High Expectations at St. Mary’s CE (VA) Primary School

November 2017

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This expectations document was developed and agreed in full by all staff. As changes to practice and expectations are made it is updated and shared with staff. This document is used to help maintain high standards, promote high expectations and aid the monitoring process including the monitoring of teaching and learning. Expectations – Values

Opportunities across the curriculum are to be identified and utilised to promote the core values of Responsibility, Forgiveness, Hope, Friendship, Trust and Respect

Opportunities across the curriculum are to be identified and utilised to promote the core British Values of democracy, rule of law, individual liberty, mutual respect and tolerance for those with different faiths and beliefs.

Expectations – Safeguarding If a Child Discloses Abuse

If you're in a situation where a child discloses abuse to you, there are a number of steps you can take.

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Expectations - Children’s Books Books to be labelled with a word processed sticker Work to be in chronological order in children’s books All work to be dated When children self-correct mistakes they will draw a single line through the mistake, not scribble it out (Generally children do not rub

out) Underlining to be done with a ruler Margins to be used in both English and mathematics books Use the correct pencil strokes, not scribbles, to colour Diagrams are not to be coloured, just labelled Line guides to be used to ensure neat handwriting and presentation when writing for display High standards of handwriting and presentation to be promoted and reinforced Date to be written on the left (short date to be used in maths books)

Expectations – PlanningMedium term planning:

KS1 and KS2 Medium term plans to be completed for English, Maths (Lancashire Maths Planning Tool) and topics Early Years medium term plans to be completed half termly

Short term planning: English (English lesson, phonics and guided reading) and Maths weekly plans to be completed on school formats Cross curricular links to be made evident e.g. English/history Plan for vulnerable groups and identify them on planning—Pupil Premium, SEND, More Able, Less able, EAL Differentiation should be evident Assessment for learning annotations should be clear on planning to inform future teaching and learning Adult deployment needs to be clearly identified and shared with appropriate staff (Support staff planning format)

 

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Expectations - Teaching

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Expectations - Phonics Phonics is taught for 20 minutes every day in Nursery, Reception, Year 1, Year 2 (Phonics intervention and SPaG)

(Additional KS2 Phonics Interventions 3 times / week along with 1 to 1 target support for New to English) Phonics activities are fun and multi-sensory There is a clear structure to the lesson - Revisit & Review, Teach, Practice, Apply Phonics is assessed half termly using the Letters & Sounds assessment CLLD Lead collects the phonics data half termly

 Expectations - SPaG

All staff use the correct grammar when speaking and writing All classes have a Zero Tolerance display which is referred to and added to regularly Correct terminology to be used by staff and children Children are encouraged to speak in full sentences Adults model speaking in full sentences to children

 

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Expectations – Identified Groups including Pupil Premium and SEND All staff to be aware of the children within identified groups and

those falling into multiple groups. A clear understanding of the strategies in place to overcome

identified barriers to learning Children within identified groups have access to quality first

teachingSEND:

Supporting Me to Learn Plans (SMTLP) Completed AT LEAST termly or when objectives have been

achieved Must be dated and have the SMTLP under the title Specify an actual review date (not ‘Summer term 2017’) Must completed even when parents are hard to reach – parents

failing to attend is not an excuse for not completing them Objectives must link to long term outcomes on MSPs,

assessments and advice from other agencies (EPS/LSS/CIAT) and next steps on current assessments.

Teaching Assistants Must have a copy/access to a copy of SMTLPs/MSPs for children

who they regularly work with Must have planning (and annotate it) – this will provide additional

evidence that SEND children are making progress.

Assessments All children must be working on an appropriate assessment

system that enables them to demonstrate progress (P-Scales/ WPS/NASSEA/St Mary’s Progression Steps/Year Group Expectations)

WPS and Nassea assessments should be dated to show progress.

SEND Files

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All children with SEND must have a file with their current SMTLP (if appropriate) or Behaviour Chart and current assessments (if these are separate to the whole class matrices)

EAL Books Children who are being assessed against NASSEA should have an individual scrapbook to demonstrate speaking and listening

evidence and valuing home language learning Teachers are to use their professional judgements about which assessment system best fits individual children in their class

Expectations - Display Have a clear content and purpose Engage the audience Ensure reflection of a broad and balanced curriculum Maintain appropriate balance between celebration and information Be used actively and not always be merely decorative Ensure that all children are represented during the year Lettering should be clear and neat Include interactivity through using questions and statements All work should be named Include key vocabulary relating to the topic

Working walls: Be current and relevant Provide clear models to support / scaffold learning Teacher to model use within teaching

Don’t forget to check grammar, spelling and punctuationExpectations - Classroom Learning Environment

Sink areas to be clear at the end of the school day so they can be cleaned Paint pots, glue pots etc. to be cleaned and tidied away everyday Pens, pencils, scraps of paper etc. to be picked up from the floor and tidied away by the end of every day – children also have a

responsibility to care for their learning environment so train them and expect them to do this!

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Clear window sills, so that blinds can be easily closed Organise cleaning of shelving, resource areas on a regular basis, teacher’s desks Large shelving/cupboards should be tidy and organised with easy access to resources Resources in classrooms will be fit for purpose and in line with current teaching practices. If it is old, damaged, out of date etc.

PLEASE THROW IT AWAY! Book areas to be tidy and organised daily by the children AVOID CLUTTER!

 DOES EVERYTHING HAVE A PLACE?

 Expectations - Continuous Provision and Independent Learning  EYFS – Literacy, Mathematics, Small World, Large Construction, Small Construction, Phonics, Wet Sand, Water, Workshop, Modelling, Easel, House Corner, Outdoor with Water, Construction/Den, Music and Roleplay. Literacy, Mathematics and Physical Development ‘Zones’. 

YEAR 1 – English, Mathematics, Reading, Small World/Construction, Dough, Workshop, Outdoor (further developed with the new EYFS build) and Sand/Water areas to cater for specific skills, when appropriate.

YEAR 2 – English, Mathematics, Reading/Small World, Workshop and Topic Year 3 – 6 – English, Mathematics, Reading, Workshop and Topic

Colour Coding up to Y2 (the independent learning areas in KS2 reflect the ages of the children in each class) Maths – blue/baskets, Literacy – yellow/baskets, Workshop – red and Dough/Topic – clear containers/baskets Reading – clear containers/baskets

It is important that whichever type of container is chosen, the type of container is consistent and matching to support children with tidying away and keeping the provision looking inviting and high quality. Organisation 

Areas are fully resourced, regularly re-stocked and kept tidy Containers and shelving are clearly labelled and photographs/images used where appropriate The provision is being used as part of regular classroom routine to support independent learning Continuous Provision resources are ALWAYS available and should remain constant throughout the year Enhancements and new resources added to support specific skills, but taken away again, leaving the Continuous Provision 

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Expectations - Shared Resources All staff are responsible for keeping resources tidy e.g. stationery cupboard and drawers All staff in school are responsible for ensuring resources are fit for purpose - damaged/not fit for purpose equipment should be

discarded and when appropriate new requested All staff in school are responsible for returning shared resources to where they belong so colleagues can also use them The resource purchase order forms should be completed and signed by the Deputy Headteacher Inform the office if you notice we are running out of a resource Reading books (home and guided) should be repaired by staff immediately

 Expectations - Teaching Assistants

Be available and ready to work between 8.30 am and 3.20 pm Be prompt and punctual at returning class following breaks Talk to children and parents with respect Be familiar with appropriate year group expectations Planning to be shared with Support Staff on a daily basis Allow time for support staff to feedback to the class teacher Support staff to be deployed flexible to support and scaffold learning Planned time for preparation of resources (Photocopying, displays etc)

and carryout routine tasks (Register, Dinners etc) Planned time for TA to prepare interventions and guided reading tasks

etc Support staff to have a timetable to identify when they are completing

key tasks Support staff to encourage and allow time for children to be

independent using the shared model

 

Expectations – Teachers

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Be available at 8.30 to plan with Teaching Assistants Be prompt and punctual at returning class following breaks Talk to children and parents with respect Create and maintain a safe environment Prioritise the needs of the children Provide effective marking and feedback Complete planning including providing effective direction for TAs Be a professional role model including expected language and vocabulary Respect the communities and backgrounds of our children and families

Expectations- Early Years

Enabling Environments A unique child Positive relationships Learning and Development

*Each of the seven areas of learning and development are implemented through planned, purposeful play and a mixture of Adult lead and child-initiated activity.

*Teachers make learning and enjoyable experience.

*Teachers make learning real and relevant linked to the children’s interests wherever possible.

*Planning is linked to the children’s interests (Organic Planning).

*Children all have individualised targets that are linked to their next steps.

*All children have a key worker who liaises with parents and assess the children on a day to day basis.

*Practitioners know that children learn best when they have positive relationships, these are enhanced through the development of social skills and behaviour management strategies.

*Children learn by leading their own play and by taking part in play which is guided by adults.

*Learning takes place both inside the early year’s unit and in the outdoor area.

*Learning is enjoyable and challenging.

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*Teachers support and encourage children to take risks.

*Teachers enhance classrooms and provision area to provide children with the resources they need to achieve their next step.

* Partnership work with other settings with a focus on transition and moderation.

*Teachers encourage children to be resilient, capable and independent learners.

*Teachers ensure that parents are aware of the children’s targets and how they can help their child at home through conversations, letters and text.

*Parents are invited to join phonics sessions weekly.

*Parents are invited to stay for the first 15 minutes of every session and practitioners are available to talk to parents.

*Parents contribute to children’s Learning Journeys (Wow cards, comment slips, work from home).

*Learning in the reception year gradually becomes more formal over the year in order to prepare children for the transition into year 1.

*Prime and specific areas are taught to a high standard.

*Practitioners reflect on the different ways that children learn and reflect these in their practice. Three characteristics of playing and exploring, active learning, creating and thinking critically.

Expectations - Subject leadership Have enthusiasm for and promote the subject area Ensure Leadership Action Plan in place with clear objectives and focus, with links to the School Improvement Plan (SIP) Long term and medium term planning – monitoring curriculum coverage for each year group against 2-yearly curriculum coverage

plan Monitoring of teaching (drop-ins), work scrutiny (whole school progression), classroom environments, resources and displays Monitoring the progress of and differentiation for different groups of children, including SEND Assessment PAT in place - monitor and analyse skills progression – set challenges and high expectations for teachers alongside

effective support Leading and organising moderation of assessment judgements – whole school and between year groups Time to support colleagues through discussions, collaborative planning, team teaching and modelling of high quality teaching Being aware of the links between the subject and the areas of learning in the Early Years Foundation Stage and what that looks like

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in practice (e.g. Science links to Communication and Language, Physical Development and Understanding of the World) Auditing whole school resources Supporting colleagues with the identification of any children who are Gifted and Talented and how to ensure their needs are met and

skills and talents are encouraged Leading and planning for any relevant CPD for individuals, groups or whole school (linked to SIP or a result of monitoring and

analysis) Encouraging and supporting first hand visits and visitors linked to the subject area Where leaders have a responsibility for a non-subject based area (Mara/School Council) there is an expectation that an

action plan is in place and that the leader promotes and creates opportunities for these areas to be high priority through a range of imaginative ways; themed days/weeks, visitors in school, cross-curricular links and inter-school links.

High Expectations in English

High quality texts being used in class that challenge the children – pick books that they would not choose themselves. In teaching, staff use the correct grammatical terms, appropriate for the year group, when discussing reading and writing. High level vocabulary and grammar is used orally and in modelled writing. Reading texts in class – a variety of texts Spelling focus being a daily part of lessons – whether that be a discrete lesson or as part of the writing section. High quality writing in books, on displays; that is well presented, written, and with no incorrect appropriate spellings. Cross curricular writing happening. Resilience being developed through drafting and redrafting Outdoors being used – links to other subjects Speaking and Listening being part of lessons through drama and role play. Guided reading taking place daily with meaningful or appropriate Non Fiction texts. Author/Writer visits in school

Expectations in Mathematics

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The national curriculum for mathematics aims to ensure that all pupils: become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems

over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument,

justification or proof using mathematical language can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication,

including breaking down problems into a series of simpler steps and persevering in seeking solutions.

These aims are central to our teaching of mathematics.

Through careful planning and preparation, we ensure that throughout the school the children are given opportunities for: regular use of practical resources to ensure concrete understanding and exploration of mathematical skills and concepts. the development of fluency in written and mental calculation. the application of mathematical skills to mathematical problems and reasoning. practical activities and mathematical games. individual, group and whole class discussions and activities regular open tasks to develop reasoning skills and deepen understanding

Teachers planning is based upon the Lancashire Planning Tool and where appropriate enhanced with additional material (e.g. Teaching of Mastery Oxford University Press). Progression and support with next steps is exemplified within the document Learning and Progression Steps for Mathematics Year 1 to Year 6. Where possible the starting point for new learning is through the exploration of new concepts with practical resources.

Through our creative curriculum approach we also seek to explore and utilise further opportunities to use and apply mathematics across all subject areas.

To develop fluency in written and mental calculations: regular time is given to the practice of written calculation methods mental calculations methods are tested on a weekly basis times tables are tested through regular times checks

Additional to quality first teaching learning is supported within the classroom with: freely available practical resources a current working wall providing key vocabulary and appropriate learning prompts

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flexible deployment of support staff

RE High expectations

RE is a genuine high priority – after Maths and English it is seen as a core subject by staff and children and this is reflected in time/effort given to the subject.

Given high profile – in school as a whole and within each class. World Faith Week first week in Spring 1 raises profile of RE across school.

Given quality time – at least the minimum recommendation of 5% of timetable but nearing 10% (for Church schools) – approximately 6-8 hours per half term.

Staff to enjoy teaching and value it Staff feel confident in planning/teaching/assessing – so needs to build on quality time being given to staff training (ongoing) RE should be creative and exciting – teachers plan exciting experiences that are personalised to our school’s curriculum and our

children (more than just ‘off the shelf’ or ‘ready made’ units/lesson plans like twinkl). Thoughtful planning should go into the experiences we offer the children with their next steps/intended outcomes in mind before planning. RE should give children a wide range of experiences – first hand, practical, imaginative, creative, reflective, spiritual. RE not always used as an opportunity to apply reading/writing skills – RE in its own right (engine not vehicle!)

Should include opportunities to develop a range of skills – e.g. questioning, enquiry, reflection, speaking, listening, empathy, evaluation, interpretation,

Children should enjoy learning in RE and find RE fun because RE is creative and personalised to our school’s curriculum and our children’s skills/next steps

Well resourced – continue to invest in resources that are needed (especially if new resources are needed to deliver the new curriculum)

Challenging and have high expectations of all - no assumptions that lower ability in other areas means lower ability in RE. So RE should be planned to allow all children regardless of SEN, language or reading/writing ability to succeed and we need to be creative in the way we plan opportunities and gather evidence.

First hand experiences – e.g. every class to visit the Cathedral and take part in a workshop at least once a year. Children should be able to talk confidently about their learning in RE – skills not content! So teachers should model within lessons

talking about RE skills as part of the learning process and give opportunities for children to talk about their learning in this way. Outcomes/judgements should be accurately assessed based on strong evidence base. Class scrap books should be kept up to date, with a range of evidence of ‘non written pieces of work’ – eg regularly capturing oral

comments (not just same children!) and photographs of drama, art work, discussion activities etc which display evidence of RE skills

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Planning/assessment grids up to date/annotated as appropriate. Children make good progress in each class, phase of school and end of key stage. RE should make regular meaningful links to other areas – eg worship, Mara, class Topics, core values, everyday experiences, British

values. It should allow children to reflect on their lives personally (their identify and belonging) and on their lives within communities/different

relationships (respect and tolerance) - emotional and social wellbeing and understanding.

High Expectations in Humanities

All classes take part in a theme week that focuses on fieldwork and physical geography. There is an expectation that all classes undertake at least 1 outing to observe, question and enquire in their local environment. Geography should be fun and challenging allowing children to view their environment and the world around them with deeper

understanding. ICT is used within geography and to enhance and widen geographical understanding. Geography should be linked to other curriculum areas where possible and not taught in isolation allowing opportunities to apply skills

High Expectations in History 

History should be enquiry based allowing children to enquire, question show curiosity and think critically. Enquiry skills are developed through focused tasks with clear outcomes There should be an opportunity for children to experience theme days/ artefact handling/ educational visit to enhance their learning

and bring history to life. Awareness of chronological order and placing history in time and in relation to themselves should be encouraged. History should be linked to other curriculum areas where possible and not taught in isolation allowing opportunities to apply skills

High Expectations in Science

skills are explicitly taught alongside the scientific knowledge science should (where possible) be taught as part of a topic and not in isolation

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in each year group there is a heavier focus on experimental science and testing rather than just factual content children will carry out at least one investigation/experiment for each area of scientific knowledge children will record investigations they have carried out with additional support (if required) for children with SEND, NtE or EAL their scientific knowledge and understanding is assessed and not their English skills work displayed on the science board should be updated at least once a term and it is the responsibility of class teachers to do this prior to starting to teach an area of scientific knowledge, the children are encouraged to pose questions based on what they want to

discover

High Expectations in PE All lessons have clear objectives and use the STEP (S- Space, T-Task, E- Equipment, P- People) principle is used to add challenge/

allow for differentiation. PE lessons should cover the whole child- Active Me, Thinking Me, Healthy Me and Social Me Children access to a broad PE Curriculum throughout the year including: Dance, Gymnastics, Athletics and Games. All classes take part in a competitive Sports Day Children are encouraged to take part in extracurricular PE including clubs and competition both inter and intra.

High Expectations in The Arts Characteristics of Effective Learning underpin all teaching and children need to be given opportunities to develop these in our teaching.Playing and exploring Active learning Creating and thinking critically Finding out and exploring Playing with what they know Being willing to ‘have a go’Being involved and concentrating Keeping trying Enjoying achieving what they set out to do Having their own ideas Making links Choosing ways to do things

Music Planning to be taken from the Charanga scheme of work Each class will showcase their learning in a yearly music assembly =1 music assembly every half term. Use the Charanga website for cross curricular planning

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Art & Design 1 quality DT project per year. Evidence to be displayed throughout school Ensure pre-learning task shows children’s interests Each class to focus on an artist - teachers and try to link with topics and there is flexibility depending on children’s needs, interests,

topics)

Early years - Andy Goldsworthy Year 1 - Van Gough Year 2 – Arcimboldo/Kandinsky Year 3 - Jackson Pollock Year 4 - Picasso/Miro/Dali Year 5 – Henri Rousseau/Rothico Year 6- children to choose their own artist to explore

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