Dear Staff,

Thank you for your hard work this half term. It’s been a long one for sure. Hopefully the four extra twilight sessions on reducing workload has helped.

We did identify a few areas where you could reduce workload but remember, it mustn’t affect our whole school policies on our journey to become even better than better.

For example, remember to rearrange the tables into rows, groups or in a horse shoe shape depending on what subject you are teaching. I realise it’s a faff but it’s something I can say we do to improve teaching and learning.

Remember, you must follow the strict timings set out for each maths lesson. Teacher input 15 mins, buddy work 10 mins, independent work 15 mins, mini plenary 5 mins, 10 mins buddy work, 5 mins plenary. It’s a whole school approach so stop watches will be used on learning walks to monitor.

Timings for literacy and other subjects are slightly different so ensure you check the current non-negotiables sheet in the staffroom.

We have recently introduced a scheme for guided reading and phonics and the format of lessons must be followed to the letter. I understand it might not suit how you want to teach but I am looking for a whole school approach. It’s not perfect, but it’s safer than letting you all plan your own thing.

Remember, displays must look identical. I realise it stops you being creative and but I really do need consistency across the school. I need to be 100% sure that when I show someone around, I can confidently say how the classroom environment is impacting on the learning. If you are all doing your own displays, it’s harder to talk about.

Remember, all books must look the same. We have talked at length about what I expect to see in all books. The six page checklist has been up in the staffroom for many weeks now. Make sure you are following it.

Again, it’s so much easier for me to talk about my impact on the school if all books look the same. If teachers are giving feedback in different ways, I won’t be able to

2017-19 Full blogs are now archived in the book ‘How Do You Think the Lesson Went?’

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