Teach Middle East Magazine Jan-Feb 2018 Issue 3 Volume 5 - Page 26

Featured School BSM students' formation of the Omani flag ‘Teachers use questioning highly effectively and are looking constantly, for ways of teaching ‘in the moment’. The learning environment encourages students to lead their own learning. Examples of this can be seen in free flow, in Foundation Stage and Year 1.’ ‘Active independent learning is a key feature of the best lessons. In a Year 1 mathematics class on “doubling”, for example, the teacher set the scene very clearly, then focussed her attention on groups and individuals, allowing the others to work autonomously.’ Student Engagement Within Phase 1 and 2, we use the Leuven’s Scale of Well Being and Involvement, to assess children’s engagement within lessons, particularly during Discovery Learning. All staff have received training on assessing levels of involvement and are able to identify children who are not actively engaged. This has allowed them to identify the individual needs of specific children and adapt teaching practice and provision where necessary. As a result of this, engagement within Year 1 has been regularly assessed as excellent or good during individual lesson observations. 78% of lesson observations were graded as excellent when evaluating engagement (7 out of 9 lessons). 22% of lesson observations were graded as good when evaluating engagement. (2 out of 9) “Children are actively engaged in their learning and are clearly gaining a lot from it (opportunities available within Discovery Learning).” Maths Learning walk, Summer 2017. “Engagement was excellent. All children were engaged across the year group and led their own learning. Atmosphere across the year group was relaxed and calm, which promoted an excellent learning environment for the 24 | Jan - Feb 2018 | | children.” Year 1 Year Group Review 2017. The Effective use of Data at BSM Due to the opportunities for embedding knowledge and applying what they have learnt, we have seen an increase in children working at the age related expectations. There has been a focus on ‘closing the gap’ in order to ensure all pupils are on track to achieve highly. There has been a significant decrease in the number of children working below age related expectations since introducing Discovery Learning. The main focus now, is to continue to reduce the number of children working below age related expectations and to look at how to develop more opportunities to enhance ‘High Performing Learners’ across the curriculum areas. Additionally, we have reviewed how to enhance Mathematics within Discovery Learning and are looking at how to ensure more children are working above age related expectations. Developing Students’ Independence There has been a noticeable increase in the children’s independence across the year groups. The children can confidently articulate what they are learning and how they are doing this. They are able to find and use resources to support their learning, without needing direction from the teachers, most of the time. Lesson observations have identified: “Accessible resources made the children independent. Having the resources out, allowed for the children to be Independent within Free Flow. The provision is well thought through and designed for the children's needs/ reflect their interests.” Year 1 Year Class Time Celebrating the Omani culture at BSM Group Review 2017. Parental Involvement at BSM Focus children meetings Each week, all staff within the year group focus on a set number of children (3 per class). They report what the child has been learning and comment on the progress made within that week. At the end of the week, the class teachers meet with the parents and report back on what has been observed as well as about the child’s general progress. Each child is a ‘focus child’ once a term, so the class teacher meets with the parents three times per year. The BSO inspection report stated, ‘The introduction of the ‘focus child’ has had a positive impact on the learning and progress made by the children, and is well received by the parents.’ The parent focus meetings have been a huge success in Year 1 and have been well responded to by parents. They valued the regular feedback regarding progress and the opportunity to discuss their child on a termly basis. As a result of the positive feedback from parents, we have now adopted this way of reporting to parents across the primary school. All class teachers meet with parents once a term to discuss progress and targets. 98% of parents attended all of the Focus Child Meetings. Open days and impact We hold open days once a term for parents to come in and see what their child has been learning.