Creating a Learning Environment

Outcomes in almost all measures exceed the national, in all stages and groups.

Following a period of staff change, it was necessary to ensure that procedures and policies were consistent across the school. We also wanted to ensure that staff were as much a part of a learning culture as the children.

We have reviewed our practice to include the following:

• Each classroom displays learning behaviours and learning language.  Each class appoints a ‘learning detective’ who feeds back at the end of each day on the positive learning behaviours exhibited by the children in the class;
• All teaching assistants are treated as professionals, with a strategic approach to CPD and also observed regularly;
• Funding of an intervention teacher four afternoons per week, to release the class teacher to intervene with support for individual children;
• All teachers meet every term for a staff meeting where the agenda is only children’s progress. Needs are explored and discussed;
• There is a progress meeting every term with the leadership team and each class teacher, where the progress of each child is explored in detail;
• Decisions are made by staff as much as possible, with shared school diaries to enable staff to plan events, CPD etc;
• The acronym FAIL (first attempt at learning) is adopted by both teachers and children;
• The head teacher walks the school at least daily and is learning mentor to Pupil Premium children;
• Appraisal has been developed to include a three week cycle of self, peer and SLT review, based on principles of, ‘What went well?’ and, ‘Even better if…’.

There is a consistency of practice across the school in many areas, so children feel safe and learn well.