Classroom Organisation Policy

Reviewed policy agreed by GB on: Reviewed policy shared with staff on: Policy to be reviewed again on: Committee responsible for review:

Spring 2014 Spring 2014 Spring 2017 Learning and Achievement

At Deansfield Primary School we know that the learning environment we create for children is incredibly important. The environment communicates the values we promote and the attitudes to learning we wish to develop. We recognise and understand that the classroom is one of the most important tools for teaching and should be carefully planned and developed. At Deansfield, time is made to create a stimulating, interactive classroom that promotes the very highest achievement from all. Whilst it is an ongoing part of an effective teacher’s practice, at Deansfield we use the first staff meeting of every half term to give some time to this very important area of our work as well as half of every INSET day, Issues to address        

Classroom needs to be well organised, clean and tidy There should be clear and definable areas of the core subjects and main topic focus and these should contain appropriate resources and display areas Tables need to be arranged so that all pupils can see the board Classroom equipment needs to be stored appropriately: in middle of tables in tidy boxes? Centrally? Exercise books should be stored centrally or in trays All trays need to be labelled clearly and be accessible for all children Art equipment is stored neatly and is accessible for children There are clear pathways around the classroom so that children can move and line up easily

Display 

       

Prepare display boards for core areas and topic focus – think carefully about the colour of backing paper and how the paper is put up so there are no gaps or wonky edges Use clean, brightly coloured material Create surface displays that encourage interaction – books, questions etc Displays for the most part should be a celebration of children’s work and children’s learning should outweigh teacher’s display pieces Think about the purpose of your display The breadth of the curriculum should be evident with children’s learning from the core subjects and other areas on display Display will include children’s learning, the learning process, context labels and where relevant, children’s voice. Work should always be mounted twice (refer to display policy), think about the colours you are using The area around the whiteboard should be used as an ongoing learning wall; neat, tidy and supportive of ongoing learning

Book areas (Please refer to Book Corner Policy for more detail)

Book areas are vital in our efforts to engage children in rich learning experiences and show the value we place on literature and books. Book areas need:      

To be arranged on a number of levels to create interest To have books that are classified and easy to retrieve Some books standing and open for browsing To be inviting and cosy: cushions and material need to be used to create this inviting area Posters and book fronts displayed attractively A range of questions and prompts, inviting children to read

Consider:  Having an author focus or top ten books on display is always a good way of engaging readers (use Core books for this)  Having a poetry display or non-fiction section reminds children of the range of books on offer  Having some things hanging eg. questions, word mobiles, posters etc. Maintaining the learning environment It is important that your classroom remains a tidy, stimulating environment throughout the year. Children should feel proud of their classroom and should also take responsibility for maintaining it This is achieved by:         

Regularly watering plants Adding to and changing displays Ensuring work is not pealing off the display boards Tidying book areas daily Replacing labels if they become tatty Keeping exercise books neat and tidy – no scribbling on or bending of front covers Displaying good quality children’s learning of all abilities Ensuring there are no piles of papers laying around in the classroom Surfaces to have surface displays

Please refer to the Learning Environment Protocols on display in every classroom. The Headteacher will conduct a weekly learning walk to review the implementation of the policy

Pupil ownership

Learning Walls

Book areas

The environment is the context for learning. Children interact with it because it promotes thinking and engagement. Children’s thoughts, questions and responses are evident in all classes; displayed on learning walls and displays. Children use displays to support thinking and take great pride in the quality of learning on display.

Learning walls for English, mathematics and science are prominently displayed in the class to support teaching for learning. All learning walls conform to the school protocol. They display current learning and thinking including children’s thoughts, reflections and questions. Modelled writing is prominent alongside examples of planning and editing. Whilst learning walls are necessarily work in progress, they are tidy and well displayed so that children and adults can access the support they provide.

All classes have attractive book areas that display books creatively and entice children to read. Books are classified and grouped with questions and prompts that guide and structure browsing opportunities. The book area is a comfortable and relaxing place to read. Children’s recommendations and reflections on their reading are displayed creatively.

Leadership Curriculum leaders ensure resources are effectively organised and labelled. They monitor the quality of learning and ensure the breadth of the curriculum is represented across the school.

Maintenance Classrooms and shared areas are tidied after use by the children and adults who have used them. Displays are repaired immediately so that they never end up tatty or damaged. Posters and notices are displayed neatly and are not stapled or taped to doors, window frames or windows. Window glass and viewing panels are kept clear. There is no clutter.

Environment for Learning

Resources

A protocol for establishing an environment that inspires minds, celebrates learning of the highest standard and communicates our school values at all times

Displays for learning Displays of children’s learning are of a high standard. Learning is presented creatively and children are taught presentation skills. Learning is double mounted with even borders that frame work appropriately. Learning is placed effectively on the display to encourage the eye to explore and engage with it. Displays are labelled effectively to contextualise learning, promote thinking and signpost the learning journey. Children’s self-assessment and reflections are displayed alongside their learning. Surfaces are used to display artefacts and resources.

Equipment and resources are safely returned by the class groups who have used them and placed tidily in the appropriate base. Teacher’s files and papers are stored away and pupil’s books are clearly available.

Central areas School entrance areas are of a very high standard and give clear messages about the school’s ethos, values and achievements. Central areas are an extension of the classroom and are attractive and engaging at all times. Children and adults use all areas with purpose and leave them tidy for the next activity or class. All adults and children maintain central areas to a high standard.