V1 July 2021 CH Staff Handbook 2021-22 Fielding Primary School Wyndham Road, Ealing, London W13 9TE 020 8567 9524 Guidance on expectations, requirements and arrangements for staff working in our school This staff handbook should be read alongside the Early Years handbook by those who are working in Nursery and Reception -1-
Introduction This handbook is intended to be helpful to those who are new to the school and learning our systems and approaches as well as, for those of us that like to revise in our minds from time to time, a list of what we should be doing. We hope you find it helpful. We start this school year in a unique position, one that is very much different to where we were this time last year. We look forward to the ‘Fielding family’ being back together in person again. We know there is still some uncertainty, and that we are still in the middle of a pandemic. We need to continue to be vigilant around, distancing, hand washing and ventilation. If we follow simple rules and routines, we can continue to be infection free. As we know children thrive on system and routine. When clarifying the school’s expectations in a staff handbook, the tone can sound inflexible. It is very important in a school for all those who work in it to be aware of their roles and responsibilities because they have evolved over time and have become part of the ‘way we do things’ and are expected behaviours/ choices specifically to Fielding, but incorporating Ealing and also national expectations. The clarity is there so that the way in which we work is fair and equitable for all. The highest professional standards are expected of all staff at all times. We have a shared aspiration for excellence in everything that we do, to give our children the very best start in life that we possibly can. We also have a shared commitment to work efficiently, effectively and in a supportive manner. Within these high expectations, care for the well-being of staff is high. Open, honest communication on any issue is often met with a flexible, supportive approach. Over time, our systems, expectations and procedures will evolve. However, the safety, well-being and success of children under-pins all of our work. This handbook should be used in conjunction with our weekly Looking Ahead document. If there are any areas that you feel are not included, please let us know. Peter Dunmall & Clare Haines, September 2021 -2-
Contents Introduction ...........................................................................................................2 Contents ...............................................................................................................3 Section 1 – Strategic direction, vision and ethos ..................................................9 Our Vision ................................................................................................................... 9 Ethos – Major Influences............................................................................................. 9 Carol Dweck: ‘buckets vs balloons’ & the growth mindset ....................................... 9 John Hattie: Visible Learning ................................................................................... 9 Neil Hawkes: Values-based education philosophy .................................................. 9 Daniel Siegel: Mindsight & Hawn Foundation: MindUp.......................................... 10 Staff Wellbeing....................................................................................................10 Fish! Philosophy, Steven Lundin & John Christensen ........................................... 10 Staff Briefing.............................................................................................................. 10 Values-based Philosophy.......................................................................................... 11 Living our Values ................................................................................................... 11 Are you on the Values bus? ...................................................................................... 12 Emotional health .................................................................................................... 13 Social committee ................................................................................................... 13 Work-place options ................................................................................................ 13 Car Parking this section will be updated once we know more about the building works. Parking is likely to be even more limited. ................................................... 13 Home-school agreement ........................................................................................... 16 Section 2 - What’s new for 2021/22 ....................................................................17 People ................................................................................................................... 17 New Caterer, ISS................................................................................................... 17 Premises................................................................................................................ 17 COVID-19 ...........................................................................................................18 COVID-19 Behaviour principles ................................................................................ 18 Principles for pupils................................................................................................ 18 Principles for staff .................................................................................................. 18 Microsoft Teams .................................................................................................20 Accessing Teams .................................................................................................. 20 What is Teams?..................................................................................................... 20 What is a team?..................................................................................................... 21 What is a channel? ................................................................................................ 21 Training.................................................................................................................. 21 Where are my files?............................................................................................... 22 How do I collaborate on a document? ................................................................... 22 Section 3 - Priorities............................................................................................24 National priorities ...................................................................................................... 24 Operational improvement priorities ........................................................................... 24 Section 4 – Teaching, Learning & Assessment ..................................................30 The Fielding Blueprint............................................................................................ 30 Visible Learning......................................................................................................... 31 Know thy impact .................................................................................................... 31 Mind Frames.......................................................................................................... 31 Impact Cycles ........................................................................................................ 32 Agreed shared vocabulary: .................................................................................... 32 Lesson Planning........................................................................................................ 32 Values-based education (how we teach values) ....................................................... 33 How we teach our Values ...................................................................................... 33 Our Curriculum ‘Fielding Learning Challenge’........................................................... 35 -3-
Intent ......................................................................................................................... 35 Golden Threads of learning....................................................................................... 35 Implementation.......................................................................................................... 37 Sequence of FLCC Learning ................................................................................. 38 Impact ....................................................................................................................... 40 English ...................................................................................................................... 41 The importance of early reading, our approach to teaching Phonics ........................ 41 Reading for Pleasure................................................................................................. 42 Recommended Reading lists .................................................................................... 43 Book Corners ............................................................................................................ 43 Vocabulary ................................................................................................................ 43 Guided Reading ........................................................................................................ 44 Expectations .......................................................................................................... 44 Year 2 Guided Reading sessions follow the structure set out below: .................... 44 Assessment in Reading ....................................................................................... 46 Writing ....................................................................................................................... 47 English Working walls ............................................................................................... 47 Spelling ..................................................................................................................... 48 Teaching Handwriting................................................................................................ 48 Mathematics.............................................................................................................. 49 Science ..................................................................................................................... 51 How we teach Science .......................................................................................... 51 Intent...................................................................................................................... 52 Implementation ...................................................................................................... 52 Impact.................................................................................................................... 53 Specialist Teaching & Music tuition ........................................................................... 54 Gardening and Cooking ............................................................................................ 54 Assessment............................................................................................................... 55 Our principles ........................................................................................................ 55 Procedures ............................................................................................................ 55 Assessment Cycle1 ............................................................................................... 56 Marking & Feedback ................................................................................................. 57 Home Learning.......................................................................................................... 59 Effective Use of Teaching Assistants ........................................................................ 59 Purposeful Learning .................................................................................................. 59 Working with Parents ................................................................................................ 60 Parent Consultation Meetings................................................................................ 60 Will be remote in the first term, guidance on setting this up can be found here ..... 60 Meeting Structure .................................................................................................. 60 Section 5 – Pupil expectations, staff appraisal and professional development ...61 Quality of teaching ................................................................................................. 61 Evaluation ‘curiosity, dialogue and support’ .............................................................. 62 Why we evaluate: .................................................................................................. 62 What do coaching, mentoring & structured conversation include? ........................ 64 Starting points........................................................................................................ 64 Groups................................................................................................................... 64 Teachers’ Standards.............................................................................................. 64 Example: Feedback and marking .......................................................................... 64 Professional judgement ......................................................................................... 65 Timings .................................................................................................................. 65 Feedback............................................................................................................... 65 Personal Performance Summary (PPS) & Teacher Standards and Appraisal....... 65 -4-
Appraisal and capability......................................................................................... 66 Support Staff appraisal .......................................................................................... 66 Admin and premises staff appraisal....................................................................... 66 Professional Learning Communities (PLCs) .......................................................... 66 Continuous Professional Development (CPD) ....................................................... 67 Section 6 – Pupils: behaviour, safeguarding & additional needs ........................68 Equality and Positive High Expectations ................................................................... 68 Aims and expectations for behaviour ........................................................................ 68 Fundamental principles ............................................................................................. 68 Managing Behaviour ................................................................................................. 70 Honesty................................................................................................................. 70 Equality ................................................................................................................. 70 Anti-bullying Procedures ........................................................................................... 73 Safeguarding Children............................................................................................... 74 Training.................................................................................................................. 74 Child Protection......................................................................................................... 74 Safer Working Practice for Adults who work with children ..................................... 75 Looked After and Previously Looked After Children .............................................. 75 Special Educational Needs ....................................................................................... 75 Disadvantaged Pupils (Pupil Premium) ..................................................................... 76 Pupil Premium passports....................................................................................... 76 Mentoring............................................................................................................... 76 Your role: ............................................................................................................... 77 Getting started ....................................................................................................... 77 Basic check-in every meeting: ............................................................................... 77 Other things to consider......................................................................................... 78 Attendance & Children Missing Education ................................................................ 78 Decision making flowcharts for Children Missing Education ..................................... 78 Section 7 - Roles & Responsibilities ...................................................................80 Overview ................................................................................................................... 80 Governing Body ........................................................................................................ 83 Teachers ................................................................................................................... 83 Childcare staff ........................................................................................................... 84 Nursery childcare & education staff........................................................................... 85 Front of House Dining Supervisors ........................................................................... 85 Admin & Premises Team........................................................................................... 85 Teaching assistants & learning support ..............................................................86 Learning support (HLTAs, TAs, PWs, EYPs):........................................................ 86 Children with EHCPs (EHCPs pending) update .................................................... 86 Other Roles ............................................................................................................... 87 In-school mentors .................................................................................................. 87 Trainee teachers update........................................................................................ 87 The Role of Assistant Head – what to expect in your phase. .................................... 88 Promoting School/Year group culture .................................................................... 88 Communication...................................................................................................... 88 Moderation............................................................................................................. 88 PPS/Appraisal Meetings ........................................................................................ 88 ECT Meetings........................................................................................................ 88 Vulnerable Child Document & Meeting .................................................................. 88 RAMS Meetings..................................................................................................... 89 ECT & Mentors, what to expect................................................................................. 89 Section 8 – Routines & Organisation ..................................................................92 -5-
School Day................................................................................................................ 92 Term Dates ............................................................................................................... 92 Phases & Year Groups.............................................................................................. 93 Classes 2021-22.................................................................................................... 93 Fielding Constellations .............................................................................................. 94 Morning Registration - Soft Start ............................................................................... 94 After-school collection ............................................................................................... 94 Breaks ....................................................................................................................... 95 Playground............................................................................................................ 95 Morning Break Arrangements ................................................................................... 96 Wet break-times..................................................................................................... 96 Lunchtime Play Arrangements .................................................................................. 97 Wet lunchtimes ...................................................................................................... 98 Lunchtime supervisors ............................................................................................ 100 Toilet breaks during lessons.................................................................................... 101 Assemblies.............................................................................................................. 101 Main Values Assembly ........................................................................................ 102 Phase Assembly .................................................................................................. 102 Achievement assembly........................................................................................ 102 Sharing Assembly................................................................................................ 102 Singing Assembly, ............................................................................................... 102 Class assembly.................................................................................................... 102 Lunchtimes.............................................................................................................. 103 Key principles ...................................................................................................... 103 Lunchtime rules for pupils: ................................................................................... 103 Role of dining room supervisors: ......................................................................... 103 Role of staff: ....................................................................................................... 103 Logistics:.............................................................................................................. 103 Food Service: ...................................................................................................... 104 Reception, Year 1 and Year 2 ............................................................................. 104 Family style dining ............................................................................................... 104 Years 3, 4 , 5 and 6 ............................................................................................. 104 Dietary/medical needs............................................................................................. 104 First aid box/bag monitor ..................................................................................... 104 Allergies/dietary requirements ............................................................................. 105 Adult Meals.......................................................................................................... 105 Clubs/pupil helpers .............................................................................................. 105 Dining Room Supervision .................................................................................... 105 Afternoon Registration & Reflection ........................................................................ 106 End of Day .............................................................................................................. 106 Late Collection..................................................................................................... 106 After-School Club and Specialist Clubs................................................................... 106 Master Timetables................................................................................................... 106 Section 9 – Staff expectations and personnel procedures ................................107 Code of Conduct ..................................................................................................... 107 Induction.................................................................................................................. 107 Personal Presence .................................................................................................. 107 Decision Making & Consultation.............................................................................. 107 Autonomous decisions......................................................................................... 108 Confidentiality.......................................................................................................... 108 Social Networking ................................................................................................ 108 Sharing Information about Children......................................................................... 108 Dress Code ............................................................................................................. 108 -6-
Smart & Modest ................................................................................................... 108 School Trips......................................................................................................... 109 PE Teaching ........................................................................................................ 109 Fielding Forest ..................................................................................................... 109 Identity Fobs ........................................................................................................ 109 Staff Attendance...................................................................................................... 109 Holidays............................................................................................................... 109 Medical Appointments ......................................................................................... 109 Dependents ......................................................................................................... 109 Staff Illness .......................................................................................................... 110 Doctors’ Notes ..................................................................................................... 110 Religious observance .......................................................................................... 110 Prayer & Reflection.............................................................................................. 110 Bereavement ....................................................................................................... 110 Personal Details ...................................................................................................... 111 Staff taking medication / other substances.............................................................. 111 Sickness Absence Cover ........................................................................................ 111 How cover is planned flowchart ........................................................................... 111 Supply teachers/Cover Supervisors ........................................................................ 112 Preparation and planning..................................................................................... 112 Expectations ........................................................................................................ 112 Working in partnership with your cover supervisor .............................................. 112 How to get the best outcomes from your cover ................................................... 112 Resignation ............................................................................................................. 113 Planning, Preparation & Assessment (PPA) Time .................................................. 113 Residential/overnight trips ....................................................................................... 113 Directed Time & Meetings ....................................................................................... 113 Meeting Schedule: ............................................................................................... 114 Acceptable use of the school’s IT systems and internet: agreement for staff,......... 115 Shared Spaces & Resources .................................................................................. 116 Staffroom, PPA room & ECT Professional Learning pod..................................... 116 Shared Areas....................................................................................................... 116 Classrooms.......................................................................................................... 116 Mobile Phones ........................................................................................................ 116 Lockers & Valuables................................................................................................ 116 Communication ....................................................................................................... 116 Email.................................................................................................................... 117 Teams.................................................................................................................. 117 Visitors .................................................................................................................... 117 Deadlines ................................................................................................................ 117 Workload Management ........................................................................................... 117 Raising a concern ................................................................................................... 118 Whistle-blowing ....................................................................................................... 118 Section 10 – Financial Procedures ...................................................................119 External fees ........................................................................................................... 119 Staff Expenses ........................................................................................................ 119 Ordering from your budget ...................................................................................... 119 Section 11 - Health & Safety.............................................................................120 Classroom and shared areas .................................................................................. 120 Trip hazards......................................................................................................... 120 Storage ................................................................................................................ 120 Broken & damaged items .................................................................................... 120 Safety & Security ................................................................................................. 120 -7-
Classroom Practice.............................................................................................. 120 Adult Well-being................................................................................................... 121 Unsupervised children ......................................................................................... 121 Jewellery & Uniform ................................................................................................ 121 Children moving around school............................................................................... 121 Classes and other large groups:.......................................................................... 121 Individuals – e.g. messages, welfare, jobs .......................................................... 121 Evacuation & In-vacuation....................................................................................... 122 Fire & Evacuation ................................................................................................ 122 In-vacuation ......................................................................................................... 122 Educational Visits and visitors................................................................................. 122 Accidents................................................................................................................. 123 Pupil Medicines and First Aid .................................................................................. 123 First Aiders/Welfare officer Role.............................................................................. 124 Head Injury Guidance.............................................................................................. 124 Minor Head Injuries (bumped head) .................................................................... 125 Serious Head Injury ............................................................................................. 125 Head injuries that occur during PE & Sports........................................................ 126 Graduated return to sports & PE after concussion............................................... 126 Suspected COVID-19, Isolation guidance ............................................................... 126 Working at Height & Lifting...................................................................................... 127 Staff Medical Conditions.......................................................................................... 127 Pregnancy ........................................................................................................... 127 Personal Safety & Vulnerability ............................................................................... 127 Lone Working .......................................................................................................... 128 Section 12 – Other useful information...............................................................129 Types of on-line publishing and use in school......................................................... 129 Communicating with parents ............................................................................... 129 Standing web-pages ............................................................................................ 129 Latest news pages............................................................................................... 129 Year Group Noticeboards .................................................................................... 129 Twitter, Facebook, Instagram and YouTube........................................................ 129 House style.......................................................................................................... 129 School Wi-fi ............................................................................................................. 130 Lost Property........................................................................................................... 130 Pupil’s Mobile Phones ............................................................................................. 130 Volunteers in school check and update................................................................... 130 Our Volunteers include: ....................................................................................... 130 Volunteering Opportunities .................................................................................. 131 Becoming a Volunteer ......................................................................................... 131 When Things Go Wrong.......................................................................................... 131 Index .................................................................................................................132 -8-
Section 1 – Strategic direction, vision and ethos Our Vision Our school is a fantastic place to learn, achieve and thrive. With excellent teaching and an engaging curriculum, we are committed to help every child excel and reach their potential academically. While our Values-based education philosophy helps Fielding's pupils develop a moral and ethical compass for life enabling them to grow up to be the best person that they can possibly be. Ethos – Major Influences ‘El Efecto Mariposa’ small things, big impact! Our understanding of learning is based on the work of international research giants: Carol Dweck: ‘buckets vs balloons’ & the growth mindset Learning is learnable, and ability is something that can always expand. Dweck teaches us to focus on the expandability of children’s minds rather than their fixedness. The realisation that what we do affects how children think and learn, as well as what they know, is the springboard that makes the idea of building learning power credible. If you believe that ‘intelligence’ is fixed – that is people are born with a fixed size ‘bucket’ of ability which is incapable of expansion – whether you are conscious of it or not, that belief undermines your resilience in the face of difficulty or frustration i.e. ‘If I haven’t got what it takes, I’d be a mug to put in the effort’. Conversely, if people believe that they can ‘get smarter’, they are more likely to see difficulty as an opportunity to do just that. John Hattie: Visible Learning Hattie identifies the key attributes that have a marked and meaningful effect on student learning from a detailed examination of over 500,000 world-wide studies of the effects of ‘teaching’ on student achievement. The biggest effects on learning occur when teachers become learners of their own teaching, and when pupils become their own teachers. Helping pupils become more independent, more reflective, and better able to plan and evaluate their own learning, turns out to be a better way of boosting their attainment than drilling them in subject- matter. First we strengthen children’s sense of themselves as learners, helping them learn how to learn, and then to assist in the mastering knowledge and skill. Neil Hawkes: Values-based education philosophy A ‘Quiet Revolution’ initiated at West Kidlington Primary School has spawned across the globe. A Values-based education endorses the methods that nurture universal positive values, such as respect, honesty, compassion, trust and integrity. Research -9-
evidence, from Australia, clearly shows that Values-based education promotes high academic standards, whilst nurturing the individual qualities of both adults and students. Read more: • Values-based education website: http://www.values-education.com/ Daniel Siegel: Mindsight & Hawn Foundation: MindUp Siegel coined the term ‘mindsight’ meaning two things: understanding our own mind as well as understanding the mind of another. The Hawn Foundation is a charitable organisation that promotes and teaches children to become ‘mindful’ through the MindUp taught programme. Find out more: • ‘Mindsight’, Daniel J. Siegel • ‘The Whole-Brain Child’, Daniel J. Siegel & Tina Payne Bryson • MindUp Staff Wellbeing At Fielding each adult is a role model for our Values-based ethos. It is important that we have positive regard for one another. We recognised that each day is different for each and every one of us at different points in our week, month, year and career. To maintain our positive ethos, we follow the Fish! Philosophy. Every member of staff receives a copy of this when they join the Fielding Team. Fish! Philosophy, Steven Lundin & John Christensen Based on Seattle’s Pike Place Fish market, The Fish! Philosophy shows us how to improve our own working lives. The FISH! Philosophy is inspired by a group of fishmongers from Seattle’s Pike Place FISH! Market. This team is a shining example of how you can create a culture and workplace that encourages people to flourish and increase productivity. Being a fishmonger is obviously hard work, despite the cold and harsh conditions, they have found a way to harness a positive attitude and have fun at work. At Fielding we follow the Fish! Philosophy’s 4 key principles in order to make work a place everyone wants to be. This allows us to bring energy, passion and a positive attitude to the job every day. Key principles: • Play – work made fun gets done! • Make their day – smile at a colleague you don’t yet know very well. Turn an everyday encounter into a pleasant experience. Look at grumpy people as a challenge, what will bring a smile to their face today? • Be present – completely focus on being in someone else’s moment, especially when we are aware of the demands and pressures on our own time. • Choose your attitude – attitudes are contagious. Is yours worth catching? Read more: Fish! A remarkable way to boost morale and improve results, Steven Lundin & John Christensen Staff Briefing Each Friday at 8.30am we come together as a staff team to celebrate our achievements and to look to the week ahead. For staff who are not contracted to work, we publish a written Looking Ahead document. This is published in the Fielding Staff team on - 10 -
Microsoft Teams. It is expected that every member of staff reads this to keep up to date. Values-based Philosophy A values-based school seeks to promote an educational philosophy based on valuing self, others and the environment through, the consideration of an ethical values vocabulary (principles that guide behaviour), as the basis of good educational practice. It encourages adults to model values and to give time for reflective practices that empowers individuals to be effective learners and good citizens. In order to develop values to a greater depth we have four core values that underpin our actions, teaching, learning and responses. These will be embedded through teaching connected values to deepen understanding of what each value is and how it is shown personally, socially, educationally and globally. Our four core values are: • Respect • Resilience • Empathy • Reflection Unconditional positive regard for children and one another Respect Tolerance Friendship Justice Liberty Responsibility Equality Democracy Freedom (Rule of Law) Perseverance Determination Resilience Self-belief Positivity Courage Optimism Independence Cooperation Kindness Empathy Compassion Love Caring Forgiveness Happiness Humour Humility Reflection Curiosity Honesty Self- Patience Peace Engagement regulation (with self) Living our Values As a school staff, volunteers and visitors we focus on: • showing unconditional positive regard for children and one another • being publicly upbeat, positive and optimistic - 11 -
• valuing every adult working as a ‘teacher’ • being role models – there are no bystanders; everyone has high expectations Are you on the Values bus? “Are you on Fielding’s values bus or are you still waiting at the bus stop? What does it mean to be on the values bus? It means you will probably agree with the following statements: • As a staff we walk the talk i.e. consciously model to students the school’s values. We discuss how we will model the values in our behaviour. For instance, how we will model the values of respect and patience. • We give time to get to know our pupils as people, so that we have good relationships with them. • We respect each other as people no matter what role each of us plays in the school. We create time to care and mix with each other. • Each of us consciously thinks about how to maintain “smiling eyes”. We do this by consciously taking greater care of ourselves, understanding ourselves better and sharing concerns, which may be stopping us being relaxed at school. We appreciate that good relationships are the keystone of our values-based school. • We keep values fresh in our classroom/department. We create time to review/introduce values concepts to pupils during the first few days of term and timetable regular sessions thereafter. We do not assume knowledge and understanding. (A good question is to ask them what would create a great classroom? What could students and you do to make it so?) We ensure that we have the current value displayed in the classroom. • We understand that the values words give pupils an ethical vocabulary to guide their behaviour and understand the behaviour of others. We see that pupils then develop a moral compass, which helps them to be more self-aware and conscious about the effects of their behaviour. We do not assume that the pupils understand the meanings of the values. We discuss definitions and give practical examples. (Research shows that pupils learn about the values when the lessons are experiential and related to real life.) • We think about how the values fit into all aspects of the curriculum and how each of us will contribute to values education. • We consider how we are using reflection as a tool to help students to be inwardly reflective. Is it something that we are actively modelling? We use silence and stillness as a natural part of our lessons to enable pupils to develop reflective skills. (Brain science is describing the benefits of reflection, which include better self-control, ability to form more meaningful relationship, greater sense of morality, more empathy and self-awareness.) • We use the values language both implicitly (well done for showing the value of respect) and explicitly (the focus for a lesson or an example during a lesson). We have a values focus for all lessons as well as a learning objective. • Finally, we remember that values are conveyed, not only in what we say but also in who we are. We understand that the best values role models are people who are self-reflective, authentically themselves and make their lessons fun. - 12 -
Our values-based philosophy helps our young people to find meaning and purpose in their lives. A Fielding we thrive on routine and consistency. This handbook should help guide you. Emotional health As a school we proved a well-being package for all staff through Hays Education. Please speak to Aisha, HR administrator if you need your log-in details. Social committee As part of our Fish! Philosophy we have a staff social committee, any member of staff is free to join this committee. Updates are added to the Looking Ahead document. A well-being board is displayed in the staffroom, for shared hints and tips. The school has a responsibility to manage the absence and well-being of staff. After 5 days of absence, there may be a meeting with a staff member to discuss their well- being and how the school can support them, in line with Ealing policy. This could also include the Ealing Occupational Health, Human Resource Services and Employee Counselling as well as professional association support. Reports on the attendance of staff are issued from time to time in order to clarify absence records and again, trigger support systems where required. If you are ill, we are genuinely concerned and however you feel about being unwell for school, please do talk to the Head or Deputy about how you are feeling. You only have one life which is precious and sometimes, someone else can put matters into perspective for you! Work-place options • Support is available for your mental health and wellbeing during the pandemic, 3 options below. Free and confidential advice. • , employee assistance programme funded by school. www.workplaceoptions.com o Username: Ealing. Password: employee • Or you can contact , www.educationsupport.org.uk. for free and confidential 24/7 emotional support helpline on 08000 562 561. • Or, Mind has teamed up with Twinkl through Mental Health at Work https://www.mentalhealthatwork.org.uk/toolkit/ourfrontline-education/. A range of downloadable resources & useful webpages for staff in schools. Car Parking this section will be updated once we know more about the building works. Parking is likely to be even more limited. We know that car parking can be a stressor in your day, The school is in a controlled parking zone. Informal car parking available at both entrances. By parking on site, you are accepting understanding. • Parking on site requires overarching sense of common sense, goodwill and patience because it is informal with no allocated bays or spaces. - 13 -
• Park at own risk, school accepts no liability or responsibility for any loss, damage etc to car, belongings or anything else. • Long-term plan to discourage car use, incentivise car sharing, sustainable travel to school. Please let us know if your travel arrangements change. • We are highly unlikely to change allocation of your space but reserve the right to do so with notice period of 1 month. * Wyndham Road entrance. Priority for HT, DHT, Facilities staff plus those leaders who arrive and/or depart during main school teaching hours - Childcare Manager, Nursery Manager, HR Manager + 2 motorbikes, visitor/ disabled/ skip space including 1 car for those who are in/out on course or other school approved activity o Zone 1 (Wyndham Road Playground) Enter via Wyndham Road gate with fob, and then through silver gates. Gates will be locked at 8.00am and reopened at 5.45pm, entrance/exit between 1.40pm and 3.15 will be with a key, self-open and close. No car movement between 8.00am - 1.40pm & 3.15pm-.5.45pm o Zone 2 (outside School House) Enter through Wyndham Road gate using fob. Vehicles to be reverse parked against wall of house or fence so that you can safely drive out of space when leaving the site. No parking bays, space to right hand side of House door is for 1 car plus 2 motor bikes, please park car tight to neighbour’s fence Space to left hand side of door, park tight to one another. No car movement between 8.30am -9.30am, 3.15pm -4.00pm, 4.30pm- 4.45pm, 5.30pm -5.45pm Coombe Road o Enter via Coombe Road gate. Gates will be locked at 7.30am and reopened at 6.30am, entrance/exit between 7.30am and end of day will be with a key, self-open and close. o No car movement between 8.30am – 9.30pm, 3.00pm-.4.00pm, o Order of parking: Row 1, 1st by size of car, Row 2, 2nd drive in, Row 3, 3rd drive in and reverse park, Row 4, at any time by size of car - 14 -
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Home-school agreement - 16 -
Section 2 - What’s new for 2021/22 People Teachers We welcome: • Hannah • Sdeem • Faye back from maternity leave • Hasan in new role as class teacher New Caterer, ISS Chef and staff remain the same Premises • ARP • Car parking Early Career Framework • Teach West London (Teaching School) • NQTs now known as Early Career Teacher (ECT) • 2 year programme Curriculum • Reading – whole class guided reading • Maths – Early Maths programme, building fluency • EY – Early Language programme • Swimming, Year 4, 5 and 6 - 17 -
COVID-19 We are still operating in COVID times, there is still a risk. If at any time we go back into restrictions the risk assessment applies. Measures in place to ensure social distancing • Bubble concept, children will operate in class bubbles wherever possible, they may at some points need to mix in year group bubbles, lunchtime, before school or after school care, use of toilets etc. o no unnecessary large gatherings eg assemblies until wc 4th October (tbc) • Adults can move across bubbles, and must maintain social distancing, the following will help with this: o signage to encourage and remind of social distancing rules. Floors, walls, footpaths, corridors and shared spaces COVID-19 Behaviour principles These should be read alongside our behaviour policy. Principles for pupils They should • follow altered routines for arrival and departure to and from school • follow school instructions on hygiene, such as handwashing and sanitising • follow instructions on who they can socialise with at school • moving around the school as per specific instructions for example keeping social distancing, staying in assigned zones. • catch it, bin it, kill it’ when coughing, tissues should be disposed of and hands washed. They should avoid touching mouth, nose and eyes with hands • tell an adult if they are experiencing symptoms of coronavirus • not share any equipment or other items including drinking bottles • follow the rotos and rules for where they can and can’t play at break and lunchtime • follow the rules for using toilets, only use the ones assigned to their class group, no more than 3 children at a time Principles for staff • Do not come to work if you have coronavirus symptoms, or go home as soon as these develop (informing your manager), and access a test as soon as possible. • Clean your hands more often than usual - with running water and soap and dry them thoroughly or use alcohol hand rub or sanitiser ensuring that all parts of the hands are covered. • Use the ‘catch it, bin it, kill it’ approach. • Avoid touching your mouth, nose and eyes. • Clean frequently touched surfaces often using standard products, such as detergents and bleach. • Think about ways to modify your teaching approach to keep a distance from children in your class as much as possible, particularly close face to face support (noting that - 18 -
it’s understood that this is not possible at all times, which is why hygiene and hand cleaning is so important). • Consider avoiding calling pupils to the front of the class or going to their desk to check on their work if not necessary. • Help your class to follow the rules on hand cleaning, not touching their faces, ‘catch it, bin it, kill it’ etc. including by updating your classrooms displays with posters. • Prevent your class from sharing equipment and resources (like stationery). • Keep your classroom door and windows open if possible for air flow. • Limit the number of children from your class using the toilet at any one time. • Limit your contact with other staff members, and don’t congregate in shared spaces, especially if they are small rooms. - 19 -
Microsoft Teams (also refer to additional guidance in the staff team full guidance) Microsoft Teams is part of Microsoft 365. You can access all of the usual Microsoft products through this application. Microsoft Teams will be used for: • Communication, eg messaging and video calls • Collaborative planning • File storage and access • Teaching, learning and assessment Accessing Teams Two ways to log on: • Log on from the application download to your PC • Log on office.com for office 365, you can access SharePoint, Teams and other Microsoft applications here. What is Teams? It is a platform for collaboration. Files are stored in SharePoint (cloud storage, like Google Drive or icloud) Through logging on to Office 365, you can collaborate, edit and save documents from the web, within Teams or from your PC. Shop front File store Link to other applications Chat @ Log in using: LGFL.307 username eg [email protected] p/w: your usual log-on password Your PC Microsoft Teams can be accessed from any device. This should be your ‘go-to’ each morning. You can ’chat’ from any ‘team’, ‘channel’ or 1-1. Using the ‘chat now function. Always start a name or team name with ‘@’ eg @peterdunmall or @fieldingstaff or @admin to make sure your message goes to the right person or team. - 20 -
What is a team? A ‘team’ is a group set up for a common purpose, eg Upper Phase or Amin. The can be accessed from your Team desktop. You can only see the ‘teams’ you belong to e.g. What is a channel? A channel is a collaborative area for the sub-set of the team, eg Year 5 within the Upper Phase team. It is like a chat room for invited members. In the channel teachers can chat, plan, edit and share documents. Year 5 team can chat here and share documents here Within each channel each staff member will have their own section of the class/team notebook – this can be seen by the team member and their line manager. This is where we will hold all professional development and appraisal documents. Training There is a suite of training materials on YouTube. https://www.youtube.com/user/Microsoftedu This consists of short videos on everything you need to or want to do in Microsoft Teams for Education. - 21 -
Where are my files? All files are saved in the ‘cloud’. Each staff member has a ‘One drive’ to save files they do not need to share or collaborate on . Click on files • Staff files are saved in the Fielding staff team. • Admin files are saved in the admin team. • Nursery admin files are saved in Nursery Admin • All files are also accessible via SharePoint (this is where they are actually saved) Click on files How do I collaborate on a document? Within Teams, navigate to your team and select the file you want to work on, or create a new one. Once open you can choose to edit it in Teams, online or on the desktop. It will automatically save. Look for the initials or names to see who is working on the document: - 22 -
Add comments as you type, start a conversation by clicking on the speech bubble, top right of screen - 23 -
Section 3 - Priorities National priorities The Department for Education, through statutory requirements and the Ofsted Education Inspection Framework highlights the following national priorities: • for children to make progress through moving through a carefully sequenced body of knowledge and skills that build on what has been taught before (curriculum intent, implementation and impact); • the importance of early reading, including the teaching of systematic synthetic phonics taught early and fast; • focus on the most disadvantaged pupils – SEND, P/LAC, PP, CIN/CP – get it right for these pupils and a school is getting it right for all • addressing the vocabulary gap, especially for the most disadvantaged; • equipping pupils with the cultural capital they need to succeed in life, particularly for the most disadvantaged; • high aspirations for pupils with special educational needs and/or disabilities, in all areas of school life; • reducing teacher workload. Operational improvement priorities Top level summary of school improvement priorities from September 2021 Lead person manages own detailed action plan SIP Focus Age Objectives Lead Resources groups • Jan PTD • Spring term 1 Writing YN-6 • Improve outcomes in writing in PW focus years (2021/22): EN • Jan start o Y2, increase progress, PLC 20-week ARE 95% programme • Training o Y3, increase progress, implication • £cover for ARE 95% NELI? o Y4, increase more than expected progress, ARE 90% o Y5, increase progress, ARE 95% o Y6, increase progress, ARE 95% Spelling, grammar, punctuation, vocabulary, o Greater focus on oracy – repetition, sentence structure, if you can't say it you can't write it! o Communication, speech in EY including the NELI, - 24 -
2a Reading Y2-6 (Nuffield Early Language PW • Autumn Intervention) PW term 2b Reading EYFS To strengthen the sequence of focus Y1-6 teaching writing • Class • Current writing structure, to sets of teacher led (aim for pupils to be books independent by end of key stage (£parent 2) s) o Rubric – needs to be genre specific • Autumn o Pedagogy - strengthen term teacher modelling, subject focus knowledge o Build non-negotiables into • Source the sequence using what storytim we know about how e books memory works - repetition with and rehearsal of generic links to learned skills, non- wider negotiable curriculu m • Strengthen outcomes in reading, increase proportion making • Book expected progress in years stock, (2021/22): £5k o Y2, increase more than expected progress, ARE 95% o Y3, increase more than expected progress, ARE 95% o Y4, increase more than expected progress, ARE 95% o Y5, 6 maintain progress, ARE 98% Implement whole class teaching of reading • Promote fluency, love of reading, develop pupils’ knowledge and use of vocabulary o Implement high quality and consistent story-time o Use of beautiful texts o NFER/EEF storytime trial (Years 4 and 5) • Pupils make links between texts and curriculum knowledge; use rich vocabulary and grammar in writing; know classic and contemporary children’s authors and texts - 25 -
2c Phonics EYFS • For 100% pupils to meet the ET, • Induction Y1,2 milestones in our phonics map CC, and on- • For 100% pupils in Y2 and Y1 to ER going training for meet the requirements of the PLC phonics check staff new to o Sense of urgency for age groups lowest 20%, including • Use of SEND pupils to reach Oxford owl fluency asap resources o Greater emphasis on fluency in Year 2 – accuracy, automaticity and prosody o Engagement of parents, especially in early reading 3a Maths Year • Improve recall of RP, • TT 2,3,4 multiplication table facts PW rock through implementation of star whole school approach. subs o Year 4 - For 100% of cripti pupils to achieve 100% on in the multiplication and check reso o Year 2, 3 - For 100% urce pupils to meet our s milestones in internal • £??? multiplication tables checks 3b Maths All • Improve teacher subject RP • £time knowledge and pedagogy of Maths maths PLC • Curriculum progression and sequencing, including balance of new content and rehearsal of existing knowledge, 3c Maths EYFS • Implement Mastering Number RP • Training Y1,2 Programme so that 95% of implicati pupils in Reception, Year 1 on, one and Year 2 achieve age- member related expectations. of staff o pupils develop fluency from with, and each understanding of, age number that is crucial group to future success in (Maths maths and academic PLC) - 26 -
4 Staff - EY Nursery progress more • £time generally. 5 SEND All o teachers develop a • Coachin secure understanding g, of how to build firm mentori mathematical ng foundations with a triads stronger subject and pedagogical • £time understanding for EYFS and KS1 o ARP o Maths PLC work to PLC, develop intentional training teaching strategies focused on developing o Time to fluency in calculation researc and number sense for h ALL children practice o teachers develop in other understanding and ARPs, their use of appropriate case manipulatives to studies support their teaching of mathematical structures. • Deepen understanding and TM impact of excellent EYFS practice so that Nursery aged pupils reach expected milestones o Further develop practitioners knowledge of how to engage children in outside learning to progress children’s skills and knowledge • For staff to be ready for the CC opening of the ARP, to know and understand needs of pupils who have an autistic spectrum condition. o Preparation for ARP opening, school culture to raise aspirations and champion pupils with autism o ARP champion within each age group - 27 -
6a QE All • To continue to develop staff CT, • £time (Curric/St pedagogy and subject JL Autumn term review, Spring aff) knowledge in line with career term implementation stage expectations o Implement, monitor and evaluate impact of ECT programme o Further develop teachers’ subject knowledge of subjects through PLCs, impact cycles, appraisal and self-growth o Improve teachers’ ability to identify gaps in pupils’ knowledge, reduce barriers and close gaps for most disadvantaged pupils o increase teachers’ disciplinary knowledge of subjects through PLCs, appraisal and self-reflection o Improve memory retention in pupils by developing memory- friendly teaching including common learning journeys for foundation subjects and impact of assessment 6b QE All - PE, • Improve quality of French and SM, (Curric) Fr PE curriculums to at least DT, match National Curriculum JL expectations • Increase specialist teachers’ ambition, expectations and match to National Curriculum in French and PE 6c QE All - • Evaluate, review and JL (Curric) Computin g implement changes to 6d QE (Curric) All - computing curriculum ensure Threads match to National Curriculum • For pupils to know and JL remember more o Teachers and pupils to make better links between subjects within age groups, - 28 -
across age groups and across subjects through common threads o Match threads to equality objectives and protected characteristics wherever possible 7 Personal All • To meet statutory LS Developm requirements for personal ent development and RSE o Review and consult parents on new RHSE curriculum o Increase teachers’ understanding and impact on pupils of equality objectives and protected characteristics o Review RHSE curriculum to better match immediate local off-line risks including road, water, rail and sun. Maintain focus and visibility of mental health awareness o Increase opportunities for spoken language and debating £time, as per CPD blueprint and use of directed time and/or planning, preparation and assessment release from class - 29 -
Section 4 – Teaching, Learning & Assessment The Fielding Blueprint Teachers at Fielding are expected to follow the Fielding Blueprint - 30 -
Visible Learning Visible Learning is the result of 15 years’ research and synthesises over 800 meta- analyses (over 50,000 studies) by Professor John Hattie relating to the influences on achievement in school-aged students. It presents the largest ever collection of evidence- based research into what actually works in schools to improve learning (and what doesn’t). Know thy impact The big idea is ‘know thy impact.’ Expert teachers focus regularly on evaluating the effects they have on their students and adjust teaching methods accordingly. Visible learning involves teachers seeing learning through the eyes of students; and students seeing teaching as the key to their ongoing learning. When learning is visible the student knows what to do and how to do it and the teacher knows if learning is occurring or not. Teaching and learning is visible when the learning goal is not only challenging but is explicit. Mind Frames It is critical that teachers see themselves as evaluators of their effects on students and develop a mind frame in which they see it as their primary role to evaluate their effect on learning. Hattie argues that teacher’s beliefs and commitment s are the greatest influence on student achievement. There are currently ten mind frames: • My fundamental task is to evaluate the effect of my teaching on students’ learning and achievement. • The success and failure of my students’ learning is about what I do or don’t do. I am a change agent. • I want to talk more about learning than teaching. • Assessment is about my impact. • I teach through dialogue not monologue. • I enjoy the challenge and never retreat to “doing my best”. • It’s my role to develop positive relationships in class and staffrooms. • I inform all about the language of learning. • I recognise that learning is hard work. • I collaborate. What expert teachers do: So that pupils: * Set clear learning intentions * Understand learning and challenging success criteria, intentions, * Use a range of learning * Are challenged by success strategies criteria, * Know when students are not * Develop a range of learning progressing, strategies, * Provide feedback * Know when they are not * Visibly learns themselves progressing * Seek feedback * Visibly teach themselves So that pupils ‘know where they are at, where they are going, and how they are going to get there’ we use the following strategies at Fielding: • Rubrics - 31 -
• Learning walls, with clear learning journeys • Pre and post learning tasks • Knowledge organisers • Low stakes quizzes • Reading and writing reflections • Mathematics minutes (reflections) • Calculating Individual effect sizes • SOLO taxonomy Impact Cycles Staff complete, at least, two impact cycles each year linked to their own professional development. Reflection on own teaching is expected through the use of a subject knowledge audit, personal perfomance summary (PPS), and high quality professional dialogue in Year Team planning meetings and termly World Café events. Agreed shared vocabulary: Lesson Planning We do not specify how planning should be set out, the length of time it should take or the amount of detail it should contain. The focus is the effectiveness of planning rather than the form it takes. We do provide various planning formats, such as the Mathematics planning guidance which can be used and adapted. Flips are not lesson plans. The time spent on preparing a lesson should be in the planning as this ensures the outcomes for a unit of work are clearly mapped out – they don’t have to be detailed. Flips do not have to be used for every lesson or subject, these do not have to be detailed. In fact, research shows that too much information on a flip, especially while a teacher is talking can cause cognitive overload and become a barrier to pupils’ ability to process new information. - 32 -
Microsoft Teams is used as a collaborative planning tool. Values-based education (how we teach values) Our Fielding core values are: • Respect • Resilience • Empathy • Reflection How we teach our Values Selected values are differentiated by age. The initial focus should be on a basic understanding on the value, then widening the understanding of each core value by connecting with similar values (synonyms). The focus with every value is what the value looks like to us and how it looks in action and also what actions are NOT showing that value. Early Years and Key-stage 1 spend longer on each core value. Key stage 2 focus on related values to deepen their understanding enabling children to understand how these values can be shown personally, socially, educationally and globally. Early Years, Nursery Autumn Term Spring Term Summer Term Respect Resilience Empathy Being kind to myself and to my Keeping trying Thinking about how other friends people are feeling Synonyms Rules (of school) Trying, Patience Synonyms Kindness, Co-operation Synonyms Friendship, Kindness Early Years, Reception Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Resilience Empathy Reflection Respect Empathy Respect (Transition to Being kind to Thinking about Keeping trying Thinking about Being kind to Year 1) myself and to how other how other myself and to people are people are Thinking about my friends feeling feeling my friends my learning Rules Rules and behaviour (of school) (of school) Synonyms Synonyms Synonyms Synonyms Synonyms Synonyms Honesty Friendship, Kindness, Trying, Kindness, Friendship, Kindness Co-operation Patience Co-operation Kindness - 33 -
Values lessons focus and expectations: Early Years and Key Stage 1: What does the value mean? What can we do to show the value in School? What other words might we use for this value? What actions are not showing this value? Middle Phase: What does the value mean? What can we do to show the values personally, socially and in our local community (Values Baccalaureate) What actions are not showing this value? Upper Phase: What does the value mean? What can we do to show the values personally, socially, in our local community (Values Baccalaureate) and Globally? Teach global link to values through key world issues and use influential/significant people- for example: racism and segregation, global warming, pollution etc What actions are not showing this value? How can we model this value within our School? - 34 -
Our Curriculum ‘Fielding Learning Challenge’ This section is designed to summarise the FLCC curriculum policy, available on the Fielding Website. Intent Fielding’s curriculum is explicitly designed by a range of teachers who are keen to make learning relevant to children focussing on their locality. By doing this, along with the acquisition of high-quality vocabulary, children are more able to build schemata around key concepts. Golden Threads of learning The golden threads weave throughout Fielding’s wider curriculum. They provide a context for learning and encourage teachers to make explicit reference to learning that has taken place in the past. By doing this, learning is strengthened and comparisons can be drawn. The Golden Threads of the curriculum were inspired by the United Nation’s Sustainable development goals. Staff worked to find common links between the goals and exploited the most regularly learnt concepts. This resulted in seven Golden Threads, found below. - 35 -
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Implementation The curriculum follows the National Curriculum and Ealing’s agreed syllabus for RE. It is broken down into the elements below. Values-based ethos Personal Development Our Curriculum Fielding Learining Challenge Curriculum Values-based Core Curriculum education Reading Specialist Phonics teaching MindUP Writing PE & Sport Health Mathematics Education French Relationship Science Education Gardening Music History Geograohy Computing Art & Design Design & Technology Cooking RE Each subject remains its own discipline but links between learning are made explicit to children. There are opportunities built in to the long-term curriculum for ‘over-learning’ of the Golden Threads. When planning and creating Knowledge Organisers, teachers will refer to the Whole School curriculum map to establish which skills are being developed (have been covered before) and which skills will be newly taught in this challenge, making particular note of the disciplinary skills (those of how a historian gains and verifies knowledge, or how an artist refines skills by critiquing own and others’ work, for example). As part of knowledge organisers’ use, explicit references to vocabulary are - 37 -
made and vocabulary teaching sessions are built in to the learning journeys, which are always shared with children. Children will have access to their knowledge organiser which contains the essential knowledge that all children are expected to gain during each challenge. These will contain any of the following: • Key subject-specific vocabulary (tier 2 and 3 words). See FLCC policy for more information. • Concepts that are embedded into the current challenge and possible links to where this have been learnt before. • Reference to the UN’s Sustainable Development Goals. It may also contain: o Images o Timelines o Maps o Symbols o Quotes o Names of important figures Sequence of FLCC Learning The FLCC curriculum challenges are delivered in the following way over each term. This ensures that either geography or history precedes and art or design technology challenge. The art/DT challenge should build on knowledge gained in the geography or history challenge. Humanities learning, D&T and arts learning Sharing outcomes with Annotation of knowledge and draw on previous an audience knowledge organisers knowledge for sticky knowledge vocabulary acquisition Within each challenge, the following non-negotiable sequence of learning should take place: - 38 -
Before you • Check your own subject knowledge. start • Which golden threads are weaved through your challenge? • What do you assume children know/can do already? • Disciplinary skills and knowledge • Substantive skills and knowledge. • What about new children? Do they have what you expect? Start • Reflect on what has been learnt before. • Think golden threads • Think substantive knowlegde • Think disicplinary knowledge. Knowledge • Share, discuss and make links from knowledge organisers. Organisers • How are these Golden Threads weaved through previous learning? • Where will these Golden Threads weave in the future? • Tier 2 and 3 vocabulary discussed. Every • What composite outcome are we working towards? Lesson • What are the component parts? • Share this learning journey. What are we working toards? Checking • Low stakes recall • Who needs more before time to rehearse? • Who needs more opportunity to use disciplinary knowledge /skills? • Have my children with SEND gained the components required to make progress? • Provide opportunity to reflect on the component parts of learning. • Provide opportunity to reflect on disciplinary knowledge used during the challenge. • How has this learning built on the golden threads? • Where will we see this golden thread again? Be explicit. Answer the • Pupil-led final reflection Question • Use SOLO • Answer the challenge question Learning Challenges and Overviews can be accessed via the school website: http://www.fieldingprimary.com/curriculum-1. FLCC lessons, RSHE & RE are recorded in ‘Class books’ in Key Stage 1 and 2. To support learning and teaching, along with knowledge acquisition, Fielding’s PTFA have funded library boxes to enrich, broaden and deepen children’s knowledge and - 39 -
vocabulary. These resources provide a good opportunity for children to use disciplinary knowledge and skills. Impact Children will use their knowledge organiser for both the humanities element and art/D&T element to reference key knowledge and vocabulary. The impact of FLCC teaching will be seen by using ‘Low stakes’ quizzes. Children will also have an exercise book, in which the knowledge organiser will be stuck. Children will periodically, and at the end of challenges, have an opportunity to annotate them with the knowledge and vocabulary acquired. - 40 -
English This section is designed to summarise the English curriculum policy, available on the Fielding Website. The importance of early reading, our approach to teaching Phonics At Fielding, Phonics is taught through the systematic acquisition of sounds using the synthetic Phonics programme, Ruth Miskin’s ‘Read Write Inc.’ Phonics is the method of teaching children to read by linking sounds (phonemes) and their symbols (graphemes). Phonics lessons begin during spring term in Nursery and following baseline assessments in Reception for those who join from other settings. Children are introduced to 'single sounds' such as /p/, /o/ and practise recognising them, writing them and 'blending' them. 'Blending' is the ability to combine sounds together to create a word. Teaching staff ensure all phonemes are pronounced purely, without an additional 'uh' on the end of each sound – known as 'schwa' - which can potentially confuse children when combining the sounds together into words, for example: /p/ /o/ /t/ = pot /puh/ /o/ /tuh/ = puhotuh Phonics lessons continue throughout Reception and Year 1 when children are exposed to more complex phonemes such as 'ay' in 'stay' and 'ee' in 'see'. Pupils are taught that these sounds are called 'digraphs' because 'two letters represent one sound', or 'trigraphs' when 'three letters make one sound' such as /air/ in 'fair'. Digraphs and trigraphs are also called special friends to help children remember that they make one sound together. In order to help children, decode each word, dots (for single sounds) and dashes (for digraphs and trigraphs) are marked under words, for example /g/ /o/ /t/ /f/ /i/ /sh/ The 'Phonics Screening Check' is taken individually by all children in Year 1 and is designed to give feedback to teachers and parents on how each child is progressing in Phonics. Pupils are asked to read 20 real words and 20 pseudo words, known to the children as 'alien words', in order to ensure children are decoding the words instead of memorizing or guessing. ‘Alien words’ are introduced to children in Reception. The Simple View of Reading theory underpins our approach to early reading according to which confident readers have the ability to: •decode a word - 41 -
•comprehend the meaning of each word they read The absence of any of the above skills will result in a child having weak reading skills. Fielding ensures all children have explicit phonics lessons throughout their first three years at school, starting from Nursery in order to make sure they have enough time to become secure with their decoding skills. Children are assessed half-termly and are streamed into fluid groups. This ensures that teaching is tailored to pupils’ needs. Phonics teaching is accompanied by Read Write Inc ‘Grapheme, Phoneme, Correspondence’ ditty books which are read in buddy-reading pairs during Guided Reading with the teacher. These books correspond to the sounds that children have learnt and therefore children are given the opportunity to apply their sound knowledge, consolidate previous sounds taught, revise and experience success very early on. The books include ‘Green Words’ which are words children need to be able to decode as well as ‘Red Words’ which need to be memorised. These books as well as an additional ‘Read Write Inc Book Bag book’ are sent home for further practice. Gradually, pupils are exposed to a variety of texts which build their speed, comprehension skills and their vocabulary throughout the curriculum. As a result of this, children become confident readers early on and shift from ‘learning to read’ to ‘reading to learn.’ Reading for Pleasure It is an expectation that teachers are role-models for reading to their class. A class age- appropriate text is chosen from the recommended reading list and read to the children daily to support their vocabulary development and love for reading for pleasure. Teachers check and sign reading records weekly and encourage pupils to read a range of fiction and non-fiction books throughout the year. Motivational stickers are used in reading records when children have read every day in a week. Non-readers are followed up by comments to parents in the reading record or in person and a letter from the head teacher is sent to parents of children who have not read every day in a week on more than one occasion. Story Time Story Time takes place daily in each class in the school. The teachers in each year group jointly decide on a suitable book to read aloud from their year group recommended reading list. The chosen book must be from one of the highest lexile ratings so that children are exposed to a range of high-level vocabulary. The teacher is expected to pre- read the text in advance of Story Time to ensure that they are a role-model for reading for the children, modelling fluency and expression. The teacher may briefly pause their reading to explain what particular words mean but best practice is to pre-teach the vocabulary prior to the session so that the flow of their reading is not disrupted for the children. In order that enjoyment of Story Time is maximized for the children, teachers are expected to stand or position themselves where all the children can see them clearly. Teachers probe children using a range of retrieval and inference questions to check their understanding of the text at the start and end of Story Time. - 42 -
Recommended Reading lists Lists of 40 carefully selected books that will hopefully capture each child’s imagination have been created for each year group in the school from Reception to Year 6. This list contains colour-bands and a description of the book so that parents and their child are able to choose their favourites according to their book-band level and personal interests. Some books have a ‘Lexile rating’ included, this measures the difficulty level of the text; a higher lexile rating indicates a more difficult text. Where the Lexile rating has AD included this means ‘adult directed’ and are books parents and children should share together. Certificates are awarded as each child reads and shares books from this list; each child will need to record a brief response to a reading task in their reading record (such as a description of a character). A bronze certificate will be awarded once they have read 5 books from the list, a silver award will be awarded after 10 and a gold award will be awarded once they have read 15. A platinum award will be provided for pupils who read 25 books. Two copies of each book will be available in each class book corner. Book Corners Book Corners should be tidy and inviting and a space in which pupils want to spend time reading for pleasure. Books are organised according to text-type. This may be as simple as, ‘Picture books,’ ‘Non-fiction, ‘Fiction,’ ‘Reference books’ and ‘Recommended Reads.’ Two sets of recommended reading books are kept in each book corner and a sign-out sheet is provided and used by the teacher to ensure that they are kept track of and not lost where possible. Teachers also make space for their own recommended reads which may be books which they read as a child. Vocabulary Pupils encounter many texts daily that offer new, challenging words, but with little contextual support to independently understand those words. Independent word learning is vital, but sometimes pupils simply lack the requisite knowledge, so deliberate, explicit vocabulary teaching is required to support word learning. Teachers move through the phases of the SEEC model to ensure pupils develop the necessary understanding of important words. Select Explain Explore Consolidate Select Teachers preview the reading material for the lesson and determine how difficult it is to understand and which words are most important to understand the text or topic. Explain Once the teacher has selected the words to teach, they then move onto explaining the word by saying it carefully, writing the word, giving it a student friendly definition and providing multiple meaningful examples. They then ask the pupils for their own examples and clarify multiple meanings or address misconceptions. Explore - 43 -
Teachers explore the etymology and common word parts to explore meaning, any common word families, interesting synonyms or antonyms for the word/s and how the word may be used differently in different contexts. Teachers and pupils also explore strategies to remember the word or concept, e.g mnemonics. Consolidate To deeply understand a word, we need to be repeatedly exposed to that word. Also, we need to allow for a little forgetting, before retrieving the word again, thereby strengthening how well we remember the word. Teachers may use some of the following ways to consolidate word knowledge over time: Test and learn, using the word in the world and research and record. Guided Reading In Year 2, a Guided Reading carousel is the approach used to teach children to become fluent in reading and develop their comprehension skills of inference and deduction. Children are taught in small groups set according to ability. A best practice model for Guided Reading would be one in which teachers choose to focus upon texts that match the text/genre being studied in the current English unit plan and/or FLCC challenge. Expectations • Guided Reading sessions should take place daily and should last about 20-30 minutes. • The books used for Guided Reading sessions should be more challenging than the level that the children have for their reading book which they take home. • The class teacher should work with each group at least once a week. • Independent activities (those activities carried out when the group is not working with the teacher in a focus group) should be of high quality and have a clear objective to move the children’s learning on in reading. • Children should have a guided reading session and then a follow-up session and three independent activities. • Each child should have a Guided Reading Journal to record any work carried out (pre reading, guided reading, follow up work, independent work). • Any children who move groups should have their names updated on the class Guided Reading Group list. Year 2 Guided Reading sessions follow the structure set out below: Book Introduction This provides the context for the reading. The teacher will activate children’s prior knowledge and/or discuss the main themes of the text, including some prediction of the contents. Strategy Check - 44 -
Just prior to independent reading the teacher guides the children to focus on and apply key strategies while reading independently. Independent Reading Children will read independently while the teacher gives focused attention to support, monitor and assess individuals as they read. Returning to the Text The teacher asks questions, promotes discussion and interacts with the children to extend their thinking and develop their responses to the text. Follow Up (developed as a separate session) An element of the text is used to teach a specific point related to current learning focus. Older children may be given the next section/chapter of the book to read with questions to think of as they read. Whole Class Teaching of Reading Once children are fluent readers and/or from the Summer term in Year 2, teachers use the whole class teaching of reading approach to teach reading comprehension. Teachers carefully choose a high-quality, ‘beautiful’ text for these lessons which ideally links to what is being taught at the same time in the curriculum and contains several words which are unknown to the children. Examples of successful whole class planning and questioning can be drawn upon from James Durran’s action research. Whole-class reading: another example lesson – James Durran Whole-class reading: a planning tool James Durran Challenging responses: designing a successful teacher-led reading lesson – James Durran Each learning journey has no set number of days but an example structure for the whole class teaching of reading is set out below: Sequence of learning Introduction and Pre-teach vocabulary Read the text aloud, Explicit teaching of a Independent application predictions (morphology, etymology, reinforce vocabulary reading skill/domain of the skill in synonyms, antonyms) comprehension questions based upon the text Book Introduction This provides the context for the reading. The teacher will present the cover of the text to activate children’s prior knowledge and discuss the main themes of the text, including some prediction of the contents. Explicit teaching of vocabulary (1 or 2 days) - 45 -
Teachers skim the text to find 6 words which the children are unlikely to understand. They teach these words explicitly using the SEEC model above, paying particular attention to the morphology and etymology of words. Examples of different ways of teaching vocabulary can be found here: Differentiating Whole Class Guided Reading — Primary English Education Consultancy Mrs P Teach: Whole-Class Reading - A New Method Reading the text and Summarising The teacher reads a chapter or section aloud to the children while they follow along using a ruler in their own copy of the text. The children should be able to notice and explain words they come across that have been pre-taught. Following this, the children will summarise what they have read so far. Explicit teaching of a reading skill The teacher will explicitly teach a skill, such as inference, using the book. They will model how to use evidence from the text and provide children with the opportunity to write a shared response to a question. Comprehension- Individual application of a skill The teacher sets a task for each child to complete based on the skill that they have taught. This may be scaffolded for some children and extended further for others. The teacher will work with a particular group to support or extend their understanding. Further research that supports the whole class teaching of reading: Reading comprehension: a new approach | by Solomon Kingsnorth | Solomon Kingsnorth | Medium Meeting The Needs of Lower Attainers In Whole Class Reading Sessions |Aidan Severs - An Education Blog (thatboycanteach.co.uk) Library use Each class from Years 1 to 6 have a dedicated library timetable session within a break time which they are strongly encouraged to use. Year 6 librarians are trained to monitor and support the children during these sessions in terms of choosing appropriate books and with their reading skills. Copies of the year group recommended reading list books are available in these libraries and on our website. Timetables Assessment in Reading All teachers in Years 1 to 6 use the PM Benchmarking scheme to assess pupils’ fluency, accuracy, retelling and comprehension skills. The short books and assessments are linked to reading book band colours so successful completion of an assessment at a certain level means that the child will be moved up to the next appropriate colour band of books. Children are expected to choose and read books from this colour band at home and make a record of this in their reading record daily. It is a school expectation that children read for at least 20 minutes a day. In addition to this, teachers assess pupils’ reading and comprehension skills twice yearly using NFER assessments. - 46 -
Writing Please refer to the writing progression map for planning. All teachers plan using an agreed planning format. Each lesson includes: • a starter (vocabulary/grammar/spelling or punctuation) • a main activity, with key elements appropriately modelled by the teacher and • an effective plenary consolidating learning. Teaching follows the Fielding Teaching and Learning Blueprint. Teaching sequences last between 1 and 3 weeks. There are explicit vocabulary, grammar and punctuation foci in each sequence which pupils practise and apply in their writing. The expectation is that they will then use these skills in their extended piece of writing at the end of the teaching sequence. At the start of the sequence the pupils will be provided with an opportunity to attempt to write in the style which is about to be learnt to identify key gaps (cold write). The children use a ‘class feedback’ sheet to support their own self-assessment of their cold-write. Next, they will identify the main features of this piece of writing using the WAGOLL and will be explicitly taught how to write in that particular style. Towards the end of the teaching sequence, the pupils will plan and draft their piece of writing, self-assess it using the rubrics, edit their work in green pen and re- write it with improvements. The skill of editing should be explicitly taught by the teacher in each sequence. Pupils will use the teacher’s feedback, SOLO rubrics, checklists and their own amendments when they do this. An example of a teaching sequence can be seen below. Initial Self- Analyse Teach Drama/ Plan First Edit and Final Self- attempt assess WAGOLL explicit Role- piece of draft improve draft reflection cold- play writing 'cold write V, G, P work write' skills The final draft will be written in the pupils’ yellow writing book. English Working walls English working walls are in continuous use throughout individual lessons and across weeks focusing on a particular sequence of work. On the wall, the following is displayed: • the learning journey • the book that is being read and upon which the writing is based • the skills which are being taught • a good example of the piece of writing that is expected (WAGOLL- what a good one looks like). • Key vocabulary - 47 -
Spelling Children in Year 2 and KS2 are taught spellings using the Read Write Inc. spelling scheme which follows on from the Phonics scheme. 12 spelling words are uploaded onto the year group page of the school’s website each week, 6 of which, correspond to the spelling pattern being learned in class. 3 FLCC Challenge words and 3 common misconceptions words (which don’t follow a pattern) are also included. Daily 20 minute spelling lessons take place and include the following activities: speed spell, spelling zone, dots and dashes, rapid recap, words to log and learn, word changers, four in a row, team teach, jumping red words and dictation. A spelling display is used in each classroom and spellings are changed weekly. Friday’s dictation is completed at the back of English books and the 12 words are marked by the children in green pen. Any words which are spelt incorrectly are written out three times. Teaching Handwriting Pupils at Fielding are taught how to write using a pre-cursive style in Year 1, leading onto a joined cursive style in Years 2 onwards. Pupils write using pencils up to Year 3 where they then aim to be awarded their ‘pen licence’ for having a neat, joined style. Teachers use videos and resources from the following website to support development in their handwriting lessons: https://teachhandwriting.co.uk/ Progression of Skills EYFS: Use a pencil, and hold it effectively to form recognisable pre-cursive letters [with ‘kicks’/’flicks’], most of which are correctly formed Year One: Write all pre-cursive letters, correctly formed and orientated, using a comfortable and efficient pencil grip Write with spaces between words accurately Children who are ready to start joining their letters in a cursive style may begin to do so in the Summer term. Year Two: Children to start learning how to join their writing in the school’s cursive style Write legibly, using upper and lower-case letters appropriately and correct spacing within and between words KS2 Children to write in the school’s cursive style, making sure all letters are correctly formed and orientated. Children will start to write in pen in the Summer term of Year 3. Lesson Structure All children should receive: 1 Teacher led handwriting lesson of 30 – 40min 2 Follow up handwriting sessions of 20min. These will be carried out independently by the children. In EYFS, it can be in the form of sheets on the English table or the opportunity to trace the letters in sand etc. In Year 1 onwards, children can do these as a soft start activity, one of the groups in guided reading or any other opportunities that the class teacher has. Basic structure of a handwriting session: • Motor skills warm up * Posture and grip check * Handwriting pattern - 48 -
* Teacher modelling * Children practising independently with teacher model, then from memory Sessions should be fun, varied and multi-sensory: write letters in the air, on backs or on hands etc. See English policy for more details: http://www.fieldingprimary.com/policies/ Mathematics This section is designed to summarise the mathematics curriculum policy, available on the Fielding Website. For planning, please refer to the maths progression map. At Fielding, pupils receive a high-quality mathematical education which equips children with a powerful set of tools that they can use in everyday life in order to understand the world. Our pupils are involved in a wide range of teaching for mastery activities which develops a sense of excitement and curiosity about the subject and overall, helps them to be fluent, confident mathematicians. Through meticulous curriculum mapping and lesson design, we ensure that the statutory requirements of the National Curriculum 2014 are met alongside its aims. How we teach mathematics Pupils are taught mathematics in two lessons a day, totally 1 hour and 20 minutes. • Daily maths lesson • Number talks Pupils are involved in a wide range of activities that enable them to learn concepts, solve problems, develop their mental skills and reason mathematically. Through the use of practical equipment, pupils investigate tasks and problem solve, independently, in pairs or in small groups. Pupils build fluency by learning their number combinations, times tables and increase their knowledge and rapid recall of number facts. Planning Resources Our progression map informs teachers of their planning sequence and supports mastery lesson design by aligning all teaching resources with National Curriculum objectives. The following resources are used to map units and plan a sequence of small-step lessons: • National Curriculum objectives; • NCETM Ready-to-Progress criteria; • NCETM teaching spines; • Power Mathematics units; • White Rose Schemes of Learning. Teaching for mastery Our curriculum overview is based on the National Curriculum objectives. Through teaching for mastery, pupils deepen their understanding of mathematics, rather than - 49 -
memorising key procedures or resorting to rote learning. The three key principles of mastery are: • conceptual understanding is key; • children must be able to speak in full sentences applying correct mathematical vocabulary; • children can learn to think like mathematicians. Our curriculum moves at a pace that provides pupils opportunities to ‘master’ skills and understanding before applying them in other contexts. Concrete – Pictorial – Abstract (CPA) One aspect of ‘Maths Mastery’ is the Concrete – Pictorial – Abstract (CPA) approach. This is implemented from Reception to Year 6. We use concrete and pictorial representations of number before moving on to the abstract. Building these steps across a lesson helps pupils better understand the value of digits and the relationship between numbers and the real word. The three stages of the CPA approach help secure pupils’ understanding of the mathematical concept they are learning in order to effectively develop strong, confident mental strategies. Key Features of Fielding’s approach to Mastery include: • Curriculum design - A detailed, structured curriculum is mapped out across all phases, ensuring continuity and supporting transition. • Lesson design - Lessons are crafted with similar care and are often perfected over time with input from other teachers, drawing on evidence from observations of pupils in class. Practical lessons should follow whole class approach provided by Power Mathematics and White Rose guidance whilst written lessons should follow the Teaching and Learning Blueprint with a challenge by choice approach to differentiated activities. • Teaching for Mastery- A balance between teacher-directed instruction and pupil inquiry should be made where an approximate 80:20 split between the combined ‘TEACH, DO and PRACTISE phases and the BEHAVE phase. Teachers introduce and build new mathematical concepts whilst pupils become fluent in its practice, then a period of reflection in which pupils apply prior learning and new connected ideas for serious mathematical thinking. • Teaching resources - A coherent programme of high-quality curriculum materials from the NCETM, Power Mathematics, Third Space and White Rose Mathematics Hub is used to support classroom teaching and intervention. • Teaching methods - Pupils work on the same tasks and engage in common discussions. Concepts are often explored together to make mathematical relationships explicit and strengthen pupils’ understanding of mathematical connectivity. • Vocabulary – In-depth teaching of vocabulary throughout a learning journey by creating actions, associating symbols and relevant images, teaching word morphology and etymology and recording key definitions. • Stem Sentencing - Used to tackle misconceptions and improve reasoning through talk for learning whilst exposing generalisations within mathematical structures - 50 -
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