Our teachers and other adults that work with pupils:
- are led by those who are keen to develop their own skills and understanding to enable them to support and encourage others.
- have good subject knowledge across most subjects, and where a specialism is perceived to be required (Music/PE)or where knowledge is less secure, subject leaders and other experts are available and well qualified to support their colleagues.
- present learning clearly, in small , manageable steps with agreed whole school procedures derived from research based pedagogy that is continually updated through quality INSET opportunities.
- are well versed in recap and recall retrieval practices that encourage pupils to remember key facts already taught, as well as associated technical vocabulary that is well modelled and exemplified on a daily basis
- use balanced talk well and create opportunities that require all pupils to respond to questions and raise them independently.
- understand the important role they have in direct instruction and clear modelling to enable pupils to increase their skills and knowledge and understand what is expected of all.
- check regularly for misconceptions and adapt their teaching accordingly.
- plan adequate time for guided and independent practice, scaffolding and supporting those who need it with insight and without prejudice.
- work hard to create and maintain working environments that both celebrate and support achievement and success. In all classrooms there is a focus on key vocabulary and the promotion of books for pleasure as well as regularly updated working walls. The outdoor environment and events in the local community are all considered and developed as opportunities for hands on experiences and to enrich the wider curriculum
- maintain an up to date understanding and knowledge of high-quality texts that they can use as starting points for wider learning.
- ensure that there is good communication on transfer annually so that the needs of those who have been least successful in previous years are well known
- plan tasks for pupils that require them to emulate the behaviours of experts in their disciplines so that pupils clearly know how historians, geographers and scientists approach their jobs differently in real life
- teach using agreed Talk for Writing and NCETM schemes in mixed ability groups using intervention groups and catch-up strategies when deemed necessary.
- are routinely used by all to both support and report achievement.
- in class are reactive to need and inform where there is a need to re teach, pre teach or intervene
- teachers give feedback sensitively and aim to help pupils improve learning in the long term as well as to make immediate changes.
- made in core subjects take account of national age-related expectations whilst those made in the wider curriculum are based upon the school’s own agreed curriculum related expectations.
Our pupils are:
- excited by their learning and proud of what they achieve
- Most arrive punctually and enjoy coming to school regularly