Thetford
Self-efficacy
All teachers were using marvellous mistakes, including modelling their own mistakes which has led to whole school culture that mistakes are good. Children support each other with mistakes and are willing to share their mistakes with the class.
All teachers are giving task related praise when live marking which has made children’s morale more positive. This strategy impacts learning for the whole class.
All had removed individual reward systems but changed to whole class marbles in a jar for whole class achievement. This has given the children the chance to collaborate and is more motivating and feels less pressurised. Children are enthusiastic about the whole class reward.
All teachers had mixed ability. Children support the learning of their peers.
Learning powers
One teacher had introduced the powers linked with characters. Learning powers were already embedded in the school values. Children at Wicklewood School were able to identify a learning power when they moved to Y1. This has created a better ethos across the school with values embedded throughout the learning across the day.