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…’.