1. Encouraging Good Learning Behaviours for Vulnerable pupils
Reviewing Targets and encouraging independent learners

2. Encouraging Independence
We are encouraging good learning behaviours with BLP across the school.
Teaching children how to learn
Essentially the way to accelerate pupil progress is to develop positive learning behaviours
Independence
resilience
reflection
reciprocity
resourcefulness

3. Good Learning Behaviours
RESPECT
RESPECT
PERSEVERANCE
THINKING
Risk Taking
REFLECTION
RESILLIANCE

4. My Good Learning Behaviours
Perseverance
I can take responsibility for my work and the effort that I put into it
Reflection
I can evaluate and take pride in my work. I know we can achieve
Resilience
I can learn from from mistakes, rethinking learning to improve
Respect
I can treat others as they wish to be treated. I know it is ok for others to think differently
Risk Taking
I can ask ‘What if…?’ pushing myself to try new things even if they are hard.
My Good
Learning Behaviours
Thinking
I can value my ideas, solve problems and consider new ideas
Independence
I can help myself when I am stuck or know where to get help.

5. Promoting Independent learners
developing communication that included language focused on learning: this helped students become more aware of the steps involved in learning, understand their own learning styles and helped students and teachers share their thinking;
providing students with opportunities to self- monitor: the review suggested self- monitoring depends on the two processes of establishing goals and receiving feedback from others and from oneself.
in successful independent learning part of the role of the teacher shifted from an expert transmitting knowledge to that of a ‘coach’ helping students to acquire the strategies necessary for learning.
Studies highlight the importance of students being able to reflect on what they had done, monitor their progress and use self- assessment in order to take responsibility for their own learning.

6. Target Review Benefits What is it? An opportunity for pupils to;
Discuss and re-enforce their week’s learning
Review and clarify any gaps or misconceptions in learning
Pre-learn and set goals/targets for the next week
Know what it is they are learning/need to know
Know their next steps
Become responsible for their own learning
Evaluate their own targets
Find evidence that they have met their targets
Pupil will;
Have raised self-esteem in learning/social skills
Contribute more readily in class and in group work
Be more engaged in class
think independently during tasks
Be more organised with resources
Have a clear idea of expectations (bespoke)
Achieve their individual targets or SAP targets
Recognise their mistakes and be able to edit more meaningfully

7. Steps to Target Review
Step 1 – Pupil Interview Step 2 - Teacher comment Step 3 – Evidence collection Step 4 – achievements Step 5 – Activity based on target Step 6 – Pupil summary/set new goals

8. Successful Implementation
Key worker and teacher work together to set relevant work for the intervention each week (This could be pre-teaching for the following week or consolidation from the previous week)
Teacher will consider feedback from target review when setting appropriate work for these pupils
Teacher and TA will both encourage pupils to work independently within class (using set resources and using independent skills)
Communication

9. Ideas for target Review discussion
Resources – using cue cards in class, using specific practical resources for maths, reading and writing frames
Modelling mind mapping, categorising ideas/facts, remembering spellings, learning structures
Problem solving approaches such as; RUCSAC
Going through class work and consolidating learning
Editing work, reviewing success ladders, responding to marking (adult modelling or guiding)
Reviewing SAP targets or class targets – pupils finding evidence from class work

10. Possible Targets
Put your hand up in class to contribute once in each lesson
Complete a written task for 15 mins
Edit your writing for full stops and capital letters
Keep hand writing legible so that you can read it back
Sit calmly and focus for 10 mins during input
COMMUNICATION
COGNITION AND LEARNING
BEHAVIOUR AND EMOTIONS
EVERY DAY LIFE
SOCIAL SKILLS

11. What will this look like in KS1 and High Quality Teaching?
Making Learning Behaviours prominent
Rewards for Good Learning Behaviour
Learning Behaviours prompt board
Learning behaviours evident in marking
Intervention