Positive relationships amongst all

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We will endeavour to uphold and sustain practices that foster the values of:

• mutual respect and responsibility;

• a commitment to co-operation, consideration, courtesy, care and

• engagement in service to the community.

These principles support the development of high-quality interpersonal relationships between teachers, students, parents and staff.

Safe, language rich learning environment in which clear routines are established

• Practitioners have a good understanding of child development and use effective strategies to promote every child's communication skills

• Daily read aloud sessions (ERIC) which help pupils increase vocabulary, create a shared literary experience, evoke discussion, and model fluency

• Class word walls - to help pupils make meaningful connections between words and concepts

• Diverse school and classroom libraries

• Class word of the day - these words and their meanings are viewed consistently while they are up

• Practitioners engage in daily conversations with pupils - practicing the art of conversation Modelling skills like making eye contact, talking to and not at someone, appropriate responses, etc.

• Practitioners speak to pupils like an adult - using correct words and terminology

• Practitioners and pupils keep a clean and orderly classroom

• Practitioners encourage pupils to be openly expressive and supportive to others

High expectations & challenge for all individuals, building on what the children already know

• We will provide appropriate and stimulating differentiated tasks to ensure all pupils are stretched, challenged and supported

• Pupils will be encouraged to develop a thirst for learning and show a clear willingness to extend themselves at every opportunity

• We will set high expectations of how pupils should present their work and challenge work that does not meet these high expectations

• We will clearly define and articulate learning objectives that demonstrate high academic expectations for all pupils in every lesson.

• We will ensure that bespoke interventions are in place for target groups

Effective and timely feedback that promotes self-reflection and rapid learning

• We will give precise and effective feedback and guidance so pupils know how to improve

• We will make sure pupils have the opportunity to regularly act upon verbal and written feedback to close the learning loop e.g. dedicated improvement and reflection time

• We will consistently provide written feedback to pupils in accordance with our subject area policy so pupils clearly know how to improve upon their work

Varied delivery (format and style)

• Practitioners  routinely plan engaging lessons that are matched to the needs of the pupils

• Lessons will be delivered with a high sense of challenge, pace and purpose

• We will give pupils appropriate time to time to embed knowledge, understanding & skills

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High quality questioning and dialogue from adults and pupils

• Practitioners understand that effective questioning is key because it makes  thinking visible: it identifies prior knowledge; reasoning ability and pupil understanding – therefore it is the ultimate guide for formative progress

• Practitioners use planned, systematic, targeted and skilled questioning to deepen pupils’ learning and assess understanding, along with other assessment for learning strategies

• Practitioners give pupils opportunities to talk about and discuss what they are learning - extended answers, presentations or demonstrating their learning

• Practitioners are highly trained and committed to supporting speech, language and communication skills

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Pupil ownership of learning, which includes wow moments

• Practitioners who are facilitators of learning and so give  students the opportunity to take responsibility for their own learning

• Practitioners who plan learning for their pupils that allowed them to make decisions and choices on their own learning activities, choose resources and create presentations

• Practitioners who ask open-ended questions, with plenty of possible answers which lead to further questions

• Practitioners model behaviours and attitudes that promote learning

• Practitioners and pupils who ask for feedback

Resilient learners who take risks

• Pupils who are absorbed in learning

• Pupils who can manage distractions - recognising and reducing distractions

• Developing skills that help pupils to cope and be able to deal with failure just as equally as success.

• Pupils who persevere: keeping going on in the face of difficulties, channelling the energy of frustration productively