Vocabulary and Maths Parent Workshop

Parents across Year 3 came to learn more about how to support their children develop language through the understanding of vocabulary. Miss Liaw introduced a range of strategies to support parents with helping their children become more confident using key vocabulary. Vocabulary development is vital for EAL learners as well as all children to gain a sound understanding of what something means, looks like and how it can be used.
Year 3 and 4 parents came to learn about Ripple’s maths strategies and methods. This interactive session was lead by Miss Liaw and Mr Davis where we showed parents how and why we teach specific methods and they even had time to solve a couple of sums themselves!

Ripple Primary wins a national award and so does one of its pupils!

Wonderful news for Ripple Primary School and one of its pupils, Sajid, who is in Year 2.

The school has won a national Reading Recovery School of the Year award and Sajid in Yr2 has won an individual pupil award as well!

It’s a fantastic achievement for both the school and Sajid; many congratulations to them both. A special thank you too for all the hard work everyone has put into achieving such prestigious awards!

Reading Winners!

This is Uswah Majid 1HP with the certificate she was awarded by the Institute of Education Reading Recovery Awards. Her work was Highly Commended by the judges.Uswah

Sally Gomez 6MD being awarded her certificate by Lena Smith from LBBD Library Service for the Pen to Print competition. There were over 400 entries and Sally reached the final 30.


Pupil Conferencing (Reading Focus) – Summary July 2015

Pupil Conferencing (Reading Focus) – Summary July 2015 

School staff and Link Governors for each year group spoke to pupils. They asked a series of questions to get an understanding of pupil attitudes to reading, how often they read, and where. The main findings from the discussions are outlined below.


                        WWW                          EBI
  • Children across all year groups seen displayed a positive attitude to reading.
  • Children across all year groups seen could express preferences in what they liked to read with many giving reasons for their choices.
  • Children spoke about their enjoyment when reading. They made comments such as: “I’m in the book”, “I get lost in a book”, “You escape when reading”.
  • Year 1 children said: “You read to make you clever” and “Reading make you happy and excited”.
  • One Y4 child said: “reading inspires me to write.”
  • Would like more dual language books in school. (Rec)
  • Model reading for pleasure for some children. (Y1)
  • Children have more strategies and opportunities for choosing their own books. (Y1)
  • One child said he was bored when reading – how can we motivate these children? (Y3) 
                     WWW                          EBI
  • Children across all classes talked about reading at home. The frequency varied, but further up the school a lot of children read every day. A lot of children talked about reading at bedtime.
  • A lot of children liked reading on Bug Club.
  • Children either read themselves or listened to reading in a variety of languages.

  • Reading books were changed more regularly. (Y1)
  • More teachers need to get more involved with their classes on Bug club. Would be a good idea if classes sometimes used it in school – ICT room? Then any password problems, more books needed… could be sorted out.
  • One Y6 class found Bug Club boring.
                        WWW                         EBI
  • Children all named various people in school who supported their reading. These included teachers, TAs, meals supervisors, volunteers, friends helping each other, during reading interventions.
  • Children across the school could talk about reading strategies they used if they were stuck.
  • Children talked about reading in class, in the book corner, the library, the playground, in golden time. A lot of children, mainly further up the school, said about reading in quiet areas.
  • Children across the school talked about posters, words on English walls, dictionaries, strategy cards, displays, recommendations for books, which were in their classrooms to help them.
  • Some children would like more books to read at playtime. (KS1)
  • One class said they did not use the book corner (3RB).
  • One child said he would like more non-fiction books in his classroom. (Y2)
  • Children in Y6 talked about the need for quiet areas in the school for reading.
                       WWW                       EBI
  • Reception children said they read every day in school.
  • Some children were eager to talk about what they are currently reading showing their pleasure and enjoyment in reading.
  • One Y3 class were keen to show a magazine they made in class.
  • One Year 3 class said they liked reading Shakespeare.
  • One Y4 child said a book “drags you into it” – gives you the opportunity to imagine.
  • One Y4 child said, “You need to read bills”.
  • Another Y4 child said, “Sometimes you can’t put the book down.”
  • A Y5 child said, “You escape when reading.”
  • In Y5 one child said in guided reading you read short books, although they are challenging.
  • Another Y5 child said “You must learn to read by reading what you love”.
  • A Y6 child said “If you don’t love reading, you haven’t got the right book”.
  • Another Y6 child said “Reading is everything”.
  • Year 6 said “Everyone should read.”
  • One class were reluctant to speak. (Y1) 

Ripple children love reading!

Check out some of the comments to a reading survey carried out in the school in June 2015:

“You read to make you clever.” (Y1)

“Reading makes you feel happy and excited.” (Y1)

“When I read, I am in the story.” (Y3)

“Sometimes you can’t put the book down.” (Y4)

“You must learn to read by reading what you love.” (Y5)

“If you don’t love reading, you haven’t go the right book…(Y6)