Year 1/ Falcon/

FOCUS: School Climate/ Building a Climate of Learning Is the quality of

31/1/2022 presentation/ Is there evidence of a
Is there evidence of Is there evidence of Is there evidence of
Is marking in line standards of wide range of
marking in relation to progression and AFL – self / peer Action/comment
with Policy? achievement in line learning
learning intention? differentiation? marking?
with year group experiences?
expectations?
Feedback mainly Yes, there is Yes, the Little evidence of Some evidence of Limited- one Need for more
English compliant with evidence of presentation is collaborative differentiation across the year opportunities of
school policy. marking in neat and work- peer so far. collaborative
Ayomisinachi Evidence of relation to LO. evidence of some marking. More evidence of work and
Jahan yellow and green pre-cursive progression- feedback.
Toshiaki highlighters Use of blooms- handwriting writing stamina
plan, describe, across books, Some evidence of and competence Group work
Evidence of two list, identify learners take verbal feedback in language outcomes can be
stars and a wish/ pride in final acquisition placed into skills
next steps outcome book.
Evidence of
Focus on writing for
sentence level purpose-
work and invitations
spelling/ phonics,
when Opportunities for
presentation falls talk for writing
below the feeds into writing
expected activities
standard there is
evidence that
this is picked up
and remarked on
the book.

Good model of
expectation-
writing LO for Jai
 at the beginning
to him
progressing on
independently.
Yes, in line with Yes, the Some evidence Some evidence of Differentiation None Create glossaries
Maths school policy. comments relate but not hands on/ needs to ensure of language for
to LOs consistent. practical chn get to solve the children at
Ranyabella Evidence of next activities real life the back of books
Tobechukwu steps and Some good use Provide problems- too
Chimoma highlighters for of Blooms- find, opportunities for Worksheet tasks much of Provide more
corrections solve, identify, chn to engage in repetitive opportunities for
name, count deep learning arithmetic. challenge “deep
activities. thinking”- White
Arrangements for Rose Reasoning
identifying the activities.
barriers to
learning are in
place.
Science Although work is Marking does not The gains made No evidence of Little evidence of None To ensure chn
marked regularly reflect LO. in reading, scientific inquiry differentiation. engage in
Ranyabella the remarks are writing and or investigation limited evidence scientific inquiry
Chimoma mostly just There is not mathematics are from the All chn complete of self and write about
Tobechukwu responding with enough evidence not being beginning of same task. assessment or their findings.
remarks of how in books to translated across school year. peer marking.
well they have suggest that science Lack of scientific Glossary for
done. activities have curriculum. language used. technical
been varied language
No next steps. enough to take Little opportunity
full account of for more able to To use peer and
No use of differing abilities explain/ expand self marking.
highlighters and of the learners. on learning
next steps.