Whole School Targets
| To ensure through consistently good and outstanding good teaching that all pupils meet or exceed national age related expectation for both attainment and progress
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The environment within the classroom will support all children with their learning eg expectations of presentation, exemplification of work, checklists , key vocabulary
Lesson structure and time management is used effectively There is sufficient opportunity for ‘ stretch and challenge ‘ There will be evidence of peer learning support eg through CLIPS Children will acknowledge that mistakes and difficulties are a sign of learning and will persevere All additional adults will be used from the outset of the lesson to support learning Assessment for learning will be evident throughout the lesson Staff members respond to the needs of pupils giving useful effective and immediate feedback which moves the learning forward Teaching staff will be aware of which groups of children are not making the required levels of progress and effective planning will be put into place with changes made based on formative assessment and data eg disadvantaged, disadvantaged more able, SEND There will be clear triangulation between lesson observation outcomes, data and evidence in books which will show the impact of teacher feedback and it’s impact on progress. Pupil Progress reviews will celebrate improvements in joint and individual attainment. |
| Ensure high quality and consistent provision for the most vulnerable children ie SEND / PP and PP more able | All adults working in the learning space will demonstrate high expectations and be able to identify key next steps for the most vulnerable learners
Emotional support for vulnerable learners will be paramount eg daily welcome through meet and greet, positive behaviour management strategies, accessing support where necessary, having an enthusiastic high motivating approach, rewarding effort and achievement. Having an awareness of which children find it hard to access opportunities through funding or parental support and enabling these learners to be supported Environmental and physical resources Some learners might need a more personalized pathway through the curriculum to address any specific barriers to learning or to extend the more able.. Some strategies which might be to be used when planning might include check lists, pre teaching , over learning, chunked tasks, stepped approach, concise sentences, allowing wait time and highly collaborative peer learning support ( CLIPS) limited instructions use of visuals on worksheets and instructions , key words on instructions ,appropriate font size personalised dictionaries, sentence starters, then and next , coloured resources to reduce visual stress, differentiated questions to support or extend and an opportunity to review learning at the end of a lesson. The school has now also joined NACE to support the development of more able learners |