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  • COnfirmed case of COvid-19 at KPNS

    Published 19/10/20

    Dear Parents,

    We have been made aware of a member of our school community, based in our Foundation Unit, who has tested positive for COVID 19.

    We know that you may find this concerning but we are continuing to monitor the situation and are working closely with Public Health England. This letter is to inform you of the current situation and provide advice on how to support your child. Please be reassured that for most people, coronavirus (COVID-19) will be a mild illness.

    The small number of children, all from our Foundation Unit, who have been in close contact with the individual who has tested positive for coronavirus (COVID-19) have received a letter informing them that their child must stay at home for 14 days.

    The school will open as normal on the 2nd November and your child should continue to attend as normal if they remain well.

    What to do if your child develops symptoms of COVID 19

    If your child develops symptoms of COVID-19, they must not come to school and should remain at home for at least 10 days from the date when their symptoms appeared. Anyone with symptoms will be eligible for testing and this can be arranged via https://www.nhs.uk/ask-for-a-coronavirus-test or by calling 119. 

    All other household members who remain well, must stay at home and not leave the house for 14 days. This includes anyone in your ‘Support Bubble’.

    Further information is available at: https://www.gov.uk/government/publications/covid-19-stay-at-home-guidance/stay-at-home-guidance-for-households-with-possible-coronavirus-covid-19-infection

    The 14-day period starts from the day when the first person in the house became ill.

    Household members should not go to work, school or public areas and exercise should be taken within the home.

    If you require help with buying groceries, other shopping or picking up medication, or walking a dog, you should ask friends or family. Alternatively, you can order your shopping online and medication by phone or online.

    Household members staying at home for 14 days will greatly reduce the overall amount of infection the household could pass on to others in the community

    If you are able, move any vulnerable individuals (such as the elderly and those with underlying health conditions) out of your home, to stay with friends or family for the duration of the home isolation period.

    Symptoms

    The most common symptoms of coronavirus (COVID-19) are recent onset of:

    • a new continuous cough
    • a high temperature
    • a loss of, or change in, your normal sense of taste or smell (anosmia)

    For most people, coronavirus (COVID-19) will be a mild illness.

    If your child does develop symptoms, you can seek advice from the nhs.uk website at https://www.nhs.uk/conditions/coronavirus-covid-19/check-if-you-have-coronavirus-symptoms/. If you are concerned about your child’s symptoms, or they are worsening you can seek advice from NHS 111 at https://111.nhs.uk/ or by phoning 111.

    How to stop COVID-19 spreading

    There are things you can do to help reduce the risk of you and anyone you live with getting ill with COVID-19

    Do

    • wash your hands with soap and water often – do this for at least 20 seconds
    • use hand sanitiser gel if soap and water are not available
    • wash your hands as soon as you get home
    • cover your mouth and nose with a tissue or your sleeve (not your hands) when you cough or sneeze
    • put used tissues in the bin immediately and wash your hands afterwards

    Further Information

    Further information is available at https://www.nhs.uk/conditions/coronavirus-covid-19/

    Yours sincerely

    Peter Cresswell

    Headteacher

    Read More
  • Have you started your Bronze Award yet?

    Published 13/10/20

    Some of our Year 6 children have been super busy and have completed their Bronze Award already! Well done! 

    Read More
  • DON'T STRUGGLE ALONE – THE COMMUNITY CAN HELP

    Published 13/10/20

    Since the early days of the Coronavirus lockdown, we, at Keyworth Community Projects have been helping those within our community in a variety of ways. This has truly helped to bring our community together in a stronger and more cohesive way.

    Now, with the end of furlough in sight, redundancies increasing, and local groups/bubble groups being asked to isolate we understand two key things. The future for some is scarily uncertain and that our being here with help and support is as important as ever before.

    We have secured funds to help families financially with Co-op vouchers, to spend as you wish in store on food and household products. We can also provide information of organisations that will help you put more permanent plans in place, whether that be with applying for benefits or looking for new work.

    Please get in touch, your details will not be passed on and any items will be delivered as discreetly as possible.

    Just email us and we will get back to you.

    Kind regards

    Keyworth Community Projects

    keyworthcp@gmail.com

    Read More
  • Dragon's Roar October 2020

    Published 13/10/20
    What a half-term! I don’t think any of us has ever seen any quite like it. All the staff would like to thank parents for supporting KPNS so positively over the last 6 weeks as we have tried to adjust to life in school under covid-19 regulations
    Read More
  • FACE COVERINGS FOR PARENTS ON THE SCHOOL SITE

    Published 07/10/20

    We want to keep our school open!

    You will be aware that many local schools have had to close to all, or some pupils in recent weeks due to coronavirus. Although this has not been the case for our school, it might only be a matter of time before we also feel the impact.

    When reviewing our measures to prevent the spread of coronavirus, one major concern has been the number of adults that gather and mix when they drop off or collect their children. Even with our staggered start and end to the day, these times inevitably increase the risk of coronavirus being spread amongst our school community.

    As such, and in consultation with the chair of our governing body, we are asking all parents to wear a face covering when they come onto the school site to drop off or collect their children. This will come into effect from 12th October, although we hope many parents elect to wear a covering immediately.

    Advice from the DfE makes it clear that school leaders have the discretion to ask visitors and parents to wear face coverings to support existing hygiene measures and system of controls. Given the dramatic rise in cases in Nottinghamshire, this seems like a proportionate and sensible measure that will help keep our school open. Please contact us if you are medically exempt from wearing face coverings.

    Read More
  • Webinars for Parents Of Children With Additional Needs

    Published 06/10/20
    Please take a look at the flyer about webinars for parents of children with additional needs. Your child does not need to have a diagnosis of a Special Educational Needs in order for you to access these webinars, but may well have additional needs (t
    Read More
  • We need you...

    Published 02/10/20

    Can you help? 

    Read More
  • Managing Covid-19 in School: Updates

    Published 25/09/20
    WHEN YOU SHOULD BOOK A CORONAVIRUS TEST FOR YOUR CHILD Public Health England has produced a letter for schools and colleges to share with parents which explains when a child requires a coronavirus (COVID-19) test and what the symptoms of
    Read More
  • DON'T STRUGGLE ALONE – THE COMMUNITY CAN HELP

    Published 18/09/20

    Since the early days of the Coronavirus lockdown, we, at Keyworth Community Projects have been helping those within our community in a variety of ways. This has truly helped to bring our community together in a stronger and more cohesive way. 

    Now, with the end of furlough in sight, redundancies increasing, and local groups/bubble groups being asked to isolate we understand two key things. The future for some is scarily uncertain and that our being here with help and support is as important as ever before. 

    We have secured funds to help families financially with Co-op vouchers, to spend as you wish in store on food and household products. We can also provide information of organisations that will help you put more permanent plans in place, whether that be with applying for benefits or looking for new work. 

    Please get in touch, your details will not be passed on and any items will be delivered as discreetly as possible. 

    Just email us directly at keyworthcp@gmail.com or advise your school if we can help, 

    Kind regards 

    Keyworth Community Projects 

    Read More
  • A summary of important information

    Published 17/09/20

    We have sent you a lot of information recently. This is perhaps unsurprising given the current context of Covid-19, the full return to school, and the need to be prepared for home learning in the event of a lock down - interesting times!

    It is very important that we work together over the coming weeks and months to achieve the best outcomes for your children. As such, please read the information below carefully and let us know if you have any questions. We have arranged the information into 2 separate blog posts:

    1. MANAGING COVID-19 IN SCHOOL – Click here

     

    1. LOCKDOWN LEARNING  - Click here Y1-6

     

    Many thanks for your ongoing support.

    Read More
  • Mrs King

    Published 17/09/20

    You will all have noticed that Mrs King has not been at school recently. Two weeks ago, Mrs King tragically lost her baby mid-way through her pregnancy. This has been a very difficult time for Mrs King and her family, but she is now contemplating returning to work and we will hopefully see her in the coming weeks. I have no doubt that you and your children will have missed Mrs King greatly and, like us, are looking forward to having her energy and enthusiasm back at KPNS.

    Read More
  • Our New Reading book System

    Published 13/09/20

    Today, all the children will  come home with information about the changes we have made to the way we distribute and organise our school reading books. If you have not received this letter, it is available to download at the bottom of this blog. Simply scroll down and click on it to get your own copy.

    For some of you The Read Write Inc system that we are using may be unfamiliar.

    Click here to go to the 'Useful Video' section as we have quite a few video guides to give you an overview of some of the books. We are intending to add examples of each book level so watch this space. If, in the meantime you have questions, please contact your class teacher using their class email and they will get back to you.

    We have changed the way we organise the reading books to reflect the way we teach our phonics through the RWI strategy. Unfortunately, RWI do not follow the same colours as the traditional book banding system. That means that some of our existing supporting books being sent home could cause an element of confusion. Please do not worry if you think your child is on the wrong book banding as we have approximately matched books according to the skills they develop in line with the RWI books they are on. This means they may bring a variety of book banded books home within one shelf. It is the RWI colour that we will be using to identify their level and this is clearly stated on a sticker attached to the front of their book.

     

    A little more information about our reading book organisation

    What sort of skills will the children be developing for each level?

    Over time, children will work their way through the following colour levels:

    Blending Books

    RWI lilac blending books – one CVC word per page eg. c-a-t (consonant, vowel,consonant)

    The one word is confirmed by turning over to the corresponding picture on the next page. This builds up anticipation that the word has been worked  out correctly.  

     

    Books from the Jelly and Bean Ditty book shelf

    Moving on from single words to simple decodable sentences. Towards the end of this level, full stops and capital letters are introduced.

    For children just starting to read. Children are getting used to reading from left to right and matching spoken words to written words. Usually no more than 10 pages with up to 5 words on a page.

    Help your child to :

    • Locate title
    • Open front cover
    • Turn pages appropriately
    • Understand that left page comes before right
    • Understand that we read from left to right
    • Use meaning together with repeated language patterns (syntax) to predict the storyline
    • Match spoken word to written word
    • Use a few known words to assist own reading

     

    Books from the RWI Red ditty book shelf

    These books start to blend RWI set 1 sounds within a small sentence. They introduce set 1 special friends ‘sh, th, ch’ and  reinforce end sounds  ‘nk, ng’.

    These books help children gain a little more confidence and they may get to know some words by sight.  

    Usually no more than 15 pages with 1 sentence per page.

    Help your child to :

    • Locate title, open front cover, turn pages appropriately
    • Match spoken word to written word (1:1 correspondence)
    • Use a few known words to check and confirm own reading
    • Solve simple CVC words by blending phonemes from left to right and check for meaning and correct syntax, ie, does it make sense and sound right?
    • Start to read more rhythmically or use phrasing while maintaining track of tex

     

    Books from the RWI Green Reading shelf

    These books reinforce RWI set 1 ‘special friends’ and encourage the children to use them regularly.

    The children are also exposed to consonant clusters for example fl, cr, sn, spr

    RWI Set 2 sounds are introduced.

    Children are beginning to read more varied sentence structures and taking some note of punctuation. Usually no more than 15 pages with 1 or 2 sentences per page.

    Help your child to :

    • Follow print with eyes, finger pointing only at points of difficulty
    • Take more note of punctuation to support the use of grammar and oral language rhythms
    • Cross-check all sources of information more quickly while reading
    • Note familiar words and phonemes and use these to help with reading of unknown words
    • Search for information in print to predict, confirm or attempt new words while reading
    • Notice relationships between one text and another
    • Predict in more detail

     

    Books from the Purple RWI book shelf

    These books introduce all of the RWI set 2 sounds.

    Children are exposed to CCVC words for example: flat, brim

    Children are beginning to read more varied sentence structures and taking some note of punctuation. Usually no more than 15 pages with 1 or 2 sentences per page.

    Offer guidance if needed, but see if your child can now:

    • Follow print with eyes, finger pointing only at points of difficulty
    • Take more note of punctuation to support the use of grammar and oral language rhythms
    • Cross-check all sources of information more quickly while reading
    • Note familiar words and phonemes and use these to help with reading of unknown words
    • Search for information in print to predict, confirm or attempt new words while reading
    • Notice relationships between one text and another
    • Predict in more detail

     

    Books from the Pink RWI book shelf

    Using these books encourages the children to independently apply all of the RWI set 2 sounds

    Children are beginning to read more varied sentence structures and taking some note of punctuation. Usually no more than 15 pages with 1 or 2 sentences per page.

    Encourage your child to:

    • Move through text attending to meaning, print and sentence structure flexibly
    • Self-correct more rapidly on the run
    • Re-read to enhance phrasing and clarify precise meaning
    • Solve new words using print information and understanding of the text to try alternative pronunciations
    • Identify constituent parts of unfamiliar words to read correctly
    • Manage a greater range of text genre
    • Discuss content of the text in a manner which indicates precise meaning

     

    Books from the RWI Orange book shelf 

    These books consistently reinforce RWI set 2 sounds and introduce the children to RWI set 3 sounds.

    Children are starting to read quite fluently and take note of punctuation. Usually about 20 pages with 3 or 4 sentences per page.

    Encourage your child to:

    • Read fluently with attention to punctuation
    • Solve new words using print detail while attending to meaning and syntax
    • Track visually additional lines of print without difficulty
    • Discuss and interpret character and plot more fully
    • Use contents page and glossary in non-fiction books and locate information

     

    Books from the RWI Yellow book shelf

    Children can read complex sentences fairly fluently, taking note of punctuation. They use expression and do not rely on illustrations to help them. Usually about 20 pages with 4 or 5 sentences per page.

    These books will encourage your child to apply their reading skills to:

    • Extract meaning from the text while reading with less dependence on illustrations
    • Approach different genres with increasing flexibility
    • Use punctuation and layout to read with a greater range of expression and control
    • Sustain reading through longer sentence structures and paragraphs
    • Tackle a higher ratio of more complex words using known vocabulary, phonic knowledge and syllables
    • Find a way around alphabetically ordered texts such as indexes, glossaries and dictionaries

     

    Books from the RWI Dark Blue book shelf

    Children might read silently or quietly at quite a rapid pace, taking note of punctuation. Usually about 25 pages with 5 to 10 sentences per page.

    By now your child will be starting to:

    • Look through a variety of texts with growing independence to predict content, layout and story
    • Read silently or quietly at a more rapid pace, taking note of punctuation and using it to keep track of longer sentences
    • Solve most unfamiliar words on the run by blending long vowel phonemes, recognising and using
    • them in longer and more complex words
    • Adapt to fiction, non-fiction or poetic language with growing flexibility
    • Take a more conscious account of literary effects used by fiction writers, and the formal language of different types of non-fiction
    • Begin to make more conscious use of reading to extend speaking and writing vocabulary and syntax

     

    Books from the RWI Grey book shelf. 

    Books might have chapters. Children will read silently most of the time. They are interested in longer texts which they can return to easily after a break. Usually no more than 30 pages and about 10 sentences per page.

    Further skills your child could develop:

    • Read silently most of the time
    • Sustain interest in longer texts, returning to it easily after a break
    • Use text more fully as a reference and as a model
    • Search for and find information in texts more flexibly
    • Notice the spelling of unfamiliar words and relate to known words
    • Show increased awareness of vocabulary and precise meaning
    • Express reasoned opinions about what is read and compare texts
    • Offer and discuss interpretations of text
    • Comment on main characters and how they relate to each other
    • Suggest alternatives or extensions to events and actions
    • Discuss feelings created by stories
    • Retelling of stories is balanced and clear

     

    At this point the children are classed as Independent ‘Free Readers’ and will be choosing from the traditional book banded books from within the school library

    Books might have chapters. Children will read silently most of the time. They are interested in longer text which they can return to easily after a break. Usually more than 30 pages.

    • Begin to read reflectively and to perceive meanings beyond the literal
    • Refer to text to support own ideas
    • Distinguish main points from examples; fact from opinion
    • Devise key questions and words for searching and use several sources
    • Begin to read in different ways for different purposes, e.g. skimming for relevance, scanning for specific details, reflective and recursive reading for fuller comprehension
    • Compare/contrast work from more than one source
    • Read aloud with expression and intonation taking account of punctuation
    • Pupils can refer to text layout and organisation
    • Pupils show some awareness of the point of view of the author
    • Beginning to sustain narrative and investigative reading

    Learning opportunities:

    • Sustain confidence and perseverance when reading longer, demanding texts
    • Begin to use deduction and inference with more mature fiction and poetry
    • Begin to perceive how an author develops: plot, characters, meanings beyond the literal, figurative
    • Distinguish fact from opinion, point from example, relevant from irrelevant
    • Select key points of a text and summarise
    • Can refer to the impact of structure and organisation of texts
    • Can refer to text to explain their views
    • Identify themes
    • Identify impact of word choices
    • Secure the skills of skimming and scanning and recursive reading
    • Pupils can identify the purpose of a text
    Read More

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