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Our Intentions

 

Intentions for 2017-18

 

Intent

Success

BRAVE

 

 

To be brave

Children setting themselves challenging goals. Sharing their own ideas, not guessing what is in their teacher’s head. Sharing reasoning, even if unsure of outcome. Resisting peer-pressure. Any bullying would be revealed quickly. No ‘bystanders’ to suffering. Safeguarding concerns may increase. Honest appraisal. Challenging of underperformance. Acknowledge own mistakes. Aspire to perfection; risk disappointment. Happy to be own self wherever that leads.

LOVE

 

To enable every child to ‘speak out’ to explain themselves and improve their lot

(Conversation to debate)

 

Adult modelling and rephrasing; attentive listening; being consciously present; using Standard English; children confidently conversing with peers and adults, including strangers; Initiating and joining conversations, structuring content and ending politely; responding courteously to social and academic questions; using a wide vocabulary; precision of language; using spoken language to persuade, argue, debate, while being persuadable; adjusting response in light of prior comments

SERVE

 

To recognise their role as workforce developers in school improvement and share this explicitly

(Teaching School)

Recognising our role as workforce developers; understanding purpose of visit, job-role and expectations; illuminating what observer is seeing, how it fits with wider practice, and its impact; knowing children’s progress, age expectations and next steps; identifying ‘our’ practice: key workers, ever diminishing groups, readiness lines - learn, practise, fluent; explaining staffing structure; describing unseen practice – parent support, real-time reporting, gift days, outdoor learning, family at school . . .

HEAL

 

To teach children to practise, problem solve and apply/explain with our curriculum

(A modern trivium)

Time to learn, remember and recall knowledge; practice skills, and apply learning to new situations; varied problem-solving incorporated into every topic; children can explain their learning and its application; children learn different ways to acquire knowledge, skills and understanding for themselves not reliant upon a ‘teacher’ and accessible for life; children value practise; find fun in learning and recognise progress; use mistakes to improve; enjoy independent learning.

BLESS

 

To identify learners with potential in each subject and develop opportunities to excel  (Gift)

Staff and children find fun in learning; have intellectual curiosity taking them beyond the needs of the curriculum; all recognise a hobby (maybe for life); a range of opportunities extend and enhance learning; the pearls chosen to report to parents relate to their child rather than the curriculum; subject coordinators will identify a ‘watch list’ and a star or two; by the time they leave all have identified a gift in themselves.

 

Success with our Intentions for 2016-17

 

Intent

Success

FULFILLED

To encourage each other and our children to enjoy every experience, finding fulfilment in daily practice and contentment in all we have to do, appreciating the fullness of life.

With a passion for learning all joyfully anticipate their day. We thrive: making the most of every opportunity; engaging in purposeful tasks; valuing our struggles; keen to support each other; enjoying deliberate preparation & practice; realising the wonder of the ‘big picture’; delighting in all we achieve; and, being grateful.

LOVE

To ensure that staff and children recognise that positive relationships are worth effort and that through them they can enhance opportunities for learning and in life.

The roots of empathy are made explicit by: listening; valuing difference; accepting boundaries; and, adopting shared resolutions. Engaging in dialogical debate; mediation; class counsel surfacing upset, effectively maintains relationships and attunes each to the personality & interests of others, encouraging deeper conversation.

SERVE

To improve ourselves, individually, building on strengths and compensating for limitations, so each of us is better at playing our part in realising the potential of all.

Recognise strengths & what needs to be learnt, through honest open conversations. All persevere to improve by: sharing expertise and guidance; accessing study; learning from mistakes; being generous with time to improve pedagogy evidenced in children’s learning across setting, so that struggles today won’t be tomorrow.

HEAL

To share with children the knowledge & skills they need to better understand and make sense of the ‘big ideas’ introduced in all subjects through our modular curriculum.

Recognise gift, identify need; know strategies to close ’gaps’; all recognise what child does/doesn’t need; intervention is effective; everybody doing ‘their bit’; never leave lesson without gain; all in own zone of proximal learning; learner knows best; prep/comp involves all staff; all achieve red-lines; prep for contexts of learning

BLESS

To develop a systematic programme to improve the writing competence of learners, giving them the skills and confidence to write for a range of purposes and audiences.

Key skill fluency; ‘pop-up groups’; cross-age intervention; every day counts; shared sense of urgency; trial new strategies; set own goal, assess & track; intervene early; know child’s key targets & next steps; no child left behind; all achieve success; find every child’s gift; each child tastes success reinforced by adult

 

Success with our Intentions for 2015-16

 

Intent

Success

JOINT EFFORT

To develop collaboration between staff at first and then children so that through joint-effort all feel safe to rely upon the learning of others and risk their own ideas.

Play, talk & work together productively; solve problems jointly; share suggestions willingly; challenge ways of working; develop common understanding to achieve goal; if trying something new, risk joint effort, expect to go wrong, keep trying; share & celebrate collaboration; work beyond room & role; harmony

LOVE

To give each child the resilience (courage and strength) needed to use the attributes learnt from us to change their world, today and into the future.

Good behaviour in all social situations; confidently verbalise ‘our’ principles & meaning for ‘me’; articulate own world view, values & beliefs and argue for them; respect differing opinions without adopting them; Y6 present own progress meeting; deal with knock-backs, challenges & consequences; value strength of character

SERVE

To improve the pedagogical philosophy of all practitioners so that each subject and each learner are taught following effective evidence-led practice.

All focus on children’s outcomes; boundary-less practice; articulate ‘why’ not just ‘what’ of practice; share expertise; evidence-led practice; deploy pedagogies tailored to subject; where success not met further effort; change if no progress; next steps are evidenced; follow child’s interests; address individual needs; first on scene deal

HEAL

To prepare children by broadening their contextual knowledge for the learning to come and compensate where intended skills and understanding are missed.

Recognise gift, identify need; know strategies to close ’gaps’; all recognise what child does/doesn’t need; intervention is effective; everybody doing ‘their bit’; never leave lesson without gain; all in own zone of proximal learning; learner knows best; prep/comp involves all staff; all achieve red-lines; prep for contexts of learning

BLESS

To ensure a child makes sufficient sense of key aspects of learning so they become part of their ‘mental furniture’ before moving to a new concept.

Key skill fluency; ‘pop-up groups’; cross-age intervention; every day counts; shared sense of urgency; trial new strategies; set own goal, assess & track; intervene early; know child’s key targets & next steps; no child left behind; all achieve success; find every child’s gift; each child tastes success reinforced by adult

 

 

 

 

 

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