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yearly calendar with all events planned in so learning journeys can be built around this and progress not interupted.

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yearly calendar with all events planned in so learning journeys can be built around this and progress not interupted.

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Learning environments to reflect current outstanding pedagogy, to reflect individual learning journeys and to reflect high standards of teaching. Linked to neutral and enabling vision of environments which supports behaviour, neuro-diversity and purposeful learning.

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Review attendance policy and procedures involving school community and students

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Review attendance policy and procedures involving school community and students

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transition time between lessons for behaviour management.  All staff accountable.

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transition time between lessons for behaviour management.  All staff accountable.

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Teaching parents and children about nutrition and exercise to develop well-being and a heathy lifestyle.

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Relaunch the 3 Rs and Pivotal Education training

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Relaunch the 3 Rs and Pivotal Education training

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Improve and insist on positive behaviour management strategies. Never walk past the standard we expect in this area.

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Provide chdn with assessment results/in-class performance and encourage them to identify targets along with the teacher.

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How are we marking? How are we using objectives/ learning ladders to show clear achievement?

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developing teacher confidence with with tad tasks and afl

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developing teacher confidence with with tad tasks and afl

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Give PASS and CAT4 data more of a focus and ensure it's referred to regularly and acted upon.

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Greater clarity around assessment judgments and how this is presented for inspection and reported to parents (5 point scale?)

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Greater clarity around assessment judgments and how this is presented for inspection and reported to parents (5 point scale?)

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Phases collaborate with network colleagues to develop strategies to improve teaching and learning in areas that need it most.

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Observations of children to be in-depth and high quality to reflect progress and inform accurate teacher judgements. These are triangulated with teacher judgement and formative assessments.

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8.1a clear roles and job descriptions of all slt / elt /mls so impacts are measurable and people are accountable

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8.1a clear roles and job descriptions of all slt / elt /mls so impacts are measurable and people are accountable

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teacher efficacy - no repeating jobs or jobs for no purpose

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teacher efficacy - no repeating jobs or jobs for no purpose

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Monitor planning and LQs - are they relevant and linked to Bloom's?

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Promoting student well-being and healthy lifestyles. High profile needed for healthy eating.

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Planning, and meaningful, rich curriculum which reflects emotional development and positive behaviour management is a foundation for this.

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children using canteen - monitor what they are having. some just take the small pizza everyday.

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children using canteen - monitor what they are having. some just take the small pizza everyday.

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Moral development of staff members - polite, friendly to EVERYONE (parents / chn /staff) - holistic teachers.

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Moral development of staff members - polite, friendly to EVERYONE (parents / chn /staff) - holistic teachers.

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Internal assessment is clear and coherent. Curriculum leads need to share a clear assessment model.

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Triangulation of academic and personally

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Triangulation of academic and personally

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MB

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High Expectations of Quality First Teaching

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High Expectations of Quality First Teaching

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Develop togetherness of approach and attitude towards teaching and learning at RDS. A sense of pride in our vision and collective drive to be outstanding in our values.

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Monitor cross-curricula opportunities/evidence.

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Training for Phase 1 and KS1 staff on use of Leuven Scales to ensure well-being is tracked and communicated with parents in a meaningful way. This should begin before baselining.

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Core-curriculum leader meetings. Instead of several separate events/weeks, could leaders collaborate and create a focus week on subjects to prevent regular disruption to the timetable?

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Teacher interactions with students. Sat behind desks.

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Involving families in learning, real life experiences, developing understanding of how children learn at RDS.

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Further moderation opportunities.
Certainly book moderation amongst year groups/phases is essential

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Review learning environments. Calm, neutral and purposeful.

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2.1a
Give children responsibility over what they're learning a little more - could they be involved in medium term plans or could we at least provide options?

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Life long learning skills involved with curriculum 

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Life long learning skills involved with curriculum 

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MB

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Develop curriculum maps (Phase 1) and Overviews (Phase 2) so that they reflect what we want children to know and be able to do during a learning journey and be clear on this so planning can be creative, rich and child-led.

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options given / votes for the concept / context.

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Develop ways of working around inclusivity. Ensure it is a way we work rather than a description of children.

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Revamp school's vision- embedding inclusion

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Revamp school's vision- embedding inclusion

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MB

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Elevate teaching and learning opportunities linked to characteristics of effective learning.

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Curriculum choices- provide children with opportunities to develop talents.

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Emirati leadership - explaining importance 

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Emirati leadership - explaining importance 

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Enterprise and social contribution opportunities provided.
Could be done through ECAs, student leadership and development of "discovery" lessons.