how we do what we do
DESCRIPTION
Operational Guidelines for Rosendale Primary SchoolTRANSCRIPT
Rosendale Primary School&
Children’s Centre
How we do what
we do KS1Version 1 – September 2011
Section 1 - KS1 Daily Routines..............................................................................................41. Timetable for the standard day in KS1....................................................................4
Section 1 – KS1 Daily RoutinesSection 2 – KS1 Approach to BehaviourSection 3 – KS1 Teaching and Learning
2. Year Planner.............................................................................................................53. Weekly bulletin........................................................................................................54. Pigeon Holes............................................................................................................55. Communal Areas.....................................................................................................56. Teacher and Support Staff Names...........................................................................57. Adult Dress Code.....................................................................................................58. Class timetables.......................................................................................................69. Absence from school................................................................................................610. Arriving at school..................................................................................................7a. Swiping in................................................................................................................7b. Parking.....................................................................................................................711. Class room keys.....................................................................................................712. Hot Drinks..............................................................................................................713. Chewing Gum........................................................................................................814. The beginning of the school year...........................................................................815. Administrative tasks at the beginning of the day...................................................816. Taking the register.................................................................................................817. The Quiet signal.....................................................................................................818. Packed lunch trolleys.............................................................................................919. Assemblies.............................................................................................................920. Playtime...............................................................................................................1021. Fruit......................................................................................................................1022. Playground duty...................................................................................................1023. Wet play...............................................................................................................1124. Adult Lunchtime..................................................................................................1125. Lunchtime............................................................................................................1226. Wet lunchtime......................................................................................................1227. Healthy eating......................................................................................................1328. Adult school lunches............................................................................................1329. Moving around the school...................................................................................1330. Leaving the classroom during learning time........................................................1331. The end of the day................................................................................................1432. Lunchtime detention............................................................................................1433. Class behaviour log books...................................................................................1534. An incident requiring restraint.............................................................................1535. Incidents involving violence, swearing or stealing..............................................1536. Racist incidents....................................................................................................1537. Child protection matters.......................................................................................1638. Medical Emergency.............................................................................................1639. In case of fire.......................................................................................................1640. Mobile phones......................................................................................................1641. Technology..........................................................................................................1742. Photocopying.......................................................................................................1843. House points.........................................................................................................1844. School uniform.....................................................................................................1845. Book Bags............................................................................................................1946. PE Kit...................................................................................................................1947. Last day of term (3x a year).................................................................................1948. Children’s birthdays.............................................................................................2049. Treats....................................................................................................................20
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50. Films....................................................................................................................2051. Challenging Strangers..........................................................................................2052. Parent Helpers......................................................................................................2053. Class Contacts......................................................................................................2154. Outside Professionals...........................................................................................21
Section 2 - KS1 Approach to Behaviour...............................................................................221. Aims.......................................................................................................................222. Adult behaviour.....................................................................................................223. The children’s code of conduct..............................................................................224. The children’s code of conduct for the playground...............................................235. Unacceptable behaviours.......................................................................................236. Parent behaviour....................................................................................................237. Rewards..................................................................................................................248. Sanctions................................................................................................................249. Learning/Behaviour agreements............................................................................25
Section 3 - KS1 Teaching and Learning...............................................................................261. Class operational File.............................................................................................262. Class Planning File................................................................................................263. Individual files for children with statements.........................................................264. Curriculum Letters.................................................................................................265. PPA........................................................................................................................266. NQT cover.............................................................................................................277. Planning.................................................................................................................278. Quality First Planning Checklist............................................................................289. Quality First Teaching Checklist...........................................................................2810. Kagan Co-operative Learning..............................................................................29d. Teams.....................................................................................................................29e. Classbuilding..........................................................................................................29f. Teambuilding..........................................................................................................29g. Management...........................................................................................................3011. Classroom Environment.......................................................................................3012. Presentation..........................................................................................................3113. Writing targets.....................................................................................................3114. Marking................................................................................................................3215. Intervention at the point of Learning...................................................................3216. Directing Other Adults.........................................................................................3317. Class Blogs...........................................................................................................3318. Blog Squad...........................................................................................................3319. Home Learning....................................................................................................3320. Educational Visits................................................................................................3428. Supply teachers....................................................................................................3829. Intervention Groups.............................................................................................38
Section 4 - The Curriculum...................................................................................................392. Maths......................................................................................................................403. English...................................................................................................................415. PE...........................................................................................................................446. Languages..............................................................................................................457. Library Bus............................................................................................................46
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Section 1 - KS1 Daily Routines
1. Timetable for the standard day in KS1
All staff swipe in by the school office in advance of (08:30 EYEs, 08:40 Teachers, 08:45 TAs, 07:30 breakfast club staff)
Teacher and Teaching Assistant set up Learning Agreement activities so children can begin learning as soon as they enter the classroom
All class based adults are in classrooms by 08:50 to receive parents and children
Breakfast club children are accompanied to their class at 08:50 Take the register using SIMS at 09:10 Parents leave the classrooms at 9.20am Teach / assess until 10:25 Teacher and Teaching Assistant to lead the children to assembly for
10:30 Teaching assistants have their break from 10.30 - 10:45 Teacher leads the children to the nearest playground at 10.45 Teaching assistants are on playground duty from 10.45 – 11:00 Teacher waits outside the classroom door to receive children when
they come in from play at 11:00 Teach / assess until 12:00 Teacher leads children out to play into the Turney playground at
12:00 Teacher waits outside the classroom door to receive children when
they come in from lunch at 13:15 Take register using SIMS at 13:15 Teach / assess until 15:20 Teacher opens conservatory doors at 15.25 and calls child’s name
when they see their parent/carer ready to collect them. Children who go to After School Club wait until they are collected by the staff.
Teaching assistant tidies away /organises resources until 15:45
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2. Year Planner
There is a year planner detailing school wide events throughout the year, which will be kept in the class operational file. There will also be an online Google calendar version of this, which will contain amendments and late changes. Please ensure this is checked regularly.
3. Weekly bulletin
There is a weekly bulletin, complied by Debbie Salmon, that is placed in pigeon holes before 3pm on Fridays. Please check this to find out timetable changes, planned absence, school events etc. A whole school yearly calendar is shared with the staff on Google Calendars.
4. Pigeon Holes Every member of staff has access to a pigeon hole. These should be checked by staff and emptied daily. The pigeon holes will be cleared on the last day of every half term.
5. Communal Areas Communal areas such as the staffroom, the photocopy rooms, the Resources Room, the PE cupboard, the DT cupboard and the halls must be kept clean and tidy at all times. It is everybody’s responsibility to ensure this happens.
6. Teacher and Support Staff Names Teachers and support staff must be referred to using Mr/Mrs/Miss/Ms followed by their surname. Adults are expected to support the children in using these titles by referring to other adults in the same way.
7. Adult Dress Code
The dress code for adults is smart / casual. This means:
No denim No ripped or torn clothing No low cut tops
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No spaghetti straps No hats worn inside No short skirts/shorts.
We advise that staff do not wear open toe shoes, but if you do so, you do so at your own risk.
8. Class timetables
Each class has a weekly timetable that must be followed and displayed clearly on the outside of the classroom door along with the names of the adults working in the classrooms. A copy must also be kept in the class operational file.
Changes must not be made to these timetables without prior agreement with someone in the senior leadership team.
9. Absence from school
Planned absences must be requested via either the Medical or the Special Leave request form that can be found in the school office. The Head of School will decide whether the absence can go ahead and whether it will be paid / unpaid according to the school’s staff attendance policy. If your absence is approved, it must be written in the bulletin book which is kept in the office.
If you are unable to come to school because of an unplanned event such as sickness or a family emergency, you must call Kate Atkins, Head of School on her home number between 07:00 and 07:30. Please do not call the school and leave a message on the answering machine.
Kate Atkins: 020 8771 8267
Please call the school by 15:00 that day to confirm whether or not you think you will be in the following day.
It is imperative that when you report your absence from school you tell Kate all your responsibilities for the day. This includes playground duties, detention duties, small group teaching etc.
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On returning to work, every member of staff must see Geraldine Pusey to complete a ‘Record of Return to Work’ and ‘Sickness Self Certification’ Form.
10. Arriving at school
a. Swiping in
The start of the school day is 07:30 for Breakfast Club staff, 08:30 for Early Years Educators and 08:45 for Support staff. This is the time that they must be ready to start work.
Teaching staff must be in school before 08:40 but their start time is dependent on how long it will take them to be prepared for teaching.
Every member of staff must swipe in and out via the school office doors using their security pass each morning and afternoon. The pass must be worn throughout the school day.
b. Parking
The car park is for the use of the senior leadership team and the school minibus unless otherwise agreed by a member of the senior leadership team.
11. The office area It is not possible to access the office area without a staff pass. If children need to go to the office for any reason, they must be accompanied by a teacher or other member of staff.
12. Class room keys
Teachers and teaching assistants should have a key to the classroom and are responsible for locking it to secure valuables.
13. Hot Drinks Any hot drink carried around the school premises must be carried in a sealed container.
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14. Chewing Gum
Adults must not chew chewing gum during their working hours.
15. The beginning of the school year
The first few days of the Autumn term should be used to familiarise children with the school and class routines as detailed in this document. This must include:
School and playground codes of conduct Unacceptable behaviour Detention procedure Morning, playtime, lunchtime and home time routines Learning routines House point system Class timetable Expectations for the presentation of work Expectations for school uniform and PE kit.
16. Administrative tasks at the beginning of the day
If children bring in permission slips, order forms, trip money etc. they should place these in a box provided by the teacher as enter the classroom. These can be checked by a teaching assistant at a convenient time during the day. Teachers and teaching assistants should not be engaged in administrative tasks once the children have entered the classroom.
17. Taking the register
The register must be taken each morning at 09:10 and each afternoon at 13:15 using SIMS.
18. The Quiet signal
All adults in the school must use the quiet signal when getting the attention of a small or large group of children.
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An adult raises their hand and accompanies this with the words ‘High 5 please’. Children are expected to do the following 3 things:
a. Raise their handb. Stop what they are doing and focus on the adultc. Give non-verbal signals to other children who may not have
seen the signal
Children need to be taught to follow these instructions. Children who do not follow them should be reminded of the rules of ‘High 5’ and then asked to practise them until they are able to do it properly.
19. Packed lunch trolleys
Each class must have a packed lunch trolley clearly labelled with the class name. Children who have packed lunch must place their lunch on here at the beginning of the school day. They then collect their lunch from the trolley when it is their turn to eat.
20. Assemblies
Assemblies start promptly at 10:30 and finish just in advance of 10.45. The person leading the assembly is responsible for the timings of the assembly.
Assemblies take place daily either in the classroom or in one of the school halls. See the Assembly timetable. Children must be lead into hall assemblies by their teacher and teaching assistant.
Children are expected to walk in to assembly, sit in assembly, and leave assembly in silence. Adults are also expected to do this in silence.
Children should sit in one continuous row (1 class per row). The classes should sit in the next available row, which may not be in year group order.
Once the children have been led in, teaching assistants go for their break. Teaching assistants must be in the playground by 10.45 ready for the children coming out to play.
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Teachers must sit on a chair and supervise the children during assembly. It is the teacher’s responsibility to ensure their class remain quiet and attentive.
Children who talk at any time during the assembly should be asked to stand and then see the member of staff leading the assembly at the end.
At the end of assembly the class teachers will decide when their class is ready, ask them to stand, and then lead their children out to the nearest playground. The class whose teacher is on playground duty must leave the assembly first.
21. Playtime
Children must be led out to the playground at playtime by the teacher. During the cold weather, children should bring their coats to assembly. Fruit is provided for the children outside in the playground. The teaching assistant who is on duty by the pirate ship is responsible for bringing the fruit into the playground.
Children are not allowed inside at all at playtimes. They must be told to take their coats, snacks with them so there is no reason for them to return to the classroom. There will be adults standing on each door to ensure that children do not enter the building other than to use the toilet.
Children must not be kept in at playtime unless they are being directly supervised by an adult. Children will only be allowed in to the school building on presentation of a ‘hall pass’ signed by a teacher.
22. Fruit
Fruit is provided for children in KS1 and should be brought into the playground during morning play for the children to eat. The teaching assistant who is on duty at the pirate ship is responsible for bringing the fruit in to the playground.
23. Playground duty
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The teacher on playground duty, see Playground Duty rota, must take the bell out with them at 10.45. Just before 11:00 they must ring the bell and walk to their classroom to be ready to receive their class from the playground.Children must be led out to the playground by the teacher or teaching assistant who will wait until the teacher on duty is present.
Teachers and teaching assistants scheduled to be on duty must be in the correct position as per the rota. See Playtime / Lunchtime Duty rotas.
It is the job of the adults on duty to interact with the children in the playground and not to talk to other adults during this time.
If a child is injured at playtime, an adult can send them to ‘First Aid’. This is supervised by adults at playtime and lunchtime. Children should only be sent to ‘First Aid’ if there is a genuine reason for going.
When the bell is rung at the end of playtime, children must ‘freeze’, when all children are still, the bell rings again and they walk to their class line. The teacher collects them from the line and leads them in to class.
24. Wet play
The teacher on duty will determine whether it is too wet to go outside and will tell teachers at the end of assembly time. In these cases, teaching assistants must return to their classrooms after their break at 10.45. Teaching assistants will be responsible for the class at this time and must ensure that the children are ready to engage in learning again at 11:00 when the teacher returns.
It should only be wet play when it is raining very heavily, when the playground is waterlogged or when it is too icy.
25. Adult Lunchtime
All adults have lunch between 12.00pm and 1.30pm (except the Senior MMS who starts lunch at 11.45am). Support staff who do lunchtime duty must have 30 minutes for lunch either 12.00 – 12.30pm or 1.00 – 1.30pm. This is shown on the duty rota.
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26. Lunchtime
Children must be led out to the playground at lunchtime by the teacher.
Children are not allowed inside at all at lunchtime except to have their lunch or collect their packed lunch box. Children must be told to take their coats with them when they are led out. There will be adults standing on each door to ensure that children do not enter the building other than if they need the toilet.
The door between the KS2 Hall and the Sports Hall will be locked for adults and children at lunchtimes.
Teachers should lead their children from the classroom via their coat pegs and out to the playground. They will be called in for lunch when it is their turn.
After eating their lunch, children will leave the hall via the office corridor.
Children must not be kept in at playtime unless they are being directly supervised by an adult. Children will only be allowed in to the school building on presentation of a ‘hall pass’ signed by a teacher.
Just before 13:15, the bell will be rung by the designated person See Playtime / Lunchtime Duty rotas and the children will line up and then return quietly to their classrooms where their teachers are waiting to greet them.
27. Wet lunchtime
The senior midday meals supervisor communicates to all classes when it is wet lunch. It should only be wet lunch when it is raining very heavily, when the playground is waterlogged or when it is too icy.
Wet play supervisors will come to take responsibility for the class from teachers at 12:00 in KS1. Teachers must stay in their classes until this time.
Children must stay in their classes until the senior midday meals supervisor comes to collect them for lunch.
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KS1 children eat their packed lunches in their classroom.
Wet play supervisors must ensure that the children are ready to engage in learning again at 13:00 when the teacher returns.
28. Healthy eating
Children should be encouraged to bring healthy lunches to school. Fizzy drinks, sweets and nuts are not allowed either in packed lunches eaten in school or in lunches eaten on school trips.
Children should be encouraged to have a school water bottle with them in school. This can be kept on their tables in the classrooms and they can refill it at appropriate moments. Water bottles should be taken home each day. Children must not bring chewing gum to school.
29. Adult school lunches
Adults are welcome to have a school lunch. If you would like a school lunch please inform the school office in advance and pay for it then.
30. Moving around the school
Children are expected to move around the school in a calm and quiet manner. Adults are expected to challenge children who are not doing this, and ask them to demonstrate how to do it properly. Please refer to the school ‘Code of Conduct’ in this document.
Children are expected to hold doors open for adults.
31. Leaving the classroom during learning time
Children should be discouraged from leaving the classroom during learning time but should be allowed to use the toilet. If they need to give a message / drop belongings off at the school office they must do this either before school or at playtime / lunchtime.
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Children must not be sent on errands for adults. Any messages should be delivered by the office staff.
32. The end of the day
At the end of the day, teachers make sure that their children have all their belongings and are sitting ready in the classroom. The teacher then goes to the outside door of the classroom and calls the children when they can see their parent/carer waiting outside.
The teacher must make sure that each child is delivered safely to their parent/carer. If anyone other than the parents/carer is collecting the child they must have arranged this with the teacher or school office in advance.
The teaching assistant should be sitting with the children in the classroom.
Any children who go to After School Club should wait in the classroom until collected. Any children not collected by 15:40 must be escorted to the First Aid room.
All staff must swipe out when the leave the building at the end of the day.
A member of the school leadership team will be on the school site until 18:00 each day on a rota basis.
33. Lunchtime detention
Lunchtime detention will be held everyday in the Literacy room.
Children who have a detention must go to lunch at 12:00 with their detention slip. They then go straight to the detention room, taking their slip with them.
Detention slips must be filled in by the person issuing the detention and must include a task for the child to undertake during the detention.
The teacher holding the detention must pass the detention slips to Philippa Colley who will monitor them and identify children who need
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additional support with their behaviour and any whole school issues that need to be addressed.
34. Class behaviour log books
Each class must have a behaviour log where all incidents of poor behaviour are recorded by the adults in the classroom. Each entry must include the child’s name, brief details of the behaviour and the date.
These books must be kept in a visible and accessible place so they can be accessed by all adults working in the classroom as well as playtime and lunchtime supervisors.Emma Roselli is responsible for transferring these entries to the central tracking system.
35. An incident requiring restraint
Only members of staff who have been specially trained to do this are able to restrain children. These incidents must be recorded in the Serious Incident book kept in the head teacher’s office. Each entry must be written by the adult restraining the child and must be an accurate, detailed description of what happened. Each entry must be dated and signed. There may be occasions where in order to prevent a child hurting themselves or others, staff will need to use their professional judgement as to whether or not to restrain.
36. Incidents involving violence, swearing or stealing
These incidents should be recorded in the class behaviour log and reported to the phase leader, who will make a decision about what action should be taken. This may involve calling parents.
37. Racist incidents
Any racist incidents must be recorded on the Racist Incident Form, which can be found in the school office. Completed forms must be handed to the Head of School. Every racist incident must be
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discussed with a member of the senior leadership team before taking any further action.
38. Child protection matters
If an adult has concerns about a child from a child protection perspective, they must tell the Designated Senior Person (Kate Atkins), or either of the deputy head teachers. The adult must write the details of the concerns in the Child Protection book in the head teacher’s office, including the date and their signature. Adults must write as detailed an account as possible.
39. Medical Emergency
If there is a serious medical incident anywhere in school, the nearest member of staff should ensure that the individual is safe and comfortable. They must send the nearest adult to the office to call an ambulance.
40. In case of fire
On hearing the fire alarm, classes must leave the school building by the nearest exit and assemble in the Turney playground.
Office staff will hand each teacher a copy of the day’s register.Teachers are responsible for carrying out a head count of their children using this register.
Nobody is to re-enter the building unless instructed to do so by a member of the senior leadership team.
41. Mobile phones
If a child brings a mobile phone to school, they must take it to the office before 09:00 not during learning time. They must collect it again at the end of the school day, after 15:30. Mobile phones must not be kept in the classroom.
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Adult phones should be switched to ‘silent’ during lesson time. Adults must not use their phones to text or make phone calls during lesson time or while on duty with children. Adults must not use their mobile phones / personal cameras to take pictures or video of children. Recent high profile criminal cases have underlined the manner in which all adults working in the school should be seen above suspicion with regard to recording images of children on personal devices. It is only by an absolute ban on this practice that we will be able to ensure that any member of staff seen doing this is acting suspiciously. Doing so will result in disciplinary action. 42. Social networking sites Privacy settings should be set so that children are not able to contact members of staff nor see their private photographs. Under no circumstances should members of staff ever ‘friend’ a child including after they have left the school. Children are ‘minors’ and such behaviour if discovered could be considered to be a serious safeguarding issue which will result in investigation and disciplinary action. Please be aware that social networks and other forums are within the public domain and there maybe repercussions by the GTCE or other regulatory bodies with regard to unprofessional content and could affect future employment prospects. It may even the case that remarks could be seen as libellous
43. Technology
Every morning, the IT technician will visit each classroom to check that essential equipment is working. The technician will complete a check list. This means that as soon as teachers enter their classroom, they must switch on their laptop, check that the Smartboard, projector and amplifier is working and that their board is correctly orientated.
Any faults to equipment or problems with software or network access must be logged with Pharcyde repair system.
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Mobile technology such as netbooks, flipcams and digital cameras must be stored in the class safe overnight, at weekends and in the school holidays.
Projectors must be switched off when they are not being used.
44. Photocopying There are 2 photocopiers available for staff use, one in the Resources Room and one in the KS2 Hall. Children must not be sent to the photocopiers to pick up photocopying, even if it is their own.
45. House points
Every child is a member of one of the 4 house teams (Bannister - green, Freeman - blue, Thompson - red and Radcliffe - yellow). 2 children from Year 6 are appointed house captains at the beginning of the school year.
Every class must have a laminated coloured A4 sheet on display in the classroom to represent each of the 4 house teams.
Children are awarded house points for good work and good behaviour during the school day. The class teacher presents 1 house point to the child and the child sticks a second house point on the coloured sheet.
At the end of the term, the house captains collect each teacher’s sheets, collate the totals and present the results to the Head of School.
The winning house is awarded the Vevers Cup on the final day of the school year. Teachers can also use House Points for shorter term rewards such as House of the week or half term.
Phillipa Colley is responsible for distributing the house point sheets.
46. School uniform
Children are expected to wear school uniform everyday. School uniform consists of:
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A Rosendale house t-shirt or plain white/light blue polo shirt A Rosendale fleece or jumper (not other cardigans or jumpers) A gingham dress in one of the four house colours
Children can wear a watch and plain stud earrings, but no other jewellery.
If a child arrives at school not wearing school uniform they must be sent to the school office to put on a clean, spare t-shirt.
Class teachers must remind children about the school uniform rules.
47. Book Bags Every child must bring a book bag/other suitable bag to school each day.
48. PE Kit
Teachers and teaching assistants must wear trainers and suitable clothing that allows them to participate fully in the PE lesson. Children must not enter the PE cupboard to pick up or put away equipment. This cupboard is for adults only.
Parents can purchase a school PE kit from the office. This consists of a white T shirt with the school logo in house colour and a pair of blue shorts. In cold weather children may wear tracksuit bottoms and a school sweatshirt. Children must bring a change of clothing for PE. Any child forgetting their PE kit must go to the office for a spare kit and take home a PE kit reminder letter.
Only children wearing appropriate clothing and footwear can take part in the PE lesson. Children not taking part in the lesson must sit at the side and take notes on the lesson.
49. Last day of term (3x a year)
At the end of term, there may be opportunity for children to bring in toys and games from home. They may bring in electronic items. All
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toys are the responsibility of the child. Mobile phones must not be brought into the classroom as toys and games.
Class parties happen at the end of the Christmas term and the end of the Summer term. Care should be taken to accommodate children with allergies.
50. Children’s birthdays
If children bring in treats for the class to celebrate their birthday, they must be handed out in the playground at the end of the day.
Children must be told that cakes, biscuits and sweets cannot be handed out in the school building.
In KS1 the child’s parent is responsible for handing out the treats in the playground, not the child.
51. Treats
Treats in the form of sweets, biscuits or other goods must not be given out to children by members of staff. The exception to this is during the KS2 SATs tests when teachers may wish to give children plain biscuits or fruit for sustenance!
52. Films
Unless it is connected to the children’s learning, films should only be watched during the last few days of term. All films must be certificate ‘U’. If a film has a ‘PG’ certificate, parents must be informed and given the option to withdraw their child. Children are allowed to watch films during wet lunchtime but these should be of educational content.
53. Challenging Strangers
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If a member of staff sees any unknown person on the school site they must ask to see their visitor’s pass. If the individual does not have a pass, the member of staff must walk with them to the office so that they can sign in and be given a pass.
54. Parent Helpers
Parents are encouraged to participate in their child’s learning during the morning open session at the start of each day. They may also ask to help out at other times during the day by reading with children or running workshops in an area of expertise. Parents must have had a List 99 check before they can help in the classroom, they can get this by giving Geraldine Pusey their full name and date of birth. Parents should never be on their own with children unless they have a full CRB check.
55. Class Contacts
The school has a system of class contacts to facilitate communication between school and parents. These class contacts are selected annually and meet each term with the Executive Headteacher or Head of School. Class contacts should not put any communication in book bags unless it has been seen by a member of the senior leadership team.
56. Outside Professionals
Any adult working in the school who is not a member of staff e.g. sports coach, artist in residence, contractor must have a CRB check and this MUST be seen by Geraldine Pusey and recorded on the Single Central Record.
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Section 2 - KS1 Approach to Behaviour
1. Aims
We expect a high standard of behaviour from all members of the school community.
All children and adults should;
Have regard for the feelings of others Take care of the school environment See every day as an opportunity for learning.
2. Adult behaviour
Adults in the school act as role models for the children. The high standards of behaviour that are expected from the children must be evident in the way that adults behave, especially in the way they converse with each other and the children.
All adults in the school are expected to behave professionally at all times. They must
speak politely to other adults and children praise children’s efforts and achievements as often as they can explain to children what they should have done or said when they
get it wrong avoid using critical or sarcastic language avoid shouting.
If any adult notices another adult contravening the above, it is their responsibility to bring it to the adult’s attention.
3. The children’s code of conduct
The children at Rosendale came up with the following code of conduct. This is the code of conduct that should be adopted in all classrooms. It should be displayed clearly where all can see it.
We try hard to do our best and help others to do theirs We are kind, polite and helpful to everyone in the school community We respect other people, their possessions and school property
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We ask for help when we need it We accept responsibility for the things we do
4. The children’s code of conduct for the playground
The children at Rosendale came up with the following code of conduct for the playground. It should be displayed in classrooms where all can see it and referred to by adults on duty in the playgrounds.
We play fairly and with respect We let children join in our games We help children who are sad or hurt We only play on the apparatus or go in the cage when it is our turn When the bell rings we walk quietly to our classroom.
5. Unacceptable behaviours
The following behaviours are unacceptable and must be shared with the children so the children are aware of them. Not trying their best Disruptive behaviour in the classroom Use of rude, sarcastic or unkind language Vandalism Hitting, kicking, biting or other such physical responses Racist, sexist, homophobic or other discriminatory remarks.
Where possible, adults should focus on the good behaviour rather than on the unacceptable behaviour. For example, if a child is talking when they should be listening the teacher should praise those who are trying their best and helping others to do theirs.
6. Parent behaviour
Whilst on school grounds, parents must also behave appropriately. Any incidents when a parent is seen shouting at or disciplining a child that is not their own must be reported to a member of the senior leadership team. If a parent shouts at or is abusive to a member of staff, that should be recorded on a ‘Record of abuse of an adult’ form in the school office. The completed form should then be handed to a member of the senior leadership team.
7. Rewards
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It is our expectation that all children behave appropriately and that they understand why behaving appropriately is important without requiring a form of reward.
It is important, however, that good behaviour is frequently recognised and acknowledged by adults.
Parents should be informed about the behaviour of their child/children either through informal conversations or at parent/teacher meetings. In some cases of outstanding behaviour or achievement, teachers will send home a ‘Well Done’ postcard which will be hand writted by them and posted to the home address.
The only other reward system used is House Points. Children can earn a House Point for their team through good behaviour or learning. (See section on House points).
Kagan Cooperative structures designed for class building and team building also promote good behaviour.
8. Sanctions If unacceptable behaviour occurs the following sanctions will be used:
1. A knowing ‘look’ from the adult
2. First warning that the behaviour is unacceptable
3. Final warning that the behaviour is unacceptable
4. Lunchtime detention. In this instance the adult issuing the detention must fill in a detention slip stating the reason for the detention and the task to be carried out during detention time. These slips must be given to the classteacher who will ensure the child has the slip with them at lunchtime on the day of detention. The class teacher is encouraged to check that the child has attended the detention.
Any adult issuing a detention needs to make an entry in the class behaviour log which can be found in each classroom. This includes lunchtime and playtime supervisors.
After a final warning, some behaviours may warrant ‘time out’ in a nearby class, rather than a lunchtime detention. In these cases the child must be accompanied by an adult or responsible child and taken to the nearby class for a specific amount of time (up to 15 minutes.) The receiving teacher must send the child back after this time.
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Instances where a child is given a ‘time out’ of class, must be recorded in the class behaviour log.
In some cases, such as those involving physical or verbal aggression or damage to property, it will be appropriate to issue a detention without a first or final warning.
In more serious cases it may be appropriate for the child to be brought immediately to the senior leadership team and the incident recorded in the class behaviour log.
In conversation with a child about their poor behaviour, adults will:
ask/tell the child what they have done wrong ask/explain which choices were/are available to them and which
is the right choice try to find out why the child is behaving this way provide strategies to help them in the future.
9. Learning/Behaviour agreements
There are times when children’s behaviour will continue to be unacceptabel despite classroom strategies. In this instance children should be referred to the EPB Team Leader, Jody Tranter, who will contact the child’s parents and set up a behaviour agreement for that child. The child will work with an adult to agree a weekly behaviour target, which will be recorded on an agreement sheet and monitored after every session, including playtime and lunchtime. If the child manages their behaviour successfully for the week they will receive a reward on Friday afternoon, organised by Emma Roselli or another member of the Inclusion Team.
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Section 3 - KS1 Teaching and Learning
1. Class operational File
This must be kept in the classroom where it is visible and accessible at all times.
2. Class Planning File
This must be kept in the classroom where it visible and accessible.
3. Individual files for children with statements
This must be kept in the classroom where it visible and accessible.
4. Curriculum Letters At the beginning of each term, a curriculum letter, written by the Phase Leader, must be sent home to parents (see 2011/2012 for dates). This must include:
an overview of the learning that will take place in Maths and English
an overview of coverage for other subjects PE days class assemblies other important dates.
5. PPA Class teachers receive an afternoon a week with their team to plan the following week’s learning experiences.
The teacher who covers the PPA time is responsible for planning, resourcing, marking and teaching. They also have a responsibility to report back to the class teacher at the end of the day. If this is a member of the support staff, the teacher is responsible for planning and resourcing the lesson.
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6. NQT cover
NQTs will have their release time covered by a member of the school staff. The NQT is responsible for planning, resourcing and explaining the learning to the person covering. The person covering is responsible for assessing, marking and feeding back to the NQT.
7. Planning
Teachers should plan exciting, creative and challenging learning experiences. The following plans are required each week:
English Plans – These plans will include five 30 minute daily whole class sessions focusing on phonics, word or sentence level work. These sessions will be planned to include: a clear learning objective for each session and Kagan Cooperative structures. On completion of the plan the teachers will use the planning checklist. Alongside these plans teachers will also plan for a daily workshop corresponding to the ability of each group.
Maths Plans - These plans will include five 30 minute daily whole class sessions focusing on counting forwards and backwards, mental maths strategies, developing mathematical vocabulary and other maths work. These sessions will be planned to include: a clear learning objective for each session and Kagan Cooperative structures. On completion of the plan the teachers will use the planning checklist. Alongside these plans teachers will also plan for a daily workshop corresponding to the ability of the group.
Learning Agreement – The Learning Agreement is a list of independent activities that the children have to complete during the week. There will always be one Maths and one English activity, which will be based on the previous week’s workshop, so that children have the opportunity to practise independently skills previously learnt. The Learning Agreement may also include a reading activity, a creative activity, a science activity, a New Technologies activity. A description of the activity will also be accompanied by a series of ‘success criteria’ so that parents and children can differentiate the task and be aware of next steps in learning.
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Reading - in Reception and the beginning of Year 1 children will read one to one with an adult during the reading session. There will be a plan for the activities or stories that the other children will be experiencing during this time. In Year 2 the teachers will complete a Guided Reading Plan.
Foundation Subject Provocations – these plans are a brief outline of provocations that will be set up during the week to stimulate the children’s learning and enquiry, they should be accompanied by possible learning objectives.
The following plans are required for each half term
PE – using the SSCO Progression of Skills and Schemes of Work. French / Mandarin. These will be given to the class teachers by
the language teachers.
Planning must be kept in the subject specific section of the planning file and accompanied by the completed Quality First Planning Checklist. Plans should be saved in the 2011/2012 Year Group Planning folder on the network. In addition to the plans and check list, PPA time is the opportunity to update the class blog with the Learning Agreement for the following week and any other relevant information.
Planning files will be monitored by the Phase Leaders and the Senior Leadership Team.
8. Quality First Planning Checklist
On the completion of each plan, teachers must complete the checklist FOR EVERY PLAN:
At least one learning outcome for every lesson Evidence of the use of Kagan structures Success criteria for every lesson Evidence of clear differentiation Evidence of assessment opportunities (questioning, solo work) Evidence of support for SEN children Role of adults clearly identified throughout the lesson
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9. Quality First Teaching Checklist
All children are able to say what they are learning All children know how to achieve the learning outcome(s) Kagan structures have a clear impact on the children’s learning Children are being extended and supported in their independent or
cooperative work Teachers and children assess the progress made during the lesson Teachers and children evaluate the lesson Adults intervene effectively throughout the lesson
10. Kagan Co-operative Learning
Rosendale uses Kagan Co-operative Learning as a method for learning. All staff will receive training in this. All Phase Leaders will have a copy of the Kagan Manual for reference.
The basics:
d. Teams
Children must sit in teams of 4 according to the guidance that Kagan gives on ‘Teams.’ In a class of 30, it may be necessary to have 6 teams of 4 and 2 teams of 3. With 29 children, the teams will be made up of 6 teams of 4 and 1 team of 5. There should be no teams of 2.
Teams must be changed every half term, and a record of who has been in which team kept in the class folder. There should be 6 separate sheets kept in this section over the course of the year
e. Classbuilding
Classbuilding is the process by which a roomful of individual with different backgrounds and experiences become a caring community of active learners.
Classbuilding activities must take place at least 1x a week for fun and as necessary for content.
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f. Teambuilding
Teambuilding is the process by which a group of 4 students with different backgrounds and experiences become a co-operative and caring team.
Teambuilding activities must take place at least 2x a week.
g. Management
The quiet signal must be used.Kagan Team Mats must be placed in position on the carpet ready for the children to use. Timer tools and selector tools must be used, these can be found on the server in the Kagan Training folder on the w drive.
11. Classroom Environment
Classrooms are learning spaces and must be kept tidy and free from clutter. They must be inviting and have quality pieces of work on the walls. They must have:
A laminated class timetable displayed on the classroom door Class operational file, planning file and individual SEN files easily
accessible Class behaviour log easily accessible House point collection sheets An inviting book area Easily accessible technology Kagan team mats easily accessible Whiteboards and stationery available in boxes for each Kagan team Children’s learning books easily accessible Clearly labelled resources Examples of children’s work on the walls A place for children to store PE kits and book bags inside the
classroom
The outside of class room doors must be kept clear from posters and signs.
Any children’s work displayed around the school must be of high quality.
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12. Presentation
In KS1 the children use 2 different exercise books.
Yellow book – EnglishBlue book – Maths
In Year 1 and 2, they also have an A5 ring binder in which they keep their Learning Agreements.
In Foundation Stage, the children have a purple ring binder for all their work and their observations.
Each child’s book must have a printed label with their name, class and the book name on it. Teachers can add a ‘1’,’2’,’3’ etc. to the label to show which version of the book it is.
Children must not draw or write on the front of the books or labels.
Presentation of work should be given high status in the classroom.
All pieces of work should have a clear learning outcome written in the format:
‘I am learning to. . . . . . ‘
They must be written in child friendly language and can be typed or written by the child. All work should be dated with the short date.
When children wish to correct work they should learn to put a single line through the work they wish to correct.
Felt tip pens must not be used in books.
13. Writing targets
Every child in the school has a writing target that describes what their next steps in writing are. Writing targets should be identified by the
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teacher in consultation with the child. Writing targets should be written on the writing target pro forma and stuck on the back inside cover of the English book.
At the end of a piece of writing, the children should be asked to decide whether or not they have met their writing target. If they feel they have met their target they place a tick or a neat smiley face in the box along with the short date.
Once the target as been achieved the teacher and the child decide on a new target and record it on the sheet.
14. Marking
During workshops, children’s work will be marked to record intervention that develops the learning during the session.
These interventions should be marked with a capital ‘I’ in a circle and written using child friendly language. Children’s work should show progress as a result.
Staff will also regularly evaluate the children’s work to assess their secure working levels and negotiate with the child what they need to do next in order to progress.
Children will also complete lots of work independently. They must show this work to an adult who will record that they have seen it. As the child progresses through KS1 they will be able to record this conversation themselves.
Children and adults will also record and assess independent work that is not recorded on paper. They will use a ‘tagging’ system that will be developed with Tom Barratt.
15. Intervention at the point of Learning
All adults will intervene in the children’s learning during the day. This will take the form of asking questions, correcting errors and misconceptions, extending children’s thinking or guiding children to different areas of learning. Interventions should be recorded where
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possible to show the effect of the intervention on the children’s learning.
16. Directing Other Adults. It is the teacher’s responsibility to direct other adults in the classroom. All adults should be involved in activities that have a direct impact on the learning, rather than on administrative tasks.
Adult roles must be completed in planning.
17. Class Blogs
The class blog is a way of communicating with children and parents. It must have the following pages:
Next week’s learning. This describes the learning that will take place in the coming week. This must be updated during PPA afternoon
Learning Agreement Document for the coming week Home learning. This will include activities and suggestions for visits
that parents might like to undertake with their children
Some children do not have permission to appear on the blog. This list is kept in the Class Operational File. Blogs must be updated weekly. Teachers must find opportunities for the children or the blog squad to update the blog with images and writing about the week’s learning.
18. Blog Squad The blog squad are a small group of ICT literate children from Y5 who are chosen by the Year 5 team to help the KS1 children learn how to update their own blog. It is the responsibility of the Year 5 Phase Leader to coordinate this with the KS1 teachers.
19. Home Learning
In KS1 we ask parents to read with their children every day. Teachers will also suggest other activities that parents can do with their children at home. These will usually be game or visit based and can be found on the blog.
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20. Educational Visits
Educational visits / school trips must be planned at least 2 weeks before the visit takes place and be documented in the bulletin book which can be found in the school office. Lin Head must be informed of changes to school lunch requirements at this point.
For every trip other than walking trips, a risk assessment form must be filled in and passed to Kate Taylor, Deputy Head teacher, 2 weeks before the trip takes place. A school trip must not take place unless Kate Taylor has seen and agreed to the Risk Assessment.
Children must return a signed permission slip before being taken on a trip. The teacher must take the contact details of the parents with them. Verbal permission will not be accepted.
The teacher may take their teaching assistant with them on a trip providing that they inform the Senior Midday Meals supervisor so that she can arrange cover for them.
Children who have behaviour difficulties should be accompanied by their LSA or Emma Roselli, Jody Tranter or Tracey Welch.
All other adult helpers should be parents or carers, not other school staff. These helpers must not be left unsupervised with a group of children.
In years 4 – 6, there must be 1 adult to every 10 children.In years R, 1, 2 and 3 there must be 1 adult to every 8 children.
Any parents or carers who volunteer to accompany a trip should be informed whether they are required, in advance of the triptaking place.
Accompanying adults should be given a copy of the risk assessments for the trip and must be informed they will be responsible for a group of children.
Adults accompanying trips must be informed that they are not to buy treats for the children in their care.
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School uniform must be worn by all children on all school trips.
Children are not allowed to bring money, electronic items, or fizzy drinks / sweets etc. on trips.
Tickets for free transport must be booked at least 2 weeks in advance using the Transport for London website. Teachers must not take children on trips without having booked travel first.
Login – Rosendale80SE21Password -Rosendale
21. Report Writing
Reports are written 3 times a year and must be proof read by the Senior Leadership Team before being sent out to parents. A copy must be kept in the child’s file in the school office.
22. Individual Education Plans
IEPs are written three times a year for children on the SEN register. IEPs must be shared with children and parents. A copy should be kept in the Class Operational file and a copy is kept by the SENCo. These files are working documents and should be regularly annotated to show children’s progress to targets or other incidental observations.
Individual Education Plans for children with statements must be kept in their individual file in the classroom.
23. Adult Learning Sessions
Adult learning sessions take place on Monday evening and start at 4pm prompt. These sessions are directed time for teaching staff. If, for any reason, teachers are unable to attend they must fill out a Special or Medical Leave Request form. The Head of School will decide whether the absence can go ahead and whether it will be paid / unpaid according to the school’s staff attendance policy. Teachers who miss an adult learning session must ensure that they meet with their Phase Leader in order to catch up with their learning. Part time staff must see the Head of School to agree their individual arrangements for adult learning sessions.
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24. Splitting the Class
There will be occasions when teachers will need to split their children amongst other classes in the Key Stage. On these occasions children will participate in the learning that is happening in the classroom they are sent to. Teachers must not split their class without checking with a member of the Senior Leadership Team. Class split lists are kept in the Class Operational File and in the office.
25. Attainment and Achievement
The teacher is responsible for the attainment and achievement of the children, which will be analysed each term at the pupil progress meetings. Each year, children are expected to make 3 sub levels or 6 APS (average point scores) in KS1 or 2 sub levels/3 APS in KS2.
At the beginning of the academic year, each class teacher will meet with the Phase Leader and the Head of School to discuss the attainment of children in their class, highlight any concerns and discuss strategies to support children.
The Phase Leader will then meet each month with the Head of School to discuss the progress of the children in their Phase. The Phase Leader will then ensure that every teacher in their Phase is supporting every child to make progress and is aware of any additional needs. Phase Leaders will organise for any CPD that teachers need such as planning support, lesson modelling or coaching.
26. Assessment
Teachers will continually reflect on learning as part of the ‘Plan, Teach, Assess’ cycle. Assessment will take place during and after the lesson on a daily basis (formative), children will also be assessed at three times during the year (summative) when their attainment levels will be recorded and analysed by the Senior Leadership Team, Phase Leader and class teacher.
Formative Assessment.
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There are several forms of formative assessment that teachers will regularly use. They will assess the children in all subjects.
Planning Annotation – teachers will annotate their plans daily to record progress during the lesson, any changes to the flow of learning and notes for future planning.
Writing targets – during each piece of writing children will be assessing their progress against their writing target and once that target is achieved will be deciding on a new target.
Intervention Marking – all staff will work with children to intervene in their work and help to correct misconceptions and move the children on. These interventions will also take place during the children’s independent work.
Levelling work – Teachers will regularly work with children to level their work and discuss what they need to do next in order to progress. This information will then inform the termly summative assessment.
Summative Assessment
There is an assessment week every term (see year planner for dates) when teachers award an assessment level to each child based on the work completed that term in maths reading and writing.
During these weeks children are assessed in reading, writing and maths. In KS1, teachers will read one to one with each child to assess their reading level, give them a writing task and level their writing across the year group, set a maths task and observe and assess the children’s level. In the summer term, the Maths Specialist teacher will work with the children in Year 1 to assess their level. In Year 2 in the spring and summer term the teachers will also use the KS1 SATs materials to inform their levelling.
All writing should be moderated across the year group to ensure consistency.
27. Data Attainment levels are recorded each term directly after assessment week (see year planner for deadline). Sally Casey will provide each Phase Leader with an Excel spreadsheet on which to record each class’ levels. When she has analysed this data she will provide the Phase Leader with the new spreadsheet, which will inform the termly Pupil Progress meeting with the Head of School.
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28. Supply teachers
When supply teachers are booked in advance to cover a class, the class operational file along with clear planning for the period of cover must be left for the supply teacher to follow.
29. Intervention Groups Children are selected to attend intervention groups by a member of the senior leadership team on a termly basis. It is the responsibility of the adult holding the intervention group to inform the child’s parents that they will be attending the group and of any changes to the frequency/timing of the group as the term progresses. It is the responsibility of the adult holding the intervention group to keep assessment records of the child’s progress and to keep the class teacher informed.
30. Dyslexia The school is able to screen children for dyslexia from Year 3 onwards. If any member of staff has concerns about a child, please see Sally Casey who will be able to advise and add their name to the waiting list.
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Section 4 - The Curriculum
1. Learning Agreement
What is it?
Learning Agreements are a way to facilitate children’s independent learning and to help them structure their learning journey during the week. They are activities with planned learning objectives and success criteria that enable children to apply independently, knowledge or skills that they have learnt the previous week in workshop sessions or will encourage them to explore other areas of the curriculum. In Reception, the activities are laid out on tables and labelled with the success criteria and learning objective. In Year 1 and 2, the children have a written Learning Agreement, which comprises three activities in Year 1 and five in Year 2 all with clear learning objectives and success criteria.Learning Agreement is also designed to support parents working with their children in the classroom.
Timing
Learning Agreement takes place every morning between 08.50 -09:30.
Coverage
Learning Agreement must always include a Maths and English activity based on the learning from the previous week’s workshop. The remaining activities will be selected to promote learning in other areas of the curriculum and should always include some element of New Technology.
During the session
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During Learning Agreement time, parents and carers are welcome to be in the classroom working with their children. Teachers and Teaching Assistants should facilitate this and also make sure that all children are supported either by working with a group themselves or by encouraging parents and carers to include other children in their work.
All adults in the classroom must be actively engaged with the children.
2. Maths
What is it?
In KS1, maths is taught as a distinct subject, as well as being used to support other areas of the curriculum, for example, data handling in Science, space and shape in Art, repeating patterns in RE, timelines in History.
How do children learn maths?
Children need to be given opportunities to practise skills, learn new skills, acquire knowledge, apply knowledge, solve problems, think logically and systematically and develop a confidence with and enjoyment of number.In KS1 children will work together as a whole class for 20 – 30 minutes according to the weekly timetable. During this session they will work in Kagan groups. Children will also receive a weekly workshop in small groups to acquire new learning. This learning will be embedded the following week during Learning Agreement. Children should be given opportunities to manipulate concrete apparatus to help them develop their numeracy, which will also help them build their numerical understanding. Children should be encouraged to recognise their approaches to maths and how they will develop in the future. For example, a child using their fingers to add up should be able to articulate that they are using their fingers to combine two sets but that soon they hope to learn to put one number in their head and count on. Children should learn a variety of methods in order to find the one that they find most efficient.
Coverage
The National Curriculum for Maths shows the learning outcomes that must be covered by each year group during the year. The National
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Numeracy strategy unit plans will be used as a starting point for planning. All the outcomes for a year group must be covered over the year.
Planning the sessions
Plans will include five 20 - 30 minute daily whole class sessions. These sessions will be planned to include:
Clear learning objectives for each session Resources that children will need How adults in the class will support the learning How the learning relates to and develops previous learning Kagan Cooperative structures.
On completion of the plan the teachers will use the planning checklist.
Workshop plans will include Clear learning objectives for each session Clear differentiation for each ability group. This might be three or
five clearly differentiated workshops Resources that children will need How adults in the class will support the learning How the learning relates to and develops previous learning Kagan Cooperative structures.
On completion of the plan the teachers will use the planning checklist.
During the sessions
During the whole class sessions, children should sit on the ‘carpet’ area in Kagan groups. During the workshop sessions, the teacher or teaching assistant will lead the workshop. It should be made clear to the other children that they must not disturb the adult leading the workshop. The other adult will be moving around the learning area, intervening at the point of learning.
3. English
What is it?
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In KS1, English is taught as a distinct subject, as well as being used to support other areas of the curriculum, for example, writing instructions in DT, writing non fiction books in Science, reading for research, writing letters in Geography.
How do children learn English?
Children need to be given opportunities to practise their reading and writing skills in context and for a purpose. They also need to be given the skills to do this by learning letter sounds and how to use them to blend and segment words, understanding sentence construction, building their vocabulary, having opportunities to develop their speaking and listening skills. In KS1 children will work together as a whole class for 20 – 30 minutes according to the weekly timetable. During this session they will work in Kagan groups. Children will also receive a weekly workshop in small groups to acquire new learning. This learning will be embedded the following week during Learning Agreement. Children will also be given a writing target in Years 1 and 2.
Coverage
English lessons must be planned using the National Curriculum for English. All the outcomes for a year group must be covered over the year.
Planning the sessions
Plans will include five 20 - 30 minute daily whole class sessions. These sessions will be planned to include:
Clear learning objectives for each session Resources that children will need How adults in the class will support the learning How the learning relates to and develops previous learning Kagan Cooperative structures.
On completion of the plan the teachers will use the planning checklist.
Workshop plans will include Clear learning objectives for each session Clear differentiation for each ability group. This might be three or
five clearly differentiated workshops Resources that children will need
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How adults in the class will support the learning How the learning relates to and develops previous learning Kagan Cooperative structures.
On completion of the plan the teachers will use the planning checklist.
During the sessions
During the whole class sessions, children should sit on the ‘carpet’ area in Kagan groups. During the workshop sessions, the teacher or teaching assistant will lead the workshop. It should be made clear to the other children that they must not disturb the adult leading the workshop. The other adult will be moving around the learning area, intervening at the point of learning.
4. Guided Reading
What is it?
Guided Reading is an opportunity for the teacher and other adults in the classroom to engage individually or with a small group of children in a reading activity. Children working without adults will be engaged in an independent reading activity. In Reception and Nursery, children will read individually with an adult each week. Guided Reading will be introduced in Year 1, initially with one to one reading and then introducing group reading as the children become increasingly independent readers.
Timing
Guided Reading takes place every day according to the weekly timetable. Once a week, a Guided Reading session will take place on the Library Bus.
Coverage
Guided Reading must be planned using the Guided Reading objectives which can found on the server and must be kept in the Guided Reading section of the planning folder. These are colour coded by reading focus.
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During the session
During Guided Reading there will be a group working with the teacher on a range of skills, decoding, reading aloud, predicting, talking about characters etc. – or reading one to one with an adult. The other children will take part in a range of activities planned by the teacher. These may include
Reading independently or looking at books Listening to a story read by an adult or on a story tape Playing a word game Blogging Word building activities
All adults in the classroom must be actively engaged in a reading activity with the children.
After the session
The teacher must record how each child performed against the objective on the planning sheet. These must be kept in the Guided Reading section of the Guided Reading folder
5. PE
What is it?
PE lessons are the opportunity for children to learn specific skills relating to specific games and sports but also to gain an understanding of:
The importance of keeping fit and healthy The effects of exercise on the body The importance of good sportsmanship and working as a team.
Timing
Children must have 2 hours of PE a week. These must take place as per the class timetable.
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Coverage
PE lessons should be planned according the SSCO scheme of work. PE planning should be kept in the PE section of the class planning file.
Planning the sessions
PE Planning must include;
The learning outcomes to be covered Reference to warm up and cool down activities Reference to the skills being practised Flow of learning Differentiation Assessment opportunities Kagan Structures to be used.
PE planning should be kept in the PE section of the class planning file.
During the sessions
PE sessions must include:
A warm up Sharing the learning outcome(s) Learning and practising skills Application of skills Evaluation of learning Teacher intervention in learning A cool down.
After the sessions
Teachers will annotate planning to record progress during the lesson, any changes to the flow of learning and notes for future planning.
6. Languages
A teacher or teaching assistant must accompany their children to their language lessons as per the class timetable.
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If a class is not able to attend a language session, please ensure the languages teachers are informed well in advance.
The language teachers will provide each class teacher with half termly plans for their class. These plans will be kept in the languages section of the class planning file.
7. Library Bus
Each class has a scheduled time to visit the Library Bus. During this time the class and teacher and teaching assistant should be involved in reading activities with the children on the bus. This may include whole class story telling, small group reading or individual reading.
Children are not able to borrow library books during these times. Books must be left on the bus when the children leave.
8. Music
Other than those year groups having music lessons with ‘Musitrax’, music will be taught as part of Project Based Learning in KS2 and Negotiated Learning in KS1. The Team Leader for Creative Development will provide curriculum and pedagogical support for teaching staff in order to help them do this.
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