A Handy Handbook for Staff(and other adults who help in our school)

2015-2016

Contents:Values 2SSP Priorities 3Staff 4Governors 6 Safeguarding 7Health & Safety 8First Aid 9Guidelines for Staff Absence 10Curriculum Areas 11SLT Responsibilities 12Our Learning Environment 13Events, Church & Assemblies 15Special Educational Needs 16Behaviour 17Reward Systems 19Uniform & PE kit 20Timetables 21Lunch Time 22Break Time 23Collective Worship, Reflection Time & RE 24Guardian Angels 25Curriculum & Planning 26Learning Objectives and Success Criteria 27Assessment & Marking 31Homework 34E-Learning 34Library 34Staff Emails 35Entering the building 35Parking 36Recycling 37Tea & Coffee 37Policies 37Map 38

1

Values:Our school values were revised in 2015 in collaboration with the staff, governors, parents and children.

They are:

Kindness, honesty and respect.

In the Bible Jesus demonstrates that kindnesses leads to godliness, and therefore love.

In the Bible, many of the verses contain the word integrity. It is important that we live by the word of God and being honest is one of the most important things to follow.

Jesus respected all others, regardless of their race, intellect, wealth, health etc. He was hospitable and promoted inclusion through respect.

Regardless of their religious orientation, we want our children to walk the path of kindness, honesty and respect.

2

School Strategic Plan (SSP) Priorities: • Key Issue 1: Raise standards and achievement in

specific curricular areas that are below expectations in RAISEonline and those identified through school self –evaluation

• Key Issue 2: Improve the quality of teaching & learning to consistently good in all areas, with outstanding elements

• Key Issue 3: Improve the use of assessment information, target setting and marking so that pupils know what they have to do to improve

• Key issue 4: Improve aspects of leadership, management and governance

• Key issue 5: Improve the school environment and use of surrounding area

3

Staff:We currently have a total of 42 staff members.

Office:

Sarah Wells - Admin officer

Beth Tuppen – Admin officer

Jo Jackson – Business & finance manager

Caretaker:

Phil Hodkin

Teachers:

Sarah Oliver – Headteacher

Lindsey Chivers – Deputy Headteacher

Jane Parfitt – SENCo & senior leader (inclusion)

Deana Holmes – Year 5 (job share) & senior leader (teaching & learning)

Joe Yates - Year 2 & senior leader (leadership & management)

Chris Smallwood - Year 6

Emily Tongeman - Year 5 (job share)

Jen Hodgson-Hutton - Year 4

Sue Jones – Year 3 (job share)

Ellie Gardner – Year 3 (job share)

Karen Raggett – Year 1

Jeannie Hodkin – Year R

Maria Feibusch - Year 5 (covering maternity job share)

Emma Smith – PPA cover

Helen Owen – PPA cover

David Lloyd – Additional PE teacher

4

Support Staff:

Lesley Austin – Year 5 & 6 LSA

Margaret Mitchell – Year 3 & 4 LSA & ELSA

Jane Bath – Year 5 SNA

Paula Everett – Year 3 & 6 SNA

Kimberley Fraser – Year 1 LSA/SNA

Rachel Humphreys – Year 2 LSA/SNA, Year 6 LSA, ICT support

Anne Marchant – Year 2 LSA/SNA & Display coordinator

Karen Phillips - Year 6 SNA & Library

Judith Wallace – Year R LSA/SNA & Recorder teacher

Aase Waterman – Year R LSA/SNA

Vicki Wickenden – Year 1 & 2 LSA and Year 3 SNA

Jane Williams – Year 2 SNA & Year 5 SNA & ELSA

Coralie Wright – Year 3 & 6 SNA

Lunch time supervisors:

Liz Selwood (senior leader)

Sheilagh Watts

Sheila Brown

Tracey Davis

Ingrid Gossage

Susan Gubby

Jo Morrison

Cooks:

Teresa Dale

Trisha Nash

5

Governors:Rachel Swan (Chair) – Co-opted

Sarah Rose – Co-opted

Andrew Fisher – Local Authority

Jane Stansbury – Foundation

Selena Cameron – Co-opted

Matthew Porter – Parent

Lisa Harper – Co-opted

Sarah Oliver - Headteacher

Margaret Mitchell – Staff

Lindsey Chivers – Deputy Headteacher

6

Safeguarding We currently have four trained Designated Safeguarding Officers (DSO), previously known as CPLO’s:

Sarah Oliver (Headteacher)

Lindsey Chivers (Deputy Headteacher)

Deana Holmes (Senior Leader & Year 5 teacher)

Joe Yates (Senior Leader & Year 2 teacher)

Andrew Fisher & Rachel Swan (Governors)

If you have any concern at all (however small) about the safety or welfare of any child or adult in our school family you must report it to one of these officers as soon as you possibly can. This includes behaviour of a bullying or prejudice nature. If you have a concern regarding the Headteacher you must report this to the Safeguarding governor.

They will ask you to fill in a form for their records and they will decide on the action to take. They will discuss this with you. If you are in any doubt about the action taken you must make these concerns known. If you do not feel that your concerns are being dealt with appropriately or effectively please discuss this with the Headteacher. If you still do not feel that your concerns have been adequately addressed you must ring the children’s services help line for advice or support:

Surrey: 0300 123 1640

Hampshire: 01329 225379

The safety & welfare of the children in our care is our first priority and we have a duty of care to report any concerns.

7

Health & Safety: All children and adults must walk when in the building (keeping left). Children will be reminded of this by all members of staff and rewarded with house points for correct conduct. If children aren’t walking in the corridors they will be reminded once before being taken down a level on their class behaviour rocket. It is of upmost importance that children walk around our school.

In the case of a fire or fire drill:

All staff need to be aware of the fire and evacuation policy and any ‘PEEP’s (personal evacuation exit plans for individuals that need further assistance).

Please exit from your nearest exit (shown on the back of the door in each room) and proceed to the front playground near the boat. Children must walk in silence following their teacher. We will ‘head count’ the children and then register them (registers will be brought out by the admin staff). Hold up your register to indicate that you have completed registration.

The fire safety officers will ensure that all toilets are checked and that everyone is out of the building, unless this will put their lives in danger.

Please ensure that doors are closed behind you as you exit. Fire doors will close automatically on alarm.

Please report any Health & Safety concerns to the office. These will be passed on to the appropriate member of staff.

Health & Safety walks are carried out half termly by the Headteacher & Caretaker. They are accompanied by a member of the governing body from the Resources Committee on one of these walks per term.

Risk Assessments:

Any activity that has a risk factor needs a risk assessment. These can be found on the school system in ‘Teachers Resources Pool’ - ‘From September 2015’. All trips must have a risk assessment, which needs to be signed by the Headteacher and shared with all adult helpers.

8

First aid:All our staff are trained in first aid.

We have three more experienced first aiders who deal with the majority of incidents:

Sarah Wells

Beth Tuppen

Margaret Mitchell

Any first aid incidents are dealt with by these people in the office from 8:40am-3:20pm

First aid issues that occur from 3:20pm-4:30pm are dealt with by the staff on duty at this time.

At lunch times the dinner supervisors deal with any first aid issues.

There are photographs of the children in our school who suffer from allergies in both the office and the staff room.

Children with specific medical issues will have an individual medical/care plan which will be written with guidance from parents/medical staff.

9

Guidelines for Staff Absence:If you are going to be off work for any reason please text the Headteacher between 7am-7:30am.

Please include a reason for absence and where appropriate include all details of who will need cover depending on your duties for that day.

If you do not get a response via text by 8am please call the school office and leave a message: 01252 792346

Staff absence will be reported to the office for pay purposes.

Please let the Headteacher know via text by 4pm to indicate whether you will/will not be in school the following day. You may not be sure, but it helps to have an indication.

Hampshire’s recommended allowance for staff absence due to dependants is one day per year, however we have upped this to two days in our pay and conditions policy.

If you need more time off for any reason other than your own sickness please request this from the Headteacher. All circumstances will be considered individually.

Where possible, any appointments e.g. doctor, dentist, hospital etc should be planned outside of working time.

Hampshire’s recommendation for funerals is only immediate family, however all requests for funerals will be honoured. You will be paid if this is for immediate family. Please use PPA or swap duties for other funerals wherever possible.

If you wish to swap your duties or cover each other for any reason etc please check this with the Headteacher. Once it has been agreed, please write it in the school diary. If you have swapped a day and you are then ill please still follow all of the guidelines to ensure your duties are covered. Please do not arrange cover for yourself without checking with the Headteacher.

Any swap or time off must be written in the school diary. This is your responsibility.

All teachers must prepare a first day of sickness cover folder (red) with appropriate work for a whole day and make their log-on details available. Key children will be identified in the front of the red folder.

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Teacher’s Curriculum Areas:Sarah Oliver – Assessment, Religious Education & Collective Worship - including guardian angels

Lindsey Chivers – Year R & KS1 Curriculum overview, British Values & Young Governors

Jane Parfitt – Inclusion & Personal, Social & Health Education

Deana Holmes – Literacy

Joe Yates - Computing, Information & Communication Technology & Design & Technology

Chris Smallwood - Maths

Emily Tongeman - Challenge across the Curriculum (Able Child)

Jen Hodgson-Hutton - Art, French & Global Citizenship/Partnership

Sue Jones – Physical Education (PE)

Ellie Gardner – Science

Karen Raggett – History & Geography

Jeannie Hodkin – Early Years & Music

Maria Feibusch - Outdoor learning

Emma Smith – PPA cover & generally very helpful!

11

SLT Responsibilities:Head teacher:

Safeguarding

Improving standards

Health & Safety

Buildings

Policies & procedures

Performance Management of teachers, business manager & lunchtime supervisors

Monitoring progress & assessment

Staff absence including first day sickness cover

PPA & subject leader cover

Staff meeting schedule

Community/Charity links

News letters

Deputy Head teacher:

Safeguarding

Improving standards

Performance Management of admin officer (Sarah Wells)

Monitoring progress & assessment

Coaching

Courses and CPD – booking and supply cover

Students – developing our ‘teaching school’

Events

Timetables – break cover, hall, ICT suite

Assembly schedule

SENDCo:

Safeguarding

Improving standards

Performance Management of support staff

Monitoring progress & assessment

Timetables - work rooms

Senior Leader – Management Responsibility:

Safeguarding

Improving standards

Step up in the absence of Head teacher and or Deputy Head teacher

Senior Leader – Teaching & Learning:

Safeguarding

Improving standards

NQT training

Coaching

Note: Performance Management of 2nd admin officer & caretaker carried out by our business manager

12

Our Learning Environment:We aim that our classrooms are accessible to all, promote learning and encourage independence.

Each classroom should have clear evidence of the following areas that promote learning:

Years R, 1 & 2

Phonics

High Frequency Words

Maths

RE reflection area including Bible, cross & candle

Role play area

Reading area

Years 3-6

Grammar

Connectives

Spelling tips/reminders

Maths

RE reflection area including Bible, cross & candle

Appropriate book collection

Visual timetable Daily timetable

Where possible children should sit in mixed ability tables, where their partner is similar ability and the same sex. Research shows that this is particularly effective in maths where girls need to talk problems through and boys thrive on competition.

Children should be guided in the appropriate level of work, but encouraged to challenge themselves and have a go at the next level up. Their learning must not be capped. Challenge, challenge, challenge!

Working Walls should show the journey that the children are traveling on in Maths & Literacy.

Classrooms should be inviting and well presented. At the end of every day they should be left tidy with chairs stacked.

Children are encouraged to have their own named water bottles in class to hydrate their brains.

13

Outside learning:

We use our outside learning spaces to enhance our curriculum. These include: the courtyard (reflection zone), the playground, the field, the pond area, the summer house, the butterfly garden, the gazebo, the stage and the garden. Year R & 1 also use their outside area at all times as part of their classroom.

The Forest:

Year R use the forest every week for forest walks.

Year 1 & 2 use the forest at least once a half term for forest walks

Years 3-6 use the forest at least once a term for forest walks

We have at least one additional event as a whole school in the forest each year i.e. reindeer run, story doors, explorers

You must take your phone when visiting the forest.

The forest gate (wardrobe) has a combination lock which must be locked at all times and can be opened/closed from both sides. The code can be obtained from the office.

14

Events, Church & Assemblies: We have many traditional events throughout our school year.

Each class performs one class assembly and takes part in one ‘wow event’. The parents are invited to both these events. Class assemblies are based on the topics being studied by the class and celebrate their learning. Wow events showcase another aspect of the curriculum i.e. film making, star gazing, a Roman feast etc

We visit Church for Harvest, Easter and Christmas. In addition we visit termly to explore bible stories etc.

We celebrate Mother’s Day and Father’s Day biannually.

We have a Sports Day every year.

We hold a Pet Day biannually.

Each year we have one special week on theme e.g. Peace, Explorers, Cultures, Space, The Victorians, British Values. These often include double days where all the children get to work across year groups.

We celebrate World Book Day every year.

We have a carol concert at Christmas.

We have a Summer music concert.

We hold a parents information evening annually to focus on a specific topic

We encourage parents to come into school as much as possible to share their child(ren)s experiences.

15

Special Education Needs (SEN):Teachers are responsible and accountable for the progress and development of all pupils in their class. High quality teaching , differentiated for individual pupils is the first step in responding to pupils who have or may have SEN ( DfE, SEN Code of Practice 2014:6.36).

If you are at all concerned about a child’s progress or indeed have any other concern, please discuss this with the SENCo. No concern or issue is too small! Early identification of additional needs is imperative, so that support can be put in place as quickly as possible.

A referral form for the SENCo can then be completed by the class teacher.

Any child who is identified as requiring support different or additional to that normally available to pupils of the same age will be placed on the SEN register.

Please ensure that the parents and child are fully involved and included, and their views taken into account at all stages.

If it is felt that the child may need additional outside professional or specialist support then the SENCo will arrange this; in consultation with the parents.

A provision map should be completed by the class teacher each half term for all children in class who are receiving additional support or interventions (this is in place of an IEP).

The period after morning break is to be used by support staff to carry out specific interventions, under the guidance of the class teacher and SENCo.

All SEN documents and proformas are available on the school system.

16

Behaviour:The behaviour of the children in our school reflects upon all of us.

Please make sure that you remind children about our expectations and reward them with house points for good behaviour. Children need to be taught to respect all the adults within our school. This includes speaking to all adults respectfully. If a child is behaving in a way that is unacceptable they need to be reminded that they aren’t behaving as we would wish verbally e.g.

“Harry please don’t throw your pencil, I would like you to pass your pencil sensibly.”

Or

“Harry I would like you to think about the way you spoke to me and try it again using positive words.”

If the child responds appropriately tell them that you are pleased. E.g.

“Well done Harry, that’s much better, I like the way that you passed your pencil carefully.”

Or

“That’s much better, I liked the way you said pardon, instead of what?”

Be explicit in your feedback.

If the child doesn’t respond appropriately remind them that you will have to put them down the rocket (see next page) and explain why e.g. if you don’t pass your pencil carefully as I have asked I will have to put your name down the rocket as you are not behaving acceptably.

Children will lose time from their playtime depending on the colour they are on. See next page for further guidance.

If unacceptable behaviour escalates please use senior members of staff where appropriate. If behaviour is still unacceptable please inform the Headteacher or Deputy Headteacher. Parents should always be informed if it reaches the Headteacher or Deputy Headteacher. It is up to the teacher if they are informed otherwise and teachers should seek guidance if they are ever unsure.

17

Behaviour Rockets:

All classes in our school have behaviour rockets.

Each child has their name on the rocket and they start each day on ‘green for great.’

If they do something wonderful (in their work or behaviour) they can move into the star for the day. If they are on the star by the end of the day they receive a house point or star (stars will work better further up the school). Teachers will find their own way of rewarding children who always end up on the star.

If children are verbally warned about an unacceptable behaviour and they choose not to change their behaviour they will be moved onto the yellow/amber area of the rocket and they will miss a small chunk of their break time (time varies depending on the age of the children).

The children can move back up the rocket when their behaviour improves.

If the child’s behaviour deteriorates they may end up on the red area of the rocket, which means that they will miss a longer period of their break time (again dependent on the age of the child). It is anticipated that as the child moves up the school they are less likely to lose time as they will become more familiar with the system, but the expectation will increase and therefore they will lose more time if they do choose to behave in a way which causes them to be moved onto yellow/amber or red.

For some children this whole school method will not be enough. These children will have individual behaviour plans and will be closely monitored by the class teacher, SENCo and Headteacher. Parents will be informed if any child needs more support in helping them to behave appropriately.

18

Reward SystemsOur behaviour rockets enable children to understand their behaviour and how it will impact on their privileges.

In addition to this children are awarded house points for any good behaviours or work.

House points are added up each week by the Year 6 young governors who report the results to the school in our Celebration Assembly on a Friday. Each term the ‘house’ with the most points gets an additional mufti day.

In Year R & Key Stage 1 children also earn marbles as a whole class in order to earn their golden time on a Friday afternoon.

In Key Stage 2 children earn gold coins (or similar i.e. footballs) into a pot to work towards a weekly/half termly/termly class treat.

In additional to this children in Key Stage 2 also earn stars for really special work, including homework or exceptional kindness. These are displayed on ladders.

Children earn a little bit of extra playtime on a Friday if their cloakrooms are the tidiest in the school that week.

Furthermore, children are awarded certificates – one child per class per week – focused on our behaviour for learning animals. These animals help the children focus on the ways that they learn and how they can improve the way that they learn.

Ready Rabbit Responsible Dog Resilient Tortoise Resourceful Squirrel Reflective Owl

19

Uniform & PE kit:Children in our school are encouraged to look smart at all times.

They must wear school uniform.

Children with long hair must have it tied up.

They cannot wear jewellery, other than a watch and stud earrings (one in each ear). No loom bands or hair braids.

Earrings have to be taken out for PE. We cannot cover them. Children must take these out themselves.

No nail polish.

Shirts tucked in - apart from when playing outside.

All children are expected to have their PE kit in school every day. If a child does not have their PE kit they will be leant spare kit. They will, however, go down the rocket so that they understand that it is unacceptable. Their parents will be called if they forget PE kit more than once.

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Timetables:Timetables for assemblies; break time duties; room usage, including PE & ICT slots are displayed in the staffroom.

8:40am-8:55am Children arrive in school and go straight to class for early morning tasks.

8:55am register is taken

9:00am-9:05am register closes and lessons begin

10am-10:10am Key stage 1 break (Year 3 if necessary)

11:00am-11:20am whole school break

12:00noon Year R to lunch

12:05pm Year 1 to lunch

12:10pm Year 2 to lunch

12:15pm Year 3 to lunch

12:20pm Year 4 to lunch

12:25pm Year 5 to lunch

12:30pm Year 6 to lunch

1:00pm Key Stage 1 lunch ends

1:20pm Key Stage 2 lunch ends

2pm-2:15pm Key stage 1 (Year 3 and others if necessary)

3:20pm Home

21

Lunch Time:The children and class teachers say grace in their classrooms before going to lunch. They wash their hands or use sanitiser before eating. The class teachers lead the children into the hall for their allocated time slot. The class teachers check each child off of their dinner list as they get their dinner from the cooks.

The children are encouraged to enjoy their lunch with their friends, whilst behaving appropriately at the dinner table.

Children having packed lunch eat outside or in the hall (weather dependent) and are required to show their lunchbox to an adult before they leave to play.

If any child behaves inappropriately at lunch time it will be dealt with by the lunch time supervisors and passed onto the class teacher if/when necessary. The class teacher will decide if the child needs to go down the rocket and will pass this on to a senior leader or Headteacher if appropriate.

When the children have finished their lunch they must put their hands up and ask if they can have their pudding. All adults must encourage the children to eat as much of their dinner as they can. If any child has not eaten the majority of their lunch it must be recorded and passed onto the child’s teacher. The child’s teacher will pass this on to the child’s parents if/when appropriate.

Once the children have eaten they need to make sure that their table is suitably clean and that their plates are clear. Children will be asked to wipe tables and clear up any food that they have dropped.

We will not throw away unopened food or drinks. These will be sorted and re-used or donated appropriately.

All rubbish must be recycled appropriately.

The children must ask an adult if they want to go in to use the toilet. The children must have an ‘in pass’ if they are in for any other reason. The pass will have the name of the adult that has given them permission to be in.

At the end of lunch time all teachers will collect their classes from the playground.

22

Not

Break Time:The whole school break is at 11am for 20mins. The people who are on duty need to make sure that they are outside promptly.

Key Stage one break must avoid the main football area so as to not disturb the other classes.

Staff must not drink hot drinks on the playground. Please ask someone else to make you a cup of tea for when you return from your duty.

Children need to ask the person on duty before they go onto the grass.

Different areas of the playground are designated for different things:

The people on duty are responsible for ensuring the safety and welfare of the children at break times. Any issues must be reported to the class teacher. The children must ask an adult if they want to go in to use the toilet. The children must have an ‘in pass’ if they are in for any other reason. The pass will have the date and the name of the adult that has given them permission to be in.

23

Quiet Area

Football and other ball games

Running games – no balls

Other ball games

BOAT

Field Year R and Year 1

playground

Not used at KS1 break

Collective worship, reflection time and RE:We appreciate getting together and having time to share in collective worship and be reminded of our values.

Our whole school assembly times are:

2:55pm Mon (all teachers in)

9:10am Tues - Singing (no teachers in other than those leading the assembly)

9:10am Wed (all teachers in when class assembly. KS1 & 2 to take it in turns otherwise)

2:45pm Thurs (KS1 & 2 teachers to take it in turns to be in)

9:10am Fri (all teachers in)

Our time together lasts for 15-20 mins Mon-Thurs, with a slightly longer Celebration Assembly on a Friday.

All teachers are expected to get their classes to assemblies on time (a couple of mins before the start time) and to lead them in in silence.

Our assemblies will always include lighting our candle to help us remember that the Lord is with us and sharing in prayer.

If, for any reason, there is not an assembly it is expected that you will hold an assembly in class or spend some time reflecting. Children should be encouraged to lead the in class assemblies. They can have an ‘in pass’ and plan these in their break times.

Each class should have an RE area for reflection in their classroom, which will include a cross, bible and candle.

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Guardian Angels Children in Year 6 are our guardian angels. They have a responsibility to help the adults ensure that the younger children are safe, happy and looked after within our school.

They work with the year R children to help settle them in by having lunch with them (4 per week for the first half term).

If a child is in need of a guardian angel’s help they can sit on the guardian angels bench and the adults on duty will remind the guardian angels to help them.

If a child feels that they would like some extra help from a guardian angel they can talk to their teacher and their teacher will arrange this by completing the guardian angel request form and send it to the year 6 teacher.

If a teacher feels that anyone in their class would benefit from some extra help for any period of time then they can completing the guardian angel request form and send it to the year 6 teacher.

I need looking after by a Guardian Angel today:

Name:

Year Group:

Because:

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Curriculum and Planning:Our curriculum must be fun and challenging! Our learning should be irresistible!

We are following the National Curriculum and make sure that we plan carefully to ensure coverage and challenge for all.

Teachers save their planning on the school system so that it can be found easily.

All teachers create a yearly overview.

They then create a further document to demonstrate that they are covering all the required Literacy elements, including grammar, through their topics.

They create/use medium term plans for Maths, Literacy and all other subjects.

Each week they create a weekly plan for Maths and Literacy. They create a further plan for all other subjects, using the detail found on the medium term planning. This can be in the form of a timetable, which signposts to the specific learning objective and learning on the medium term plan.

It must be clear each week as to what the children are learning.

Learning objectives should be evident for all learning and clarify what the children are learning. What can they now do that they couldn’t do before?

We use success criteria so that children know what they need to do in order to be successful in their learning and achieve the LO. These should be evident in all Maths & Literacy lessons.

Teachers will also create a weekly timetable.

It is important for all support staff to understand the LO for the whole class as well as their specific focus child or group.

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Learning Objectives: Learning objectives should be brief, clear, specific statements of what learners will have learnt at the end of a lesson as a result of the activities, teaching and learning that has taken place. The Learning objective or objectives that you use can be based on three areas of learning: knowledge, skills and attitudes. Learning objectives help to clarify, organize and prioritise learning. They help you and your class to evaluate progress and encourage them

to take responsibility for their learning.

A learning objective must not include the phrases 'to know' or 'to understand' but instead active verbs such as 'state', 'explain', 'outline', 'list' or 'describe'. Avoid using verbs that are difficult to measure objectively.

The following verbs are difficult to assess and measure and therefore should be used with caution:

know, comprehend, understand, appreciate, familiarise, study, be aware, become acquainted with, gain knowledge of, cover, learn, realise

Although knowing and understanding underpin learning, objectives should be written using active verbs. They are statements of what you want your learners to do and should:

Be stated clearly Define or describe an action Be *measurable, in terms of time, space, amount, and/or frequency. Be differentiated

Examples of Measurable Action Words (examples)

Explain Demonstrate Analyze Formulate DiscussCompare Differentiate Describe Name AssessEvaluate Identify Design Define List

How can I differentiate my learning objectives and make them more demanding and make sure that they are challenging?

You can make your learning objectives difficult, demanding or challenging by changing the active verb that you use (see detailed table below) to a more complex, involve higher order thinking; or you can add specific conditions or limits.

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The following lists and tables contain examples of active verbs which describe the sorts of things you want your students to be able to do and may help you to write useful learning objectives.

Knowledgeanalyse arrange calculate circle citeclassify compare contrast compare definedescribe diagram differentiate group identifyinterpret itemize label list matchname outline plan record reviseselect solve state tabulate give examplesevaluate recognise

Skillsadjust assemble chart collect usedraw employ establish illustrate imitateinteract locate maintain measure modifyoperate organise rearrange return set uppractice manipulate master fit performdemonstrate

Attitudesaccept adopt advocate approve assesschallenge characterise choose criticise defendevaluate formulate judge justify managemodel persuade recommend resolve selectspecify value re-assure empathise

Emphasis – link to Blooms Taxonomy Relevant Action Verbs to use in your lesson objectives:Knowledge

‘To find or remember information memorizing information’

Tell, uncover, show, state, define, name, write, recall, recognise, list, label, reproduce, identify, acquire, distinguish, state, order, locate, repeat, count, describe, enumerate, find, match, read, recite, record, select, sequence, state, view

Comprehension

‘To understand the information and restate in your own words, paraphrasing, summarizing, translating’

Comprehend, appreciate, select, indicate, illustrate, represent, formulate, explain, classify, translate, extrapolate, convert, interpret, abstract, transform, select, indicate, relate, experiment, simple comparisons, demonstrate, explain, reword, discuss, cite, conclude, describe, discuss, estimate, generalise, give examples, locate, make sense of, paraphrase, predict, report, restate, review, summarise, trace

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Apply/Application

‘To use information to solve problems, transfer abstract or theoretical ideas to actual situations, identifying connections and relationships and how they apply ’

Assess, change, chart, choose, demonstrate, determine, develop, establish, produce, relate, report, select, show, use, try, diagram, perform, make a chart, put into action, build, report, employ, relate, draw, construct, adapt, apply, sequence, carry out, solve, prepare, operate, generalize, plan, repair, explain, predict, instruct, compute, use, implement, solve,

Analysis

‘To take information apart, identifying components, determining arrangement, logic and semantics’

Analyze, study, combine, separate, categorise, detect, examine, inspect, discriminate, take apart, generalise, scrutinize, estimate, compare, observe, detect, classify, discover, explore, distinguish, catalogue, investigate, breakdown, order, determine, differentiate, dissect, contrast, examine, interpret, identify, dissect, characterise, correlate, diagram, illustrate, infer, limit, outline, point out, prioritise, relate, separate, subdivide.

Synthesis

‘To create new ideas or things, combining information to form a unique product, requiring of creativity and originality’

Write, plan, integrate, formulate, propose, specify, produce, organize, theorize, design, build, systematize, combine, summarize, restate, argue, hypothesise, predict, create, invent, produce, modify, extend, design, formulate, develop, build, compile, discuss, derive, relate, generalize, conclude, combine, précis, discuss, integrate, conclude, adapt, categorise, compose, construct, create, design, generate, incorporate, integrate, modify, organise, perform, propose, reinforce, reorganise, rewrite, structure

Evaluation

‘To make judgements about knowledge, to make decisions and supporting views, requires understanding of values. ’

Evaluate, interpret, decide, solve, rate, appraise, verify, assess, test, judge, rank, measure, appraise, select, check, evaluate, determine, support, defend, weigh, judge, justify, attach, criticise, weigh up, argue, choose, compare and contrast, conclude, critique, defend, predict, prioritize, prove, reframe,

Writing Learning Objectives correctly: Does the learning objective reflect new learning? Do your lesson activities ensure that students will achieve their objective and your

overall aim in moving them on in their learning? Is the learning objective measurable? Is the learning objective child centred? Have you used effective, action verb that targets the desired level of performance?

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Success criteria:

Success criteria are the steps to success in order to meet the Learning Objective.

E.g.

LO: To represent data in a bar graph

I am successful if: *I use a ruler**I make sure scale is accurate**I include a title**I label all axis***I can accurately plot data***I can answer questions from interpreting data

LO: To convert fractions from improper to mixed, and vise versa

I am successful if:*I can understand how many fractions there are in a whole (numerator and denominator is the same)**I can identify improper fractions (numerator is higher than denominator)***I can convert mixed fractions to improper fractions***I can convert improper fractions to mixed fractions*****I can convert improper/mixed fractions when the denominator isn’t the same

LO: To produce an autobiographical text

I am successful if:*I can name the features of an autobiography.**I can write in the first person**I can write in chronological order***I can include detailed description to engage the reader

LO: To describe a dragon using figurative language

I am successful if:*I can identify descriptive language**I can identify types of figurative language***I can include figurative language in my own descriptions ***I can identify the types of figurative language I have chosen and say why I chose this

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Assessment & Marking:Whilst we sometimes formally assess children to measure their ability (assessment of learning), assessment should primarily be a tool for gauging where each individual child is in relation to any subject and used, therefore, to determine their next steps (assessment for learning).

Formal Assessment Timetable:

Year R – Baseline assessment in first few weeks. Then on-going observations in relation to EYFS goals with end of year outcome. DEST screening at the end of the year.

Year 1 – Teacher assessment of Key Performance Indicators (KPI) on entry. On-going assessment of KPI’s half termly. End of year Phonics Test.

Year 2, 3, 4, 5, & 6 – Teacher assessment of Key Performance Indicators (KPI) on entry. On-going assessment of KPI’s half termly. Termly SATs assessment (example papers).

Year 3, 4, 5, 6 – Hodder reading baseline. Further assessment for any concerns. Vernon Spelling baseline. Repeated termly for concerns or SEN.

Year 3 & 5 – Non-verbal reasoning.

In addition to these formal assessments any children of concern or SEN children may also be assessed for dyslexia traits, verbal reasoning, non-verbal reasoning, mathematical difficulties, including dyscalculia traits, dyspraxia traits (gross and/or fine motor difficulties), speech & language difficulties, processing difficulties etc. Whilst we cannot diagnose a child with having any difficulty we can still identify their difficulties and provide them with individualised programs to meet their needs. We will make recommendations to parents to gain further assessments outside of school where appropriate.

Teachers will assess children informally within lessons on a daily basis to see if they are meeting their year group expectations.

We use learning objectives to focus the learning and success criteria so that children know what is expected from them in terms of successful outcomes each lesson. Our marking reflects these. The next page gives specific guidance on how we feedback to children to ensure it is purposeful for them and us.

We use Target Tracker to track progress and inform pupil progress meetings.

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Guidance for the children:

What you see in your books:

GREAT GREEN – If something is highlighted in green it is great! Your teacher will tell you why it is great. You can identify great things with green pencil crayon.

THINK PINK – If something is highlighted in pink you need to think about it. Have you spelt it incorrectly? Is the answer incorrect? Could you improve the sentence? A pink bubble will suggest that you need to try something else. You can identify things you or others need to think about with pink pencil crayon.

FEELING BLUE - If something is highlighted in blue it is a mistake that needs sorting out straight away! You may have forgotten a capital letter or spelt a word incorrectly that you know! Make sure all dates, titles & LO’s are underlined.

PERFECTING PURPLE – You can use purple to edit and improve.

Your teachers will write comments in blue or black ink and use the colours to show you the way forward.

The children write in pencil or black ink and the teachers & support staff write in blue or black ink to respond. Anyone who is not the class teacher must initial any feedback.

Pen licences:

From Year 3 children will earn a pen licence for consistently neat handwriting. This cannot be revoked, but they can be given additional handwriting practice if their handwriting deteriorates. Once a pen licence has been gained ALL writing must be in pen for that child. All children begin writing in pen in year 6 whether they have been given a pen licence previously or not.

Maths is all recorded in pencil.

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Other codes for marking:In order to ensure that anyone who looks in the books is clear about the level of support the children have received, we use these codes:

Level of support (guidance for children):

Note: A lot of your work won’t have a code as it is work where you have had teacher input and you are learning through your task.

This work is totally independent and could be used to assess your level of writing

This work has been guided in some way by an adult, either in a guided group or with individual support or prompts

You have had verbal feedback regarding this work

Who has marked you work?

Note: Most of your work will be marked by your teacher and therefore won’t have a code. If another adult marks your work they will initial it.

If you, or another child, work your mark you code it like this

- Child Marked (If another child marks it they should write their name)

Other symbols to help:

// If you need a new paragraph

^ If you need to add something in

sp If you need to check a spelling

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I

G

V

CM

Homework: Children in years 2-6 are set weekly homework and spellings on a Thursday, which are due in on a Tuesday. The homework is set from CPG Maths & Grammar books in line with the new curriculum requirements. Homework is differentiated in discussion with parents if a child is working below or above the expected range. Children who are working above the expected range will be set additional challenges.

Children in year R & 1 will be set reading homework, words to learn and other practical tasks.

Each half term a ‘creative’ homework is also set. This can be over a week or several weeks depending on the task and will enrich areas of the curriculum, other than Maths & Literacy.

Additional tasks to be completed at home i.e. sections of mathletics or collecting materials for independent learning opportunities may also be set.

E-Learning:We use DB Primary as our virtual learning platform to enhance the learning opportunities for the children.

Children also have access to mathletics to enable them to improve their maths skills.

Library:Children can use the library any time with permission. They can borrow two books at a time with their library card.

Teachers can borrow 50 books at a time for their class with their library card.

Instructions of how to scan books etc can be found on laminated cards in the library.

Fiction books are colour coded and in author surname order.

Non-fiction books are found using the Dewey number system.

Children from Year 6 monitor the library and help keep it tidy and organised.

Library system user name: library.user Password: library

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Staff Emails:All teachers will have a ‘Hants’ email. Parents will have access to this email and they will be given guidelines as to how these are used.

Support staff will use their own emails, but these will not be accessed by parents. They will only be used in-house by staff.

Guidelines for parents will be found on the website. They will include that emails should not be used for emergencies.

The expectation is that teachers will check their email at least every other day, but not on their days off, including weekends.

It is preferable to arrange a meeting or call a parent, rather than engaging in lengthy emails.

If staff are unsure about anything they should consult with the Headteacher.

Entering and exiting the building:Children enter and exit the building either through their classroom doors or the back door. The front office is for adult use only. If a child has visited the office with their parent they should still be encouraged to go around and enter through the appropriate door.

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Parking: Our car park fits 9 cars. Three to the right of the post (if you park close to the post) and 6 to the left (if you park closely).

We park carefully so that we can maximise its use.

Cars are parked closely to the fence to allow turning space when you are leaving the car park.

We do not ever double park as it is a health & safety issue, but also causes unnecessary stress if for any reason you need to leave school quickly, for example if your own child is ill.

If there are no spaces available we use the overflow car park attached to the recreation ground.

Delivery vehicles can park in front of the gate for delivery purposes as it is short term.

Students and other visitors are all asked to park in the over flow car park.

Parents are not allowed to park in the main car park.

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Recycling:We recycle at our school. Each room has a recycling box and a regular bin. We recycle dry paper (not paper towels or tissues), cardboard, plastic bottles (no lids) & tins.

There is also a recycling box outside so that children can recycle their milk bottles.

Tea & coffee:Tea & coffee is provided by Sarah Wells and costs £1 per week (pro rata). This must be paid at the beginning of each term.

Policies: Many of the important points from our policies have been covered in this booklet, however the expectation is that you familiarise yourself with the following policies, which can be found on the school website and on the school system:

Safeguarding & Child Protection

Health & Safety

Curriculum, Teaching & Learning

Marking & Feedback

Lone Working

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Map of the School:

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Year 4

Year 5

Year 6

Year 3

HallKitchen

Year R

Year 1

IT Suite

Year 2

Library

Staff room

HT Office

School Office