INTERNAL TEACHING AND LEARNING APPROVED BY HEAD JANUARY 2014 TEACHER: ADOPTED BY THE GOVERNING BODY: REVIEWED: NEXT REVIEW: JANUARY 2016

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1 POLICY NAME: DISPLAYS AND LEARNING ENVIRONMENT POLICY TYPE: INTERNAL TEACHING AND LEARNING APPROVED BY HEAD JANUARY 2014 TEACHER: ADOPTED BY THE GOVERNING BODY: REVIEWED: NEXT REVIEW: JANUARY 2016 DELEGATED TO THE HEAD TEACHER JANUARY 2014

2 At Portway Primary School, it is our mission to provide a safe, supportive environment where children can learn, grow and succeed. We aim to achieve this through the provision of excellent teaching and learning in every classroom, across all areas of the curriculum, and through having high expectations of all our children. 1.0 INTRODUCTION AND CONTEXT This policy document acts as guidance for teaching staff regarding creating stimulating learning environments and displays, both in classrooms and around the school. The environment in which children learn contributes greatly to their engagement and attitude towards their learning. They are affected not only by the physical environment which surrounds them, but also the expectations and attitudes being promoted through the school ethos. Colourful, imaginative, appealing displays cheer up both the classroom and the school itself, making a more pleasant environment for all in which to teach and learn. The display of learning materials that draw in viewers may even contribute to learning in subconscious ways. Clean and tidy classrooms contribute to this positive climate. At Portway, staff and students should all take responsibility for the physical environment of the school, including areas of the school such as corridors, the playground and the cloakrooms. The purpose of this policy is: - to provide support for all staff - to provide a framework for a whole school approach - to inform the governing body and greater school community about the importance of display work 2.0 AIMS To provide a visually rich and stimulating environment which: Celebrates and values the work of all pupils Arouses curiosity Reflects and interacts with topics being taught in classrooms from across the curriculum Provides information to consolidate and extend learning Reflects the school s Teaching and Learning policies, ethos and individuality Gives opportunities for students to be observant and constructively critical Offers pupils an audience for their work, promoting self-esteem and encouraging them to value their own work and the work of others Informs all who visit the school of the work students are engaged in, and Reflects the school s policies regarding inclusion, diversity and special educational needs In addition, the policy reflects Portway Primary School s commitment to the spiritual, moral, social and cultural development of our children. 3.0 GUIDELINES FOR DISPLAYS 3.1 General Guidelines The main focus for all displays should be children s learning. Displays need to be considered when teachers are planning.

3 Ensure work chosen for display celebrates all children s achievements while still maintaining high expectations set at Portway Primary School for all children. Labels, lettering, explanations, key words and questions should be high quality, written using a variety of styles (e.g. teacher s writing, computer fonts, stencils, children s writing). The backing and border colours of a display should be carefully chosen so as not to detract from the work being displayed. A large variety of work should be displayed including hanging work using strings, photographs and 3D elements where appropriate. Ensure display materials are well adhered and protected, related to their positioning / interactive elements. Glue guns are more effective than Blutac. When stapling display materials, please do so at a slight angle so that removal is easier. Choose mounting material carefully and use a paper cutter to ensure edges are neat and straight. Use a variety of single and double mounting where possible. 3.2 Classroom Displays Teachers are expected to maintain an engaging learning environment year round in their classrooms. Along with support staff, they are responsible for ensuring guidelines for their classroom set up are followed. A theme should be chosen for the classroom book corner. This may change throughout the year (usually the case in KS1) or stay as the theme throughout the year. Teachers may choose to extend this theme throughout the classroom if they wish. At the end of the previous year, teachers will be asked to select backing and border colours for their classrooms. These can be any combination of colours the teacher chooses. More detailed information about classroom display expectations can be found in Appendix 1: Classroom Monitoring Checklist. Classrooms will be monitored using the attached checklist in the fourth week of a new school year. They may be monitored again later in the year to ensure displays are being maintained at a high standard. 3.3 Displays around the school To maintain currency and continuously stimulate and engage our pupils, we have a rolling schedule for updating displays around the school. Boards Display type Staff Member/s responsible Date to be completed KS1 Hall Christmas Production KS1 year groups Autumn 2 KS1 & KS2 Halls Creative Curriculum Hallway Subject themed (Science, PE, Music or RE rotations) Creative Curriculum progression boards SLT / Subject leader choose theme, boards allocated to year groups Creative Curriculum Leader supports, boards allocated to year groups ICT Suite ICT progression ICT Leader; work samples collected from each year level Literacy / Maths Literacy & Maths Literacy & Maths Teams; work Corridor progression samples collected from each year What s going on boards Current events, trips, work samples, Spring 1 Spring 2 Summer 1 Summer 2 level 1 board per year level Monthly updates

4 Other boards achievements etc. Displays related to special events, specific subjects etc. Lead subject leaders; work samples collected from classes where needed Changed as needed by subject leader If any assistance with displays is needed, the Arts Leader will be able to help.

5 APPENDIX 1 CLASSROOM MONITORING CHECKLIST PORTWAY PRIMARY SCHOOL CLASSROOM MONITORING CHECKLIST STAFF: CLASS: DATE: Area of Assessment Y/N Comments What words would you use to describe the first impression when entering the classroom Reading Area / Corner Books ordered in colour bands Clear band labels Easily accessible for children Reading band information displayed Timetables and Rotas Weekly timetable Class table groups (Maths Set / Literacy also) Split list Football rota ICT partners Daily timetable displayed on board Space for LO, SC & Key Vocab for Literacy, Maths & Afternoon subject/s Is the room tidy Teacher s desk tidy Equipment boxes on each table Resources around the room clearly labelled Eg. Scrap paper, scissors, rulers, time out forms, EAL & MFL signs Boards backed neatly with borders Mixture of pupils work and teacher display Variety of display work evident with challenge Eg. 3D work, children s writing, teacher s writing, photographs etc Range of quality signs & labels Eg. Handwritten by teachers & students, typed using variety of sizes/fonts, stencils etc Literacy Display Including VCOP stimulus & large punctuation pyramid Maths Display Including times tables resources and related key vocabulary ( & symbols where appropriate) Attendance poster displayed

6 Champions Chart displayed Behaviour Policy posters displayed Rewards, sanctions, aims and values After-school clubs information displayed Weeks spellings displayed AfL questions displayed Nelson Handwriting Posters displayed Handwriting and Presentation posters displayed Blooms Questioning Teacher Prompts displayed Blue word wall chart displayed Speed sounds chart displayed Time Out Table clearly labelled Language of the Month displayed Displays of at least 2 additional core subjects Eg. Creative Curriculum, Science, PE, ICT, RE, Music, PSHCE Pupil voice suggestion box easily accessed Classroom mailbox available for children? Wet play box/cupboard clearly labelled and accessible Other comments: Monitored by:

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