We regularly use the language of “we”, “team” and “us” when referring to the class, year group and wider school community, with teachers as part of that collective identity. This strong sense of togetherness is central to our culture. It helps build positive relationships, shared purpose and collective responsibility, reinforcing that success is something we achieve together.

Habits of Success

Clear routines at the start and end of lessons. Entry tasks help pupils settle quickly, recall prior learning and begin promptly, while exit tasks review key learning, check understanding and support calm, purposeful transitions to the next lesson or activity.

Purpose & Structure

A simple cue to pause, think and write. It may be used to add an annotation, capture a personal response, note key learning or reproduce what has been shown. This helps all pupils process ideas actively and remain engaged.

Reducing Cognitive Load

A consistent attention routine used before any teacher talk or instruction of key content so that all pupils are giving full attention before learning begins. We count down to secure focus quickly, calmly and without wasted learning time, and count up to begin a task. This reinforces a strong sense of “we” and “us” — we stop together and start together. Pupils are explicitly taught attentive listening so that, by the end of the countdown, they are sitting up straight, with nothing in their hands, and looking at the teacher. When pupils are ready to begin, teachers count up to release them onto the task, creating energy, clarity and a purposeful start.

Explicit Instruction

A repetition routine used to secure key vocabulary, key knowledge, pronunciation and precise academic language.

Literacy & Communication

A structured partner discussion routine that allows pupils to rehearse ideas, develop understanding and build confidence before sharing more widely. As pupils progress through the school, they develop strong discussion habits such as attentive listening, building on ideas, clarifying thinking, respectfully disagreeing and summarising key points.

Literacy & Communication

A routine that encourages pupils to answer in clear, complete sentences, often repeating or framing the question within the answer. It helps pupils organise their thinking, use accurate vocabulary and subject-specific language, and develop high standards of speaking across the curriculum.

Literacy & Communication

A clear cue where all pupils demonstrate they are ready to read, follow the set task and give their full attention to the text. Teachers explicitly teach and use a range of reading approaches to develop engagement, fluency and understanding. When reading together, all pupils track the text so that everyone remains focused, participates fully and learns alongside one another.

Examples include:

1. Model reading – the teacher models fluent, expert reading.
2. Choral read – the class reads together in unison.
3. Paired Read – pupils read collaboratively with a partner.
4. Read and retrieve – pupils return to the text to find evidence or key information.

Literacy & Communication

A whole-class response routine using mini whiteboards, written answers or showing work such as books, sketchbooks or practical outcomes. This allows teachers to check understanding quickly, celebrate success and adapt teaching in real time.

Checking & Adapting

Teachers make expectations about answering questions clear, whether inviting individual responses, using cold call, or expecting everyone to be ready and willing to answer.

Checking & Adapting

A clear questioning routine used to check understanding and maintain high levels of participation. While “I Say, You Say” is typically used to rehearse vocabulary, definitions or precise language, this routine is used to ask questions that require pupils to think, recall and respond, either together or individually.

Checking & Adapting

A clear cue for pupils to prepare equipment and demonstrate they are ready to write. This may range from showing the correct pen grip in the early years to ensuring the correct pen or equipment is ready in later phases, so pupils can begin promptly when instructed and no equipment barrier prevents a successful start.

Practice & Transfer

One example of a challenge prompt used to deepen, extend and refine thinking. It encourages pupils to add further ideas, make stronger links, improve responses and consider the next stage of their learning.

Stretch & Challenge

A routine prompt used to develop reasoning, justification and deeper understanding. It encourages pupils to explain their thinking, explore causes and consequences, and connect learning to meaningful real-world contexts.

Real-World Application