There is an overall acceptance that teachers need to work together in a culture of experimentation and teacher research and teachers need to feel ownership of the developments that a school has agreed upon for these to be successful and long lasting.
There is a learning culture across the school which encourages thoughtful enquiry amongst all colleagues; a culture where everyone is thinking about and working on their teaching.
Teachers regularly engage in collaborative lesson planning and observe each other in each others’ classroom.
Every teacher has a set of personal targets that they are working on (linked to agreed elements of the mathematics development plan).
All teachers are encouraged to experiment and to try things out in their own practice.
Staff meetings give a regular platform for teachers to feedback on things they are trying out.
When policies have been agreed and desired practices articulated, time is given to allowing teaching staff to embed such practices in their regular habits.
Regular professional development discussions take place between subject leader and individual teachers to discuss things they are working on, to raise issues and attempt to resolve challenges.
There has been considerable debate about what assessment is for (i.e. to support pupils’ learning) and the principles of assessment for learning are well embedded in practice.
Teachers use learning objectives creatively in lessons. They have discussed and worked on a variety of strategies for encouraging their pupils to think about their own learning, to be aware of how well they are doing and what they still find difficult and need to work on.
Teachers not only have good systems for tracking pupils’ progress but them in a thoughtful way in order to respond to the pupils learning needs.
Curriculum and lesson planning:
Teachers use curriculum plans flexibly and creatively to support the learning of their pupils.
Teachers understand the importance of having clear weekly plans which lay out the teaching intentions and planned activities, questions and teaching styles but use them flexibly to allow for pupils’ present state of understanding and comments and progress in lessons.
There are opportunities for pupils to assess how well they are doing and how they can improve. Teachers can identify quickly the pupils who need more support than others and provide appropriate intervention to help them maintain their progress.
Teachers use a broad range of teaching strategies and approaches to enhance learning. They recognise that some teaching approaches are better suited to promote particular learning and outcomes.
Teachers are fully aware of age related expectations throughout the primary phase and planning addresses pupils’ needs, aspirations and prior attainment.
Teachers are aware of the intended learning for a unit of work and planning is based around mapping out a teaching sequence. They ensure pitch and pace of work is appropriate to the rate at which children learn and use well-directed questioning to motivate, assess and promote reflection, analysis and enquiry. Teachers demonstrate and display models and images to support methods, promote thinking and develop strategies and these are used to build links between areas of mathematics.
Carefully planned questions and activities allow pupils to spot rules and patterns and make predictions and generalisations. Practical, visual and ICT resources are an integral part of lessons for pupils to support, test and confirm their learning