Newsletters

George Spicer newsletter - Thursday 19th May 2022

Hot weather - with the change in weather and it now being hotter please remember to send your child in with a water bottle, apply sun cream, they can bring in sun hats/caps to wear.  If your child has hay fever please remember to administer their medicine before school.  

School Dinners/Packed lunches next half-term - Please confirm meal option by clicking the link Meal option.  Deadline to complete Monday 6th June 2022, this is mandatory and must be completed for every child.  

ParentPay accounts - please make sure that Breakfast, After School and School dinners accounts are topped up.

Donations - Please may we have donations of baby wipes for welfare.  Thank you

Attendance week ending 19/05/2022

Overall school = 94.85%  Lates = 32

Best attendance: 1st Robin 99.58%  2nd Willow 98.68%  3rd Defiants 97.69%

Punctuality: Well done Willow, Oak, Lancasters, Hurricanes and Primrose all with 100% for punctuality.

Parent Survey 2021-22

To help us make sure we’re providing the best standard of education for your children, we’d like to know how you feel about our school.

This will help us to:

- Find out what we’re doing well and where we could do better 

- Decide which areas to prioritise when developing our school improvement plan 

- Make sure we’re meeting the needs of you and your children

Please take the time to complete this survey to help us to continually improve and make George Spicer the best it can be.

Parent Survey 2021-22

Replies will be treated in the strictest of confidence.

Your feedback is very important to us.

Reception Class

This week we were treated to a very special visitor! We saw a very special performance by Tim the Clown and we had a great time. It was so exciting. Tim the Clown performed his routine of juggling, plate spinning and rolled right through us on a unicycle! Later on in the day, Tim answered our questions, Rayaan asked 'How did you get to be a clown?' and Oliver asked 'Did you build those tall things (stilts)?'. We then went into the hall to practise our circus skills. We learnt how to spin a plate and began to experiment with juggling scarves. We used this wonderful experience to draw pictures and write sentences too! 
   

Year 1

In Art, the children have been learning about the life of Wassily Kandinsky. They enjoyed looking at a variety of abstract prints and discussed colours and shapes that were used to express feelings. They then explored mixing primary and secondary colours to make circles painting just like Kandinsky’s famous ‘Squares with concentric circles’ (1913) painting. Below is an example of a child’s painting which was inspired by Kandinsky’s 1913 piece. Year One had so much fun.

Year 2

Science – Growth

This week in Science we have explored the topic of ‘Growth’ by investigating the size of children’s feet from Reception to Year 6. Firstly, we used a ruler to accurately measure the size of children’s feet.

To make it a fair test we:

• Used centimetres for all measurements.
• All children took their shoes off.

We predicted that:

“As the children get older, I predict that the children’s feet with get longer” – Deniz (Sparrow)

We were surprised to see that some children’s feet were longer even though they were younger. We realised that people grow at different rates and at different times. We even discussed that it might be because of how big our adults’ feet are at home!

“If my Mum and Dad are tall and have big feet, then that means I might too, which is why my feet might be bigger than someone who is quite small in Year 3!” – Amelie (Owl)

Year 3 

Science

Year 3 have been learning about the skeleton, including what jobs our skeleton does. One role of our skeleton is to help us move and the joints in our bodies allow us to move. We learnt about some of the different types of joints (hinge and ball and socket) and used practical resources to help us understand the type of movement possible at each joint. We also investigated how our muscles help us move and learnt that muscles work in pairs. When one contracts, the other relaxes. We drew a diagram and added labels to show what we had learnt.

Year 5 

Geography: How did the Ancient Egyptians use the River Nile and the land? 

This week in Geography, we began to understand how the climate and the desert affected the lives of the ancient Egyptians. We defined a desert and discussed misconceptions that deserts are only within hot climates. We identified different deserts and explained the challenges the Ancient Egyptians may have faced living within that climate. Thinking carefully, we thought about how the Ancient Egyptians used the River Nile and how the uses of the river Nile has changed from today compared to Ancient Egyptian times.

In groups, we compared three natural features of Egypt (Red land, Black land and River Nile) and looked at how the Egyptians made use of the land. After, we hot seated our partner in pairs to find out about the problems the ancient Egyptians faced and how they used the land to help them survive on a desert. The children worked superbly, building on prior knowledge and compared the importance of trade to the Ancient Egyptians with our previous topic of Mongolia and the Mongolians, looking at the nomadic lifestyle. 

Year 6 

This week, Year 6 were visited by Cheryl Moskowitz. Cheryl is a poet and worked with each class to explore the historical event that was Stalingrad. Through the use of emotive language, we created a year group poem that not only looked at this battle in depth but also focused on the theme of conflict in general. We then learnt about a cinquain poem and the rules on how to create them. 

Hurricanes and Defiants created this together:

Conflict. 

Fists of Fury. 

You can’t trust anyone. 

The damaged souls of those once lived.
Debris. 

After lunch, the whole year group came together to not only hear our collective poem but to also perform the "Portrait Cinquains" we created based on key figures from WW2: Hitler, Stalin, Paulus and Zhukov. The children bravely performed them in front of their peers; focusing on their delivery and the impact this could have on the readers enjoyment of their poetry. 

George Spicer Summer club

Miss Spillman's Esafety tips