The focus is on keeping the systems consistent throughout the school and that these are applied without compromise.
- A consistent approach to feedback and progress has been embedded as follows;
- Teachers mark in different colours consistently with ‘green for growth’, ‘tickled pink’, and ‘purple pupil progress’;
- The purple pens are kept out all the time in the pen pots on children’s desks and used for pupils to respond to developmental comments by teachers. Pupils often complete their purple pen work as part of early morning work;
- The marking policy is introduced from Reception;
- Posters in every classroom display the marking policy;
- Learning walls to support Maths and English are in every classroom. The principle is that these should support learning and be used in lessons;
- Talk partners – introduced when appropriate in Nursery and embedded fully in Reception through to Year 6. (see more detailed case study on this)
- ‘Learning Powers’ are taught and developed linked to ‘Be the best you can be!’ A KS1 and KS2 version are in place. These were introduced via assembly themes;
- Behaviour policy, with consistent targets, rewards and sanctions is in place.
Self-differentiation, using ‘mild, spicy and hot’ chilli pepper challenges, is incorporated as a strategy for differentiation as part of mixed ability teaching.