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Children would be more engaged and behaviour for learning could be improved with the implementation of continuous provision. In year 1, the children easily become distracted as it is very much bums on seats. Having one focus activity and more activity stations around the room for the children to freely access,  would give them a freedom and choice in how they learn. 

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Children would be more engaged and behaviour for learning could be improved with the implementation of continuous provision. In year 1, the children easily become distracted as it is very much bums on seats. Having one focus activity and more activity stations around the room for the children to freely access,  would give them a freedom and choice in how they learn. 

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Let the children have a bit of down time to then be able to work harder later.

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Let the children have a bit of down time to then be able to work harder later.

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Tick planning to show all kids got it and write names of students who didn't. Teacher judgement

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Tick planning to show all kids got it and write names of students who didn't. Teacher judgement

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Make clear expectations of the input time.

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Make clear expectations of the input time.

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Rolling snack i feel does not work at 3.30. The children need more structure, the children still ‘working’ will rush to eat, others take too long to eat, the children within adult won’t be able to focus or listen. Prefer to finish snack and then all sit down for story time or end of hame phonics game.

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More LSA support for children during input on the carpet.

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I think they need their break. It's a long day 9am-5pm

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I think they need their break. It's a long day 9am-5pm

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I have seen rolling snack work and the children continue working, while 1 table at a time go and get their snack.

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I have seen rolling snack work and the children continue working, while 1 table at a time go and get their snack.

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Scheduling a lesson from 3.15 is pointless when they have to have snack and activiites people come at 3.45. Some time out at the end of the day is needed for 5 year olds 

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Scheduling a lesson from 3.15 is pointless when they have to have snack and activiites people come at 3.45. Some time out at the end of the day is needed for 5 year olds 

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Post it notes in books of children's comments during inputs of their explanations that they are too young to write themselves.

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Children are tired and often look forward to relaxing with snack. We are still learning, social skills, have phonics (alphablocks, number locks etc) on for the children to listen to or actually listen to a story. 

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Children are tired and often look forward to relaxing with snack. We are still learning, social skills, have phonics (alphablocks, number locks etc) on for the children to listen to or actually listen to a story. 

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Raffle ticket system: Give out raffle tickets for participation, good behaviour, giving good answers, sitting nicely, lining up correctly. At the end of every week, draw out 1 or 2 raffle tickets and the child gets a prize. Children can receive several raffle tickets. If they can get more raffle tickets, the higher chance they have of winning.

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Raffle ticket system: Give out raffle tickets for participation, good behaviour, giving good answers, sitting nicely, lining up correctly. At the end of every week, draw out 1 or 2 raffle tickets and the child gets a prize. Children can receive several raffle tickets. If they can get more raffle tickets, the higher chance they have of winning.

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For LSAs have meeting time to share resources and ideas of support

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For LSAs have meeting time to share resources and ideas of support

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I have used flash cards at the end of the day or we have a story, which they don't get much time to have.

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I have used flash cards at the end of the day or we have a story, which they don't get much time to have.

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Children need to learn manners tocsit down and eat, not walk around with a rolling snack looking at what everyone else is doing

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I have seen some teachers and LSA's working very well as a team and the positive impact on learning was great.

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I have seen some teachers and LSA's working very well as a team and the positive impact on learning was great.

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Plan an activity that relates to what is happening that week. For example: talking about how to cope when we see bad news. How to cope with stress when we are doing exams. Racism if there has been an issue with racism recently. 

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Plan an activity that relates to what is happening that week. For example: talking about how to cope when we see bad news. How to cope with stress when we are doing exams. Racism if there has been an issue with racism recently. 

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In Year 6, we are looking at setting personal and academic goals for what is left this year. We have also introduced lessons about how to be a good sport to help with football issues. We have seen a huge difference in their behaviour since.

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I think they need a break, it's a long day and they are very hyper

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Share resources more so LSAs are not all making the same resources, just share them within classes

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Put more trust in the teachers and LSA's not overloading the evidencing

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Put more trust in the teachers and LSA's not overloading the evidencing

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Making sure feedback is given (especially positive as it boosts moral)                                                     Make sure the questions are age appropriately worded e.g. lower ability, younger children  

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Making sure feedback is given (especially positive as it boosts moral)                                                     Make sure the questions are age appropriately worded e.g. lower ability, younger children  

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When there are issues in the class or relative to your class, talk about it in PSHE.

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When there are issues in the class or relative to your class, talk about it in PSHE.

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Include challenges on the displays that the whole year group can use once they have been finished. Display children's work but also give dojos out if their work is displayed. 

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Include challenges on the displays that the whole year group can use once they have been finished. Display children's work but also give dojos out if their work is displayed. 

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WE enjoy snack time as a time to enjoy circle time and encourage English vocabulary

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WE enjoy snack time as a time to enjoy circle time and encourage English vocabulary

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We have a " we are proud of these people" poster and the children nominate other children who have helped them to solve a conflict or when they have had a problem on the playground. highlights positive behaviours and creates a caring and supportive atmosphere.

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Have regular check-ins with the children, with regards to their behaviour during the day/week, targets they have reached, worries they have, assessments, etc

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Have regular check-ins with the children, with regards to their behaviour during the day/week, targets they have reached, worries they have, assessments, etc

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Interactive activities designed to encourage intrinsic motivation rather than always providing an external reward such as dojos e.g. a quiz that they do just for enjoyment rather than for dojos 

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Interactive activities designed to encourage intrinsic motivation rather than always providing an external reward such as dojos e.g. a quiz that they do just for enjoyment rather than for dojos 

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Year 3

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Using a tick sheet and showing red, Amber or green as evidence.

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Using a tick sheet and showing red, Amber or green as evidence.

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I would love to make comments on every child and have a ticksheet for each child for each learning objective but sometimes its just not practical with time

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Year 6 are using a dojo lesson about setting goals. As part of the lesson, the children have created steps they can achieve and will add these to a working class display when they achieve them.

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Share examples of good work across the year group with teachers and children. 

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Share examples of good work across the year group with teachers and children. 

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Children to self mark - like we use the rubrics in IPC - children could highlight with appropriate colour of the level they feel they have achieved. This would give a clear indication of a child's understanding they they believe they have. 

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Children to self mark - like we use the rubrics in IPC - children could highlight with appropriate colour of the level they feel they have achieved. This would give a clear indication of a child's understanding they they believe they have. 

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Use QR codes to show individual work done by children. Have the WAGBA on the walls to show the learning that has taken place.

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Use QR codes to show individual work done by children. Have the WAGBA on the walls to show the learning that has taken place.

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During snack time we find this a valuble time to do individual reading, children do their filing independently, have interactive white board games to practise phonics or encourage a child to be the teacher and listen to the child read.

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During snack time we find this a valuble time to do individual reading, children do their filing independently, have interactive white board games to practise phonics or encourage a child to be the teacher and listen to the child read.

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Specific carpet spaces and talk partners will help with expectations and cut down on fidgeting and moving to be near friends.

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Photocopying Hot Tasks and marking up the copies to show progress through the terms.  From this to this displays with cold tasks next to hot task.

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Ask children write their WAGBA to show what they have got better.

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Ask children write their WAGBA to show what they have got better.

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Use the displays to help the children in lessons. Since the word wall has been introduced, there are more WOW words and ambitious vocabulary in the children's work. Children can also take photos of the display to use for revision at home. 

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Use the displays to help the children in lessons. Since the word wall has been introduced, there are more WOW words and ambitious vocabulary in the children's work. Children can also take photos of the display to use for revision at home. 

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Google form to show questions that were answered successfully in the final exams. This can then be used to show weak areas and integrate them into the next term’s plans.

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Printing children’s rubrics, children self-assess a piece of work that is put together in their jotters

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In Science, we asked children during the Earth and Space topic to make a book of questions at the start of the topic. During the topic, they answered those questions to demostrate what they were learning. 

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In Science, we asked children during the Earth and Space topic to make a book of questions at the start of the topic. During the topic, they answered those questions to demostrate what they were learning. 

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In literacy children choose three targets to improve in the term. Then at the end of term children go through their books to see if they have met those targets.

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In literacy children choose three targets to improve in the term. Then at the end of term children go through their books to see if they have met those targets.

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Choose 3 children a week, send a positive dojo message home about something they have done well!

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Choose 3 children a week, send a positive dojo message home about something they have done well!

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Share pieces of good work among children in class and year group. 

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Share pieces of good work among children in class and year group. 

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Send a message to the children, try and think of a good quality they have and write it down to give to them on a Monday morning or a stressful day!

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Send a message to the children, try and think of a good quality they have and write it down to give to them on a Monday morning or a stressful day!

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Ask children to write down who they think should deserve a privilege card and why? Allows children to think about what good behaviour is. 

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Ask children to write down who they think should deserve a privilege card and why? Allows children to think about what good behaviour is. 

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Lsas should know what lessons are planned and know exactly what is happening each lesson and teachers should utilise them more to help mark/ assess work.

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Make learning displays interactive so chn can write on them (with laminated wordsearches, crosswords, questions and answers about the topic)

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Make learning displays interactive so chn can write on them (with laminated wordsearches, crosswords, questions and answers about the topic)

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I think it's important that the children have a break to eat in the afternoon. They are young and it is a very long day.

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I think it's important that the children have a break to eat in the afternoon. They are young and it is a very long day.

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Good manners and behaviour in the dining room needs to be rewarded. The dining room is SO noisy and there are so many children being rude, shouting or misbehaving.

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Good manners and behaviour in the dining room needs to be rewarded. The dining room is SO noisy and there are so many children being rude, shouting or misbehaving.

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Good manners and behaviour in the dining room needs to be rewarded. The dining room is SO noisy and there are so many children being rude, shouting or misbehaving.

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Good manners and behaviour in the dining room needs to be rewarded. The dining room is SO noisy and there are so many children being rude, shouting or misbehaving.

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Encourage children to be more responsible for their learning by getting them to choose to sit next to someone who will enhance their learning and concentration when working on the mat or in groups.

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Encourage children to be more responsible for their learning by getting them to choose to sit next to someone who will enhance their learning and concentration when working on the mat or in groups.

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https://www.mentallyhealthyschools.org.uk/

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Teachers on duty in the dining room to keep a note of the best behaved class (not getting up and down, eating with their mouths closed, eating nicely, speaking quietly)
The class with the most days of good behaviour to then be rewarded with 10 minutes patio in study skills.

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There are some good ideas here

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Learning behaviour is...

"... about students being engaged and motivated, developing independent skills for learning and a love of learning for its own sake.

It is about being committed to challenging simply compliant and passive behaviour, as well as that which is provocative and disruptive.

It is more than creating a positive ethos, it celebrates the uniqueness of the learning culture and is focused on actively teaching and developing the necessary behaviours."

Core beliefs

Behaviour is:

learned

chosen

purposeful

communicates information about needs

can be changed

can be taught

We can only control our own behaviour.

Core principles

behaviour, like any other set of skills and responses, is learnt and, therefore new behaviours can be taught

as adults, we have the responsibility for giving every young person the best possible chance to make right choices and to succeed

attendance (or non-attendance) is a physical demonstration of an emotional response.

in the 21st Century, we no longer expect to control our young people by power, strength, fear or authoritarian practices.

The work of the HfL Wellbeing advisers complements and builds on the work of other teams. Our aim is to support and challenge senior leaders in schools as they make strategic decisions about how to create the right learning environment to enable all our young people to:

engage with learning and become excited by the future choices this offers

acquire the social and emotional skills necessary to achieve success in education and in future life

overcome barriers to learning

understand the consequences, positive and negative, of the choices they make.

Useful links
Sandringham Research School: Behaviour Blog 2: Teach learning behaviours and use classroom management strategies SSAT: Effective learning behaviours
Behaviour checklists - for teachers

Classroom

know the names and roles of any adults in class.

meet and greet pupils when they come into the classroom.

display rules in the class - and ensure that the pupils and staff know what they are.

display the tariff of sanctions in class.

have a system in place to follow through with all sanctions.

display the tariff of rewards in class.

have a system in place to follow through with all rewards.

have a visual timetable on the wall.

follow the school behaviour policy.

Pupils

know the names of children.

have a plan for children who are likely to misbehave.

ensure other adults in the class know the plan.

understand pupils' special needs.

Teaching

ensure that all resources are prepared in advance.

praise the behaviour you want to see more of.

praise children doing the right thing more than criticising those who are doing the wrong thing (parallel praise).

stay calm.

have clear routines for transitions and for stopping the class.

teach children the class routines.

Parents

Give feedback to parents about their child's behaviour - let them know about the good days as well as the bad ones.

SEAL resources

Social and emotional aspects of learning (SEAL) was a comprehensive, whole-school approach to promoting the social and emotional skills that underpin effective learning, positive behaviour, regular attendance, staff effectiveness and the emotional health and well-being of all who learn and work in schools. The DfE pages for SEAL can still be found on the National Strategies archived website.
National Archives: The national strategies: behaviour, attendance and SEAL
The Hertfordshire SEAL resources available on the old Grid website are contained in the zip folder below:

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"... about students being engaged and motivated, developing independent skills for learning and a love of learning for its own sake. It is about being committed to challenging simply compliant and passive behaviour, as well as that which is provocative and disruptive.

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Considering the needs of your EAL children in your class when planning. Thinking about how to assess the children by the end of the lesson, e.g. differentiating accordingly against the Success Criteria by taking into account how long the child has been learning the language. Considering how to scaffold and support their learning e.g. by teacher support, peer support, providing visual aids, repetition.

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Provide the child/children with the necessary resources. Twinkl have lots of resources for EAL learners in spanish and English together (and other languages) so the child can find the word that they want in Spanish and then use the English word in their writing. 

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Provide the child/children with the necessary resources. Twinkl have lots of resources for EAL learners in spanish and English together (and other languages) so the child can find the word that they want in Spanish and then use the English word in their writing. 

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Using visual aids, pictures or symbols, to aid understanding and translation. This can also be done whole class when introducing new vocabulary e.g. in weekly spellings.

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Using visual aids, pictures or symbols, to aid understanding and translation. This can also be done whole class when introducing new vocabulary e.g. in weekly spellings.

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'Every day toolkits' each year group has a toolkit outlining the objectives that should be used in writing ( these can be found in the English Folder). If a child is struggling they can use one from the year before.

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'Every day toolkits' each year group has a toolkit outlining the objectives that should be used in writing ( these can be found in the English Folder). If a child is struggling they can use one from the year before.

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Have regular check ins to discuss targets that the child is working towards.

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Have regular check ins to discuss targets that the child is working towards.

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LSA's and intervention support for LKS2. 

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LSA's and intervention support for LKS2. 

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No new students in class since year 2, so no specific EAL needs. Generally, new/difficult vocabulary is discussed/explained before reading lessons and as encountered in WCR.
Images for new vocabulary/ IPC Keywords found in a Google search whenever possible.

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https://docs.google.com/document/d/1a9J7kM14u8QjC3h2deSSauN7g9ueqGCaFf65rUUUKd8/edit

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https://docs.google.com/document/d/1-ghtFzgv2RkSiY7F6s9g4B5vYQud5i-VdQbccTNeKIE/edit

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https://docs.google.com/document/d/1yJYHT0BIiBTMW45Ubt8AdcarLPdzuztKzc20QIz0bCA/edit

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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https://docs.google.com/document/d/1ojtlxt-QP_Qxq6NfVahv1mmqted0g85KlrD0J-jRvTE/edit

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.