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Contents Welcome 2 Progress & Standards 4 Ethos 6 Feedback 8 Educational Journeys 11 Community 14 Early Years Foundation 18 English 22 Mathematics 26 Science 28 Music 30 Physical Education 32 Art & Design 36 Friends of Goodrich 40
Goodrich Community Primary School Dunstans Road East Dulwich Southwark London SE22 0EP Phone: 020 8693 1050 Web: www.goodrich.org.uk Twitter: @Goodrich_School
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A school at the heart of the community
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Chair of the Governors
Welcome to our school! A warm welcome to our 2016 prospectus from all the staff here at Goodrich . What year it has been, with dramatic change in the nation, upheaval, and the split from the European Community! Here at Goodrich life has been calmer with a focus on teaching and learning. The school, which was built in 1886, is actually made up of four buildings. Over time there have been schools for all ages on this site, including a secondary girls’ school, a one-form Infants school and even adult education in the Lythgoe building. We are now a three form entry primary school, the most over-subscribed primary school in Southwark, there is a waiting list but spaces do become available. Our aim remains: ‘High Standards for all’ - and academic achievement is our main focus, but we want to provide a well-rounded education of the highest quality. The school ethos is forwardthinking, friendly and tolerant. We place great importance on Art, Music and PE alongside the core subjects of English, Mathematics and Science, preparing children for life in modern Britain. We are blessed with a loyal and hardworking staff and governors, and turnover is minimalwhich provides continuity and consistency for the children and their families. All the staff and governors have a deep commitment to improving the quality of teaching and learning across the school
through professional development, calling on national experts to work with and alongside the staff. This has already had a profound effect on standards and has accelerated progress. There is some really outstanding teaching in our school as a result. We have used this to raise standards and to help other schools. We want your children to really enjoy their time at Goodrich and by the time they leave to be equipped with a whole range of skills that they will need in later life. We aim to help all our children to feel comfortable and at ease with growing up, and to exemplify tolerance towards others. Above all else, we hope that they look back at their time in the school with a real sense of achievement and enjoyment. Goodrich aims to be an open school, encouraging parents and carers to take as wide an interest and involvement as possible because we know that children make faster progress when we work in partnership. Improving the physical environment is very important for the children. This year we have redesigned the front of the school as a learning garden, moved the pond to the front of the house. We also plan to install new windows in the nursery and to develop a wonderful bespoke ceramic and steel water channel for Early Years water play in the nursery outdoor area. Best wishes, Craig Voller
This is now my tenth year as a parent at Goodrich. My two older boys are now in secondary school, but this friendly and welcoming school gave them a wonderful start. The school continues to improve and we are lucky to have such a stable staff so parents and children get to know all the teachers and support staff well. We are facing more challenges in the years ahead as budgets contract, but we want to keep our positive community ethos alongside a greater focus on the highest standards in the core subjects. The governing body is very experienced with a range of expertise but we always want to hear what parents and carers have to say and so we conduct surveys or undertake consultations as appropriate. We would be delighted if you could join us for the community events such as the Fun Run or the Summer Fair and I look forward to meeting you then. Best wishes, Richard Cottrell
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Progress & Standards
5 Children in Goodrich have made outstanding progress over the last four years. There are about 20,000 schools and academies in England and for many of these years we have been in the top 2% for progress between Key Stage 1 and 2 (the end of year 2 to the end of year 6). This is the last year of levels being reported as the government has scrapped the assessment system and replaced it with a complicated new measure. The results shown here are for 2015 and were the latest available at the time of going to press.
Value added score
How Goodrich compared to all schools in England during 2015 This percentile rating places Goodrich within the top 2% of schools in England.
106 104 102 100 98 96 94 100 90 80 70 60 50 40 30 20 10 0 Percentile rating (%) Coverage: 94% Percentile ranking: 2
2015 Key Stage One Percentages Reading Level 2+
Reading Level 3+
Writing Level 2+
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85
90
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88
Writing Level 3+
Mathematics Level 2+
Mathematics Level 3+
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96
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93
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2015 Key Stage Two Percentages Comb. Reading, Writing and Maths Level 4
Comb. Reading, Writing and Maths Level 5
Reading Level 4+
Reading Level 5+
Writing Level 4+
Writing Level 5+
Mathematics Level 4+
Mathematics Level 5+
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89
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Progress The progress of different groups in Goodrich is outstanding . In 2015 we were again in the top 2% of schools in the country for all subjects combined. For mathematics we were in the top 2% and also for Reading, and for writing we were in the top 6%. Standards We are proud to cater for a wide ability range, but again the more able children did especially well in 2015, particularly in Mathematics and Reading. Level 4 was the national expectation for year 6 children. In 2015 39% of Goodrich children attained the higher Level 5 in all three core subjects Reading, Mathematics and Writing combined , compared with 24% nationally. Level 6 was very rare at primary school, but 14% of our children
reached this level in Mathematics (c.f. 9% nationally) and 3% in Reading (c.f. 0% nationally). Pupil premium We share the Government’s focus on education as a force for social justice. The progress and attainment of children in receipt of the Pupil Premium is of particular concern to us as a school. Nationally there is a significant gap between children in receipt of the Pupil Premium (this is additional funding given to schools to help them tackle disadvantage, a proxy indicator for poverty) and their peers. There is also a gap at Goodrich but children in receipt of Pupil Premium at Goodrich often do better than all children in the rest of the country. Narrowing the in school gap is one aspect of our improvement plan.
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Inclusion is at the heart of Goodrich’s ethos
Inclusion is about effective learning. It is the map the school uses to reach out to all children and their families, taking action to remove barriers to learning. Inclusion at Goodrich involves eliminating discrimination in any form and promoting equality through respect. Inclusive education involves embracing human diversity and welcoming all children and their families as equal members of our educational community, taking action to remove barriers to their learning. Different cultures, ethnicities and languages strengthen our school, preparing all children for the diversity of the world before them. Goodrich aims to challenge discrimination in all forms and promotes equality through respect. Respect for the individual is at the core of our work; addressing racism, homophobia and social or gender stereotyping. Goodrich believes the key to equality of opportunity is to ensure the full participation of learners in the curriculum and wider community
so that all children make as much progress as possible and achieve high standards. We use a range of teaching strategies and approaches to best address the needs of students with varied backgrounds, learning styles, and abilities. These strategies contribute to an inclusive learning environment, in which students feel valued whilst being challenged to achieve. Learning Mentors work with groups or individuals promoting positive attitudes and better learning behaviour. Special Educational Needs are identified early at Goodrich. We have strong links with outside agencies which support us in promoting both social and academic independence. Where the needs of individual
children are more complex, we work closely with families and outside agencies to secure Education Health Care Plans (EHCPs). Goodrich is committed to developing the whole child. Strategies used to accelerate this emotional and academic learning include: employment of Higher Learning Teaching Assistants to deliver booster sessions for English, Maths and phonics; specialist phonographix tuition for dyslexic pupils; speech and language therapy; CAMHS play therapy; homework club, and wider opportunities for music, art and PE. Staff work in partnership with parents and carers through coffee mornings, parent evenings, open days, workshops and regular communication.
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Feedback from Children and Parents
Goodrich has now undertaken an annual parent and carers’ survey for eight years since 2008, and a pupil survey since 2011. We have also started a staff survey this year. The surveys were designed to canvas views about school life and to give parents, carers and children a direct role in school improvement planning over the following year. Your views help to shape the agenda for the next academic year.
This year the pupil survey revealed a significant improvement in children’s views of behaviour throughout the school. The highest satisfaction scores were for these statements:
Parents who responded to the survey (except one who didn’t know) said they would recommend the school to another parent. The most positive scores were for these statements:
• I learn a lot in lessons
• My child is happy at school
• Rules are sensible and clear
• My child is taught well at school
• A dults help to explain how I can improve my work.
• My child is safe at school.
There was some discontent about school lunches and some requests for more playtime equipment. A lot of the children stated how much they enjoyed Art lessons.
The biggest improvement was in 9 out of 10 saying the buildings and grounds made a good learning environment to work and play in. The most negative comments were about Homework, with some parents finding that there was too much, while others thought there was too little. Some parents felt Reception class should not have any homework at all.
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School council
We are Ian Adusei and Jada Oteju. We are school councillors for class 26. We have weekly meetings to take the suggestions of our peers for discussion and development with the other members of the council. Being a school councillor is an honour; making new changes around the school makes you feel great. We have enjoyed the reactions of other students to the changes that we have made such as new rules and referees for champ, the orderly lining up routine and being a playsupporter at lunchtimes. Being a school councillor has helped our negotiating skills and will be an invaluable tool when we start secondary school in September. Ian Adusei and Jada Oteju
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Outdoor spaces
We are a big school with three main playgrounds, each with a character of it’s own. We have been developing each additional space we can find to make zones where different activities can take place. This year has seen a real improvement in the quality of the outdoor spaces with the construction of the new front garden. This was designed by Liz Keyworth and part paid for by FOG. It was inspired by the High Line in New York and aims to create a learning resource for the children, where parents can also wait quietly if they so wish before and after school. It takes the form of a trail of decking and as the plants grow there will be more to see and an exciting stimulus for creative writing and science. We also intend to develop the pond area in front of the house and to develop a new entrance. There are also plans to continue to develop the Early Years outdoor area and other little spaces around the school. The governors are also exploring the possibility of a new entrance to the Lower Hall and the replacement of the canopy by the mural. We also wish to refurbish the nursery and the Lythgoe toilets, and continue to repair and improve the windows around the school.
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Educational journeys
Goodrich offers a rich curriculum with outdoor learning making up a significant part of this. As well as Forest Schools we offer educational trips to all children, ranging from class trips to London museums, to the Early Years visits to the farm, or the end of year 6 trip to the beach, paid for by our wonderful parents organisation FOG. In addition, we offer a wide range of residential experiences including a week at Arethusa adventure centre on the River Medway in year 3, a week on the Nethercott Farm in Devon for year 5, a sailing week with outdoor pursuits on the Isle of Wight for years 5/6,and in recent years some children have been able to visit China. Photos from our Twitter feed @Goodrich_School
Clockwise from top left Michael Morpugo meets Goodrich; Goodrich sailors; Adventure lunch; Castle visit; Yachting; Archery; Nethercott.
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Educational journeys by the students and their parents UKSA Amelia: I really enjoyed UKSA because it gave me the chance to experience what it is like to go out to sea and learn about all sorts of different boats, how they work and what it’s like to go in them. My favourite activity was paddle-boarding because I hadn’t done anything like it before and we played fun games on them. At first I felt unsure about going but once we got there I knew that I wasn’t going to regret my decision to go. Overall, I had such a great time and I learnt some skills that I’m sure will help me if I’m stuck out at sea one day! Sarah, her mother: Amelia stepped off the coach after a week on the Isle of Wight full of stories of her activities in the sea, discos, late nights (she didn’t admit to any midnight feasts) and other adventures. Oh, and she was a little windswept and quite tired. As with all her school trips, she came back a little more self-confident, independent and grown up. I still hear occasional anecdotes which convince me that she will always remember this trip fondly. We’re hoping to try out some kayaking on holiday this year, so I will know who to ask for tips!
UKSA Louis: UKSA was an amazing experience and would definitely be one of my favourite residential trips. My favourite activity was keel boating as we didn’t have to wear wetsuits which were annoying to get off. There were loads of other amazing activities including: kayaking, wind surfing, dinghy sailing, raft building and paddle boarding. There were three bunk beds in my dorm and a sink; I shared my dorm with five of my friends. We had loads of fun and told funny jokes. The food was amazing; we had full English breakfasts, sandwiches for lunch and vegetarian and carnivorous options for dinner. UKSA has given me the confidence to enjoy outdoor water sports, since UKSA I have been kayaking with my family in Cornwall. I wish I had the opportunity to go twice like my brother. His parents say: Louis was very excited to go to UKSA, having heard his brother’s stories. It was a quiet week in the house while he was away but that changed as soon as Louis stepped off the bus brimming with self-confidence. It’s a week filled with activity and fun and we’re still hearing tales of his time there with his friends. UKSA is a totally positive experience and we’d recommend it to everyone.
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UKSA Makenna: I had fun at the UKSA. I had a really good sailing experience. On the first night we were in teams and had to build a raft and ride in the water, we worked together to ride and push the raft but seemed that our raft and everybody else’s fell apart. Luckily, we found the game room, it was filled with: mini games and vending machines. What a treat. The next day, we had to choose our partners do canoeing with ; also we chose partners to do dinghy sailing with-it was thrilling to be out in the ocean because we tried not to capsize (it was safe we had life had life jackets on). At the end of the week I went home with a smile on my face knowing of what a opportunity it was to be in a sailing academy. Mum: I am so glad that I was able to let Makenna take part in this trip. First things first, the school was well prepared, and the info evening more than assured me that things would go well. The activities that Makenna got to take part in were amazing and she thoroughly enjoyed them. It was funny to see on the certificate that they returned with, that she completed an Iron Man, Really? ☺ And there is the bonus of the soft life skills the children will build on, team building, communication, tidying up after themselves! ( the last item now and then).
Rafferty: Every day at Nethercott, new activities and new foods awaited us. What I liked was feeding the pigs – Beetroot, who was huge because she was pregnant, and Liquorice –because their special treat is cabbage. I learnt things like a cow has four stomachs and if you brush a donkey with the wrong brush it will lose some of its oil. My best memory is making a bow and arrow in Forest School, because we learnt how to make it from scratch just using wood that we could find and no string. My favourite meal was breakfast – as well as cereal and porridge there would always be a treat like eggy bread or pancakes. Also we were very hungry because we got up in the dark every day at 6.30am and did two hours work before breakfast. We didn’t watch TV all week but I didn’t miss it. I didn’t expect that Michael Morpurgo would turn up to read to us and answer questions about being an author. Nethercott was an amazing experience that I’ll never forget. Raff’s mum, Ellie writes: Nethercott House is part of the Farms for City Children project, established by the War Horse writer and Children’s Laureate Michael Morpurgo, and his wife Claire, to give inner city kids the chance to live and help out on a working farm for a full week. Raff’s year were especially lucky as they had a surprise visit from Michael Murpurgo himself who read to them and answered questions as a celebration of the 40th anniversary of Nethercott House – a rare treat now that Mr Murpurgo is somewhat advanced in years. It was great to follow the trip on Twitter and see the photo that was posted of the children all gathered around him. The Nethercott trip is a very popular tradition in Year 5. It’s a great, unique experience that really helps the children become more rounded and confident individuals.
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Community In partnership with the Friends and parent/carers of Goodrich. Goodrich is above all a school in the community with a strong and welcoming ethos. We want everyone to feel valued. The school year is marked by a series of annual events, which children and families look forward to. Goodrich Rocks
Fun Run
Summer and Winter Fairs
Every day as the days get longer the call to sing grows stronger and Goodrich Rocks! Any child can audition to perform at Goodrich Rocks as part of a group or as a soloist. Then for one night only the school community listens to a series of amazing performances. The standard is very high indeed, and the whole event is a joyous celebration of the school spirit.
One Sunday in May parents and children run around Peckham Rye park. It is a great family event and many children turn out to run faster than their parents! A cup is given to the fastest boy and the fastest girl in memory of Dieter Cole who loved to run and who was a tireless supporter of the school. This year’s winners were Ricardo Coulart and Xanthe Massey ( her second win).
Throughout the year FoG arrange events in the school, but the two main annual events are the Summer and Winter Fairs where there are a range of stalls and activities for everyone to enjoy. A special feature of the Summer Fair is the Summer Show which offers an opportunity for all of you to demonstrate your skills in baking, growing and making.
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Opposite: Summer Fair salad frog; Goodrich Rocks stage and crowd. This page clockwise from top left: singing; Fun Run start; the winners, fair creations, staff join in at Goodrich Rocks, the winners; more singers.
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Clockwise from top Using the easel: Role play; Mud kitchen: the new sand pit; Water play: Phonics teaching; Writing. Main picture opposite, Speaking and listening with toys.
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Early Years Foundation Stage
Early years was judged by OFSTED to be outstanding.
At Goodrich we aim to provide our children with the best start to their learning journey by offering high quality care and education from the very beginning. We are committed to ensuring that each child feels safe, happy and secure, giving them a strong foundation for their future years. We create a rich, stimulating environment where observations inform provision, drawing on children’s interests and needs, enabling each child to reach their full potential. There are a wide range of interesting activities provided so that children are encouraged to become active, independent learners who are willing to explore and engage in a variety of experiences. Opportunities to apply their learning are also provided through a flexible, topic based curriculum which integrates the seven areas
of learning and development. This includes the three prime areas of Personal, Social and Emotional Development; Communication and Language; and Physical Development, and the four specific areas of Literacy, Mathematics, Understanding the World and Expressive Arts and Design. This year, the Nursery eagerly awaits the completion of a bespoke water feature that has been designed by Upside Arts for their outdoor play area. The interactive water sculpture is being supplied with a pump to recycle the water, with several different play features. This is an exciting project that will transform our outdoor area and provide open-ended opportunities for the children to explore volume, measuring, problem solving and many other skills.
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Clockwise from top: Using a dictionary is a key skill; Inference from a text; Talk for writing; Reference to the text; Guided reading; Writing for display. Main picture work is matched to each child’s need.
English We teach children to love English, to read and write to a very high standard and for pleasure. We also teach them to speak to a range of different audiences and to listen well and with skill. English is the most important subject in the primary curriculum. Our goal is to encourage children to feel passionate about reading and writing. We want children to be inspired by the authors they explore, and the themes and characters they meet. Our new English curriculum revolves around key texts for each unit of work. Within these units children write a range of genres and use key books to develop their English language skills. Spelling, grammar and punctuation are taught explicitly as well as through texts. There is an increased emphasis on spelling and grammar in the new curriculum. Between the year groups, we also have transition units which start at the end of July but are carried over to September. English skills are also closely linked with other areas of the curriculum and are taught explicitly in every subject (e.g. key vocabulary in mathematics). We have a large selection of guided reading books which are levelled to ensure and support progression and extension in reading. All the reading books in the school are colour coded (each colour signifies a different level of difficulty which relates to national standards) and each child progresses at their own pace. Books are sent home every day and the expectation is that parents and carers will read at home with their child and discuss the texts together. Our school library offers opportunities for children to borrow from a large range of fiction and non-fiction books. Every classroom has an inviting book corner filled with a range of books for the children to choose from. Parent volunteers are very welcome to come into the classes to hear children read or to work alongside the teachers. In the year ahead we want to improve handwriting and revise the way we teach spelling through the school.
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Clockwise from top: Counting and recording every day; Using textbooks; co-operative problem solving; Mental maths every day; Reasoning; Group work; Using and applying knowledge.
Mathematics At Goodrich mathematics is taught every day and we achieve very high standards. Progress in mathematics has been outstanding for several years.
From top: Using a ruler is a key skill; shape work; Ex HMI for mathematics Nigel Bufton works alongside tecahers.
We have developed our own scheme of work which has been written for us by Nigel Bufton, the ex-HMI for mathematics in England. It has since been adopted by about 50 schools around the country. It focuses on the six key concepts for each year group that really matter and which need to have more time spent on them. They form an irreducible core of mathematical knowledge that will enable pupils to make accelerated and sustained progress There is a focus on number, especially place value and mental mathematics. Each year builds on the previous year’s concepts, and the teachers and support staff are very effective at teaching the fundamental building blocks of numeracy. This has led to outstanding progress over time and the more able achieve especially high standards. Each half term the children take a test based on this scheme which gives an age related score that provides more objective evidence to compare with the ongoing teacher assessments. These tests have also encouraged the children to develop resilience and perseverance which are important life skills. The school places great emphasis on speaking and listening,
encouraging children to think aloud about mathematical concepts and to answer in sentences. They are given opportunities to discuss methods and are taught to use appropriate mathematical language and vocabulary. There is a good balance of calculating, solving problems, reasoning and applying knowledge. Mental mathematics is taught every day with the aim of developing confidence and facility with number and shape. Practice, speed of recall, rehearsal and reasoning are essential if children are to become confident, at speed and skilful with numbers. Mathematics is taught in a practical and enjoyable way. We use real life experiences so that children are encouraged and challenged to understand the importance of applying maths skills to solve problems. This has led to very high standards and consistently accelerated progress. Many children name Mathematics as one of their favourite subjects. The school has long standing relationships with a range of national experts who bring theory and research into our classrooms. For the last two years we have held workshops in our school for other Head Teachers and maths post holders on behalf of the South West London Maths Hub.
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Clockwise from the top: Using computers to record data; Talking about video of scientific processes; Looking for mini beasts; The new pond is coming to life; Physics; Microorganisms in water; Recording in year 1.
Science
Science is most effective for generating a genuine sense of awe and wonder.
Labelling and classifying.
29 Science teaching develops awe, and wonder at the world around us and how it works. It develops children’s natural curiosity and interests, and fosters a respect for the natural environment. Our curriculum addresses the specific disciplines of biology, chemistry and physics through a practical scheme of work. We have adopted the Kent scheme of work but adapted it for our needs. Half-termly topics encourages a hands-on approach to develop ways for children to find out things for themselves and to solve problems. As their knowledge and understanding increases and they become more proficient in selecting and using scientific equipment and collating and interpreting results, they become increasingly confident in their growing ability to come to conclusions based on real evidence. We have a science consultant, Gary Granger, who works in the school one day a week and has done now for the last five years. He plans and team teaches with the staff and provides challenge and support for standards and how to accelerate progress. The science teaching in the school is engaging and relevant to the pupils needs and involves active participation both in lessons and through independent research beyond the classroom. The school has a series of enrichment events such as science week. The teaching of science is also used to promote pupils’ literacy and mathematic skills.
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Clockwise from top: In the ‘Fire’ choir with the Royal Philharmonic Orchestra; Year 5 recorder; Correct Fingering is important; Percussion in the Early Years; African drumming; Rhythm work. Opposite: Group guitar tuition.
Music
Alongside regular music lessons and music specialist teachers, the school offers a range of opportunities to perform alongside professional musicians in world class venues!
31 There are three specialist music teachers for each different phase of the school. Class teachers also teach music lessons and children are offered a rich curriculum which covers all aspects of music education. Many staff here have received prolonged training from the Voices Foundation, and the emphasis on singing has led to a real improvement in the quality of performing. This year saw the Agincourt concert with professional musicians and actors in the Borough Church which saw the return of Henry V from the battle of Agincourt. The school also performed at the Royal Festival Hall and at Cadogan square with the Royal Philharmonic this year. Children learn the recorder in year 5 and African drumming in year 6. There are also additional lessons available after school with the choir or electronic keyboards. Some children also have lessons in brass, flute, piano, drumming or guitar (some of these may involve a cost to parents). Years 2-4 follow a course based on Kodaly training which works through singing and an emphasis on rhythm with the child making themselves the instrument. The core materials are multi- cultural and involve a repertoire of dances, games and songs. At key points in the year, for class assemblies, and at Goodrich Rocks children showcase their musical talents and perform in front of an audience of their peers and parents. Children also go to hear concerts and take part in London festivals.
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Clockwise from top left: Apparatus; Team games on the Astroturf; The school represented the LA at tennis; Chinese dance; Working in different teams. Opposite: Benchball; New Basketball hoops.
Physical Education Core skills for every child remains our main focus, but we have won many inter-school cups this year and represented the London Borough of Southwark in tennis at the cross London games (last year it was athletics). This year the school has won football, benchball, swimming, tennis, rounders, cross country running and athletics championships. We represented Southwark at the County cricket finals at Epsom College and in tennis. We were voted Southwark PE school of the year. However, it is the day to day physical education for every child that is most important and there is a rich curriculum on offer. We have specialist teachers who extend standards in key sports and Chinese dance and martial arts have been taught for many years by experts from China as part of the Confucius Institute. The weakest areas are gymnastics and dance, and these are to be our focus in the years ahead. The government gives ring-fenced money for PE in schools and this has enabled us to employ Mr Lennie Dennis as a full time PE teacher who works alongside teachers to embed the key skills of catching and hand/eye co-ordination, and to improve general fitness. Sports Day is an important event in the school calendar. The Fun Run is a very successful annual event run by the Friends of Goodrich. Years 3, 5 and 6 also go on residential trips where they take part in many physical activities from sailing and kayaking to mountaineering and archery. The school lunches have improved over the years and parents have the chance to come and see for themselves and to eat a lunch with the children on the parent and carers’ lunch day. The kitchen is being extended this year. The school also offers free fruit to every child each day. There is an extensive range of clubs before and after school offering classical ballet, street dance, football, tennis and a range of other sports.
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Clockwise from top left: Clay houses; sculpture from life; Detailed drawing of houses; Modelling techniques; Year 2 fish drawings; Double primary system. Opposite: Pastel observations; Art can be meditative: Clay fish; chalk drawings
Art& Design The quality of teaching and learning in Art at Goodrich is outstanding with very high standards attained. It is one of the most popular subjects amongst the children, and they are rightly proud of their work which is displayed around the school. Art enables children to explore and understand the world around them, and to depict it as they see it. Through art and design they are able to express their own feelings and develop imaginative ideas. An understanding and knowledge of Art from the past and of other cultures is fostered through visits to museums and galleries. An emphasis is placed on the use of colour through the double primary system (two of every primary colour plus black enable children to make every colour by mixing and blending) which is in use from the nursery upwards. Alongside this is a focus on vocabulary so children can review and evaluate their work. The scheme of work which was written by our retired Art expert Rosemary Bignell, fosters links to other subjects, and facilitates progression in the processes of drawing, painting, print making, textiles, clay and sculpture. Of these we consider drawing to be the key skill that needs to be taught and all the units start by drawing from first-hand experience, and this develops observational and perceptual skills. Sketchbooks are used to collect information whilst working on location. Professional and high quality materials enable children to develop skills. Our kiln contributes to sculpture work across each phase group in the school. The Art co-ordinator works alongside other teachers for each half-termly block of work and helps to organise training and planning.
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Friends of Goodrich Friends of Goodrich (FoG) is one of the most dynamic and fun parent-teacher associations around, playing a vital role in raising money for the school! Last year it donated more than £19,000 to Goodrich. Some of this was spent on improving the school’s surroundings to enhance children’s play and learning, with £1,500 spent on creating markings for playground games, and £5,000 spent on transforming the space at the front of the school into a peaceful garden for the children to learn and play. FoG’s fundraising has also contributed to crucial resources to improve the children’s learning experiences, with £1,200 spent on key reading texts for our Reception classes and £6,000 spent on two new interactive whiteboards last year. The work that FoG does also ensures that every class at Goodrich is allocated £200 a year to subsidise school trips. FoG gave a total of £5,200 last year to help fund trips to Nethercott Farm in Devon and the UK Sail Academy on the Isle of Wight, among many others. But it’s not just about raising money. FoG embodies the community spirit that Goodrich is famous for, and helps our children and their families feel part of a
friendly and social school. FoG organises and runs Goodrich’s Summer and Winter Fairs and a whole host of annual events for the children, including bingo nights, World Book Week activities and magic shows. There’s a social calendar for the adults too, with a sell-out pub quiz, bingo night and music festival, to mention three. FoG also plays a vital role in organising and running our annual talent show Goodrich Rocks – the envy of many other schools in the neighbourhood. Absolutely none of this would be possible without the fantastic parents and carers who volunteer their time, help and expertise for FoG, whether it’s serving on the Committee, baking cakes, designing posters, staffing stalls or the bar at events, or any of the countless roles that make FoG’s events and activities such a success. Being involved in fundraising for the school is a great way to make friends and make a difference. Every parent or carer is automatically a member of FoG, so we look forward to welcoming you to the school!
FoG has paid for: Playground games markings (above); Interactive whiteboards; extra books for classes and the library as well as the new garden.
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