What an incredible World Book Day we have had in Year 3! Mrs Rose and Miss Edge (also known today as Snow White and Happy!) were absolutely amazed by the creativity and effort the children put into their outfits as they welcomed the children into the classroom. Our classrooms were filled with a magical mix of characters, from Willy Wonka and Where's Wally to Dorothy from Oz, a Roman soldier, Matilda, Disney princesses, action heroes, Mr Men characters, Harry Potter, Darth Vader and even some brilliant David Walliams characters. We began our day with a whole‑school assembly, thinking about what we find fun and how reading can bring joy, imagination and excitement into everyday life.

After assembly, we had the fantastic opportunity to join V&A Schools Live: Primary Read and Draw-Along webinar. We listened to the wonderful Cressida Cowell, who shared how she carefully planned her How to Train Your Dragon series from the very beginning, using meticulous notes and ideas to build her world. She also read from her collection, transporting us into the adventures of Hiccup and Toothless. The children especially loved the step-by-step draw‑along where they created their very own illustration of Hiccup. It was a brilliant experience that inspired creativity, storytelling and a deeper love of reading across the year group.

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Year 6 Begin Their Persuasive Writing Journey!

This week, Year 6 have embarked on an exciting new writing adventure: letters of persuasion! Our mission is to learn how to write confidently and convincingly—just like real campaigners, activists, and opinion leaders.

To kick things off, we explored a WAGOLL (What A Good One Looks Like). By reading it carefully, we pulled out all the key features that make persuasive letters so powerful. We spotted things like:

• Strong opening statements
• Clear arguments backed up with evidence
• Emotive language to make the reader care
• Rhetorical questions that make you stop and think
• Powerful conclusions that leave a lasting impression

Once we understood what makes a persuasive letter successful, we moved on to reading a range of other examples. This helped us build a toolkit of useful stock phrases, such as:

• “Surely you agree that…”
• “It is essential that…”
• “Have you ever considered…?”
• “Without immediate action…”

We also learned how important it is to use the right register—that means choosing words and tone that suit the audience. Whether we’re writing to a headteacher, a local councillor, or even a famous figure, we now know how to sound polite, confident, and persuasive.

Year 6 are already showing fantastic promise, and we can’t wait to see the brilliant letters they produce next. Watch this space for updates on our writing journey!

Year 6 Write Powerful Lindisfarne Monologues

This week, Year 6 have been learning about the Viking attack on Lindisfarne in 793 AD. To help them understand what it might have felt like, the children wrote monologues from the point of view of a monk living in the monastery.

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✍️ What We Did

The class learned about:

• What life was like for monks
• How the Vikings arrived on longships
• Why the attack was so shocking
• How to show a character’s thoughts and feelings in writing

After this, the children imagined they were monks and wrote their own monologues describing the terrifying moment the Vikings arrived.

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🌟 What We’re Proud Of

The monologues were:

• Detailed – with great descriptions of sounds, sights, and emotions
• Creative – many children used strong vocabulary and dramatic language
• Thoughtful – the writing showed real understanding of how the monks might have felt

Year 6 worked extremely hard and produced some fantastic pieces of writing!

Year 2 took part in an exciting live lesson today all about storytelling and the power of music!
The children learned how sound can bring a story to life, create mood and atmosphere, and help the audience connect with the characters. They listened carefully, joined in with activities, and had lots of fun experimenting with how music can change the feeling of a scene.

Year 3 Dive into Imagination with Author Dan Worsley

Our Year 3 students were treated to an unforgettable morning when the amazing author Dan Worsley visited to deliver one of his high‑energy storytelling workshops. From the moment he began, Dan’s animated style had every child completely hooked.

With his trademark enthusiasm, Dan transported the children straight to a mysterious, litter‑strewn beach. There, looming among the piles of rubbish, was a bizarre sea creature like no other. The children gasped as they imagined it's eight long, thick tentacles, crooked, jagged teeth, and a circular,red eye capable of shooting a laser beam. This strange creature devoured every scrap of rubbish it could find—but despite his helpful intentions, he accidentally frightened the local people, who chased him away. Without their unexpected helper, the rubbish quickly began to pile up again…

Dan’s storytelling not only captured the children's imaginations but inspired them to create worlds of their own. After the tale, the Year 3 pupils set to work sketching their own unique sea creatures, each more inventive than the last. They eagerly described what their creatures looked like, how they behaved, and what magical or monstrous abilities they possessed.

The classroom buzzed with creativity, laughter, and excitement. It was clear the children thoroughly enjoyed every moment of their workshop. Many left still chatting animatedly about their creatures—and they absolutely cannot wait for Dan Worsley’s next visit.

A huge thank you to Dan for igniting such imaginative thinking. We’re already looking forward to the next adventure!

Year 5 Celebrate National Storytelling Week with Alim Kamara

As part of National Storytelling Week 2026, our Year 5 pupils enjoyed an inspiring online workshop led by storyteller and rapper Alim Kamara. The session, delivered live via Zoom, was a vibrant celebration of music, rhythm and the power of storytelling.

The workshop formed part of the National Literacy Trust’s nationwide events for Key Stage 2, designed to help children explore how stories can be told through sound, lyrics and performance. During the interactive session, pupils learned how storytelling and rap can come together to create powerful narratives. They were guided through the process of shaping their own lyrics and experimenting with rhythm—discovering firsthand how words can come alive through music.

Throughout the 45‑minute session, Alim Kamara captivated the children with his energy, enthusiasm and creative approach. Year 5 particularly enjoyed collaborating on a class rap, using ideas shared during the workshop to craft imaginative verses that told a story with both meaning and momentum.

The event formed part of this year’s national theme, “Soundtrack Your Story”, celebrating how music can enhance storytelling and ignite children’s love for reading and writing. Supported by the National Literacy Trust and the National Year of Reading 2026, the workshop provided a rich opportunity for pupils to develop their confidence, creativity and enjoyment of literacy.

Year 5 thoroughly embraced the experience, and we are excited to continue building on their enthusiasm in our upcoming storytelling and creative writing projects.

This week in Year 4, we focused on becoming confident, expressive readers through our guided reading lesson. We began by listening to the text read aloud as an expert model, helping the children hear how pauses and emphasis can bring a story to life.

Working in pairs, trios, or small groups, the children then selected a section of the text to explore more deeply. They marked their chosen passage with slashes to show where natural pauses should occur and highlighted key words that deserved extra emphasis. This helped them think carefully about how an author’s language should sound when spoken aloud.

After practising together, each group performed their section for the whole class. The children listened attentively to one another, offering thoughtful feedback and celebrating what each group did well.

This week in Year 6, we have been learning all about monologues and exploring a range of different examples. We talked about the key features—such as speaking in the first person, sharing thoughts and feelings, and having a clear voice—and we highlighted these in the texts we read. Today, during our shared writing session, we worked in pairs to continue a monologue about a child starting their first day of school. It was exciting to build on the character’s emotions and experiences, and some of us even had the chance to act out our monologues, bringing the writing to life!

Discovering the Stonewall Riots and Pride

This week, we explored an important part of history: the Stonewall Riots and the origins of Pride. It all started in June 1969 in New York City, when LGBTQ+ people stood up for their rights after years of unfair treatment. The Stonewall Inn, a small bar, became the centre of a movement that changed the world. People protested for equality and respect, and their bravery sparked the modern Pride celebrations we see today.

We learned that Pride is not just about colourful parades—it’s about remembering those who fought for freedom and celebrating diversity. Pride reminds us that everyone should be treated equally, no matter who they are or who they love.

After our research, we wrote non-chronological reports to share what we discovered. We included sections like:

• What were the Stonewall Riots?
• Why are they important?
• What is Pride today?

It was amazing to see how much history can teach us about fairness and standing up for what’s right.

The Tapestry group had a really positive session exploring biased arguments, with adult support helping them to navigate the text and build confidence. Using Widgit symbols, the children read and discussed the WAGOLLs together, which supported their understanding and kept them fully engaged. As a group, they identified key features such as strong opinion words, persuasive language and one-sided viewpoints, linking these back to the visuals to explain their ideas. There was lots of thoughtful discussion about the writer’s purpose and whether the argument was fair or unfair, and with support the children were able to explain what makes an argument biased. The group worked well together, stayed focused and made clear progress in recognising and understanding the features of biased arguments.

Today, our Year 4 children enjoyed a fantastic guided reading session where they read aloud to each other in pairs. This activity not only helped them practice fluency and expression but also encouraged active listening and discussion. Pupils explored new vocabulary and shared their thoughts about the text. Reading to peers builds confidence and strengthens comprehension skills, making learning both collaborative and fun. We are proud of how engaged and supportive the children were during this session.