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We must make sure that kids are interested in and motivated by their education, and that they have the chance to consider and reflect on their work products and the educational path that lies ahead of them.
We consider the opportunities we give students that will improve their learning process.
We show our students that we care about them by showing an interest in their families, schools, and personal life.
Children are given chances to show that they care about themselves, other people, the school, and the larger community.
We have procedures in place, such as safeguarding and first aid instruction, that function efficiently and practically to care for our students.
We'll set high standards for both our own performance and the results of our students.
In order to build a uniform practise and ethos throughout the school, teachers will see to it that Assessment for Learning principles and techniques are developed in their classes.
Lessons will challenge and support students in order to meet their needs and promote growth.
We anticipate that both teachers and students will be aware of their future moves.
Lessons should explicitly promote learning and understanding depth.
This will start in year 1 and be expanded upon in succeeding years.
The Pen-Pals handwriting programme will be implemented throughout the entire school, modelled and practised in each classroom to enhance fine motor skills and foster pride in the presentation of work.
Everyone on staff understands the value of helping one another.
This indicates that we are flexible in the way we deploy our support employees, and our support staff is aware that they periodically risk being abruptly re-deployed.
The children's educational demands should always be the main driving force behind this.
Teachers and support staff understand the importance of creating engaging, clutter-free workspaces that promote learning and pique students' interests.
It is recognised that teachers and support staff often work well above and beyond 'office' hours and that this work often takes place outside of the class, however, teachers are expected to be ready for the school day in a timely manner and should be in their classrooms by 08:45 and until 15:30 as a minimum, and in school by 8:30 for preparation and professional conversations.
We explicitly teach the physical manifestation of sharing with resources but also the act of sharing information, skills and knowledge for the benefit of all.
We can now share information in a wide variety of electronic formats.
We must maintain our knowledge so that we can communicate effectively and teach our students to do the same.
We must take the time to explain to parents how we view their kids.
Home and school learning should be shared via 'homework' so that understanding of expectations is consistent and so that the learning process is promoted jointly. Please see the Home Learning Policy for further information.
We will encourage parents into the school as often as possible so that we can share the learning experience with parents and help them see their child as a learner.
To promote the wider community we share our facilities and use the skills and knowledge outside of school to enhance what we offer within.
We will moderate termly across Maths and English with a focus on end year 2 to end year 6 and start of school FS to end of year 2, to ensure that we share the same expectations of outcome.
We work hard to ensure that transition between and within key stages is as seamless as possible for the children in our care.
This includes from pre-school to the main school, between classes and phases within the school, and year 6 into secondary.
There are many policies which support the ethos as stated above.
As we review each policy we will ensure that the values of Thinking Caring Learning Sharing are embedded within that policy.