Staff handbook 2021-V1

• Questioning - Precise questioning during lessons are explored to ensure that pupils develop fluent technical proficiency and think deeply about the underpinning mathematical concepts. • Teaching misconceptions Pupils’ difficulties and misconceptions should be identified through immediate formative assessment so they can be unpicked and addressed with either same-day intervention or whole-class teaching the following lesson. • Low Threshold High Ceiling – Tasks are made accessible for every child in the class where everyone needs to have the prior mathematical knowledge required to start working. The Low Threshold mitigates against the development of mathematical anxiety and the High Ceiling offers everyone the opportunity to access the task and develop their resilience when problem solving. • Pupil support - Through the support and intervention provided to different pupils, not in the topics taught, particularly at earlier stages. There is no differentiation in content taught, but the questioning and scaffolding individual pupils receive in class as they work through problems will differ, with rapid graspers challenged through more demanding problems which deepen their knowledge of the same content. Science As a core subject, we give the learning and teaching of Science the prominence and status that it requires. Our aim as a school is to provide all of our pupils with a progression of rich opportunities which develop their ability to explore Science and communicate scientifically so that they have access to a varied and comprehensive curriculum that reflects our school, the local community and the wider world. We would like the teaching and learning within Science to be both creative and explorative and our scheme of learning provides a structure for skill development built around the National Curriculum framework, whilst giving teaching staff the flexibility to plan and implement creative programmes of work that inspire, engage and encourage scientific learning. This is with the hope that pupils will continually build upon the skills and knowledge needed to embed learning and that they will be motivated to continue to develop these skills into the next stage of their education and life experiences, creating life-long Scientific learners. How we teach Science At the heart of our Science challenges are the practical experiences that allow pupils to work scientifically and explore and investigate, teaching them the uses and implications of Science, today and for the future. Through real-life experiences and contexts, our children develop an understanding of the wider world around them and an appreciation for their responsibility towards their community and wider environment, underpinning our philosophy as a Values based school. Science has a dedicated period on the timetable, taught across the school on a Monday. All pupils have Science books in which to record their work from lessons and to reflect and improve based on the feedback they have received from teachers. The work can include annotated knowledge organisers, assessments such as pre and post learning quizzes, as well as evidence of scientific investigations and how these have helped meet working scientifically skills. Collins Snap Science scheme of learning provides all year - 51 -

groups with a comprehensive programme, which can be accessed with the following login details. Username: [email protected] Password: Fielding@1 The scheme of learning provides you with module overviews, sequenced lesson plans, presentations and printable and digital resources. In addition, curriculum statements allow you to check how each strand meets national curriculum objectives and class records can be recorded online. Lessons from the Collins Snap Science programme can be tailored to the needs of your class and schedule. For example, lessons could be combined or investigations can be developed further to challenge pupils. In addition to discrete weekly lessons, Science is interwoven into the curriculum so that children use their scientific skills on a daily basis. Each unit is taught through a hands-on, inquiry based approach, which aims to develop their scientific knowledge and conceptual understanding. Through developing their working scientifically skills, pupils will understand the nature, processes and methods used within Science and be able to apply these in order to answer scientific questions using a range of approaches. From Early Years through to key stage 1, pupils develop their scientific understanding through experiencing and observing phenomena and events and being encouraged to ask questions and challenge what they notice. This includes exploring what plants need to grow and how trees within the local area change over the year to explore the concept of change over the seasons. Entering into lower key stage 2, children begin to broaden their scientific view of the world around them through testing and developing ideas about nature and the relationship between living things and the environment, such as questioning how rocks are formed and investigating how changing environments can affect habitats. By this stage, pupils set up practical enquiries, considering comparative fair testing and using scientific evidence to support their findings. By upper key stage 2, the focus is on a deeper understanding of a wide range of scientific ideas and recognising how more abstract ideas change and develop over time, such as changes within ecosystems, animal development and how humans change due to evolution and inheritance. By this point, children are using a range of scientific data and observational evidence to justify their findings. Intent We are committed to building children’s curiosity and nurturing their passion for Science in order to develop a deeper understanding of the world we live in and the significance of science in everyday life. This is fostered through a rich varied curriculum, tailored to the needs of our pupils and taught through the vision, values and ethos of our school. We aim to build their knowledge of key concepts, methods and processes through carefully sequenced learning journeys, supported by knowledge organisers, relevant exploratory investigations and wider curriculum links. Implementation Through assessment of our own subject knowledge we ensure high quality, well informed teaching which creates a positive attitude towards science learning. Engaging sequenced lessons aided by high quality resources build on previous knowledge and develop key working scientifically skills. Our pupils are encouraged to ask questions, given opportunities to use their skills and discover through research and exploration, with an emphasis on topic specific scientific vocabulary. Challenges are structured to allow children to explore, question and think for themselves. Regular assessment and monitoring demonstrates that our children understand and can apply key scientific - 52 -

knowledge and skills, whilst rigorous monitoring of our science curriculum helps inform our action plan aimed at developing our programme of learning. Impact Our pupils are enthusiastic about science and enjoy lessons, engaging with their local environment through varied and first hand experiences. They are equipped with the scientific skills which provide the basis for understanding and appreciating the world around them. Work within science and other subject areas evidences a clear progression in children’s understanding of scientific topics and an increasingly independent ability to make their own judgments and draw conclusions based on pupil led investigations. Our feedback and responses to pupils has an impact and advances their learning, whilst pupil’s views and attitudes help us to further develop the curriculum. Meetings and reviews with senior leadership and governors allow for open communication on the development of the subject and progress against action plans. Our pupils grow to realise that they are scientists: capable, confident and motivated to continue their scientific learning. - 53 -

Specialist Teaching & Music tuition PPA time is covered by specialist teachers for Music, French and PE. Specialist teachers complete the preparation, planning and assessment for these lessons, freeing up class teachers to have joint PPA time. Specialist teachers also provide enrichment opportunities for children including Orchestra, choir, 1:1 or small group music lessons, language clubs and sports squads and competitions. This may mean that pupils are withdrawn from class lessons to attend these opportunities. Please review to the whole school overview and EMS (Ealing Music Service) timetables for more information. * PE & Sports, Dan Thomas and Ashley Winn * Music & EMS, Maria Neil-Smith * French and International Schools, Sogol Mahvelati Gardening and Cooking Although gardening and cooking take place at the same time, they are two distinct subjects. Gardening relates to our science curriculum and cooking is an element of our design and technology curriculum. * Years 1, 2 and 6* will have 5 sessions and Years 3, 4 and 5 will have 6 sessions of Gardening & Cooking per year. This is roughly equivalent to one session per half term. See overview for timetable. * Years 1,2 & 6 have one less G&C session due to statutory assessments and logistics. • G&C sessions will not take place in 'part weeks'. These weeks will be used by Fielding’s School Gardener, Ellie Lock for general maintenance and planning and preparation. See overview for timetable. • Unless other arrangements have been made, G&C sessions will not take place on year group PPA days, gardener will use this time for planning and general maintenance. • Each session will consist of at least 1.5 hours Gardening, this is Science and 1.5 hours Cooking, this is DT due to this, there will be no morning break. • Classes will be split into two groups of 15 children • Timetable of all sessions planned are on the yearly overview, year groups to avoid booking trips, visitors and any professional development in their G&C week. • If pupils have instrumental sessions at the same time they are to attend instrumental and then join class. Planning * Overview has been planned by the Cooking Leader. It references the following elements of the National Curriculum: * Design & Technology: Cooking and Nutrition * Science: Seasonal Changes, Plants Living Things and Their Habitats * Personal development: Keeping healthy * The Core Competences from the British Nutrition Foundation should be used as a framework for planning including the food for life curriculum, see curriculum planning documents on the staff shared drive: Curriculum>non- core>cooking * The Fielding Planning and Progression file should be used when planning G&C sessions. This also includes the Healthy Eating Progression Chart outlining objectives needing to be covered in all year groups. * Also see - 54 -

* http://www.foodafactoflife.org.uk/attachments/24aaa70d-ad1b- 40d3df656705.pdf * https://www.nutrition.org.uk/foodinschools/competences/competences.html * The RHS gardening in schools website will be used to support planning for the gardening element https://schoolgardening.rhs.org.uk/home * Our Teaching Assistant Gardener, Ellie Lock will lead the Gardening session, class teacher to lead Cooking session. * Class teachers will need to undertake Level 2 food hygiene course http://food-safety.org.uk/food-hygiene-course-for-schools * Year groups to plan for one less Mathematics/English session for their G&C week * Please see the cooking (DT) planning guidance on the staff Team, curriculum file. Assessment Our principles • Every child can achieve: teachers at Fielding have the mindset, ‘What do I need to do next to enable a child in my class to achieve?’ • The National Curriculum objectives will be used as the expectations for all children. • Pupils will make age appropriate progress from their different starting points – 12 months in 12 months, more for those who need to 'close the gap' to reach age related expectations. • Teachers are experts at assessment - assessment will be effectively used to ensure the correct scaffolding is built into lessons to ensure all children achieve. Procedures • This year there will be three ‘data snap-shots’ per year, September (baseline), January and July (earlier for those year groups who have statutory end of key stage assessments) this is due to the COVID-19 pandemic. Usually this will be 2 assessment points per year. • Y 1 – 6 NFER testing for reading and Mathematics, two times a year o Use of NFER to record test scores, converted to a standardised score and complete a gap analysis for reading and Mathematics. Progress will be measured in two ways: ▪ Against end of key-stage starting points ▪ In-year, standardised score to standardised score ▪ These are transferred into Bromcom. • Years 1 -6 Use of Benchmarking termly, for assessing reading ability and assigning texts by book band • Years 1 – 6 teacher assessment of writing, recorded on BromCom • EYFS termly assessment against development matters statements and ELGs recorded on BromCom • Appraisal targets setting followed by twice yearly raising achievement meetings focus on key-groups, The most disadvantaged (pupil premium, SEND and those under a care plan), Most-able and those who need to catch up. Assessment outcomes are recorded in Bromcom on marksheets. See assessment policy and teacher guide to assessment for more information. Read our guide to assessment - 55 -

1Assessment Cycle Autumn 1 •Parent consultation meetings, meet the teacher •Appraisal Objective setting •EYFS Baseline •Benchmark reading •Initial vulnerable children meetings, intervention organisation. Autumn 2 •Books home •Interim vulnerable children meetings Spring 1 •Benchmark reading •Assessment point 1 -NFER tests and gap analysis, reading and Mathematics, Y1-6 •Writing teacher assessment •EYFS assessment •Parent consultation meetings •Raising achievment meeting and appraisal - mid-year review Spring 2 •Books home •Vulnerable children meetings Summer1 •Benchmark reading •Statutory assessments, Year 2 and 6 •Books home Summer 2 •Y1 Phonics check/Y4 times table check •EYFS statutory assessment •Assessmet point 2, NFER tests and gap analysis, reading and Mathematics, Y1,3,4 & 5 •Writing teacher assessment •Reports to parents •Raising achievement meeting and end of year appraisal. - 56 -

Marking & Feedback Feedback should be: 'Just in-time, just for me' Purpose To close the gap, feedback should inform next steps, professional judgement about the balance between written and verbal feedback and/or the extent of written feedback that the child needs to move their learning forward should be used within this framework. Non-negotiables: • Pupils should have opportunities to reflect on feedback. • Pupils should know their next steps and be able to talk about how their feedback has had an impact on their learning. English • A class feedback sheet is used by the majority of pupils to self-assess their 'cold write'. • The ‘cold write’ is marked in depth by the teacher for key/vulnerable pupils. • First draft could be marked in depth by the teacher, or self or peer marked against a rubric by pupils, depending on which approach is most appropriate. Teachers mark grammar and some key incorrect spellings that are not specific to the rubric. • Final draft, (in Yellow books) used for summative assessment and pupil self- regulation ('writing reflections'), this should be completed in the English book, not the yellow book. • Skills lessons in between should be marked; this can be 'tick marking' or highlighted in green/yellow. • Dictation to be marked by pupils. Mathematics • Pre-learning assessment based on 80:20 approach of checking for secure fluency in previously taught content related to that strand of learning, to be marked by teacher highlighted in green/yellow to inform planning. This should be carried out well before the Journey begins with sufficient time to mark and assess year group and individual gaps whilst providing a gauge for the pitch level of lesson activity planning. • Pupils also self-assess their confidence level by putting a ‘starting star’ on the rubric at the start of a journey. • Success criteria for each skill to be provided with WAGOLLs on the Rubric for Lower and Middle Phase and generated by pupils in Upper phase. • Where pupils are practising and applying a skill: o highlight (green) where there is a correct answer/working out strategy, o highlight (yellow) where there is an error, o give an example – where appropriate, o set next step using appropriate level of feedback to deepen understanding linked to SOLO verbs. • A Learning Journey rubric is produced per unit: o to be stuck in books at the beginning of each unit, o pupils self-assess – using ‘starting and finishing stars’, teacher then checks. o All pupils should have the chance to reflect on their learning at the end of the journey using the Rubric and Key vocabulary for that unit. • Teachers should attempt to use rolling formative assessment and verbal feedback strategies at individual points of need interventions during lessons where possible. - 57 -

• Teachers use Learning Journey rubrics to support summative assessment. • A Post learning or Revisit assessment should be done after sufficient time (1-2 weeks after new Journey has begun) to consolidate and confirm previous learning has been and understood confidently. • Times table challenge and number bond challenge should be marked by pupils. • Daily catch-up sessions should be held on a regular basis, reviewed and marked regularly through the week to ensure no pupils are being left behind. . Fielding Learning Challenge Curriculum (FLCC) • Children will each receive a ‘Knowledge Organiser’ for their humanities, RSHE, DT, art, music, French and PE challenges. o This knowledge organiser forms the ‘essential knowledge’ that every child should know by the end of the Challenge. o Each child, at the end of the unit will annotate their Knowledge Organiser with key information that they have learnt. o Each child will also annotate with any skills they have practiced or learnt in this Challenge. Science • A SOLO rubric and a ‘Knowledge Orgnaiser’ to be produced per unit, including ‘working scientifically’ skills: • to be stuck in books at the beginning of each unit, • pupils self-assess – write date against skills when achieved, teacher then checks, • Teacher marks using green and yellow highlighting, next step comment linked to SOLO symbols 'In-depth marking' Highlighting • Green with SOLO symbol that has been achieved - positive, cross referenced with rubrics/success criteria using SOLO verbs. • Yellow with SOLO symbol indicating next step - areas for improvement incl. spelling where word or pattern has been directly taught ('sp.' and correction in margin, with a place to practise). o No need to write feedback in a sentence, it could be a quick note e.g., highlight in work, at bottom of work draw SOLO symbol in green, and write 'capital letters' Next step feedback This should be written in line with Visible Learning feedback strategies, at the right level. SOLO symbols and verbs used to indicate where the pupil is and where they are going next • Self • Task • Process • Self-regulation Verbal feedback • Use of ‘v’ symbol, with brief comment recording discussion – target vulnerable pupils daily 'Pupil reflection' - 58 -

'Mathematics minutes' and 'writing/reading' reflections should focus on the VL key questions: Where am I going, how am I going, where to next? Reflections should be linked to rubrics/success criteria. Reflections should be written at the bottom of a piece of work, with a title, using the lines on the page in green pen. 'Rubrics and Learning Journeys' Should include, SOLO symbols, relevant skills progression in line with SOLO, space for pupils to add ‘starting and finishing stars’ and teacher to check. Home Learning Top education researchers tell us that homework has minimal impact for primary aged pupils, unless it requires children to rehearse and practise. We have therefore adapted our routines to reflect this. The routines for children each year group are as follows: • Reading and/or talking about their reading to an adult for at least 20 minutes, 5 times a week. This will be evidenced through reading being recorded in reading records. Reading records and reading books should be coming into school daily. Reading records will be signed by teachers to check regular reading is occurring. • Learning spelling patterns linked to age-related expectations ready for use in dictation towards the end of every week. These spellings will be on year group notice boards and should be practised at home. Dictation will be recorded at the back of English books so parents see achievement and progress when English books are sent home. • Using Times Table Rockstars to improve multiplication fluency. • Half-termly creative home learning should be set at the start of each half term and will celebrated and fed back on during creative home learning showcases. • Class exercise books for English and Mathematics will be sent home as per the timetable laid out in the Assessment Policy. In addition to the above: • Year 5 & 6 will have Mathematics and Grammar text books to send home once each week, which are marked by the child or by a parent. Appropriate pages to be completes will be displayed on the Year Group Notice Board. Effective Use of Teaching Assistants 1. Generally, in class, support, teaching and working with groups of children. 2. During main teaching – on the carpet or sitting with designated group of children, supporting, re-phrasing teacher’s questions, checking understanding, encouraging children to put hand-up (knowing that answers are correct) - a mini-lesson within a lesson. 3. During independent work – teaching and supporting a group of children in the classroom. Maybe some one-to-one work with a SEN child, but also supporting other children working around and with the child who has an EHCP 4. Groups may be withdrawn from class for timetabled intervention, pre-teaching or catch-up support, this should be organised with the HLTA and discussed at vulnerable pupil meetings. Individuals may be withdrawn from class for pastoral/behavioural support and unpicking of problems/issues, returning to class to resume work. Purposeful Learning Avoid videos, colouring-in and extra play. - 59 -

5. All work undertaken at Fielding must be purposeful and have a sound educational basis. We do not ‘colour in’ for the sake of colouring-in, watch videos (other than short snips for specific teaching purposes and of U classification) or have extra play. 6. We only ask children to complete tasks that will help them in their learning or social development (e.g., making a leaving card for a member of staff) and which are specifically planned for. Working with Parents Positive, informal conversations with parents, especially after-school in the playground is encouraged. However, for more focused or formal conversations, parents should contact the Main Office to arrange a meeting. Teachers should not agree to meet parents when they have other meetings, but book at a time when there are others around and the parent can be listened to. Parent Consultation Meetings Will be remote in the first term, guidance on setting this up can be found here Parents consultation meetings take place two times a year, at the start of each term to fit in with our assessment cycle. Parents book 10-minute appointment slot through MCAS (Mychidatschool, which is the parent view version of Bromcom). What a parent consultation meeting should be: • Well prepared- ensure you have up to date data, specific children’s gaps, support that is in place and be aware of any past or present pastoral issues. • Structured • Lead by teacher with opportunities for parents to share opinions • Snappy • Progress driven. In 2021 parents will have a choice of booking an in person or online meetings (via Teams) Meeting Structure • Welcome and meeting parents • Explain purpose of meeting (start of year is to check in with how child has settled in and aspirations for year whereas mid-year is to share progress and see what else the child needs to achieve). • Social progress- How happy child is in the classroom and with their friends. • Data element for Reading, writing and Mathematics- where are they at, progress they have made and if they are on track for targets. Celebrate any significant progress or achievements such as now writing independent sentences or learning times tables. Give realistic suggestions for how they can help at home to achieve targets and share • support in place in school if relevant • Answer any questions or concerns the parent has referring back to you ARE and target data if needed. Parental complaints/ concerns/ anxieties need to be taken seriously and listened to at a suitable time. 7. Communicating concerns is a delicate matter, but it is very hard if a parent is unaware of their child’s needs or behaviour. - 60 -

Section 5 – Pupil expectations, staff appraisal and professional development Significant impact of research (Hattie) on our understanding of the most effective learning and teaching. Fielding ‘house-style’ is underpinned by: • a belief that every child can achieve: a no excuses culture where we ask ourselves, “how can I reduce barriers to enable the child to achieve and thrive?” • equality by the end of the year: every child is secure in expectations for their age; depending on starting point, many are ‘mastering’ expectations for their age • fewer things: greater depth • time for children to produce stuff: teacher’s expert assessors of stuff • bigger focus on assessment for learning: asking rich probing questions during lessons and acting on answers from children and doing more of the A in PPA • opportunities for retrieval practise are prioritised • progress is: ‘knowing and remembering more’ focusing on recall and how knowledge is stored in the long-term memory We share models of excellence with the children, pitching at age-related expectations, and derive success criteria from the model. We teach to the top, providing a scaffold to enable all to achieve. Children know the learning journey (where are we going?) and, where appropriate, have a modelled example (WAGOLL) of the desired outcome. We model new learning using the IWB or Surface & Screen and record key points for our learning wall. We judge how well children are learning in the lesson, asking rich, probing questions to check that they understand; adjusting the lesson based on their responses. Intended learning drives the structure of the lesson and groupings. We are aware of the key groups – The most disadvantaged (SEN/D, Pupil Premium, those subject to a care plan, looked after and previously looked after) most-able, those who need to catch up – and know each child’s starting point from the end of the last key- stage i.e., end of EYFS for KS1 and end of KS1 for KS2. Our assessment, marking and feedback identifies next steps for children, next lesson, next day, next week. Teachers work collaboratively, plan and talk learning. Shared excellence in a 4-form entry school isn’t dividing up the work and working alone. Tweak our practice so all secure in our pedagogy of why we do things and the impact of what we do on learning outcomes Quality of teaching • Phase targets to reflect career stage expectations for individuals based on current pay point: o M1- M3 should achieve good with support by the end of the year o M4 – M5 should be consistently ‘good’ over time o M6 and above should be consistently ‘outstanding’ over time - 61 -

Evaluation ‘curiosity, dialogue and support’ Why we evaluate: • to check the impact of systems, structures, and routines on pupil outcomes and against school development plan • to find out what is working well and were we could strengthen practice • to know where to implement additional support to further develop teachers’ pedagogy and subject knowledge. - 62 -

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What do coaching, mentoring & structured conversation include? Starting points At Fielding, starting points for pupils are: • Reception pupils, starting points are on-entry base-line assessments. • key-stage 1 pupils, starting points are Early Years Foundation Stage Profile exit scores in reading, writing and number separately. • each key-stage 2 pupil, attainment at the end of key-stage 1 for reading, writing and mathematics separately. For whole school analysis pupils are grouped by their starting point and progress compared for each pupil in that group. Groups Key-stage 2 At Fielding, the key groups are defined as: Key-stage 1 Most able pupils EYFSP Exceeding, Key stage 1 Greater depth Most Disadvantaged Those in receipt of Pupil Premium grant, including in care and adopted (P/LAC) pupils SEN/D - Those who have been identified as having a special need or disability Those who need to catch-up Those who are subject to a care plan EYFSP Emerging Any other pupil who has not securely achieved previous end of year Any other pupil who has not securely achieved previous end of year Excluding SEND pupils Excluding SEND pupils Teachers’ Standards Ofsted’s evaluation schedule enables evaluation of the DfE’s Teachers’ Standards. The school’s ‘blueprint’ provides a summary and links between the different elements of effective teaching and its impact on learning. However, when applying professional judgement, the overarching Teachers’ Standards and Ofsted’s evaluation schedule should be considered. Teachers must meet the requirements of the Teachers’ Standards but feel free to interpret national and local guidance and apply their professional judgement in the best interest of their pupils. Feedback and marking provide a useful example of how teachers at Fielding might apply their professional judgement. Example: Feedback and marking National priority: that pupils make progress from their starting points. Teachers’ Standards: 2a, be accountable for pupils’ attainment, progress and outcomes. - 64 -

Teachers’ Standards: 6d, give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to feedback. Ofsted evaluation schedule: TL&A, ‘Good’ give pupils feedback ….. Pupils use feedback well and they know what they need to do to improve. Any book scrutiny and discussion with pupils as part of an evaluation would, therefore, be seeking to judge the impact that feedback was having on pupils’ progress over time. Questions might include: • to what extent are pupils making progress overtime from their starting point? • how effectively are pupils responding to feedback – oral and written – over time? Not necessarily from every piece of work or immediately, and how much is this feedback contributing to their progress? • focus would not be on how many pieces are marked or how many next steps are given but instead the impact that regular feedback and/or marking has had on the pupils’ progress overtime. Professional judgement Teachers should feel confident to apply their own professional judgement, using school policies and procedures as a guide, to achieve the best possible outcomes for pupils in their class. Teachers must use their own professional judgement to match the needs of their class against the national priorities. School policies, procedures and routines should be interpreted as best or preferred practice but should not overrule professional judgement, constrain innovation or risk taking to get the best outcomes for pupils. Individual class teachers, working together within their Year Team and Phase Teams are best placed to take decisions about their own teaching, learning, assessment, personal development, welfare and behaviour of pupils in their class, year group or phase. The school’s Visible Learning programme is necessary for promoting reflection, innovation and change. School policies, procedures and expectations are in a state of flux. Under these circumstances, confident application of professional judgement within the Teachers’ Standards framework, knowledge of national priorities and the Ofsted evaluation schedule is expected. Phases, Year Teams and individuals should feel confident in their decisions and, if needed, be ready to justify their thoughts during any professional discussion rather than feeling anxious about recrimination. Timings A schedule for the focus of evaluations is published on the school’s Overview and highlighted on Looking Ahead. Feedback The findings of evaluations will be given as broad strengths, weakness and next steps for the school rather than identifying an individual. Individuals may request 1:1 feedback from any evaluation involving pupils in their class or themselves. Individual feedback will be brief and verbal. Personal Performance Summary (PPS) & Teacher Standards and Appraisal The PPS document is used as a discussion tool during your raising achievement meeting for you to reflect on our own performance against Ofsted criteria and the Teacher Standards. These will be reviewed each term with your line manager, you will also have an opportunity at this time to discuss your own professional development needs. - 65 -

Appraisal and capability If any whole school evaluation identified significant weaknesses in the performance of an individual teacher, these would be highlighted to the individual verbally and in writing, discussed at a separate meeting with the opportunity of a further 1:1 support and then re- evaluation in a specific area at a later stage. These arrangements would initially be outside of any appraisal or capability procedures. Support Staff appraisal Use of TA standards. Admin and premises staff appraisal Annual targets will be set and reviewed with line manager. The appraisal cycle for premises and admin staff runs in line with the finical year rather than the school year, April –March. Professional Learning Communities (PLCs) PLCs support and contribute to the School Development Priorities. Each year team member will join one working group; they will be selected based on personal interest and strength of subject knowledge. Working groups will meet at least once every half term, this could be more depending on priority and needs of group. Members are required to feedback to their year teams and be the year group ‘expert’ - 66 -

Continuous Professional Development (CPD) All appraisal and professional development materials will be saved in your staff notebook in your Microsoft Team, team’s channel. - 67 -

Section 6 – Pupils: behaviour, safeguarding & additional needs Equality and Positive High Expectations We strive to challenge and counter all racism, inequality and low expectations of others. Believing that because an individual has special needs, they have limited potential or because they are from a specific gender, background or ethnic group, they are unable to achieve their optimum potential or should experience less favourable treatment is unacceptable in our school. Similarly, expressing low expectations or criticism of a person’s ability, appearance or background is unacceptable. Furthermore, in countering the possible impact of discrimination or circumstance, all staff must ensure they give pupils positive (but not dishonest or unrealistic) messages about their potential and the very best of support (within available resources) in order for them to achieve their potential. We know that we must tackle underachievement and being reflective, analytical, honest and proactive are essential behaviours for all working in our school. Read our equality objectives and accessibility policy for more details. Aims and expectations for behaviour We believe that good behaviour is fundamental to success in the classroom for both pupils and teachers. Good behaviour results from a well-planned and delivered curriculum that stimulates pupils to learn, ask questions, debate, and challenge themselves. Behaviour for learning is behaviour which encourages learning to take place. Good behaviour needs to be taught, modelled and rewarded. Poor or unacceptable behaviour needs to be sanctioned. We want our school to be a happy and relaxed place where we can all work and play together in a caring environment. We believe that all pupils have the right to feel valued and safe at school in order to enjoy their days at Fielding. We expect all members of our school community to live by and be role models of our Values when on school premises. We believe in the importance of clear and consistent classroom routines which are adhered to, creating a culture of rewards for success. Fundamental principles ‘What you accept becomes acceptable’ Good behaviour is fundamental to success in the classroom for both pupils and teachers. A well-planned and delivered curriculum enables pupils to learn, ask questions, debate, and challenge themselves. Consistently managed behaviour encourages learning to take place. Behaviour expectations are taught, modelled and rewarded. Poor or unacceptable behaviour is sanctioned. - 68 -

Our Values-based ethos gives staff and pupils a shared vocabulary to develop a strong moral compass. As a result, our school has a happy and relaxed environment where pupils feel valued and safe. We expect all members of our school community to live by and be role models of our core values< respect, resilience, empathy and reflection at all times. Fundamental principles Our Values-based ethos underpins our expectations for behaviour, we make it easy to behave and hard not to by: • unconditional positive regard for all pupils; • the use of our core values to underpin our choices, actions and on how we reflect on negative choices; • a focus on choice: we refer to good choices (which lead to good consequences) and choices which are bad (which lead to negative consequences). Language of choice is used to encourage: o self-management of behaviour and reflection on behaviour choices made i.e. there are always different behavioural options; o any poor behaviour is a result of the choices made rather than negative expectations associated with ‘labelling’ of a child; • recognising, acknowledging and rewarding pupils for their positive choices, use of our values and behaviour; • consistency in behaviour management based on our whole school structure where all staff are expected and empowered to effectively manage behaviour; • a positive and assertive approach, where clear boundaries are set and enforced consistently, fairly, calmly and firmly. Encouraging good behaviour and high self-esteem We encourage good behaviour by: • teaching and role modelling the behaviour we want to see at every opportunity; • establishing well-defined routines in the classroom; • being calm, fair, firm, clear, consistent, positive and understanding; • praising good behaviour as it occurs, sanctioning poor behaviour; • teaching children to use our core values and related values when making decisions on how to act and behave; • using MindUP strategies ‘break-breaks’ and ‘reflection time’ (brain breaks) in class to create a positive climate for learning; • encouraging pupils to be responsible for their own behaviour; • letting parents know about their children’s good behaviour, and poor choices; • using ‘Circle Time’ activities as needed to support the RSHE curriculum; • explaining reasons for any sanctions; • encouraging pupils to be proud of their school. Unacceptable behaviour includes: • ignoring reasonable instructions. • answering back, rudeness or aggression. • making unkind/ derogatory remarks. • damaging property. • biting, spitting, hitting and kicking. • swearing. • racist comments. • bullying (refer to Anti-bullying policy). - 69 -

• Stealing Unacceptable behaviour should always be challenged, no matter how small. Managing Behaviour Our behaviour principles are an integral part of our VbE. We teach pupils how to be the best person they can possibly be and how to make good choices through exemplifying our core values. The vast majority of Fielding pupils want to behave well and show good behaviour. This is our minimum expectation. This helps pupils to be successful in school, in the community and later in life. It is our duty to actively manage behaviour and to praise pupils who are getting it right as well as challenge inappropriate patterns of behaviour and support changes. We have a very powerful positive behaviour management system in school. This is based on the pupils collective efficacy towards a reward for their constellation group and a recognition of their own individual efforts. We use a token and certificate system to recognise those children who ‘stay on green’ always do the right thing and those who go above and beyond by displaying our core values. All staff are required to keep to this same system of consequences and rewards. There are no circumstances where a reward can be introduced because the teacher thinks it a good idea (e.g. dojo points, stickers, extra play, sweets, video, time on a computer etc.) and neither is it possible to not include your class in an aspect of the system that other classes do. The school’s systems are demonstrated through the school rewards and sanctions pyramid. If it seems like systems and approaches are not working, it is the teacher’s responsibility to seek advice and support from their Year Leader, AHT, SENDCO or the DHT. If there are incidents which arise, staff are expected to fully investigate the matter before deciding on consequences (following rewards and sanctions pyramid). A clear focus on ‘what did you do’ to each member of the group (refusing to listen to any of the additional unrelated details, but re asking the same question ‘what did you do’ until the picture is clear) is important. Unwanted behaviours are recorded as a ‘red incident’ on Bromcom. This goes directly to parents. It is the responsibility of the adult who deals with the behaviour to apply appropriate sanction and record. Do not move behaviour on to another adult. Do not ‘walk by’. Honesty At Fielding, we have an approach where children are expected to be honest straight away and have a smaller consequence approach for children who are honest and accept responsibility for their actions. It is important that all staff have the same approach and consistently promote honesty. See the behaviour policy for full details. http://www.fieldingprimary.com/policies/ Equality All pupils are treated equally with regards to consequences and rewards. All children are treated equally; all days are new days. Everyone has a fair chance and the opportunity to learn from all of their behaviour with our support and guidance. Occasionally, individual pupil’s may have slightly different programmes for various reasons and staff will be aware of how this operates so we have consistency. - 70 -

Expectations for managing behaviour of pupils with SEND: For pupils with SEND their behaviour is often a form of communication and the meaning behind this communication might not always be clear. Pupils who are showing negative behaviours might not be doing this on purpose and might find it difficult to communicate their needs or feelings in a calmer or clearer way. It might be because they are feeling anxious and are seeking reassurance. It is important that for these pupils, we look at their behaviour as part of them and something that we can help them understand and manage. We must remove all obstacles to good behaviour and provide support for all pupils to meet expectations. All adults, who will be teaching a group of pupils, are personally responsible for • knowing a child’s individual needs before teaching them. They should ensure they have accessed the child’s learning plans and pupil passports and use suggestions on these; • using learning plans to understand what works and what doesn’t work for a child with SEND, including triggers. For example: If a child has ADHD and possibly has difficulty keeping calm and focussing, moving their name to red for not focussing is not appropriate. There would have to be other steps/approaches in place for that child that should be followed; • adapting behaviour scripts and systems to meet the needs of individual pupils; • evaluate why and what would work better for each child, keeping learning plans and TeamTeach risk assessments up to date; • communicate learning plans and adapted approaches for covering teachers so the approach to managing their behaviour is consistent. With a particular focus raising awareness of pupils who have had Adverse Childhood Experiences (A.C.E). See Behaviour policy for full details on supporting pupils with SEND with their behaviour: http://www.fieldingprimary.com/policies/ - 71 -

School rewards and sanctions pyramid (see behaviour policy for larger version) - 72 -

Anti-bullying Procedures We are committed to creating and sustaining a safe, positive and inclusive environment for all pupils, staff and parents/carers. Our response the bullying doesn’t start with a pupil being bullied but by creating a warm, respectful values-based ethos where pupils understand and appreciate differences between each other. Our Values-based education and RSHE curriculum is focussed on celebrating differences and similarities, treating every person with respect and on teaching children how to deal with conflicts. To ensure bullying allegations and incidents are dealt with fairy and consistently, all staff members are to follow the school anti-bullying flow chart. - 73 -

Safeguarding Children Training All staff will receive annual safeguarding training and are expected to complete the following training: • Hays online safeguarding and health and safety training (includes Prevent) http://educationtraining.hays.co.uk/ • Asthma training https://sch.educationforhealth.org/wp/ • Anaphylaxis http://www.epipen.co.uk/patients/ • Once every two years Prevent, Home office online course You must read the following: • safeguarding policy. https://www.fieldingprimary.com/policies/ • Keeping Children Safe in Education, 2021 Part 1 & Annex B https://www.gov.uk/government/publications/keeping-children-safe-in-education--2 • Teaching online Safety in schools https://www.gov.uk/government/publications/teaching-online-safety-in-schools • Sexual violence and sexual harassment between children in schools and colleges https://www.gov.uk/government/publications/sexual-violence-and-sexual- harassment-between-children-in-schools-and-colleges Child Protection Clare Haines is the Designated Lead for Child Protection at Fielding, with the Peter Dunmall taking the responsibility in her absence followed by other members of the Leadership Team. Karen Esprit, Childcare manager is the designated lead outside of usual school hours and Tracy Cherry is the designated lead for the Nursery. Child protection concerns are shared on a need to know basis so you may not know of a whole catalogue of concerns that may have already been reported We have a legal duty of care for pupils to ensure their health, safety and well-being. The school is a reporting agent - we share information about children’s well-being to colleagues in Children’s Services and the Police as appropriate. We must follow certain steps and be constantly vigilant: • We must record anything a child says verbatim using the same words, however uncomfortable you may be using them. • We use TED to find out more, Tell me, Explain, Describe. We must never ask leading questions, just listen to what is being said as an active listener and then record it. • We must always consider that what is said could be crucial information about the well-being of a child – if in doubt talk about your concern with the Designated Lead. • We must be aware that what we see also needs recording - how many days was a child dirty and which dates were they? When do they cry How big was the cut? Where were the marks? On which days did they have an inadequate packed lunch? In which days did they fall asleep during reading time? • We record our observations on MyConcern. https://myconcern.education • We must never tell a child that we can keep a promise. • We must report any issues immediately to the Head or Deputy or the member of the Leadership Team in charge of the school. Time is of the essence; do not wait - 74 -

for a break or for you to have a think about whether something might be true or a worry – tell a DSL immediately (whilst someone watches your class). You may have to be especially skilled if this happens in a whole class situation e.g.: RHSE lesson Safer Working Practice for Adults who work with children All adults working with children must understand that the nature of their work and the responsibilities related to it, place them in a position of trust. Underpinning principles: • The welfare of the child is paramount • It is the responsibility of all adults to safeguard and promote the welfare of pupils. This responsibility extends to a duty of care for those adults employed, commissioned or contracted to work with pupils • Adults who work with children are responsible for their own actions and behaviour and should avoid any conduct which would lead any reasonable person to question their motivation and intentions • Adults should work and be seen to work in an open and transparent way • The same professional standards should always be applied regardless of culture, disability, gender, language, racial origin, religious belief and/or sexual identity • Adults should continually monitor and review their practice and ensure that they follow guidance. The document, “Keeping Children Safe in Education 2021’ must be read by all members of staff. See link above. If you behave inappropriately, tell the Head or Deputy straight away and it will be managed in line with requirements and in relation to the specific circumstances. An open and honest approach is best. Looked After and Previously Looked After Children Looked after and previously looked after children may need particular attention, support and monitoring through full understanding of behaviour and an empathetic approach. This should be outlined in a pupil passport and updated by class teacher. If we have a looked after or previously looked after child, staff will be alerted as to the provision that must be ensured. Claire Chadwick (SENDco) is the Designated Lead for Looked After and Previously Looked After Children. Staff supporting this vulnerable group will be offered guidance relating to attachment needs and supporting children with Adverse Childhood Experiences (ACEs), and training, where appropriate. Positive relationship, proactive management of transitions and being ‘kept in mind’ are of key importance for this group of children. Beacon House provide a wealth of information and resources: https://beaconhouse.org.uk/resources/ Special Educational Needs At transition/hand over meetings you will receive information on the additional needs for your new class. Claire Chadwick, SENDCo, oversees the provision of pupils with SEND however it is each class teacher’s responsibility to ensure that provision is implemented day-to-day, in line with the Assess/Plan/Do /Review cycle of graduated support, to ensure full inclusion of all pupils in all school has to offer. What works for pupils with SEND benefits most pupils, and more information relating to SEND support expectations and Quality First Teaching and SEND can be found here: SEN Support Expectations - 75 -

For guidance and support on the 4 areas of SEND, a resource library is also available in Microsoft Teams, Staff Team- ‘Supporting the Most Vulnerable.’ All pupils with SEN&D need to have a learning plan created through our online Provision Map tool: https://edukeyapp.com/account/login. Learning Plans include the targets each child is working towards as well as detailing provision and interventions. It is the responsibility of the class teacher to review and set new targets as appropriate on a termly basis and share the Learning Plan with parents and carers. Pupils with EHCPs will have targets linked to their EHCP outcomes and specialist provision. Targets and strategies must be shared with all staff supporting the child and hard copies available for cover supervisors and supply teachers. Each class teacher should also set up a SEN passport for the pupils with SEN&D in their class. This details how to support the child to achieve their targets from child and adult perspectives. For examples, see Isaac Ettetuani's Learning Plan: https://edukeyapp.com/report/edit/157083 and Szymon Kowalkowski’s Pupil Passport: https://edukeyapp.com/passport/edit/95855 New teacher joiners will be provided with usernames, passwords and initial training. At parent consultation times, it is the responsibility of the class teacher to arrange an ‘Outcomes Meeting’ with parents/carers of children with SEN&D. This is the meeting where the Learning Plan targets, progress and provision are reviewed. It may be beneficial to plan this meeting outside of the parent consultation slots in some cases, to allow time to review. Please liaise with the SENDCo if you would like information on how to structure the meeting or support in the meeting itself. Disadvantaged Pupils (Pupil Premium) Pupil Premium passports All disadvantaged pupils will have a personalised budget. Which we call the ‘pupil premium passport’, See more here https://www.fieldingprimary.com/pupil-premium/ Each disadvantaged pupil will also have a ‘personalised curriculum map’ which identifies gaps in core learning. Class teachers will set small step targets which should be reviewed and updated regularly, they should be stuck into their writing and mathematics books. Through their personalised budget, disadvantaged pupils have access to: • an after-school club/EMS lesson each term. • Pupils in Year 3 - 6 also have a paid for residential trip. • Additional support from our family support workers & learning mentor, eg • Family support • Rocket Readers • Phonics Wednesdays • Bedrock Vocabulary (Y3-6) • Homework club • Forest school • Music tuition • Family Links parenting support • Learning mentor • Keep up/Catch-up dynamic intervention Mentoring Each disadvantaged pupil will have a named mentor. All staff are expected to take on a mentoring role. - 76 -

Are you someone’s ‘Magic Weaver?’ Sir John Jones describes in his book ‘The Magic Weaving Business’ how powerful an impact teachers have on young people and how learning can make a profound difference in their lives. By being a mentor to one of our disadvantaged pupils, you can make this difference. Each member of staff will be assigned a disadvantaged pupil to mentor Mentoring really is something that can benefit everyone. As well as helping the mentee develop and advance both socially and academically, the mentor can gain extra skills and understanding from the partnership. Our most vulnerable pupils (disadvantaged and SEN) will benefit from a relationship with an adult who is a role model and takes an interest in their life. Having a Mentor can be one of the most powerful developmental relationships a child will ever experience, and need not involve a heavy time commitment. This group of children are very precious to us, they may be facing barriers to effective learning both inside and outside school, as a mentor your key role is to champion the needs of your mentee. Your role: • To be a role model, our values in action • To help your mentee improve their emotional awareness, resilience, social skills and self esteem • To know and understand the barriers your mentee faces • To be available as a ‘listening ear’ if needed • To give guidance and set goals Getting started • Set up an initial meeting with your mentee, • Introduce yourself, who are you, what is your role in school? • Let them know where they can find you • Find out about your mentee, what are their interests? • What are their aspirations? • After the initial meeting • Meet at least once a fortnight, at an agreed time, this could include: • Before school, soft start, ‘check-in’ • At break time • Eating lunch together • Listening to your mentee read • Playing table tennis/table football/chess etc. • Looking at their books together, sharing their learning, • Watching them in an after-school club • Teaching them a skill • Giving them a responsibility Basic check-in every meeting: • How are they? • What have they done this weekend? • What are they looking forward to? • How are they feeling? • What are they proud of since you saw them last? • What have they found difficult since you saw them last? • Discuss clubs, what clubs are they doing, how are they getting on? - 77 -

• Check on behaviour or attendance, if a known issue, congratulate any improvements • Set your mentee a goal to work toward before you next meeting Other things to consider • Check-in with their class teacher, once a half term • Keep a record of each meeting so you can refer back to it next time you meet • Any concerns, log on MyConcern Attendance & Children Missing Education Regular attendance at school promotes pupils’ well-being, maximises progress in learning and helps pupils reach their potential. The attendance pattern for all children is monitored weekly, we actively with parents to ensure a regular pattern is maintained. One of our basic principles is to celebrate success. Good attendance is fundamental to a successful and fulfilling school experience. It is our duty to promote 100% attendance for all children. We award good attendance in the following ways 1. Individual 100% certificates We track attendance for all pupils and in particular for those who are persistent absentees (<90%), SEND and disadvantaged, Marsha Coppin-Payne oversees attendance. Class teachers should also flag regular absence on the MyConcern system, this includes late drop-off and late collection. Attendance is recorded twice a day on Bromcom. Decision making flowcharts for Children Missing Education - 78 -

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Section 7 - Roles & Responsibilities Overview Head Deputy AHT AHT Personal Teaching development (QE) QoE Curriculum Curriculum Implementation of Implementation: (EYs) intent and intent and play offer, play pedagogy (VL & flexibility flexibility and lunch time Fielding blueprint) Cultural Cultural capital including capital professional development to Implementation: address gaps in assessment of teachers’ subject knowledge and discipline skills knowledge and knowledge of how Impact: Outcomes for all pupils learn. incl. ambition for the most disadvantaged and importance of reading Nursery provision and education, oversight - 80 -

AHT AHT AHT EY - SENDCO Mathematics, Curriculum EY - Nursery English, (QE) Reception Phonics & Science Leaders Curriculum EY curriculum EY curriculum Designated Consistency of vision, intent, intent, intent, Lead for pedagogy including ) implementation implementation implementation Looked after coaching and and impact and impact, and impact, pupils and mentoring provision and including logical including logical pupils progression progression progression to previously Curriculum incl from Nursery Reception looked after sequencing t development of vocabulary EY pedagogy EY pedagogy Oversight of Cross curriculum achievement links w Specialist Early reading Early reading and provision teaching incl phonics and incl phonics and for the Lead working curriculum early early following group mathematics mathematics groups of Community pupils: English Leader: links / visitors, Parental Parental In addition to the visits & charity engagement engagement SEN Support reading beyond work to enrich EHCP Year 2 curriculum Achievement at Achievement at Those who are (with EVC) the end of the end of disadvantaged Phonics Leader reception for all Nursery for all and SEN As above and incl the most incl the most EAL above: Home learning disadvantaged disadvantaged Looked after Teaching of pupils and reading incl Readiness for Quality of those systematic phonics Year 1 before/after previously from Nursery to school care and looked after Year 2 Quality of holiday Those who are before/after provision for EY on a CP or CIN school care and pupils plan. holiday

O E B&A School School culture PD culture Attendance and L&M Attendance policy punctuality Behaviour, Behaviour Exclusions Bullying, incl. online and peer and reintegration on peer Extra- Values-based curricular education provision and childcare ,fBv, equalities School Meals and diversity Relationships and Strategic direction Health curriculum, Governance (PSHE) Finance and Mind Up (with FA) resources SMSC Role of PTFA Strategic Professional Quality of direction development workforce, aligned with through use Safeguarding curriculum to of appraisal Child protection develop teachers’ subject knowledge and Safer (impact cycles & consideration recruitment training budget) of workload and wellbeing Growth of Coaching and middle leaders / mentoring to of staff ensure coherence NPQML/SL and consistency Use of pupil School Direct / ITT premium & ECT/ECT mentors catch-up grant and induction programme - 81 -

provision for EY Forest school Forest school pupils Forest school Outcomes of phase Evaluation of impact Re-integration after exclusion, Reasonable adjustments for pupils with SEND/mental health needs in line with the equality act Children’s Children’s attitudes to attitudes to learning in EY learning in EY Personal Personal development in development in EY EY Professional Professional Off-site development development provision aligned with aligned with EYFS EYFS Line ’ curriculum curriculum management e needs to needs to and develop develop development of teachers’ teachers’ SEN teaching subject subject assistants. knowledge knowledge (impact cycles) (impact cycles) Professional e development of Coaching and Coaching and teaching and mentoring to mentoring to support staff to T ensure ensure meet the needs s coherence and coherence and of pupils with consistency consistency SEN/D

AHT Phase Year Leader Subj Lead Accountability for Review RAP, RAP for YG pupil outcomes RAM with YLs RAM with YG, termly Coaching Vulnerable pupils Vulnerable pupils Building exc Teaching for Phase review with YG in subject p Wave 2 provision Behaviour for Phase Learning walks, book NO SHIPPING ON Appraisal of HLTAs scrutiny half-termly Review HLTA/TA Appraisal timetables, Coaching, advice Consistency in phase Phase PD – RAP, Coaching, capacity building Monitoring YLs Learning walks, termly Analysis of incidents - provision Role model ‘On report’ Parents Support YG team Queries or Support YG team complaints Curriculum Monitoring quality Monitoring and ensures Know the in and impact across YG implementation Sequencing Assessment Phase, half termly through PPA and knowle ‘deep-dive’ Budget holder for YG assess the Coaching, advice Role modelling - 82

ject Class Teacher HLTA TA der RAM prep – analyse own class data Vulnerable pupil Intervention outcomes Vulnerable pupil prep – review with AHT & for identified children identify own and draft SENDCo, termly Impact of interventions strategies Intervention outcomes Impact of interventions cellence Reflection Appraisal of TAs Follow own timetable provision Collaborative planning Timetabling of TAs Be in right place at Peer observation right time Active member of working group Consistent implement policy Consistent implement Consistent implement Implement specific policy policy strategies Implement specific Implement specific Record, investigate, resolve strategies strategies Record, Record, investigate, investigate, resolve resolve Listen, investigate, resolve Record on MIS ntent, Know the intent, Implement g of skills and the assess the impact edge impact Evaluation of impact of teaching Twice yearly testing/EYFS Entry/Exit points Entry/Exit points profile & gap analysis interventions interventions Learning Journey skills & knowledge tracking Low stakes testing Marking 2-

Governing Body The functions of the governing body include the following core functions: • ensuring that the vision, ethos and strategic direction of the school are clearly defined; • ensuring that the head teacher performs his or her responsibilities for the educational performance of the school; and • ensuring the sound, proper and effective use of the school’s financial resources. Person Role Adeel Riaz Chair of Governors, Co-opted Governor (SEND) David Millican Vice Chair LA Governor & Chair of Resources Committee Sabine Dedeyan Parent Governor, Suzie Howard Parent Governor (Safeguarding Governor) Yvette Cook Parent Governor (Disadvantaged pupils) vacancy Parent governor Peter Dunmall Head teacher Corinne Tate Staff Governor Dr Najia Sultan Co-opted Governor Lizzie Cowing Co-opted Governor Hayley Spurling Co-opted Governor Steve Crelley Co-opted Governor Scott MacLennan Co-opted Governor David Coleman Clerk to Governors Teachers Role Responsibilities Head Teacher Deputy DSL Person Deputy Head DSL Pete Dunmall Class teacher Clare Haines Year Leader Year 3 Leader Sdeem Abed Class Teacher Faye Allen Class Teacher Year 6 Leader Sadie Augustine Class Teacher SEN&D and EAL Leader, Hafsa Bhatti Class Teacher Designated Lead for LAC & PLAC, Benjamin Bloomfield Year Leader Line manager for SEN TAs Karim Bustillos SENDco Amanda Calver Science Leader Claire Chadwick Class Teacher Years 3 & 4, Curriculum, Class Teacher French and International Elizabeth Cowing Class Teacher Schools Rachelle Francis-Dottin Class Teacher Claire Hopkins Class teacher Omar Kausar Assistant Head Teacher Layyinah Lateef Specialist Teacher Jamie Lewis Sogol Mahvelati - 83 -

Jason McConnachie Year Leader Mathematics Leader, Year 5 Leader Terry McEvoy Assistant Head Teacher Nursery Leader Maria Neil-Smith Specialist Teacher Music and EMS Mahreen Olakara Class Teacher Kirstin Oliver Year Leader Year 2 Leader Reena Patel Class Teacher Maths Leader Christopher Perez-Diaz Class Teacher Georgina Robinson Class Teacher PD, Year 5 & 6, Patricia Sammon Class Teacher Laura Stabler Assistant Head Teacher QE, Year 1 & 2, Hasan Taraboulsi Class Teacher PE & Sport Corinne Tate Assistant Head Teacher Daniel Thomas Specialist Teacher Phonics Lead/Year 1 Leader Megan Thomas Class Teacher Forest School Leader Hannah Travis Class Teacher Elli Tsoukala Class Teacher EYFS, Laura Watts Class Teacher English &Year 4 Leader, Ellen Watson Class Teacher Kristien Webb Assistant Head Teacher Philippa Whaley Year Leader Childcare staff Person Role Karen Esprit Childcare Manager, DSL Muhubo Sharmake Childcare Administrator, Senior Playworker Rugiya Abdurahim Senior Playworker Aisha Dualeh* Senior Playworker Angela Cameron Playworker Asia Hersi* Playworker Phil Kennedy* Playworker Patricia Owen Playworker Jacqui Lacey Playworker Samantha Slattery Playworker Callum Drury Hunte* Playworker Nataliya Tsebriy Playworker Eun Young Kim* Playworker Sarabjit Sahota Playworker *these members of staff also work in the main school during lunchtime and afternoon - 84 -

Nursery childcare & education staff Person Role Terry McEvoy Assistant Head teacher/Lead Teacher Kate May Nursery Teacher, Nursery SEN Lead Tracy Cherry Nursery Manager, DSL Jenny Eastwood Nursery Admissions Geeti Mirbaz EYP George Cochrane EYP Michelle Nembhard EYP Suvita Kumar Nursery TA Sarabjit Sahota Nursery TA Neelma Ahmed Nursery TA Sabirah Kaur Hayre* Nursery TA Jolanta Serrano Nursery TA Dina Malil Nursery TA Siobhan Conville Nursery Lead Playworker Nalini Ramnath-Budhram Nursery Playworker Debbie Foster Nursery Playworker Afiya John-Charles* Nursery Playworker Bushra Noordin* Nursery Playworker Samra Farooqi Nursery Playworker Regina Belaid Nursery Playworker Laxmi Singh Nursery Playworker Anna Donne* Nursery Playworker Neide Da Silva Nursery Playworker *these members of staff also work in the main school during lunchtime Front of House Dining Supervisors Person Role Jacqui Lacey Leader of lunchtime provision Elise Laird Dining Supervisor Laura Burrows Dining Supervisor Neide Da Silva Dining Supervisor Lucia Vanin Dining Supervisor Nayana Al-ahakoon Dining Supervisor Karima Dahbi Dining Supervisor Reema Rathod Dining Supervisor Yildiray Pipun Dining Supervisor Admin & Premises Team Role HR & Data Administrator Person Reception Jenny Eastwood Admissions & Attendance Clare Dunne Site Manager Marsha Coppin-Payne Finance Manager Jateen Patel Site Assistant Jane Peterson Piotr Pykalo - 85 -

Teaching assistants & learning support Learning support (HLTAs, TAs, PWs, EYPs): Phase Staff Hours Specific child needs Reception 35 Sam O’Neil 35 Lower Phase Sonal Manani (MAT Leave) Hiba Idris (Agency) 35 Desha Gill (HLTA) 1 hr 45 min Eun Young Kim Middle Phase Amanda Gleeson (HLTA) 25 +10 Upper Phase Aisha Dualeh 4hr 10 min Asia Hersi 4hr 10 min Agnes Krawiec (HLTA) 25 +10 Phil Kennedy 2h 30 min Callum Drury Hunte 4hr 10 min Children with EHCPs (EHCPs pending) update Year Child Class TA Hours Year N DD TBC 25 25 Year R RI RH Nataliya Tsebriy 30 TBC Year R CG RH Rachel Cleveley RS 10 Year R BRB RP Chilli Favuzza 30 (inc. library) 25 +5 Year R AB RF Charles Akinbanjo 25 25 (+2.5 HS) Year R MM TBC 5 10 Year 1 DFe 1H Sarabjit Sahota 15 32.5 Year 1 DFa 1H Amanda Hodge 12 20 Year 1 DG 1S Maryam Malik 12 9 Year 1 HS 1P Katey Shaw, 22.5 +2.5 Angela Cameron 12.5 20 Year 1 AL 1P Angela Cameron 25 12 Year 2 HA 2S Ahlam Hasan (no EHCP, transition) 32.5 17.5 Year 2 AOB 2H Sarabjit Sahota Year 3 FP 3H Jacqui Keeler Year 3 WK 3F Christine Erodokridou Year 3 SK 3S Ahlam Hassan (am) Year 3 DG 3P Stacy Fleary (am) Ahlam Hasan (pm) Year 3 TA 3H Jacqui Keeler Year 4 RG 4S No EHCP Sharon Pitcher Year 4 HI 4F Sharon Pitcher Year 4 NM 4P ABA tutors: Snezhina Pelovska (Gina) and TBC Year 5 IE 5H Sam Slattery (pm) Year 5 MDF 5H ABA tutors: Snezhina Pelovska (Gina) and TBC Year 6 AS 6P Sam Slattery (am) - 86 -

Other Roles Role Person Cover Supervisor Welfare Officer Amy Zurbrugg Teaching Assistant Gardener Jacqui Lacey Learning Mentor Ellie Lock Sports Instructor Narinder Reehal Leader of Play Ashley Winn Librarian Phil Kennedy Amada Hodge Mentor In-school mentors Omar Kausar Rachelle Francis Dottin ECT/ITT Kirstin Oliver Sdeem Abed University Provider Hannah Travis Brunel Hasan Taraboulsi Brunel Brunel Trainee teachers update St Mary’s St Mary’s Mentor Key Stage St Mary’s Roehampton Elli Tsoukala KS1 Roehampton Roehampton Jamie Lewis KS2 Roehampton Ellen Watson KS2 Patricia Sammon KS1 Ben Bloomfield KS2 Amanda Calver KS2 Karim Bastillios EYFS Rachelle Francis Dottin KS1 Laura Stabler KS2 Reena Patel KS2 - 87 -

The Role of Assistant Head – what to expect in your phase. Promoting School/Year group culture • AHT role models positive, collaborative working culture within their team • AHT incorporates FISH philosophy into their teams daily practice – at least one element of FISH planned during each half term. Communication • AHT to ensure that practices are in place where YL completes and sends PPA agenda in advance of PPA session (all YL to use school template). • AHT to be sent all PPA agendas for their phase. • Year group meetings and Pre/Post PPA meetings organised for the need of the year group. • AHT’s to meet at least half termly to review practice and ensure consistency across the school. • AHT to consolidate emails for whole school priority – HT, DHT to be cc’d in. • AHT to lead fortnightly meeting following up from Leadership meeting with YL in their phase (30 minutes) • AHT to communicate necessary information to Year teams following morning briefings. Moderation • Year Leader to prep skills list (from AHT direction) • Two cross phase moderations to be organised by the AHT (Autumn 1 & Summer 2) • AHT to rearrange extra (possibly blind) moderation if needed as a result of data analysis. PPS/Appraisal Meetings • AHT to complete Year leaders PPS meetings first to model good practice. • AHT to Quality Assure at least one PPS meeting per cycle to ensure consistency across the school. • AHT to communicate to team the expectations and structure of the PPS meeting: class teachers to complete document before meeting, teacher leads the meeting, AHT/YL coaching conversation, Discussion must link to the teacher standards, OFSTED descriptors, ideas for next steps may be added prior to the meeting. ECT Meetings • AHT oversees that weekly meetings are in place between ECT and their mentor. • AHT oversees that collaborative planning takes place for the ECT (initially with experienced colleague). • AHT sets expectations around planning. All teachers must rotate subjects throughout the year so all teachers have experience to plan a range of areas of the curriculum. Vulnerable Child Document & Meeting • AHT to ensure that all year groups are using the same school document (RAM document) • YL to arrange with SENDCo if they would like to attend the VC meeting. • AHT oversees that the VC document is pre-prepped before the meeting. (first VC meeting of the year to be a review of the previous year’s document and data.) - 88 -

• AHT to ensure that all Disadvantaged pupils are included within the document. • AHT to quality assure the meeting and completion of the document. • YL to facilitate the meeting and email completed document to Deputy Head and SEND Co. RAMS Meetings • AHT to complete RAMS meetings with YL in their phase initially to model good practice and expectations. • RAMS documents to be completed prior to meeting by class teacher (apart from action plan) • Teachers to lead meetings, talking through their class data. • AHT/YL running the RAMS meetings to refer to questions in document to structure the meetings. • YL to RAMS action plan after meetings are complete and email to DHT – AHT to be cc’d in. ECT & Mentors, what to expect At Fielding, we have a strong commitment to growing great teachers. From September 2021, all new teachers will follow an induction programme based on the early career framework (ECF). The early career framework sets out what early career teachers (ECT) are entitled to learn about and learn how to do when they start their careers. It underpins a new entitlement for 2 years of professional development designed to help early career teachers develop their practice, knowledge and working habits. The ECF has 5 strands: • Behaviour management • Pedagogy • Curriculum • Assessment • Professional behaviours The early career framework is a curriculum model, not an assessment framework. Early career teachers will continue to be assessed against the Teachers’ Standards, with two formal assessment points: one after the first year and one at the end of the second year. These formal assessment points are supported by regular termly progress reviews to monitor the ECT’s progress. Roles and responsibilities The ECF is a structured, consistent and coherent induction period, in which ECTs are taught the accumulated knowledge and skills necessary to not only survive but thrive in the teaching profession. The exposure to research on the varied areas of education provides a firm foundation where each teacher can embark on a career-long path of increasing expertise. It also presents an opportunity for experienced teachers to analyse and share their expertise, furthering their own professional development. All ECTs going through induction from September 2021 must have both an induction tutor and a mentor. The mentor will fulfil a separate and distinct role to that of the induction tutor. - 89 -

Role of the induction tutor The induction tutor oversees the induction programme; providing regular monitoring, guidance and support. The induction tutor coordinates the assessment of ECTs, making rigorous and fair judgements about the ECT’s progress in relation to the Teachers’ Standards, also recognising when early action is needed in the case of an ECT who is experiencing difficulties. The induction tutor will: • observe the ECTs termly and provide written feedback; • hold progress review meetings termly with the ECTs to discuss progress against the Teachers’ Standards; • provide the ECTs with a written record of each progress review meeting, with the record clearly stating whether the ECT is on track to successfully complete induction, briefly summarising evidence collected and stating the agreed strengths and development targets; • notify the appropriate body and ECT after each progress review stating whether the ECT is making satisfactory progress; • carry out two formal assessments of ECTs; one in the final term of the first year (term 3) and one in the final term of the second year of induction (term 6). Role of the ECT mentor Our early career teachers receive support from a dedicated mentor. Mentoring is a very important element of the induction process and appropriate mentors are selected to provide support to effectively meet the needs of every early career teacher. Mentors guide ECTs to be reflective practitioners through; one-to-one mentoring sessions, self- study materials, face-to-face training, professional dialogue and coaching conversations. Mentors will: • support ECTs to understand the evidence base provided by the ECF and translate it into classroom practice; • organise weekly structured mentoring sessions, either during PPA or another time suited to the ECT and mentor outside of the school day, to provide effective targeted feedback over the course of a two-year induction; • record any meetings they have in the form of dated notes which both mentor and ECT should keep copies of; • decide on the focus of the mentoring sessions using the self-study materials and individual needs of the ECT; • provide effective support and coaching for the ECT, without any responsibility for carrying out formal assessments; • engage fully in the programme and be committed to developing their familiarity with both the ECF and mentoring techniques which will complement the ECT programme. Mentoring Routines Set initial objectives and agree action plans (may come from final placement recommendations). Objectives need to be challenging but realistic, with a precise focus on the School Development Priorities and linked to Teachers’ Standards in the action - 90 -

plans, making it easier to review progress and provide evidence in the assessment reports and ECT’s Personal Performance Summary (PPS) Role of the ECT Each ECT should have an individual programme of professional development, support, monitoring and assessment evidenced in the ECT’s Personal Performance Summary (PPS) document. In addition to the 10% reduced timetable in their first year of induction, ECTs will also receive a 5% timetable reduction in their second year of induction. All teachers, including ECTs, must rotate planning subjects throughout the year so all teachers have experience to plan a range of areas across the curriculum. The ECT and ECT Mentor must record any meetings they have in the form of dated notes which both should keep copies of. The ECT should: • make effective use of ECT time out of class (observations, meetings, own research, self-study materials and face-to-face training); • engage in the school’s professional development opportunities (Impact Cycles, coaching conversations, PLCs); • complete a programme of training that supports understanding and apply the knowledge and skills set out in the Early Career Framework’s evidence (‘learn that’) statements and practice (‘learn how to’) statements; • receive support and guidance from a designated induction tutor; • attend weekly one-to-one mentoring sessions with their designated mentor, either during PPA or another time suited to the ECT and mentor outside of the school day; • ensure regular review of progress, including observations and feedback; • make rapid advancement towards excellence in teaching, taking account of the core Teachers’ Standards. - 91 -

Section 8 – Routines & Organisation Subject to change due to COVID-19 School Day Typical timings for the school day at Fielding are shown below. From time-to-time for specific events, timings may be suspended. 6.30am School unlocked by Site Assistant 7.30am Breakfast Club opens 7.45am Nursery early morning session begins 8.00am Specialist Clubs begin 8.30am Nursery morning session begins 8.30am External gates open (due to Children begin to enter playground COVID) External doors open 9.00am Children begin to enter school Soft-start & registration begins 10.00 Registration closes 10.20am 11.40am Any child arriving at school after 9am is ‘late’ 11.55am 12.20pm KS1 Morning break (15 minutes) 12.40pm KS2 Morning Break (20mins) 1.00pm Reception lunch begins 1.20pm Year 1 & 2 lunch begins 1.40pm Year 5 & 6 lunch begins Year 3 & 4 lunch begins 3.30pm Reception, Year 1 & 2 lunch ends 4.35pm Nursery morning session ends 6.00pm Nursery afternoon session begins Year 5 & 6 lunch ends 6.30pm Year 3 & 4 lunch ends Teaching staff arrive in playground 5 minutes before end of lunch to collect pupils School ends After-school club and 1st Specialist Clubs begin 2nd Specialist Clubs session begins After-school club and Specialist Clubs end Nursery afternoon session ends Cleaning begins All staff should have left the building Term Dates Are set in advance and published on the school website. All staff members are expected to be available for work on the set days. - 92 -

Phases & Year Groups Children are organised into 5 phases. Our phases help us create the feeling of four small schools within one bigger school. Each phase from Nursery to Year 6 has an Assistant Head teacher who is responsible for the learning and well-being of each child in their phase. • Nursery • Reception • Years 1 and 2 • • Years 3 and 4 • Years 5 and 6 Classes in each age group are referred to by letter – H, F, P & S – to represent Henry Fielding Primary School, although this is not the full name of the school, bizarrely! Classes 2021-22 Mr McEvoy Miss May Nur Mrs Robinson Nur Mrs Watts RH Miss Karim RF Mr Webb (AHT) RP Mrs Hopkins RS Miss Travis 1H Miss Tsoukala (Year Leader) 1F Miss Francis-Dottin 1P Mrs Tate (AHT) 1S Mrs Oliver (Year Leader) 2H Miss Sammon 2F Mr Taraboulsi 2P Miss Allen (Year Leader) 2S Mrs Patel 3H Miss Augustine 3F Miss Thomas 3P Miss Whaley (Year Leader) 3S Mr Lewis (AHT) 4H Mr Perez-Diaz 4F Mr Bloomfield 4P Miss Bhatti 4S Mr McConnachie (Year Leader) 5H Miss Cowing 5F 5P Miss Watson 5S Miss Calver (Year Leader) Miss Stabler (AHT) 6H Miss Abed 6F Mr Kausar 6P 6S - 93 -

Fielding Constellations Every child also belongs to one of 4 Constellations, Cygnus, Hercules, Orion and Pegasus. Siblings always belong to the same Constellation. Children represent their Constellation by collecting stars (tokens) which are for demonstrating the school core values in lessons, around school and when representing the school (including sports competitions). These star tokens are totalled up and the constellation who has earnt the most tokens will receive a prize activity. See our behaviour policy and behaviour sections for further details. Morning Registration - Soft Start To improve the start to the school day with no lining up or waiting outside classroom doors at drop-off time, children enter the classroom on arrival. 1. 8.30am, gates open 2. 8.45am, class and shared doors open. Pupils enter classrooms/schools, sort coats/bags, and then undertake a purposeful, independent morning activity. Activities to be agreed by Year Team / Phase. Expectations are age dependent (but must be consistent within the year group) and could include: • Silent reading (at desk or carpet) • Spellings/tables • Philosophy for Children – ‘thinking question’ • Mathematics/Writing minutes • Dedicated Independent Reflection Time (D.I.R.T) • Reading teacher feedback and acting on it. • ‘Morning folder’/journal • Learning journal/reflective diary • Vocabulary focus • Unfinished work 3. Shared doors: a. Year 6, Year 6 stairwell then upstairs; b. Year 5, Year 5 stairwell then upstairs; c. Year 4, double doors on deck into dining area, then up Year 4 stairwell. 4. A rota of staff on each shared door to open/close, greet children with welcome and smile, take messages. 5. 8.55am, class and shared doors close. Entrance via main office. Pupil marked as late before registration has closed by Front Desk, orange late card issued. 6. The electronic registration Bromcom should be taken at 9am. All children should either be marked as Present or Absent. There should be no blanks. Student teachers, or any other adult, MUST be supervised taking the register and their entries rigorously checked by the main class teacher. 7. 9.00am, registers close. Entrance via main office. Pupil marked as late after registration has closed by Front Desk, After-school collection To improve flow of pupils at home time with designated collection zones for Years 4, 5 & 6. R, 1, 2 & 3 continue to collect from classroom door. • 3.30pm, teachers lead class via shared doors to collection zone • Collection zones: o Year 6, Wyndham Road large playground; o Year 5, quad area playground; - 94 -

o Year 4, middle playground 2 classes, Wyndham playground 2 classes • Year 4, 5 & 6 teachers to remain in playground until 3.40pm, waiting for children to be collected, chatting informally to parents • Year R-3, from classroom doors Breaks Nursery and Reception take breaks at the discretion of the class teacher. Other break- times are timetabled according to Phase for mornings only, 10:00 - 10:15 (KS1) and 10:20 - 10:40 (KS2) Extra break as a reward for good behaviour is not part of our whole school Behaviour Policy. Ad-hoc breaks at the discretion of class teachers should only occur in exceptional circumstances e.g. significant over-run of assembly; fire-evacuation close to break time. At the end of morning and lunch breaks, pupils walk independently and enter classrooms without lining up or direct adult supervision / instruction. Afternoon break, flexible option for up to 15mins, supervise own class or YG arrangements, should be completed by 2:30pm. Playground Arrangements 2021/22 Equipment areas, Pirate Ship, forest, climbing frames and gaga pit will be assigned to one year group at a time. Other than that, children are no longer in fixed zones. Children will be able to play with friends outside of their classes A large area of the field to be used for PE lessons during KS1 morning break (Tuesday to Friday), and after 13:00 (Tuesday to Thursday). Playground The playground is no longer split into zones. The pirate ship & forest, climbing frames and gaga pit will be assigned to a year group or 2 classes (Gaga pit for KS2) due to capacity, but all children can play in adjacent areas. A large section of the field near the garden will close at during KS1 morning break and from 13:00 Tuesday to Thursday to accommodate PE lessons. The back playground is not available for play due to ARP building works. The field will close in late October and revised equipment timetables will be communicated via teams. - 95 -

Morning Break Arrangements • Class Teacher or assistant to lead children to playground o If not on duty remain with class until adult on duty arrives o Adults to supervise an area of the playground rather than a specific class or year group • Adult in climbing frame area to ring the bell • Morning break duty rota to be communicated via Teams. Wet break-times When we experience rain we expect to remain outdoors during morning break. To allow outdoor play in most weathers to take place both pupils and staff are expected to have suitable warm and waterproof clothing in school at all times. In more extreme weather, the decision will be made by the Leader of Play as to whether to close the outdoor areas and for pupils to have indoor play. If a decision is made during play time to move inside due to current weather conditions the Leader of Play will ring the bell for pupils and staff to come inside. Indoor wet playtimes are worked through by all teaching staff, with either that lesson or another educational activity. Reading, whole class games e.g. ‘hangman’ are appropriate. Ensure that there is time to visit the toilet for staff and pupils in small groups. Pupils will need to remain in assigned seats. Morning Break Equipment Timetable KS1 - Autumn 1 10:00 - 10:15 Pirate Ship & Forest Climbing Frames Gaga Pit Year 2 (2H & 2F) Monday Year 1 Year 2 Year 1 (1H & 1F) Year 2 (2P & 2S) Tuesday Year 2* Year 1 Year 1 (1P & 1S) Year 2 (2H & 2F) Wednesday Year 1 Year 2 Thursday Year 2* Year 1 Friday Year 1* Year 2 *Forest not available for play - 96 -

KS2 - Autumn 1 10:20 - 10:40 Pirate Ship & Forest Climbing Frames Gaga Pit Year 4 Year 5 (5H & 5F) Monday Year 3 Year 3 Year 4 (4H & 4F) Year 6 Year 6 (6H & 6F) Tuesday Year 6* Year 5 Year 3 (3H & 3F) Year 4 Year 6 (6H & 6F) Wednesday Year 5 Thursday Year 4* Friday Year 3* * Forest not available for play Lunchtime Play Arrangements • Reception – Lunch 11:30 – 11:55, play until 12:55 • Year 1 & 2 - Lunch 11:50 (Y1) 11.55 (Y2) - 12:15 (approx.), play until 12:55 • Year 5 & 6 - Lunch 12:20 - 12:40 (approx.), play until 13:20 • Year 3 & 4 - Lunch 12:40 - 13:00 (cannot leave hall until play finished for year 1 & 2) play until 13:40 in zones vacated by years 1 & 2 Lunchtime playworkers supervising children in years 1 to 6 will predominantly be working in playground locations rather than with one year group. However, for continuity playworkers will be aligned to year groups and will supervise that year group when it their turn on pirate ship & forest, gaga pit and climbing frames. • Year 1 - Aisha & Phil • Year 2 - Afiya & Asia • Year 3 - Aisha & Phil • Year 4 - Afiya & Asia • Year 5 - Anna & Sabirah • Year 6 – Callum & Bushra Reception Reception to continue with split lunchtime break, 30 minutes inside, 30 minutes outside. Bushra, Sabirah & 2 other adults to supervise. Day RH RF RP RS TBC TBC TBC TBC Adult 12:00 – 12:30 12:30 – 13:00 - 97 -