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Telford Junior School

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Welcome to Year 3 - information for Year 2 children and families joining the school in September 2021

Revised Tranistion Arrangements

18th June 2021

Update on Transition Plans Following Recent Government Announcement


On Monday, the Prime Minister announced that he was not able to say that the country has met all four tests for proceeding with Step 4 of the Government's 'Roadmap to Reopening'. The Government believes it is sensible to wait a little longer, giving time for the vaccination programme to protect people from the virus in light of the new variant. Schools have been instructed to keep current protective measures in place until there is a further announcement on Step 4 of the 'Roadmap'. These measures in education settings will remain in place to help reduce transmission of the virus.


Following this announcement, Warwickshire Local Authority has stipulated that schools should hold transition days / sessions virtually. This means that the Warwickshire transition day planned for 7th July will no longer take place. This has a direct impact on our Year 6 pupils, who will not be visiting their secondary schools on 7th July. It indirectly impacts on how we organise transition arrangements for the Year 2 pupils joining the Junior School in September, since the plan was for all year groups to move up to their new class on the same day, which is now not possible.


The reason for not holding the Warwickshire transition day is to avoid mixing large numbers of children from different schools in their new school setting. Since nearly all the children joining the Junior School in September are from the Infant School, it is possible for them to visit our school without compromising social bubbles. Therefore, please be reassured that we will proceed with transition sessions before the end of the Summer Term, but will have to reconsider the logistical arrangements and the day when this takes place.


Unfortunately, Step 3 guidelines do not allow for groups of adults in the school building and so we will not be able to proceed with the planned Year 2 ‘Introduction to the Junior School’ evenings. We will make sure that parents/carers have the opportunity to come into the Junior School as soon as we are able to do so in the Autumn Term. While this is disappointing, unlike last year, we will be able to provide proper transition sessions for the children.


School Prospectus and Parent Guide

The School Prospectus and Parent Guide can be viewed by clicking on the link below. You will find this helpful in explaining the school's aims, the structure of the school day, uniform expectations and other key information about life in Telford Junior School. 


Below there is also some more specific information on: 


  • School uniforms.
  • School meals (a little different under the current circumstances).   
  • Medical forms.


If you have any specific questions, please contact the school office:


Tel: 01926 424664        Email:


I hope that you find this information helpful and the staff and I look forward to you joining our school community shortly.


Best wishes,


Richard Siviter

Head Teacher


School Prospectus and Parent Guide

School Uniform

Information about school uniform items can be found in the school prospectus. Please see the attachment above. To purchase school uniform items, please follow the tab on the home page of the school website.

Admission Forms 2021/22

Please find here our forms which need completing in order for your child to be registered with us in September. Paper copies are being delivered to Year 2 pupils, but if you would prefer to complete the forms online please do so, returning them to by Friday 9 July if possible.


Admission Form 

The ‘Admission Application Details’ form needs to be completed in full. Please ensure you complete section 7 (Ethnicity/Language) by referring to the Ethnic Background Information Sheet.  It is important that you only select one of the options listed on the sheet.

We also require the following data protection forms to be completed for registration

Medical Forms

If your child requires prescribed medicine to be onsite during school hours, please complete the medical forms on our website under: Key Information/School Policies/Medicines in School.

Both forms need to be completed: ‘Agreement for School Setting to Administer Medicine’ and  ‘Record of Medicine Administered’.

School Meals

Educaterers provides meals for our school. School meal information is found here on our website under the letters section. Details will be updated when we receive information on new lunch menus.


Payment for Meals

We operate ParentPay for parents/carers to pay for meals and activities in school. We need to register your child with our school in order for a new user ID and password to be issued for you to pay for meals and activities. This process will take a few days when your child joins the school, but they can receive school meals while your ParentPay account is being set up.


Free School Meals

The Universal Entitlement to Free School Meals for your child stops when they move into Year 3.  This means that if your child is eligible to continue to receive free school meals, you will need to apply.  Please apply online at:


It is important for families to apply, since if your child is not registered with this department by the beginning of the Autumn Term, unfortunately they will not receive a free school meal when they join the Junior School.


If you think your child may be eligible for free school meals, but you are intending to provide packed lunches, it would be very beneficial to the school if you could still apply. The school receives funding based on the number of registered children eligible for free meals. The money is received in the budget allocated to the school, so we rely on this funding in order to cover all the costs associated with running the school. Thank you for your assistance in this matter.

Parent Partnership Policy

The Parent Partnership Policy (below) sets out how the school aims to work in partnership with families, to support the children's education. It includes the Home-School Agreement, which the Department for Education expects all schools to draw up and share with parents/carers.

Welcome to Year 3

Have a look at the 'Welcome to Year 3' Padlet page, which the Year 3 team put together last Summer, to welcome the current cohort of Y3 children. It explains more about life in Year 3 and introduces the teachers. The school uses Padlet links to share information with parents/carers about the year group's curriculum, the activities the children are involved with and home learning.

Year 3 Curriculum

The School Curriculum page of this website explains how the school curriculum is organised and provides an overview of the the Year 3 curriculum content. The icon below provides a link to this page.

Finding Out More About Year 3 ...

You might also want to look at the Year 3 page of this website (click on the icon below). The Padlet links found on this page show the remote learning children in Year 3 have undertaken and also home learning activities set within the year group (Year 3 Padlet Page).

Current Year 3 Teaching Arrangements

Y3 Ash

Taught by Mrs. Martin-Sweet on Tuesday - Friday and Mrs. Spedding on Monday.  

Y3 Beech

Taught by Miss Evans on Monday - Wednesday and Mr. Davies on Thursday - Friday.  

Y3 Chestnut

Taught by Mrs. Shields on Monday - Thursday and by Mrs. Spedding on Friday.  

Helping Your Child at School

Families joining Telford Junior School often ask staff how they can help support their child's education during these formative years. It is worth remembering the important habits nurtured during children's early years in education:

  • Maintaining good sleep patterns (children between the ages of 4 and 11 are recommended to have 10 hours sleep every night).
  • Attending school regularly, so that your child gets the most from their education.
  • Eating healthily: a balanced diet including plenty of fruit, vegetables and starchy foods, so that your child has the nutrients they need to stay healthy.
  • Eating breakfast before they come to school; children who eat breakfast have more energy, do better at school and eat healthier through the day. 


Nurturing a Positive Attitude

Many commentators believe that what children bring to the classroom is as important as what they are taught in school. The belief is that your child's potential can be developed from simple, everyday attitudes and examples; that nature can be nurtured:

  • Build resilience - teach your child to accept that they can improve on their first effort, to have another go and to practise their skills (initial 'failure' is a stepping-stone to success) - praise and encourage, but don't over-praise (the praise is more genuine and the child learns to appreciate that while their efforts are valued, they will not always achieve better than their peers).
  • Make learning something your child enjoys doing - it is proven that 'good mood' makes children more engaged, more creative and more willing to persist with a difficult task (a positive mindset means a child is pre-programmed to succeed). 
  • Allow your child to follow their passion - there is a tendency to worry about things a child is less good at, rather than sharing their enthusiasm for what they enjoy doing (spending time with your child as they connect and enjoy a subject will also give you an insight into ways you can help transfer that joy to a less loved topic). 
  • Make academic subjects feel relevant to your child - it can be hard for a child to focus on something they cannot see as relevant to their life, or see as helpful to them in the future (find ways to demonstrate a subject's relevance, perhaps explaining how a subject such as Maths has been useful to you in your job, or involving your child in a practical application; following a map on a journey, finding words in Google Translate, or measuring quantities during a cooking activity).
  • Involve games in learning to make it more fun (Albert Einstein: "Play is the highest form of research.").
  • Motivate children by consequence rather than punishment - rather than threatening to take something a way, teach your child that outcomes are determined by their actions (e.g. achieving goals is rewarded - make sure those rewards are proportionate!). This approach can nurture a strong sense of motivation, which children can take with them into adult life. (N.B. Helps children to learn self-control, builds child's self-esteem and is a good example of effective ways to solve problems, nurturing a sense of cause and effect). 
  • Improving your child's depth of processing - show your child how to organise learning in different ways to help them process the learning and ensure it becomes lodged in their memory (e.g. learning spellings or multiplication facts in manageable 'groups', applying learning rather than simply learning by rote). 
  • Quality 'down-time' - plan for quality time for your child to relax and play.
  • Safe and purposeful access to the internet - think about where the access takes place in the house (for younger children better for this to be in a living area, rather than isolated in their bedroom), install suitable protective tools and model the constructive applications of the internet (both for learning and for social interaction).
  • Space to learn empathy - children with greater empathy tend to relate and do better in the world. Allow time for unstructured play (empathy is often learnt while 'authority' is removed, with children making decisions for themselves; children learn to consider others' opinions and learn to negotiate. Playing with different age groups is also considered helpful and something less likely to happen in today's society. 


Helping with Home Learning

The school's Home Learning Policy (see below) emphasises the importance of parents/carers being directly involved in supporting home learning in the primary age group. Children naturally seek the attention of adults, and particularly that of their parents/carers. By sharing an activity with your child, you receive the goodwill derived from that need for attention and, therefore are well placed to encourage, to motivate and to guide their learning. The Home Learning Policy sets out the range of activities that teachers may set for home learning activities. It explains how these are shared with families through the year group Padlet pages. For examples of the kind of activities set, you can look at the the current year group Padlet pages via the year group pages, under the 'Curriculum' tab on the school website.


The school uses a reading scheme by Collins called the Big Cat scheme. This does not have a long history at Telford, as it was only introduced 3 years ago in response to requests from parents and teachers for a more structured approach to reading. The books are carefully levelled for even the most able readers to ensure coverage of all text types and genres that they are likely to encounter in SATs tests and in school life (including progression to Year 7). 


When children read with free choice, they have a tendency to stick to similar text types (particularly fiction) and, therefore narrow their exposure to different genres, styles and authors. As the children progress through to Year 6, the focus for more able readers is no longer on reading fluency, so the children should be able to read almost all of the words within the text without difficulty. The point of the reading scheme books for these more able children is the discussion with an adult regarding the meaning of any unusual vocabulary in context, understanding why authors have used particular words or structure, delving in to the features of the text type, etc. This will support all pupils in developing a deeper understanding of how to analyze a text in preparation for the requirements of KS3 English. Below you can see an example of the kind of analysis the scheme allows older children to engage with. Similar, age appropriate comprehension activities are matched to the reading scheme books at all levels.


We also feel very strongly that children’s love of reading should be nurtured and, therefore, we have reduced the number of times that they should read from the reading scheme to three a week, to allow them plenty of time to read for pleasure as well. We are careful to ensure that pupils learning is not “capped” by the scheme,  so children in the younger years can progress through the book levels at a rate that suits their ability (i.e. if a child in Year 4 is reading at Year 5 level, then they can move on to these texts). 


The school has invested in Mathletics, an online Maths programme used by pupils worldwide. It engages children through interactive activities, games and challenges, which are fun and rewarding. Children are able to take some responsibility for their own learning, nurturing independence and the ability to problem-solve. Mathletics is designed by experienced Mathematicians, to support children's classroom learning. The activities match the curriculum skills and knowledge the children are being taught through the school's curriculum. The activities provide the appropriate level of challenge and are accompanied by guidance and prompts. By observing how your child is progressing through the activities, you will be able to see the areas which your child has mastered and those where they need further practice or explanation. Weekly parent-friendly reports can add to this insight. Talking through the prompts and guidance can also enable parents/carers to have a better understanding of how best to help your child. 

Overview of School Developments

Following the school's Ofsted inspection in July 2019, we recognised the need to move quickly in addressing the action points identified in the report. We have been working with a school improvement officer and a Local Authority Task Group, to ensure that the quality of teaching and learning is consistently good across the school and that this is monitored and evaluated rigorously by school leaders. Below you will find an overview the school shared with the Task Group of the developments following the 2019 inspection. You can also read the letter shared by the Chair of Governors following the Task Group meeting in February. While the inspection report identified areas for improvement, which we believe we have addressed, significant strengths were also highlighted: 

  • Outcomes are good.
  • Pupils develop a love of reading.
  • The curriculum is rich, broad and balanced.
  • Work to support pupils' personal development and welfare is good.
  • Pupils' behaviour is good.
  • Pupils say the school is a friendly and a safe place to be.
  • Pupils enjoy coming to school.