1. Growth Mindset Last academic year, Manor Field introduced the concept of Growth Mindset to all classes. This proved successful, with monitoring by both school staff and governors evidencing that the language of Growth Mindset was being used effectively throughout the school. This year, we will be working to take the focus of Growth Mindset to the next level, with a focus each half term on one of six core elements crucial to children developing a strong Growth Mindset. We aim for all children to make great progress in their mindset towards learning and have produced a progression to help children track their progress in this area (see slide 7).

3. Growth Mindset WE HAVE IDENTIFIED SIX CORE ASPECTS OF GROWTH MINDSET Brain Science: the concept that intelligence is not fixed and we can change our brains.

4. Growth Mindset These are the picture references to help everyone to recall the six core areas.

5. Growth Mindset THE ANNUAL SCHEDULE ALL YEAR: Brain Science: the concept that intelligence is not fixed and we can change our brains. Autumn 1 st half Autumn 2 nd halfSpring 2 nd half Summer 1 st half Summer 2 nd half Spring 1 st half

6. Manor Field School will focus on one of the six core aspects of Growth Mindset each half term... In order to really embed Growth Mindset, we will (in a similar way to the Values system) focus on one element for an entire half term. Brain science and the concept that intelligence is not fixed and we can change our brains will continue through the year.

7. CORE ASPECTEmergingReachingFlying! GREAT effort leads to GREAT progress I sometimes opt in and give 100% but need reminding by an adult. I opt in and give 100% all the time in school. I opt in and give 100% in all my learning in school and outside of school. I strive to give my very best all the time. Accepting mistakes & learning from them & feedback I can get upset or disheartened when I make mistakes and can feel bad when I am told how to improve. I feel ok when I make a mistake and listen carefully to how to improve and then act on the advice I was given. I love stretching myself and when I make mistakes, will eagerly ask how to improve. Taking action to improve I will carry out practice that my teacher asks me to do. I work hard to practise areas I need to improve that have been given to me. I am constantly looking at what I need to do to improve and will carry out practice at home without being asked. Embracing challenge /going for the stretch I tend to go for the safe option as I worry about getting things wrong. I often go for tasks that will stretch my learning (rather than stay in my comfort zone) but mostly in subjects I feel good at. I love a challenge! I constantly ‘go for the stretch’ and try things that I can’t do YET! Persevering in the face of challenge I tend to get frustrated when I can’t do things straight away and can give up a bit easily. I will keep going when things are tough and try different ways to achieve the goal. I will keep on going however tough something gets. I will try lots of different ways to achieve the goal and won’t ever give up. Inspired by success of others When other people do well it can make me feel that I am just not very good. When other people do well, I try to imitate them. Others often inspire me and make me work harder as it makes me want to achieve as brilliantly as they have. Name __________________________________ Date ________________ HOW ARE YOU DOING IN THE CORE ELEMENTS OF GROWTH MINDSET?

8. One crucial element of Growth Mindset is children understanding that to make great progress, one needs to regularly ‘grapple’ with learning and come out of their comfort zone. When in the comfort zone, you are not learning anything new. This zone is ok for practising to really master things. The stretch or learning zone is the place to be! It is where new learning takes place and one makes progress. We don’t want children in the panic zone. Fear releases chemicals in the brain which block learning.

9. How will we focus on the core element each half term? This, like the Values, will be incorporated into the weekly newsletter, website and whole school assemblies (at least one each half term). One Year group assembly should be linked to the core and year group capacities each half term too. The learner of the week will be a child who has worked particularly hard to improve at or has excelled in either a) the core Growth Mindset area for that half term or b) one of the year group’s Building Learning Power Capacities. The six core elements of Growth Mindset will be added to the Ambassador booklet as part of its improvement to become a learning passport which will go through the school. How will we ensure Growth Mindset is embedded into school culture and not lost?

10. Links to Building Learning Power There are links between Growth Mindset and our teaching of Building Learning Power. Building Learning Power teaches children how to become great learners. This makes a difference to children’s learning in ALL curriculum areas and prepares them for our changing world.

11. Building Learning Power

12. Learning Power Capacities linked to a Year Group This year, we have decided to allocate specific Building Learning Power Capacities to each year group, with Year 6 focusing on ‘mastering’ all of the capacities. By focusing on fewer in greater depth, we believe children will learn the capacities more securely before moving on to the next. It will of course take a number of years for this system to work perfectly since for a few years, pupils may be entering a year group not having secured previous capacities. If this is the case, the class teacher will work on the pre-requisite capacities intensively at the start of the year.

13. Building Learning Power capacities for each year group

14. SUMMARY OF STRUCTURE Six areas of Growth Mindset Links with Building Learning Power BLP capacities allocation for each Year Group.

15. MUSCLETIPWHAT IT MEANS Absorption Year 3 Getting involved Being able to lose yourself in learning - becoming absorbed in what you are doing. Managing distractions Reception Managing my distractions Being able to block out distractions. Settling back to learning quickly after an interruption. Noticing Year 5 Looking for detail Looking for patterns and details in experiences. Noticing little details. Perseverance Year 1 Keep tryingKeeping going in the face of difficulties – not being put off when you get stuck. Trying different ways to solve a difficulty. Resilience :

16. MUSCLETIPWHAT IT MEANS Questioning Year 2 Asking questionsBeing curious and looking beneath the surface. Making links Year 3 Look for connections, see how things fit together. Seeing the way different learning experiences link together. Imagining Year 1 Thinking creativelyUsing your imagination to put yourself in new experiences or explore possibilities. What if... ? Reasoning Year 5 Looking for evidenceWorking things out methodically; constructing good arguments. Capitalising Year 5 Using things to help us learn Using a full range of resources – books, internet, people. Resourcefulness :

17. MUSCLETIPWHAT IT MEANS Planning Year 2 Working learning out in advance. Thinking about where you are going and what actions you are going to take to get there – what resources you will need. Revising Year 3 Thinking about how things are going and making improvements. Thinking about how you are getting on; changing plans when you have a better idea. Distilling Year 5 Thinking back. Seeing the important bits. Pulling out the important bits and using them to move forward to achieve the task. Metalearning Reception Knowing how I learn, what I am good at & what I need to improve. Knowing yourself as a learner – how you learn best and your strengths/needs. Being able to explain what you are good at & what you need to practise. Reflectiveness :

18. MUSCLETIPWHAT IT MEANS Interdependence Year 4 Working on your own or with others. Knowing when it is best to learn on your own or to work with others. Knowing how much help you need. Collaboration Year 1 Working together. Being a good team player; being able to give and take; being able to manage your feelings when working with others; understanding the rules of team work; able to work well as part of a pair or team. Empathy Year 2 Listening Reception Putting yourself in others’ shoes. Being able to put yourself in other people's shoes to see the world from their point of view; show you are listening by eye contact and body language; hear feelings and thoughts behind someone's words. Imitation Reception Noticing how others do things Being ready to learn from others, noticing how others do things. Copying the values and habits of people around you who are good learners. Reciprocity : (the social side of learning)

19. How will we ensure children make good progress in their Growth Mindset & Learning Powers?  One lesson each week focusing on the core area of Growth Mindset for the term or one of the year group’s Building Learning Capacities  Daily Growth Mindset Minute  Recognition system each half term linked to children working hard at improving their Growth Mindset  2  Every class will have a display which although can be amended to suit the teacher, must contain specific given elements and be interactive.  Growth Mindset & Learning Powers will be incorporated into assessment procedures: a) Assessment against the 6 areas of Growth Mindset  b) Assessment of children’s progress in their year group’s Building Learning Power muscles.  Children will receive some form of support or intervention if they are achieving below their peers in Growth Mindset or BLP.

20. How will Growth Mindset language be embedded across the school community, shared by staff, pupils and parents? Information evening for parents later this term Video to explain whole school systems for website Our website already has a dedicated area with videos, resources etc. and this will be further expanded Half termly focus included on the VLE, website and newsletter.

21. How will we help children to recall the Learning Powers? WE WILL MAKE SURE IT IS MULTI SENSORY  The four Rs will be linked to characters who each have a story which describes each of the BLP capacities linked to that R.  There will be a concrete toolkit (i.e. real toolkit containing objects which the character carries which represent each of the capacities e.g. binoculars for noticing, sieve for distilling). WE WILL MAKE SURE ALL STAFF HAVE A GOOD KNOWLEDGE OF IT  Training at INSET or SEPTEMBER TWILIGHTS will be dedicated to Learning Power. MMS/TAs and ADMIN STAFF will all receive training  Information about all of this will be made into a powerpoint and video and all related resources stored on staff share, included in staff handbook and uploaded onto website. It will form part of future induction.