Westonzoyland Community Primary School
Consistency Framework
Non-negotiables
Each Classroom / learning environment will have:

Easily accessible and clearly labelled resources to promote independent learning (Core
resources on every group table e.g. pencil/rulers/calculators/times table grids).

A visual timetable.

Access to help boxes with resources to support learning.

Whole School – Termly curricular targets displayed.

A range of high quality displayed work – regularly changed and across a range of subjects.

Working walls that reflect children’s learning, as well as giving vocabulary, prompts, models and
images.

A range of learning support resources for literacy and maths on display or easily available at all
times (appropriate to age and ability ranges).

A planning file / SEN file / Assessment file available at all times on the teacher’s desk.

Clear, uncluttered work surfaces and areas.

Individual drawers for children to keep their own equipment.

Storage space for LSA’s equipment and resources.
Each Core lesson will be:

planned according to the agreed school format

be part of a clear sequence of lessons that build children’s skills and knowledge.

be accessible in advance to your LSAs for them to be clear about the learning intentions and
criteria that they are feeding back against

started promptly with displayed learning intentions and outcomes.
Tell pupils:
WHAT they are learning and build success criteria with the children.
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be no more than 20 minutes ‘on the carpet’ as a general rule (excluding guided writing etc.)

where appropriate, have at least 3 suitably differentiated tasks to meet the needs of all the
learners and ensure that there is a balance of independent and supported work for all children.

include a well planned plenary referring back to the learning intentions and giving the children
an opportunity to self or peer assess and evaluate their own learning in a variety of different
ways.
Each teacher will:

Give feedback in line with school Marking Policy and facilitate time for children to respond to
marking.

Plan where time will be deployed over the week, so that all children have the opportunity to work
with them.

Work in close cooperation with SENCO and LSAs to facilitate IEPs for learners with identified
needs.
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Westonzoyland Community Primary School
Consistency Framework
Rationale
To ensure a successful school, we need to work effectively as a team. This document runs alongside
our Teaching, Learning and Assessment Policy and is intended to help us unify our classroom
practice and to promote our understanding and implementation of good classroom practice.
If these strategies, techniques and expectations are clear it will ensure that all children are accessing
the best teaching and learning. Although there is an expectation that all teachers adopt these
strategies, we do not expect all teachers to perform in exactly the same way at the same time.
We would expect to see professional judgement exercised relating to the pupils age and abilities and
the nature of the subject taught.
Teaching and Learning
Good teaching involves careful selection of a number of different styles and activities, as well as
careful differentiation. We expect lessons to show a variety of appropriate teaching styles and a
variety of appropriate activities in order to move the learning forward. We feel that all lessons
would benefit from having the following shared features:

Lesson plans should follow an agreed school format.

All completed weekly literacy and numeracy lesson plans are to be handed in on a weekly basis
and stored in the folder on the P:drive and a hard copy to be placed in the Planning Folder in the
Staffroom.

A curriculum map for foundation subjects and science to be available at the beginning of each
half term.

All classrooms to have literacy and numeracy lesson plans available in a clearly marked folder for
all classroom staff to access and annotate where appropriate.

Effective use of resources, including deployment of non-teaching staff (see Appendix 1).

All lessons should include Assessment for Learning

Learning intentions should be displayed and shared at the beginning of each lesson (see
Appendix 2)

Success Criteria / Learning outcomes should be displayed and shared during the course of each
lesson (see Appendix 2)

Teachers should ensure that they take the opportunity to work with all the children over the
course of a teaching sequence.

Each class should explore a ‘word of the week’.

Each Class should undertake a ‘Maths Challenge’ problem-solving activity daily.
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Use and deployment of non-teaching staff.
We believe that the role of LSAs is crucial to raising standards in our classrooms. LSAs need to be
empowered to fulfil their potential in the classroom and to contribute to raising standards across the
school. In order to do this, the following systems need to be consistently in place across the school:

All LSAs to have access to planning or written notes. These notes should include:

The objectives/intentions for that day’s lessons.

Details and guidance for any group work the LSA may be doing.

On going classroom jobs or tasks that need to be done (e.g. laminating, display etc.
(this may not be daily – could be a weekly list).

The assistants must have access to a shared planning folder to write their observations and / or
AFL notes on the relevant planning. These notes should be guided by and be relevant to the
learning intention for that lesson.

The assistant should have access to a copy of planning for literacy and maths and other subject
areas as relevant in advance of the lessons to be taught wherever possible.

The assistant should be aware of a pupil’s level of development and needs and assist the
teacher in the creation and delivery of IEPs.

It is the responsibility of the LSA to ensure that they are clear on what their contribution to pupil
outcomes should be.
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