keep calm and be consistent booklet

8/10/2019 Keep Calm and Be Consistent Booklet

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Bowling Park Primary School

Copyright to Bowling Park Primary School

Successful Learners Confident Individuals Responsible Citizens

KEEP

CALMAND

BE

CONSISTENT


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The school day

8.40am-All sta to be out on playground to meet and

greet children and parents.

8.45am-Children to come into school with an adult at the

beginning and end of the line.

8.45am-9.00am-Individual readers.

10.25am-10.40am -KS1 playme at NCS.

10.30am-10.45am-Playme at US.

10.40am-10.55am-KS2 playme at NCS.

11.40am-12.00pm

-KS1 phonics.

12.00pm-12.15pm-KS2 phonics.

12.00pm-1.00pm-KS1 lunch.

12.15pm-1.00pm-KS2 lunch.

12.55pm-1.00pm-all sta on playground.

3.05pm-3.15pm

-Home me

-all sta to be out on play-

ground to send children home safely and see parents.


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Teaching and Learning

PPAplanning to be done collaboravely.

APPhas to be done for Reading, Wring and Maths so

it informs precise planning. This must be updated

regularly (at least once a half-term). The child friendly

formats must be used (see APP guidance).

Challenge for the most able pupils should be a part ofevery lesson.

Marking is done for the benet of the pupil (see

Marking and Feedback policy). Allow pupils to respond

to their markingeither via challenges, comments or

improvements (these must be done in purple). This

should be done in all lessons, including the aernoon. No hands up policy. Use other strategies (for example,

lollipop scks, numbers on chairs, etc.)

Talk partnersmust be used within the classroom,

selected at random and changed regularly.

Working walls must be used for Maths, English and

Topic.

Other learning displays needed in class include Maths

permanent wall and appropriate grammar displays.

Handwring is taught using the Sassoon pen-pals font.


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Basic skills across the

Curriculum(emphasis on afternoon teaching)

Basic skills must be promoted in Topic lessons:

-Speaking and Listening.

-

Reading.

-Wring.

-Maths.

Wring should be a regular feature of aernoon

teaching and should produce one extended piece of

wring every half term.

Problem solving/invesgaons should be a regular

feature of aernoon teaching.

Dierenaon -on most occasions children should

work in mixed ability groups in the aernoon to promote

independence, teamwork and quality dialogue.

However, teachers sll need to precisely dierenate in

order to support and challenge.


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Mathematics

Wrien calculaon policy must be followed.

Models and images should be used in every number lesson

for all ability children and should be modelled by teachers to

show how to use it eecvely.

Mental Maths skills should be taught within lessons (through

the use of concrete resources to develop visualisaon).

Mental Maths target-every child should have a learn by

heart Maths target which is taken from Instant Recall Fact

sheets and reviewed every week. These must be on display in

the classroom.

In KS2, Mental Maths tests should be done at least once a

week (does not have to be a Maths lesson).

Counng aloud -every lesson should have a counng aloud

input which is dierenated by teaching assistant and teacher.

Dierenated inputs/guided group work should be done at

least once per week, led by a teacher.

Dierenated success criteria stuck in childrens book before

each unit.

Using and applying/problem solving should be planned into

the curriculum (could be APP sessions).

Immediate engagements are used to revisit prior learning.

Mathemacal vocabulary to be modelled by adults. Insist

that children use mathemacal vocabulary to explain their

thoughts and ideas.


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Reading

8.45am-9.00am -all children read every morning. All

sta to use this me to listen to individual readers,

change reading books and comment in reading records.

Reading records -every child has a reading record

linked to their level.

Individual readers should be heard to read regularly. In

Years 1-3 every child should be heard once a week. In

Years 4-6 target readers should be heard (e.g. children

who have made less than 3 APS progress).

Guided Reading -every aernoon from 1.00pm-

1.30pm. All acvies done during Guided Readinglessons must have a reading focus linked to an

assessment focus (AF). Teachers to record children's

progress on the levelled Guided Reading sheets.

Reading corners -need to be in every classroom.

Each class has two reading folders -Teaching and

learning evidence le and assessment le.


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Phonics

All children to read and write the 44 phonemes by the

end of Year 1 or as soon as possible thereaer.

Dierenated groups within class/year groups should

be established on the basis of on-going assessment.

Phonics lessons should show clear structure, pace andprogression.

Speeds Sounds -the whole school phonics programme

used by all sta (apart from Foundaon Stage, who use

Leers and Sounds).

High frequency words are taught as part of the phonics

lesson.

Whole school planning pro-forma to be used to plan

daily phonics.

Whole school phonics assessment sheets to be

completed at least half-termly.


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Behaviour

The behaviour policy to be strictly followed as this maintains high

expectaons. Every classroom to have a happy and sad side.

Rewards to be given daily for being on the happy side. It is up to

individual teachers how they wish to reward pupils.

GEM sckers and cards to be given by adults and Leaders Of Learning

for behaviour around school/playground. These can be exchanged for

class rewards.

High expectaons must be held and this refers to all aspects of the

school day, especially transion mes and movement around school.

A GEM learning display should be in every classroom. This should

include atudinal and behavioural skills linked to successful learners,

condent individuals, responsible cizens. Investors In Pupils targets

must be taken from these skills. These must be reviewed every Friday

morning from 9.00 - 9.30am.

Lunch me exclusion leers to be sent to the parents on the third

occasion of a child being in lunch me exclusion over a term.

Playme organisaon

All sta must be on the playground before the whistle is

blown.

When whistle is blown, all children to stand sll no maer

where they are. 2nd whistle -go to designated lines.

An adult must be at the start and the end of each line to

walk into school.


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Vulnerable Pupils

New to English children should not always be grouped

with SEN children. Their learning needs are dierent.

SEN children and New to English children should

experience a variety of learning opportunies e.g. being

taught by the teacher, the teaching assistant or workingindependently.

Planning, tasks and resources must be targeted

precisely to meet the needs of the children.

It is the responsibility of the class teacherto idenfy

gaps in learning and address these. This should be done

through regularly liaising with intervenon sta and

discussions in pupil progress meengs.


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Progress

Outstanding Teaching

Are all the children

appropriately

challenged and

extended in their

learning?

Is every child

focussed and

learning?

Is there evidence of

children

appropriately

selecng and

applying their lit/

num skills?How is progress

demonstrated

within the lesson

or over me?

Do children receive regular,

mely and specic feedback?

Does it take place in the

lesson?


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Being the best we can be

Exemplary Learning Behaviour

(Incl. Family Learning)

Whole school consistencies

High expectaons (Ofsted

outstanding audit)

Supporng and developingsta

Team work and partnerships

School self-evaluaon and

responding to feedback

Successful Learners Confident Individuals Responsible Citizens

School Improvement Plan Overview 2013-2016

keep calm and be consistent booklet

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