Bowling Park Primary School

KEEP
CALM
AND
BE
CONSISTENT
Successful Learners Confident Individuals Responsible Citizens
Copyright to Bowling Park Primary School

The school day

8.40am - All staff to be out on playground to meet and

greet children and parents.
8.45am - Children to come into school with an adult at the
beginning and end of the line.
8.45am-9.00am - Individual readers.
10.25am-10.40am - KS1 playtime at NCS.
10.30am-10.45am - Playtime at US.
10.40am-10.55am - KS2 playtime at NCS.
11.40am-12.00pm - KS1 phonics.
12.00pm-12.15pm - KS2 phonics.
12.00pm-1.00pm - KS1 lunch.
12.15pm-1.00pm - KS2 lunch.
12.55pm-1.00pm - all staff on playground.
3.05pm-3.15pm - Home time - all staff to be out on playground to send children home safely and see parents.

Teaching and Learning

PPA planning to be done collaboratively.

APP has to be done for Reading, Writing and Maths so
it informs precise planning. This must be updated
regularly (at least once a half-term). The child friendly
formats must be used (see APP guidance).
Challenge for the most able pupils should be a part of
every lesson.
Marking is done for the benefit of the pupil (see
Marking and Feedback policy). Allow pupils to respond
to their marking either via challenges, comments or
improvements (these must be done in purple). This
should be done in all lessons, including the afternoon.
No hands up policy. Use other strategies (for example,
lollipop sticks, numbers on chairs, etc.)
Talk partners must be used within the classroom,
selected at random and changed regularly.

Working walls must be used for Maths, English and

Topic.
Other learning displays needed in class include Maths
permanent wall and appropriate grammar displays.
Handwriting is taught using the Sassoon pen-pals font.

Basic skills across the

Curriculum
(emphasis on afternoon teaching)

Basic skills must be promoted in Topic lessons:

- Speaking and Listening.
- Reading.
- Writing.
- Maths.

Writing should be a regular feature of afternoon

teaching and should produce one extended piece of
writing every half term.
Problem solving/investigations should be a regular
feature of afternoon teaching.
Differentiation - on most occasions children should
work in mixed ability groups in the afternoon to promote
independence, teamwork and quality dialogue.
However, teachers still need to precisely differentiate in
order to support and challenge.

Mathematics

Written calculation policy must be followed.

Models and images should be used in every number lesson

for all ability children and should be modelled by teachers to
show how to use it effectively.

Mental Maths skills should be taught within lessons (through

the use of concrete resources to develop visualisation).

Mental Maths target - every child should have a learn by

heart Maths target which is taken from Instant Recall Fact
sheets and reviewed every week. These must be on display in
the classroom.

In KS2, Mental Maths tests should be done at least once a

week (does not have to be a Maths lesson).

Counting aloud - every lesson should have a counting aloud

input which is differentiated by teaching assistant and teacher.

Differentiated inputs/guided group work should be done at

least once per week, led by a teacher.

Differentiated success criteria stuck in childrens book before

each unit.

Using and applying/problem solving should be planned into

the curriculum (could be APP sessions).

Immediate engagements are used to revisit prior learning.

Mathematical vocabulary to be modelled by adults. Insist

that children use mathematical vocabulary to explain their
thoughts and ideas.

Reading

8.45am-9.00am - all children read every morning. All

staff to use this time to listen to individual readers,
change reading books and comment in reading records.
Reading records - every child has a reading record
linked to their level.
Individual readers should be heard to read regularly. In
Years 1-3 every child should be heard once a week. In
Years 4-6 target readers should be heard (e.g. children
who have made less than 3 APS progress).
Guided Reading - every afternoon from 1.00pm1.30pm. All activities done during Guided Reading
lessons must have a reading focus linked to an
assessment focus (AF). Teachers to record children's
progress on the levelled Guided Reading sheets.
Reading corners - need to be in every classroom.
Each class has two reading folders - Teaching and
learning evidence file and assessment file.

Phonics

All children to read and write the 44 phonemes by the

end of Year 1 or as soon as possible thereafter.
Differentiated groups within class/year groups should
be established on the basis of on-going assessment.
Phonics lessons should show clear structure, pace and
progression.
Speeds Sounds - the whole school phonics programme
used by all staff (apart from Foundation Stage, who use
Letters and Sounds).
High frequency words are taught as part of the phonics
lesson.
Whole school planning pro-forma to be used to plan
daily phonics.
Whole school phonics assessment sheets to be
completed at least half-termly.

Behaviour

The behaviour policy to be strictly followed as this maintains high

expectations. Every classroom to have a happy and sad side.

Rewards to be given daily for being on the happy side. It is up to

individual teachers how they wish to reward pupils.

GEM stickers and cards to be given by adults and Leaders Of Learning

for behaviour around school/playground. These can be exchanged for
class rewards.

High expectations must be held and this refers to all aspects of the
school day, especially transition times and movement around school.

A GEM learning display should be in every classroom. This should

include attitudinal and behavioural skills linked to successful learners,
confident individuals, responsible citizens. Investors In Pupils targets
must be taken from these skills. These must be reviewed every Friday
morning from 9.00 - 9.30am.

Lunch time exclusion letters to be sent to the parents on the third

occasion of a child being in lunch time exclusion over a term.

Playtime organisation

All staff must be on the playground before the whistle is

blown.

When whistle is blown, all children to stand still no matter

where they are. 2nd whistle - go to designated lines.

An adult must be at the start and the end of each line to

walk into school.

Vulnerable Pupils

New to English children should not always be grouped

with SEN children. Their learning needs are different.
SEN children and New to English children should
experience a variety of learning opportunities e.g. being
taught by the teacher, the teaching assistant or working
independently.
Planning, tasks and resources must be targeted
precisely to meet the needs of the children.
It is the responsibility of the class teacher to identify
gaps in learning and address these. This should be done
through regularly liaising with intervention staff and
discussions in pupil progress meetings.

ICT

Technology - all teachers to plan for the use of new

technologies across the curriculum.
E-safety charter - all classes to create one and adhere to
it.
All children and adults in KS1 and KS2 will log on using
their name and password.
Blog - all class teachers to update year group blogs
(including pupil comments) at least weekly.
Security - cabinets to be locked every night.

Outstanding Teaching

Are all the children

appropriately
challenged and
extended in their
learning?

Is every child
focussed and
learning?

Do children receive regular,

timely and specific feedback?
Does it take place in the
lesson?
How is progress
demonstrated
within the lesson
or over time?

Progress

Is there evidence of
children
appropriately
selecting and
applying their lit/
num skills?

Being the best we can be

School Improvement Plan Overview 2013-2016

Whole school consistencies

High expectations (Ofsted

outstanding audit)

Supporting and developing

staff

Team work and partnerships

School self-evaluation and

responding to feedback

Exemplary Learning Behaviour

(Incl. Family Learning)

Successful Learners Confident Individuals Responsible Citizens