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
Year 5 have investigated what happens when we add or take away different components to our electrical circuits. We recorded our work with scientific diagrams of our circuits.
In KS1, the children investigated cut up flowers. The children identified the different parts of a flower. The children then composed their own questions they wanted to find out about the flower.
As part of our topic on Forces, Year 5 have been carrying out some pattern seeking to discover if there is a relationship or link between the mass and weight of different objects.
Year 5 tried out a modelling and pattern seeking activity to investigate inheritance. We used a variety of different liquorice allsorts and chose one to represent the ‘male’ and one to represent the ‘female’. We thought about the key features of each sweet and then had to select one, which could be the ‘offspring’ of these. This helped us to explore the idea that characteristics and traits are passed down from parent to offspring, but normally offspring vary and are not identical. We had to justify and reason for our choices. We then tried this out with Mr Men and Little Miss characters. Finally, we explored which characteristics might be inherited and which might be due to environmental factors. We realised that often it could be a combination of both.