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Behaviour for reviews

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Subject leadership

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Children consistently appeared eager to learn, work cooperatively and able to discuss their work in a meaningful manner

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Effective deployment of teaching assistants.

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Children take responsibility for their own learning

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Consistent approach.

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Staff share concerns with SLT and SENCO.

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Staff showed consideration to parents when discussing pupils.

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Reward systems in place and used reg. Verbal and descriptive praise. Children modelled this behaviour.

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Clear behaviour. Staff appropriate training and knowledge.

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First Steps: focus on prime areas of learning evident.

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Clear and valuable learning intentions for the lessons was evident.

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First steps: focus on prime areas of learning.

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First steps: children clearly felt safe.

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Challenges appropriate to children and showed good levels of differentiation.

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Children provided with opportunities to communicate with each other effectively.

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Environment reflected children's interests and personalised to suit ind pupil need.

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Good level of questioning, engaging children and encouraging deep learning was evident throughout the school. There was a good balance between pupil and teacher talk.

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High expectations and high levels of pupil engagement were demonstrated throughout the school.

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PAL June 2016
Outdoor was amazing.
First-steps fantastic. Created a home from home feel for the children.

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PAL 2016
All staff aware of ind next steps and aware of how to support pupils.

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Clear focus throughout every classroom and a range of techniques were used explicitly.

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PAL 2016
Chn showed good level of ind and COEL.

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Display: high-quality, purposeful, personal.

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Effective relationships with parents.

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Headteacher and senior leaders understand the complexity of data.

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Leadership are swift to address any areas which require improvement

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Strong governor links made through the work on the DEEPS

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ability to change, adapt and modify long term plans.

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LT/SLT have mutual responsibility and respect.

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Leaders are confident in their analysis of the data and their tracking of pupil progress.
DL/ DE/ DS

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Work is pitched correctly.
App levels of challenge.
Work shows good progress.
DE/ DS/ DL

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Feedback is specific to the learning needs.
DL/ DE/ DS

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The work shown shows progression from known facts to developing understanding through application and PS.

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Pupils are becoming more competent in applying maths skills.

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Good quality support was observed for individual pupils with SEN.

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Language modelled by the adult was used appropriately by the children.

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The headteacher has a strong knowledge of every pupil in every class.

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High profile given to good-quality texts.

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Consistency of learning environment.

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The LC Curriculum is evident throughout the school.

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Good levels of engagement. Pupils attentive, articulate in talking about learning.

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6% increase in GDL. Strong upward trend over past 3years.

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The school has a clear focus on embedding approaches and has tailored training to support assessment practices..

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Range of monitoring activities to check the quality of learning - lined to systems of appraisal

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Teaching and learning review - strength of AfL

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Enrichment skills

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New assessment system

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clarity of Deep structure
Leading Practitioner role

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INA provision and progress

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Parent Surveys
increased number of returns, improved responses

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opportunity for staff to be involved in delivery

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Governor roles and responsibilities

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EYFS review; behaviour and practice
Excellence of environment and provision

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New leadership structure to embed the Deeps

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Role of Learning Mentor