wonderland Said, S.F. Varjac Paw
Carroll, Lewis Animals of Farthing Wood St. John, Lauren The White Giraffe
The Snow Goose Stewart and Riddle Edge Chronicles
Dann, Colin The Mouse & his Child
Gallico, Paul Jungle Stories Wilson, Jacqueline The Lottie Project
Hoban, Russell Chronicles of Narnia
Kipling, Rudyard Doctor Dolittle Stories Historical
Lewis, C.S. The Call of the Wild; White Bawden, Nina Carrie’s War; The Peppermint
Lofting, Hugh Fang pig
London, Jack Box of Delights
Five Children & It Breslin, Theresa Across the Roman Wall;
Masefield, John Tom’s Midnight Garden Whispers in the Graveyard
Nesbit, E. Black Beauty
Pearce, Philippa Buckley-Archer, Linda Gideon The Cultpurse
Sewll, Anna Ballet Shoes
Cavendish, Grace Lady Grace Mysteries; A is for
Streatfield, Noel Wolves of Willoughby Chase Assassin
(series)
Great Stories Skellig; Te Fire Eaters Cooper, Susan King of Shadows (about
Dangerous Reality; Forbidden Shakespeare); The Dark is
Aiken, Joan Game Rising (series)
Artemis Fowl (series)
Almond, David Lionboy (series) Doherty, Berlie Street Child
Blackman, Malorie Daughter of the Sea; The
Sailing Ship Tree Farmer, Penelope Charlotte Sometimes
Colfer, Eoin Charm School; Madam
Corder, Zizou Doubtfire Magorian, Michelle Goodnight Mr. Tom
Doherty, Berlie Inkheart
Coraline; The Graveyard Book Newbury, Linda Blitz Boys; fightsend; Ice Cat
Fine, Anne The Weirdstone of
Brisingamen Paton Walsh, Jill The Dolphin Crossing
Funke, Cornelia The Shadow of the Minotaur
Gainman, Neil Cat Royal (series) Serraillier, Ian The Silver Sword
Garner, Alan Young Bond (series)
Alex Rider (series) Toksvig, Sandy Hitler’s Canary
Gibbons, Alan The Secret Platform 13;
Golding, Julia Monster Mission Various My Story (series)
Higson, Charlie The Saga of Eric the Viking
Horowitz, Anthony The Turbulent Term of Tyke Westall, Robert The Kingdom by the Sea
Ibbotson, Eva Tyler
The Ghost of Thomas Kempe Wynne-Jones, Diana Howl’s Moving Castle
Jones, Terry Peter Pan in Scarlett;
Kemp, Gene Geraldine The Odyssey Funny Worry Warts
Shadow Skulduggery Pleasant (series)
Lively, Penelope The Goalkeeper’s Revenge & Gleitzman, Morris The Amazing Maurice & his
McCaughrean, Other Stories Landy, Derek Educated Rodents
Mrs Frisby & the Rats of Nimh Pratchett, Terry Harry and the Wrinklies;
Morpurgo, Michael Children of the Red King Harry and the Treasure of
Naughton, Bill Chronicles of Ancient Temperley, Alan Eddie Carver
Darkness (series) The Boy in the Dress
O’Brien, Robert Walliams, David
Nimmo, Jenny
Paver, Michelle Sport Jamie Johnson (series)
Foul Play (Football detective
Freedman, Dan series)
Palmer, Tom

Non-Fiction Horrible Histories (series)
The Very Bloody History of
Deary, Terry Britain
Farman, John Marley & Me
Mr William Shakespeare’s
Grogan, John Plays
Williams, Marcia

30

 

The lower down the pyramid you reach,
the higher the level you will achieve!

Check your work using VCOP every time
you write.

 

 

31 Vocabulary Conjunctions

Openers Punctuation

Maths - Home Learning
Key Stage 2 Maths Skills

The following are just some of the basic maths skills that your child
will be taught throughout Key Stage 2.

 Place value up to 1000 000, including tenths and hundredths
 Times Tables up to 10 x 10 and corresponding division facts
 Multiples of numbers
 Number Bonds to 10, 20, 100 and 1000
 Mental strategies of addition, subtraction, multiplication and division
 Written methods of addition, subtraction, multiplication and division
 Making reasonable estimations
 Fractions of a whole and of amounts
 Equivalent fractions
 Converting fractions to decimals
 Converting fractions to decimals and to

percentages

 How to work out percentages using pencil and paper and using a

calculator

 Representing data on pictograms, bar charts, line graphs and pie charts
 Measurements of temperature, time, length, capacity and weight
 Perimeter and area
 2D and 3D shapes and their properties
 Angles (right-angle, obtuse, acute, reflex, full
236+9x2-6=24=93=61 0
circle)

 Plotting co-ordinates
 Symmetry reflection and rotation
 Tessellation of shapes
 Explaining methods and reasoning
 Problem solving

32

How can you support your child in their Maths learning?

We encourage the children to understand number and the number system
rather than employ methods that they can use but not understand. This may
involve the children in using methods of addition, subtraction, multiplication
and division that may seem rather long and detailed but encourages
understanding number. Encourage your child to be positive about maths.

Find out from the teacher which methods your child is currently using and
support him/her to use these. Ask your child to explain the method to you to
help him/her consolidate
the method and develop
her/his skills of explaining
methods and reasoning.

Have fun with practical
activities.

 Measurements and

ratio during cooking

 Helping to measure

for carpets, curtains,
shelving etc

 Working out travelling

time and speed

 Paying in shops –

working out the cost and the change

33

11 22 33 44 55 66 77 88 99 1100 1111 1212

oonnee 1 1 22 33 44 55 66 77 88 99 1100 1111 1212
twtwoo 2 2 44 66 88 1100 1122 1144 1166 1188 2200 2222 2424
thtrheree 3 3 66 99 1122 1155 18 2211 2244 2277 3300 3333 3636

fofouur r 4 4 88 1122 1166 2200 24 2288 3322 3366 4400 4444 4848

fifvieve 5 5 1100 1155 2200 2255 30 3355 4400 4455 5500 5555 6060

sisxix 6 6 1122 1188 2244 3300 36 4422 4488 5544 6600 6666 7272
sesveevnen 7 7 1144 2211 2288 3355 4422 4499 5566 6633 7700 7777 8484
eiegighht t 8 8 1166 2244 3322 4400 4488 5566 6644 7722 8800 8888 9696

ninninee 9 9 1188 2277 3366 4455 5544 6633 7722 8811 9900 9999 101808
tetnen 1010 2200 3300 4400 5500 6600 7700 8800 9900 110000 111010 121020

eleelveevnen 1111 2222 3333 4444 5555 6666 7777 8888 9999 111100 121121 131232
twtwelevleve 1212 2244 3366 4488 6600 7722 8844 9966 110088 112200 131232 141444
Multiplication Table
Multiplication Table

113
113
34

Hundred Square

Number Grid

1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100

114
35

NOTES:

36

Autumn Term
2022

  Week Beginning:

Reading Record

DATE Book Title and Author (time spent) Parent/Child/Teacher Comments

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

TEAM POINTS TALLY TOTAL SPELLINGS I need to learn

MONDAY…………………………………………………… …………
TUESDAY ………………………………………………… …………
WEDNESDAY…………………………………………… …………
THURSDAY……………………………………………… …………
FRIDAY……………………………………………………… …………
SATURDAY/SUNDAY……………………………… …………
WEEKLY TOTAL …………………………


 

  Home/School Messages
MONDAY Parent/Child/Teacher Comments

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

Important Dates this week!

Home Learning Timetable PARENT’S/CARER’S SIGNATURE:
……………………………………………………………
SENT OUT DUE IN TEACHER’S SIGNATURE:
……………………………………………………………
MONDAY

TUESDAY

WEDNESDAY
THURSDAY

FRIDAY


 

  Week Beginning:

Reading Record

DATE Book Title and Author (time spent) Parent/Child/Teacher Comments

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

TEAM POINTS TALLY TOTAL SPELLINGS I need to learn

MONDAY…………………………………………………… …………
TUESDAY ………………………………………………… …………
WEDNESDAY…………………………………………… …………
THURSDAY……………………………………………… …………
FRIDAY……………………………………………………… …………
SATURDAY/SUNDAY……………………………… …………
WEEKLY TOTAL …………………………


 

  Home/School Messages
MONDAY Parent/Child/Teacher Comments

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

Important Dates this week!

Home Learning Timetable PARENT’S/CARER’S SIGNATURE:
……………………………………………………………
SENT OUT DUE IN TEACHER’S SIGNATURE:
……………………………………………………………
MONDAY

TUESDAY

WEDNESDAY
THURSDAY

FRIDAY


 

  Week Beginning:

Reading Record

DATE Book Title and Author (time spent) Parent/Child/Teacher Comments

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

TEAM POINTS TALLY TOTAL SPELLINGS I need to learn

MONDAY…………………………………………………… …………
TUESDAY ………………………………………………… …………
WEDNESDAY…………………………………………… …………
THURSDAY……………………………………………… …………
FRIDAY……………………………………………………… …………
SATURDAY/SUNDAY……………………………… …………
WEEKLY TOTAL …………………………


 

  Home/School Messages
MONDAY Parent/Child/Teacher Comments

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

Important Dates this week!

Home Learning Timetable PARENT’S/CARER’S SIGNATURE:
……………………………………………………………
SENT OUT DUE IN TEACHER’S SIGNATURE:
……………………………………………………………
MONDAY

TUESDAY

WEDNESDAY
THURSDAY

FRIDAY


 

  Week Beginning:

Reading Record

DATE Book Title and Author (time spent) Parent/Child/Teacher Comments

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

TEAM POINTS TALLY TOTAL SPELLINGS I need to learn

MONDAY…………………………………………………… …………
TUESDAY ………………………………………………… …………
WEDNESDAY…………………………………………… …………
THURSDAY……………………………………………… …………
FRIDAY……………………………………………………… …………
SATURDAY/SUNDAY……………………………… …………
WEEKLY TOTAL …………………………


 

  Home/School Messages
MONDAY Parent/Child/Teacher Comments

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

Important Dates this week!

Home Learning Timetable PARENT’S/CARER’S SIGNATURE:
……………………………………………………………
SENT OUT DUE IN TEACHER’S SIGNATURE:
……………………………………………………………
MONDAY

TUESDAY

WEDNESDAY
THURSDAY

FRIDAY


 

  Week Beginning:

Reading Record

DATE Book Title and Author (time spent) Parent/Child/Teacher Comments

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

TEAM POINTS TALLY TOTAL SPELLINGS I need to learn

MONDAY…………………………………………………… …………
TUESDAY ………………………………………………… …………
WEDNESDAY…………………………………………… …………
THURSDAY……………………………………………… …………
FRIDAY……………………………………………………… …………
SATURDAY/SUNDAY……………………………… …………
WEEKLY TOTAL …………………………


 

  Home/School Messages
MONDAY Parent/Child/Teacher Comments

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

Important Dates this week!

Home Learning Timetable PARENT’S/CARER’S SIGNATURE:
……………………………………………………………
SENT OUT DUE IN TEACHER’S SIGNATURE:
……………………………………………………………
MONDAY

TUESDAY

WEDNESDAY
THURSDAY

FRIDAY


 

  Week Beginning:

Reading Record

DATE Book Title and Author (time spent) Parent/Child/Teacher Comments

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

TEAM POINTS TALLY TOTAL SPELLINGS I need to learn

MONDAY…………………………………………………… …………
TUESDAY ………………………………………………… …………
WEDNESDAY…………………………………………… …………
THURSDAY……………………………………………… …………
FRIDAY……………………………………………………… …………
SATURDAY/SUNDAY……………………………… …………
WEEKLY TOTAL …………………………