We are very much looking forward to welcoming another YR4/5 group from @DorchesterHull for our Trawling Experience. I wonder if we will discover more local headscarf revolutionaries?
#trawling
#tripletrawlertragedy
#inspirebelieveachieve
#makingdreams
...#headscarfrevolutionaries
Interviewing the public about Hull’s maritime past with @DorchesterHull
#understandinghullandER
#trawling
#tripletrawlertragedy
#tripletrawler
#learningcomestolife
We are having fun today learning about Hull’s Maritime History with @DorchesterHull
#learningcomestolife
#inspirebelieveachieve
Nice for the children of @DorchesterHull to see @peter_levy today on our Trawling Experience today ! We have some excellent interviewers with us too 👍
#understandinghullandER
#trawling
#tripletrawlertragedy
#learningcomestolife
#inspirebelieveachieve
We are on our trawling experience and now walking around the city centre and finding all the fishing heritage with the children from @DorchesterHull #trawlingexperience
We found the “SPY” on the Trawling Experience today. Well done to the enthusiastic pupils who really enjoyed this learning experience.
#learningcomestolife
#inspirebelieveachieve
#makingdreams
#headscarfrevolutionaries
We have had a great day with the very well mannered schoolchildren from @DorchesterHull learning about Hull’s Maritime History. Thanks also to our volunteers too for making it a memorable occasion.
#understandinghullandER
#trawling
#tripletrawlertragedy
#volunteers
...#hull
The children from @DorchesterHull are having a great time on our #trawlingfromhull experience today. We also had a visit from Louise from @KCOMhome and we think the refurbished KCOM Learning Zone looks awesome!
#HEYCUpartner
#understandinghullandER
...#headscarfrevolutionaries
All ready for @DorchesterHull arriving for our Trawling from Hull experience . #learningcomestolife
“Democratically elected roles, such as house captains and school councillors, enable pupils to contribute purposefully to school life.”
“Leaders have rightly reorganised their curriculum to make up for learning that has been
lost during the COVID-19”
“Pupils are clear about the school rules.”
“The help that leaders provide for pupils with special educational needs and/or disabilities (SEND) is a strength of the school.”
“Leaders have ensured that pupils have plenty of opportunities
to design, make and evaluate projects using different materials.”
“Leaders have established ‘hive’ provision for pupils who need it. These well-resourced, intimate settings provide the intense support that a significant minority of pupils need.”
“Leaders have continued to prioritise the teaching of phonics and reading.”
“Pupils enjoy the positions of responsibility they hold.”
“The mathematics curriculum is clearly sequenced. Teachers provide opportunities for pupils to continually revisit and review previous learning.”
“Pupils describe behaviour around school as good.”
“In other curriculum
areas, such as design technology (DT), the curriculum is improving rapidly.”
“Children are
taught to read as soon as they start in the early years.”
“Pupils spoke with enthusiasm about the school garden they are developing and of their plans for the fruit and vegetables they will grow.”
“Dorchester is an inclusive and happy school where pupils get the help they need to achieve well.”
“Leaders’ subject monitoring has led to a consistent and successful approach to the teaching of phonics across the early years and key stage 1.”
“Leaders provide ‘chatterpacks’ to parents so that they have the age-appropriate resources they need to support their child’s
reading.”
“Leaders ensure there is a focus on developing pupils’ mathematical vocabulary.”
“Pupils now use mathematical vocabulary with accuracy.”
“Pupils feel that they are being listened to and that their views help leaders to improve the school.”
“Leaders have created an ambitious curriculum that sets out clearly what pupils should
learn and when.”
“In subjects such as history, teachers use assessment skilfully to find out what pupils know before they start to teach a new unit of work.”
“Teachers provide lots of opportunities for pupils to rehearse and say the sounds they are learning aloud, which helps them to remember them.”
“In the early years, mathematics is a high priority. Daily ‘carpet time’ is used to teach children
mathematical concepts”
“One pupil told inspectors that ‘teachers are really caring, we know if we ask for help, we will get it’.”
“Knowledgeable and highly trained leaders ensure that pupils get the support they need to achieve.”
“School council representatives attend School Stakeholder Group (SSG) meetings to share their views.”
“As soon as children start school, leaders check their speech and language needs so that extra help can be provided, where it is required.”
“In the short term, leaders have placed a greater focus on subjects such as
English and mathematics.”
“Pupils speak with great pride about ‘being their
best self’.”
“Strong, cross-curricular links with subjects, such as science, give pupils the opportunity to apply their skills and
knowledge when making products.”
“Leaders ensure that opportunities for pupils to apply their mathematical understanding are provided in the activities pupils
complete.”
“Leaders use assessment well to ensure that the books pupils read match the sounds they already know.”