School Improvement Priorities

Educate: (Core Skills) (Being Inquisitive)

Improve teaching and accelerate progress

Raise attainment in RWM particularly focusing on disadvantaged pupils

Develop leadership at all levels through the school

Inform: (Cultural Knowledge)

Develop meaningful engagement with family, which enrich family lives.

Home school learning projects

Parental advice workshops

Inspire (Character Distinctions)

To develop resilient ambitious balanced pupils, who have the power to shape and control their own lives

Bramble Pledge

Hobby Curriculum

Competitive/Elite sports 


Introducing Classroom Routines

“The Bramble Way”

Morning Routines:

All teachers will be on the front yard at 8.30am, ready to collect their class. The fire points are were children line up in alphabetical order, and are walked into school by their teachers, for a prompt start to the day at 8.45am.

  • KS2 through the front entrance of the main school
  • KS1 through the front side gate
  • F1/F2 through the main foundation stage entrance.

Should there be adverse weather, pupils are allowed to enter the building from 8.30am, and arrive at their class without their peers, however work will be ready for pupils to start.

Entering the classroom for (Morning, Afternoon)

This is to ensure a structured entry to the classroom in preparation for the lessons to commence. (Practice daily)

  • Names of pupils in each class are called in Alphabetical order for their lines in the yard. So all pupils are clear who they are stood next too.
  • Classes walk in silence to their designated room
  • Students line up in the same order and told that each time they arrive at the room they must line up in the same way.
  • Teachers quickly check uniform; have a quiet word in private with anyone without uniform and a note made on the class tracker to talk to parents about, ready for contact home that evening.
  • Students enter the classroom being greeted at the door by their teacher using the pupil’s first name and shaking their teacher hand and repeating “Good Morning/Good Afternoon ………….”
  • Pupils are now taught how to set out their equipment on the desk each morning for checking, to ensure they have everything they need for the day.
  • The Bramble Chant

Our commitment to our pupils

Execution before and after class

Before the lesson

Clean and organize your room

Gather and situate your materials ad configure your whiteboard

Clean and organize your room

Think about the difference between how you fell in a messy, cluttered, disorganized room and how you feel in a clean, sparkling, neat room. Your students feel the same way. We believe in ensuring out learning environments are immersive in the classical text we are studying. Our classroom will become that world. Our Math’s areas will represent our classical texts which the resources we may need to use. Example: Jungle Book, we have different animals in our jungle that can be used for the pictorial stage of math’s learning. Our classrooms create a sense of ore and wonder for our children.

Gather and situate materials

As you plan your lesson, you will write down all the materials you need in your planner. It is essential that you think carefully while you’re lesson planning about what you’re going to need. (We have committed to deliver educational excellence, no child should miss learning to collect materials for teachers)

Presentation in books

(Display in the classroom end of year expectations for all pupils to see)

  • All titles and dates are underlined with a ruler
  • All work is written on the lines or in the squares
  • All diagrams will be drawn using a ruler, no free hand drawing in Maths
  • All work will be the neatest a pupil can do, or re writes may occur

Teaching and Learning Routines

The Procedure for entering the classroom sets the tone of the lesson.

Do now procedures

A “do now” task is a short 5 minute task which students can start as soon as they enter the room. It is a sharp and focused task, which does not take any teacher explanation/direction (work search develop subject vocab) (Q&A recap).

No one is allowed to raise their hand or speak during their do now task it must be completed in silence to ensure the climate for learning is set in the classroom. To signal the end of the “do now” a bell rings of the Teachers choice. (Wackier the better)

Silent communication

Sitting up and Track

This is the way in which Teachers gain the attention of the class and ensure the class is focused and ready to learn.

Description of Sitting up and Track

Sitting up means:

  • Bottoms on the chair
  • Back against the back of the chair
  • Chair pulled into the desk
  • Feet on the floor under the desk

Tracking means:

  • Eyes on you when you’re giving directions
  • Eyes on you, the white board or their papers while you’re teaching
  • Eyes on their papers or books if they are working independently
  • Eyes on you, another pupil, the white board, or their paper when another pupil is talking
  • Eyes on another pupil only if you instruct students to track each other during that class.

Passing Papers

Each subject class must have a “Chair of that class” this is an elected student by the teacher and their classmates. The Chair leads the class chant. The chair is also responsible for passing any papers or books out to the class. Their name is displayed in the classroom with other class chairs.

Participating in class

There are 4 methods to be used to invite students to participate in your class.

  • Cold Call
  • Show of hands
  • Call and Response
  • Questions chain

Cold Calling

Cold Calling means that you call on pupils who have not raised their hands. This is to ensure forces students to pay attention, since they will never know when they will be called on. Teachers can use a random name generator, Lollipop sticks, calling students names in this way (everyone think of one cause of the revolutionary war…..Kevin, give me one cause) this is better than sitting the pupil name first as it does not allow other pupils to switch off.

Question chain

If a pupil does not know the answer to a called call question as the teacher you must then ask another pupil until you find the correct answer. Then the students who did not know the answer repeats the answer in a chain like fashion.

Show of hands

Teacher asks for hands “Raise your hand if you can tell me one of the 4 causes of the Revolutionary War”

Call and response

Call and response is when a teacher asks questions and then signals the entire class to answer together. It must be taught and practiced as a procedure before being used. It works best for one or two word answers.

Expectations

  • Pupils do not shout out answers
  • Pupils do not raise their hands while someone else is talking. They wait until that person has finished talking.
  • When a Pupil is called on, other pupils put their hands down silently
  • Pupils speak clearly and stay on topic
  • Pupils use appropriate language when participating
  • Pupils do not laugh at, make noises at, or make unhelpful comments about other students.

Packing up

All pupils are instructed to pack up, this is a timed activity of one minute and the use of the teacher’s timer is key. No pupils is to leave their chairs, as the class “chair” will collect any books. The class will automatically start work on their ticket to leave; this is a short task, which relates directly to the learning objective to check progress and whether students have made progress in the lesson. All Tickets to leave are collected at the door as the teacher line is dismissing the pupils one at a time. The Ticket to leave information is then placed on the teacher’s diagnostic assessment grids for that class. These grids will be used as a progress bench marked for Phase Leaders.