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Our Standards and Expectations

“Learning, smiling and remembering”


Our Non-Negotiables


At Avondale we are passionate about teaching and learning.  We are committed to providing a personalised curriculum that meets the needs of all children from Reception to Year 6.  Our school curriculum incorporates more than a list of curriculum subjects.  Embedded throughout all our teaching and learning we have a set of non-negotiables – our expectations for all staff and pupils.  We understand that a child's potential for learning is limitless and it is our responsibility as educators to unlock this potential.  Avondale is a caring and supportive community, which helps develop pupil confidence and enables them to become better learners, both in school and in life.

For each subject area, you will find a curriculum map which identifies the content of the curriculum for that academic year. Additional Information about the curriculum can be found on the subject pages where you will also find a web link to many amazing sites.  For any further information regarding the curriculum please contact Mrs Taylor, our curriculum lead.

Our teaching and learning non-negotiables are as follows:

Positive relationships amongst all

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

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

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

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