Our school is committed to safeguarding and promoting the welfare of children and young people. We expect all staff, visitors, and volunteers to share this commitment.
If you have concerns regarding the safeguarding or welfare of any of our pupils, please contact Miss R Brown (Designated Safeguarding Lead), or Mrs S Nelson (Designated Safeguarding Lead), Mrs T Bolton (Designated Safeguarding Lead) or Miss Blackburn (Designated Safeguarding Lead)
St Peter's participates in Operation Encompass. Following the report of an incident of domestic abuse, school will be advised that the child has been involved. Please see school website for further details.
The Safeguarding and Child Protection policy can be found here. SAFEGUARDING POLICY
Today, we are having our own Africa day! We are taking part in lots of activities linked to Africa.
Today we looked at different ways people in Africa can live. We saw some parts of Africa have huge mansions, hotels, fast cars and stadiums. We also learned that some people in Africa have to walk miles with baskets and containers on their head to collect water and food. We filled milk bottles with water to experience how difficult it must be for some African people. It made the children appreciate how easily we can access water and how we should think more about saving water.
We then learned how some people in Africa enjoy playing music. We learned how to play a rhythm on a drum. The children were then put into groups to create a “band”. The children then played their new rhythm to the class.
This afternoon, we created some African printing craft 🎨
This afternoon we ended the day with stories around the campfire accompanied with a toasted marshmallow! 🔥 📕
This afternoon we have Joanne Jump visiting us. Joanne is a wonderful lady that very often volunteers in a school in Africa called “Sunshine Nursery and Lower Basic School”. Joanne told us that people in Africa are very proud of their flag and taught us a song about it. She also showed us the difference between our school and the school she supports. We learned that about how the houses are made from dry mud and that up to 30 people can live in one house. Joanne showed us photographs of the houses in the village and how the kitchen is one pot and the bathroom in a hole in the ground. She also explained that in the area of Gambia where she visits, the children don’t have many toys and tend to play with things such as tyres, sticks and the sand on the road. We ended the visit by learning some “Wolof” words such as Jerre jef (thank you) and Salaam aleekum (hello)
This week, in our English lessons, we are starting to look at a new story. The story contains lots of different exotic fruits. In our lesson today, we cut up and tasted lots of different types of fruits and thought of exciting ways to describe them using adjectives! It was delicious!
This week we have been working hard to write a non-fiction piece about penguins! All the children have worked really hard to learn facts about penguins. Here are some examples.
Today we are using iPads to research information about penguins! 🐧
We have been learning about Winter. We have been using adjectives to describe nouns linked to Winter. We then used those nouns and adjectives to write out own poems about Winter.
This morning we went on our “Winter Walk”. Whilst outside we used our senses to think of adjectives to describe. We are going to use these adjective to help us write a poem about Winter.
Today, we had a “no pens” morning! We decided to use frame to act out a scene in our new book ‘Cave Baby’. Cave Baby has been painting on the walls in the cave so the children pretended to be ‘Cave Baby’, Mum and Dad. The children used actions and changed their voice to how they thought the characters would speak and act.
Today we have been using puppets to retell part of the story “Little Red Riding Hood”. In our pairs, one of us was the wolf pretending to be grandmother and the other was Little Red Riding Hood.
We went on a spelling hunt. We had to find the pictures and then write the correct words using our phonic knowledge.