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Year Group Target 24/25- Learning Environments 

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Year Group Target 24/25- Learning Environments 

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Feedback from my first lesson observation shared that my classroom environments and the provisions I had available for the classroom engaged the children and allowed for good progress to be made.

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I have filled J. (Level 3 student) with a variety of different activities. Some of these can be accessed independently, e.g. line tracing and letter formation, while some activities need more support, e.g. number ordering. Most of the activities are cut and stick as this engages J. Having the learning all stuck in and prepared has ensured that it is easy to pick up the books and support J. when possible due to her having an individual timetable.

I have also created an individualised MTP for J. with a range of resources that are appropriate for the level that she is working at and links to the learning that the rest of the class are completing.

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During Term 1, I delivered 2 30 minute sessions during our skills share PD all about adapting continuous provision and guided groups to meet the needs of all pupils in the classroom.

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Nuggets of information:

-Use natural resources that allow the children to create their own learning and develop their imagination = While the construction resources are all colourful plastic, the children are not limited to what they create, the children create lots of different models and this has support play and social skills within the classroom.

-Develop children's wellbeing and social skills = CP has really supported the children with their social skills and it is clear to see a difference between this class and last year.

-Create an inviting entrance for the children that allows them to feel ownership over the classroom they are walking into.

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During Term 1, I have mentored a university student, Hend. This has included working alongside Hend to share MTPs and weekly planning which Hend can then adapt to create her own lessons. I have observed Hend teach three lessons and written full lesson observations for these lessons.

I have signed up for Aspiring Leaders PD community.

During Term 1, I delivered 2 30 minute sessions during our skills share PD all about adapting continuous provision and guided groups to meet the needs of all pupils in the classroom.

During Term 2, I have expressed my interest in the position of Maths CPL which would be a position available in the new academic year.

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To ensure learning environments are high quality, inspiring and purposeful to encourage student independence and consolidation of learning.

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To adapt learning to meet the needs of all pupils in the class to ensure that Level 3 pupils are able to access appropriate learning and children of higher ability are given appropriate challenge.

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In the future, I would like to get back into leadership. I would like to take on more opportunities throughout the year to support myself in getting there.

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This section should include evidence of:

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This section should include evidence of:

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….. an area that you are making an impact in at the Academy this year. This can be as big or small scale as you are comfortable with

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-Take on a small leadership role before the next meeting (skills share PD)

-Project = 2 30 minute sessions during skills share on adapting CP to meet the needs of all children

!Completed

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During my first year at WSO, I was consistently graded very good with many elements of outstanding.

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This half term has started well and I feel I have found a system within my class that allows CP to be successful in the classroom. The children are lower than my class last year, however the behaviour is slightly easier than last year. My Level 3 child needs lot of additional support, however as the half term is moving on, she is beginning to show some small steps of progress.

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Term 1 Lesson Observation

My lesson went really well and the children all made good progress. The children were calm and engaged with the learning and were able to independently access the learning throughout continuous provision. The continuous provision provided was engaging and linked to previous and current learning.

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Strengthen Arabic Integration - Successfully implement enhanced Arabic language frameworks in Year 1 by supporting the transition of new Arabic teachers and increasing the presence and influence of Arabic across the learning environment.

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TLAG - Ensure consistency in implementing Teach Like A GEM (TLAG) across all Year One lessons, with all planning and resources created using Learn Like A GEM template, with a specific focus on 'I do, we do, you do'.

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Year Group Target 24/25 - Learning Environments 

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Year Group Target 24/25 - Learning Environments 

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Throughout the year, I ensured that both inside and outside the classroom display boards were up to date and current, focusing on the learning currently occurring in the classroom. I worked with the Writing CPL to ensure that the writing board outside the classroom was effective. I ensured that the classroom environment was engaging for all children and encouraged independent learning. The learning environment supported CP learning and whole class learning whilst also allowing children of all needs access.

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Throughout the year I worked with the inclusion department to ensure that the needs of a high L3 student were met at all times, adapting the classroom and classroom learning so that it was accessible for her. I worked alongside parents and the SENDco to ensure that this student was in the best possible place to move forward into Year 2.

I delivered skills share sessions at both PD events, sharing thoughts and ideas on how to adapt the classroom environment and CP to meet the needs of all children.

I worked with the inclusion department to ensure that L1 and L2 students were having their needs met and they were in the best position to move into Year 2.

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75% of children achieve better than expected progress

Reading = 84% exp+ and 72% exc+ Very good data overall

Writing = 84% exp+ and 64% exc+ Very good data overall

Maths = 80% exp+ and 72% exc+ Very good data overall

Science = 92% exp+ and 80% exc+ Outstanding data overall

75% of all children achieved better than expected progress in every subject and almost 75% of children reached exceeding progress in Reading and Maths (context - L3 student is on LL but she is not assessed against the British curriculum, so 1 = 3%, so that is the gap between 75% in Reading and Maths)

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75% of students to achieve better than expected against age related expectations

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Year Group Target 25/26 - Strengthen Arabic Integration 

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Year Group Target 25/26 - Strengthen Arabic Integration 

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-Collaborated with new Arabic teachers to ensure a smooth transition within the classroom, including introducing routines and expectations

-Integrated Arabic within the classroom environment, including a large Arabic alphabet at the front of the classroom and Arabic included in some CP activities

-Encouraged Arabic ECTs to support during registration and CP sessions

-Support the class with the transition regarding change in Arabic teachers

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-Planned English and Maths lessons making sure to use the TLAG template, with focus on how to plan consistent 'I do, we do, you do' slides.

-Ensure close team work with other members of planning teams to ensure that their is consistency between lessons when planning

-Worked alongside Year Leader and AP to ask questions and ensure that planning is of a high quality standard.

-Used scripts created in PD to support planning and delivery of 'I do, we do, you do' slides

-Ensured to take feedback on board and adapt teaching and planning

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Term 1

Reading = EXP+ 69% / EXC 35%

Writing = EXP+ 65% / EXC 35%

Maths = EXP+ 69% / EXC 35%

Science = EXP+ 88% / 62%

Term 2

Reading = EXP+ 89% / EXC 59%

Writing = EXP+ 89% / EXC 59%

Maths = EXP+ 89% / EXC 67%

Science = EXP+ 89% / 81%