# data[].attributes.body
Teaching mean in maths - linking to real life scenario.

# data[].attributes.headline
Clear and easy to use vocab display - support demonstrate

# data[].attributes.subject
Clear and easy to use vocab display - support demonstrate

# data[].attributes.body
Some children demonstrating, some listening to construction

# data[].attributes.body
Mr Hewitt - LOTOL, children coaching each other independently

# data[].attributes.body
Interesting way of positively reinforcing HOWLs… awarding a ‘get smart point’ for a girl in Tom’s class. JPO

# data[].attributes.headline
Pupils selecting their own challenge (gold or green)

# data[].attributes.subject
Pupils selecting their own challenge (gold or green)

# data[].attributes.body
Pupils working independent while Steph works with a group. Unpacking the question with pupils afterwards.

# data[].attributes.body
Great selection of examples to help students build the next idea was excellent. Great scaffolding if thinking and opportunity for students to think through the ideas we're very supportive to learn.

# data[].attributes.body
Pupils using hand signal to show agree or disagree. Quick C4U opportunity

# data[].attributes.body
Asking not what the answer is but how to get the answer.

This then allow teacher to build idea, using key subject specific language.

# data[].attributes.body
Excellent multi layered approach to teaching this Maths lesson: tailored support by the LC, children engaged in activities, additional tutorials by Tom for those children that needed it. Impressive! JPO.

# data[].attributes.body
Children and staff using agree/disagree actions and protocols across KS2.

# data[].attributes.headline
Miss Oliver - all completing same task, support to children at front & independent at back - wonder, how were children assessed for this support?

# data[].attributes.subject
Miss Oliver - all completing same task, support to children at front & independent at back - wonder, how were children assessed for this support?

# data[].attributes.body
Not what the answer is but discuss the how we are going to solve the problem

# data[].attributes.body
Children leading own learning with more able not needing to access the construct but able to move independently onto the demonstrate. Clearly the norm and well-established.

# data[].attributes.body
Forced students to work out to answer not to follow a pattern.

# data[].attributes.body
Pupils respond immediately to instruction - working hard!

# data[].attributes.headline
Y3 - range of activities to demonstrate learning, keeping children active & engaged - working collaboratively. Meeting different assessment levels - orange, gold, green.

# data[].attributes.subject
Y3 - range of activities to demonstrate learning, keeping children active & engaged - working collaboratively. Meeting different assessment levels - orange, gold, green.

# data[].attributes.body
Awesome levels of productivity, and Craftsmanship and Quality from Corey in Emma’s lesson. Can’t believe how much work the children had done since September! JPO

# data[].attributes.body
Children working very hard - engagement is high

# data[].attributes.body
All Children at different points in learning yet all children are engaged in maths learning including independent use of iPads.

# data[].attributes.headline
cp in reception - all children fully engaged & on task with purposeful activities 

# data[].attributes.subject
cp in reception - all children fully engaged & on task with purposeful activities 

# data[].attributes.body
Use of grapheme chart to support writing

# data[].attributes.body
Use of phonics in provision - adult engagement and questioning strong, drawing children’s attention to the phonics grapheme chart to support in independent writing.

# data[].attributes.headline
Y2 - teacher made resources using WR maths - purposeful to class needs

# data[].attributes.subject
Y2 - teacher made resources using WR maths - purposeful to class needs

# data[].attributes.body
Use of adults to support pupils - lots of praise being given

# data[].attributes.headline
Y2 - self marking led by teacher with immediate feedback & consolidation

# data[].attributes.subject
Y2 - self marking led by teacher with immediate feedback & consolidation

# data[].attributes.body
Pupils self assessing

# data[].attributes.headline
Specific use of subject language and consistency around this 

# data[].attributes.subject
Specific use of subject language and consistency around this 

# data[].attributes.body
How is this question different- led to great student conversation.

Linked back to previous knowledge.

# data[].attributes.body
Allowed students to be challenged, supported and develop independence.

# data[].attributes.body
Step by step constructing of understanding

# data[].attributes.body
Discrete, targeted teacher support and checking for understanding.

# data[].attributes.body
Thank you for letting us visit your classroom. It was lovely to see the children working beautifully.

# data[].attributes.body
clear organisation of resources

# data[].attributes.body
Jotters to support working out and note taking

# data[].attributes.body
I was blown away by the EYFS set up. Each group were so purposeful and the children’s HOWLs were excellent. The learning set up was clever. So much to take away . Thank you.

# data[].attributes.body
Effective classroom organisation allowing children to lead their own learning

# data[].attributes.body
Great organisation allowing for independent and teacher led learning

# data[].attributes.body
Effective use of a learning coach.