Do you, or know anyone who may, wish to make a valuable contribution to children’s education, opportunities and futures?
The
Mast Academy Trust are looking for non-executive directors (Trustees) AND governors for our middle school local committee.
Being a school governor or trustee is a challenging but hugely rewarding role. It will give you the chance to make a real difference to young people, give something back to your local community and use and develop your skills in a board-level environment.
Board of Trustees
The core functions of the role of Trustee is ensuring clarity of vision, ethos and strategic direction; holding executive leaders to account for the educational and financial performance of a charitable company funded by the public purse.
We have vacancies on our board of trustees for professionals with strong skills and understanding of the HR sector. You may currently be in a senior leadership position in HR, or have worked in the HR sector in a former role
Local Governing Committees - Middle Schools (Kirkburton and Scissett)
The purpose of the local governing committee is to ensure that they provide local direction for the school within the framework of the Mast Multi Academy Trust governance structure
Governors bring expertise from their own life experiences No special qualifications are needed, and the most important thing is to have a keen interest in the school and be prepared to play an active part in the local governing committee’s work.
If you would like to find out more go to Trustee and Governor Recruitment | The Mast Multi Academy Trust or to express and interest in either role email office@themast.co.uk.
Mrs Greenough CEO
Welcome to latest newsletter
As a group of schools, we continue to work together in the best interests of all of our children and young people. This year, outcomes remain high with some of our schools achieving the highest progress outcomes they have ever achieved. This is due to not only the hard work of our colleagues, but the commitment and focus of our young people. One of our core values is to always ensure that children and young people are at the heart of every decision we make. A key part of this is ensuring the highest possible standards of behaviour through our personal development programmes. We want our children to grow into well rounded young people who work hard and care for themselves and others because they know it is right thing to do. We are always immensely proud when visitors come to our schools and comment on the positive and happy atmospheres.
We welcomed Scholes Junior and Infant School just over a year ago to our family of schools and it has been wonderful to see the journey the school has gone on - going from strength to strength. This is also true of Grange Moor Primary School, an Associate Partner, who recently received a very positive visit from Ofsted. We were really proud of everyone at Grange Moor. The whole team has worked tirelessly to strengthen the school and it is growing into a magical place to grow and learn.
One of our key priorities for this academic year, is ensuring that all children and young people develop strong literacy skills which enable them to access the rich offer of the broad curriculum, but also provide them with the skills they need to lead happy and successful lives. This issue focusses on literacy skills and how our schools develop pupils' reading and writing skills. Over the last three years, we have achieved some impressive phonics' outcomes, but have also looked beyond that at how we create reading cultures in our schools where children develop a love for the humble book in a world with competing technological draws. We have also been exploring ways to strengthen writing from mark making in early years to readying young people for the demands of the GCSE curriculum. We hope you will find some of the information in this newsletter useful in understanding some of the work which has been happening.
Finally, we would like to make all our families and colleagues aware of vacancies we have for school governors and some vacancies on our Trust Board – in particular we are looking for specialist skills in human resources, legal and education. If you are interested in a role as a governor or a trustee, please get in touch for an informal chat about the opportunities. These volunteer roles make a real difference to the effective running of all of our schools and truly make a difference to the children and families we serve.
If you have any feedback about the Mast Academy Trust, their schools and/or this newsletter then please get in touch office@themast.co.uk
Literacy at Kirkburton Middle School
Literacy is a cornerstone of education, serving as the foundation upon which all other learning is built. At Kirkburton Middle School, we recognise that the ability to read and write effectively is essential not only for academic success but also for fostering critical thinkers and informed citizens. Our commitment to literacy permeates our curriculum and underpins all that we do.
Form time
A pivotal component of our literacy initiative is the dedicated time allocated during form periods for reading. Each week, students engage with a range of carefully selected texts intended to promote critical thinking surrounding topical subjects. This not only instils a love for reading but also encourages students to discuss, analyse, and reflect on complex ideas, thereby enhancing their comprehension and analytical skills. By fostering an environment where reading for pleasure is celebrated, we aim to cultivate lifelong readers who appreciate the joy and richness of literature.
Fluent readers
Additionally, we pay particular attention to supporting our Year 6 readers through targeted fluency interventions led by our adept Year 8 students. This peer mentoring programme allows younger students to benefit from the experience and guidance of their older counterparts, creating a nurturing environment that supports both groups. Year 8 readers serve as role models, helping Year 6 students to improve their reading fluency, boost their confidence, and develop a deeper understanding of texts.
At Kirkburton Middle School, we are wholeheartedly dedicated to nurturing literacy skills among our students. By prioritising thoughtful reading practices and fostering supportive peer relationships, we empower our students to become articulate, thoughtful individuals ready to embark on their educational journeys with confidence.
YEAR 6
At our school, we are dedicated to fostering a robust literacy programme that not only enhances reading and writing skills but also encourages critical thinking and empathy among our students. This term, Year 6 students have been engaging with the poignant text, Rose Blanche by Christopher Gallaz and Roberto Innocenti, a story that provides profound insights into the context of World War II. Through this captivating narrative, pupils have gained an understanding of the historical significance and emotional weight of the era.
LITERACY IN ENGLISH
Following their reading, students have been tasked with creating a diary entry from the perspective of the main character, Rose. This exercise has not only allowed them to apply their knowledge of diary entry features but has also nurtured their ability to empathise with the experiences of others during this tumultuous period. Such activities exemplify our commitment to developing thoughtful, articulate individuals who are equipped to engage with the complexities of the world around them.
YEAR 7
Further outlining our dedication to fostering a love of reading and enhancing literacy skills among our students. This term, our Year 7 students have been engaging with the compelling novel Holes by Louis Sachar. Through the exploration of this text, students have been analysing key literary features, including characterisation, plot development, and the use of language.
By delving into the motivations and complexities of the characters, learners are developing critical thinking skills and a deeper understanding of narrative structures. Additionally, discussions surrounding the themes presented in Holes offer opportunities for students to connect their reading to broader societal issues. Our approach to literacy not only aims to improve comprehension and analytical skills but also seeks to instil a lifelong appreciation for literature. We believe that these foundational experiences will empower our students as they advance in their educational journeys.
YEAR 8
Currently, our Year 8 students are engaged in the study of John Steinbeck's seminal novella, Of Mice and Men. Through this exploration, they are gaining insights into the historical and cultural context of America during the 1930s, a period marked by the Great Depression and a struggle for dignity amidst adversity. Alongside this contextual understanding, students are further honing their literary analysis skills. They are encouraged to examine various features of literature, including character development, themes, and narrative structure, as well as complex language features such as symbolism and metaphor. This dual focus on contextual knowledge and analytical proficiency aims to foster a deeper appreciation of literature, enabling our students to articulate their thoughts and interpretations with clarity and sophistication. We are committed to nurturing a lifelong love of reading and critical thinking in our learners.
We are delighted to share that our weekly lunchtime book club has made significant strides in fostering a vibrant enthusiasm for reading among our pupils. Each week, students gather in a classroom, transforming it into a hub of lively discussion and collaboration. They explore a diverse range of literary genres, including contemporary fiction, classic novels, and poetry, while eagerly sharing their thoughts on the characters and themes that resonate with them. Through guided discussions, pupils develop critical thinking skills and learn to articulate their opinions more effectively. This initiative not only enhances their comprehension and analytical abilities but also cultivates a communal appreciation for literature, thereby nurturing a lifelong love for books in a supportive and enthusiastic environment. We encourage all students to partake in these sessions and discover the joy of reading together. Pupils are currently participating in crafting important symbols or settings from stories that they love.
Literacy at Birdsedge First School and Grange Moor Primary School
The Autumn Term has seen both schools launch into Reading and Writing with a great big Bang!
The first INSET day in September brought a session for teachers to review our Writing scheme: Ready, Steady Write and plan for the year ahead. From this point, classrooms have seen children following the key steps in writing lessons of Immerse, Analyse, Plan and Write to build their own texts across a range of genres.
In Reading, both schools have set off the year pulling out all the stops to ensure a culture is grown where children love to read and explore books. Environments have been refreshed including libraries and children have been encouraged to review and recommend what they have read. At Birdsedge our ‘Love to Read’ week saw children reading in an interesting place, a parent workshop and a book fair visit to school. In both schools, we have refreshed our long-term plan for Reading Comprehension, carefully selecting class texts and using our Reading Comprehension Characters to grow good comprehension skills right from the start.
Reading Comprehension Characters
We use four character when teaching comprehension skills. These aim to be child friendly so they can be introduced in an age appropriate was right from the start.
a good example
Rapunzel A year 1 example
Flying
A year 4 example
Literacy at Shelley First School
At Shelley First School, we use Ready Steady Write, a scheme devised by Literacy Counts which is designed to deliver high quality teaching around high quality literature. It has been in place since 2023 at Shelley. In Year 5 this half term, the class vehicle text has been the book ‘Farther’. It’s a book about a young boy, bewitched by his father’s unrelenting passion to fly. When his father goes to war and does not return it seems the spell is broken. Much later, the boy, now a young man, finds himself drawn once more to his father’s drawings and failed experiments. Finally able to make his father’s dream a reality, he flies. In Year 5, we’ve been writing a letter to the young boy from the father who is fighting in the war. In the letter, he reflects on all that he wishes for his young son, and all that he regrets. Here’s what Jack and Isabelle said when I asked them what they were writing about:
“We’ve been learning to combine emotive language and formal language and link them together,“ said Isabelle. She explained that they’d been making lots of links to history with their writing, recognising that in times of war, messages sent home could only contain 25 words.
They could also explain why their language had to be formal: “Because it was written in war times,” Jack explained. “Language was different then and much more formal.”
Ready Steady Write combines vehicle texts, in this case ‘Farther’ with writer’s knowledge: grammar aspects (eg. modal verbs) and role play and talk for writing techniques using the vocabulary gathered as part of the immersion process. The process involves a planning stage and an editing stage, where children use dictionaries and thesauruses to improve their work independently.
Ready Steady Write
When asked what the best part about writing at Shelley First was, Isabelle replied, “Being able to express yourself is the best thing!” They certainly are proud of their writing and talked eloquently about different pieces, showing their newly trialled targets in the front of their English books, which allow them to see what they need to work on next against their National Curriculum targets. We love writing at Shelley First! Keep it up!
Literacy at Scholes JNI School
At Scholes, we believe that reading is one of the most important life skills we can give our children. Reading supports vocabulary development, promotes creativity, unlocks imagination and enables children to build knowledge.
We recognise that children need to feel represented through the use of stories: stories with characters that might look like them, hold the same values as them, have the same family structure as them, or face the same challenges as them. Stories that are mirrors so children feel a sense of belonging.
Stories are also windows for children – an opportunity to gain insight into an experience, a life or a world they have never seen before.
Phonics
Reading: Windows and Mirrors
We know that strong teaching of phonics in Early Years and Key Stage One is essential to a child’s reading journey. In September 2023, we began using Little Wandle Systematic Synthetic Phonics Programme ensuring all staff were trained to deliver with fidelity. We are now in our second year of using Little Wandle and are noticing huge improvements.
Mrs Painten, our phonics leader, completes half-termly assessments to track progress and to ensure gaps are identified to support precision teaching. We understand how important parental involvement is and, as such, Mrs Painten recently invited parents into school for a phonics workshop.
Reading Curriculum
We have developed a reading spine which provides language-rich texts for children to access. Our reading comprehension lessons support children to develop their prosody skills in order to improve fluency and understanding. Within reading lessons, children have the chance to orally rehearse answers before writing written responses. We use VIPERS, meaning children learn how to structure answers to a range of question types such as inference, retrieval and prediction.
Literacy at Scissett Middle School
When pupils leave SMS, we want them to be confident, fluent readers, who can tackle a range of texts across the curriculum, ultimately allowing them to achieve well.
All pupils will be read to daily by their class teachers.
Key information will be shared with all teaching staff.
In the classroom, teachers will encourage these pupils to use their complex speed sound chart which is in printed in their planners. Frequent check ins will be made and the teacher will model reading to the pupils. They will also encourage pupils to segment and blend words. All teachers and teaching assistants have been trained in phonics.
Pupils with a reading age of above 9 years but below 10 (approx) will access Lexia Intervention. This is led by one of our HLTAs and targets gaps in phonics in addition to comprehension and understanding. Pupils will be retested every 8 weeks.
Pupils will be exposed to a range of texts within their English lessons.
The importance of reading will be shared by all staff at SMS.
Library visits
Recommended reads will be given to pupils regularly.
When pupils finish their intervention programme, they may be selected to take part in daily reading sessions with an adult or another pupil to support their reading fluency.
When pupils start Y6 at SMS, they will be given a baseline reading assessment. Any pupils who achieve below a 90 standardised score will be administered a diagnostic test to identify reading and spelling ages.
Pupils that have a reading and spelling age of above 10 years, will be invited to daily reading sessions to practise fluency, whilst discussing words that they may find difficult, along with definitions.
Pupils with a reading age of 9 years or below (approx) will access Fresh Start Intervention. This is a daily phonics programme, led by one of our HLTAs. Pupils will be retested every 8 weeks.
"Reading should not be presented to children as a chore, a duty. It should be offered as a gift.“
For the Love of reading
Reading is the fundamental pillar of education, vital for success across all academic subjects. One of the ways to support this is to promote reading for pleasure. The more children read, the better their comprehension, vocabulary, and writing skills become.
Kate DiCamillio
By exposing our pupils to book fairs, regular library visits and designated reading time, we are encouraging them to enter the world of imagination and curiosity; a place where anything can happen.
Recently, we created a display called ‘Teachers’ Favourite Books’ showcasing some of our teachers’ cherished books. As reading role models, we hope this will excite and motivate our pupils to read by seeing adults engaging in and enjoying reading.
This year we’ve implemented a new reading scheme to promote the love of reading. During afternoon form sessions, pupils are spending quality time with their form classes reading a novel together. Each year group is enjoying an age-appropriate book, carefully chosen to encourage a love of reading.
Year 8 pupils are reading Stargirl by Jerry Spinelli, a touching tale of individuality and courage. Stargirl Caraway, a free-spirited new student at Mica High, enchants her classmates with her kindness and uniqueness until her nonconformity makes her a target. Told through the eyes of Leo Borlock, one of Stargirl’s classmates, this story explores the beauty of standing out and the challenges of fitting in.
Year 7s are getting a glimpse of the harsh realities of war with The Boy in the Striped Pajamas by John Boyne, a powerful and poignant story set during World War II. When Bruno, the young son of a Nazi commandant, befriends Shmuel, a boy on the other side of a barbed-wire fence, their innocent friendship unfolds with devastating consequences. This unforgettable tale explores themes of innocence, humanity, and the impact of prejudice.
Since year 6 pupils will be participating in overlearning lessons during afternoon form sessions three days a week, they will be reading a short story instead. These stories have been chosen to pique interest and encourage discussion as well as expose the children to a wide variety of topics and genres.
