This Policy Was Adopted/Updated: February 2015

DISPLAY

POLICY

This policy was adopted/updated: February 2015

This policy will be reviewed: February 2017

Statutory Policy: No

Source: Hampton Wick Infant & Nursery School

Display Policy

HAMPTON WICK INFANT AND NURSERY SCHOOL

DISPLAY POLICY

Introduction

The purpose of this policy is;

· To provide support for all staff

· To provide a framework for the whole school approach

· To inform the school community about the importance of display

This policy reflects the consensus of opinion of the whole staff. It is the responsibility of all staff members.

Aims

· To ensure that all members of staff are aware of the importance of careful display and presentation of children’s work and to provide a standardised approach across the school.

· To give each child a sense of pride and achievement when they see their work displayed.

· To ensure that school displays are representative of all members of our school community and accessible to all children.

Objectives

It is essential that staff organisation and presentation is of a high standard and consistent throughout the school. It is a valuable tool for showing our children that we value them and their work highly and of communicating to them that it is important to take pride in what they do.

Purpose of display

· To create a stimulating and attractive learning environment.

· To visually convey the ethos of the school – to children, parent/carers, governors, staff and visitors.

· To celebrate children’s achievement.

· To give purpose and value to children’s work.

· To encourage a positive attitude towards the environment.

· To reflect our multicultural society.

· To show progression through the key stages.

· To give children support and guidance with their learning.

· To model the quality and standard of work we expect.

Consistency

It is important that there is a consistent approach to display across our whole school and each classroom has the necessary information displayed to support and aid our children’s learning. Appendix 1 has a detailed list of what each classroom must have displayed.

General Principles

· Ensure that the variety and balance of the curriculum is well reflected in the learning environment.

· Displays must be changed as appropriate to reflect the teaching, learning and current interest of the class.

· Displays should reflect the ability and aspiration of the class and class teacher.

· Posters, information about topics etc. should be used as well as children’s work, to promote teaching points and extend learning and interests.

· Work surfaces must be clutter free and used for interactive display such as the class Celebration Table where possible.

· Information and resources such as graphemes and key words must be displayed to aid the children’s learning.

· Questions must be displayed to extend the children’s thinking. A ‘question wall’ and current topic mind-map must be displayed in each classroom.

· Examples of children’s great work must be displayed to reflect high expectations. Each class must have a ‘This is a Great Piece of Work because’ board which reflects the work that week.

· Keep it straight! – always use a paper cutter, checking that the ruler is straight and in position first.

· Beware of using too many borders in a small space and remember most work only needs a thin border.

· Resources must be labelled and easily accessible for learners in ordert o promote independence.

· Arrange and pin work with drawing pins first to ensure that it is straight and evenly spaced before stapling (insert staples at an angle for easy removal).

· Children’s writing and small detailed drawings should be displayed at children’s level where possible.

· Each child must have at least one piece of work displayed in the classroom, this includes work hung from class washing lines.

· Captions must be large, clear and mounted and should include the class name if work is being displayed in a communal area – if printing captions on the computer please choose the school’s cursive or pre-cursive font to reflect out handwriting policy.

· Displays must include a brief description of the work and questions where possible and have the child’s name written clearly at the bottom right hand corner of the work.

· All writing by adults must follow the school’s handwriting policy –if need be rule lines and use light pencil guidelines to ensure it is straight.

· Encourage children to look at/ read/ discuss work on display around the school regularly.

· All work displayed should be of a high standard and be representative of the age and stage of the child.

· Strictly limited use of educational display websites such as Twinkl or Teacher’s Pet. The use of Sparklebox resources is not allowed in school. Ensure a balanced use of printed and handwritten captions and labels across all learning environments.

· Real resources (e.g. photographs rather than cartoon-style pictures, real fruit rather than plastic) should be used wherever possible to support learning and display

Reading Areas

It is vital that children in every class have a reading area which celebrates and nurtures a love of reading, including interests of that particular class.

The reading area needs to be attractive and welcoming with a carefully selected range of books which:

· relate to the current learning

· nurture the class’s interest in reading

· support reading development

· enable children to talk about their likes and dislikes in reading

Questions to think about

· What is the best use of the space available?

· How can you lay out the work to give the best effect?

· Which colours will enhance the work?

· What sort of labeling will you use?

· What artefacts can be used to ‘hook’ in learners?

· Is the display at child’s level?

· Does the display inspire?

· Does it convey information to children/parents/visitors?

· Does it encourage children to interact?

Art Displays

· The most important element is the work itself – the mount/ choice of colours etc. should not detract from the content.

· The children should produce all artwork.

· Work in a variety of appropriate media should be evident – colouring pencils and felt tips are not an appropriate medium for artwork on their own. They can, however be used in mixed media work or to illustrate work in another curriculum area.

· The work on display in each class throughout the year should show examples of the six main areas of Art – drawing, painting, sculpture, printing, textiles and mixed media work.

· Classroom displays are the responsibility of class teachers, when asking parent helpers or teaching assistant staff to contribute to a display it is the responsibility of the class teacher to check the completed work before it is displayed.

Subject Displays

· Displays must include a visual element to make the display more interesting – some artwork, an interesting poster, photograph or book, some 3D objects linked to the subject area, some interesting questions or comments to encourage onlookers to interact with the display etc.

· Classrooms must celebrate our multicultural society and community therefore some displays should focus on learning from/about other countries or cultures.

· Children’s written work should be displayed at children’s level, as far as possible.

· Class teachers must ensure their classroom reflects and celebrates the diversity of learners within the class.

Changing displays

· Displays must be changed to reflect the particular topics being covered in each class throughout the year. They should show work in a variety of subject areas.

· Staff have a commitment to reflect their class’ individual diversity in their displays.

· Teachings assistants and ‘teacher mate’ time can be used to support the changing of displays.

· English and maths working walls should remain in place with some content changed at least weekly to reflect the objectives that children are currently working on.

· Celebration/Good Work boards must be changed on a weekly basis, with the class teacher ensuring that all children are given the opportunity to have their work celebrated

Appendix 1

WHAT EACH CLASSROOM NEEDS

The surroundings in which children learn can greatly influence their academic performance and well-being. Therefore your classroom environment is extremely important. The layout, displays and resources within your classroom all play a vital role in shaping our children’s learning so please ensure you have:

· Appropriate resources clearly labelled and accessible

· A box of resources on each table to aid the children’s learning such as alphabet charts, handwriting samples, and numbers etc.

· A celebration table with festival planner displayed

· Good work boards for Maths and English work

· English and Maths working walls containing work supporting current learning

· Displays/language which reflect the diversity of cohorts within your class

A class information board with the following information:

· Up to date class timetables

· Any group or sets lists

· Rota of helpers for classroom jobs

· Photographs and information of children with allergies/medical needs

The following must be displayed somewhere in your classroom:

· Class Name

· School Codes of conduct

· Hampton Wick High Five Poster Chart

· Marking code

· School philosophies: I can, You can, We can

Kind Words and Kind Actions

Learn and Let Others Learn

· Timetables of playground duties

· Timetables of bikes and sandpit use

· Class photo and names of the class

· Current Mind maps for the start and end of your topic

· Date

· Diversity Information which includes everyone (photographs with languages spoken)

· School vision and aims

· Fire drill information

· Family Tapestries

· Question words

Appendix 2

Hampton Wick Infant and Nursery School

Academic Year 2014 - 2015

Learning Environment Class Audit

Class name + Yr Group:
Audit completed by:
Date audit completed on:
Audit notes: / What is it like for a child at our school?
Focus on the following Teacher Standards:
1 Set high expectations which inspire, motivate and challenge pupils
2 Promote good progress and outcomes by pupils
7 Manage behaviour effectively to ensure a good and safe learning environment

General Organisation

Items in Place / √ or X
Classroom is neat and tidy
(and needs to be at the end of the school day, too!)
Resources are well organised and labelled
Appropriate resources are accessible to the children and children know where to find things!
Display materials have only been fixed to appropriate parts of the classroom
Each worktable has a box of resources to aid the children’s learning such as alphabet charts, word lists, handwriting samples, numbers etc.
Displays/language reflect the diversity of cohorts within the class
Celebration table with festival planner displayed and work celebrated
Class information board with up-to-date timetables, list of classroom helpers, rota of special jobs for children
Table layout caters for all learning preferences
Visual timetable which can be seen by all
Clearly labelled children’s trays
Children’s books well organised and clearly labelled with child’s first + surname and subject
Appropriate book bag storage which is easy to access and kept neat and tidy
Behaviour reward scheme visible
Class rules displayed
Book area which promotes reading. Ensure that there is a diversity of genre as well as dictionaries, thesaurus, EAL books
Working walls annotated by teacher/children: This is a great piece of work because…
Literacy working wall with word vocabulary/phonics etc including children’s work
Numeracy working wall including 100 square +blank square, maths vocab, props to support current learning and children’s work
Computer stations are tidy and organised (please do not put drinks near electrical equipment)
Sink areas are clear at the end of each day; shared pods are tidy and organised; all crockery must be returned to the staffroom each day

Classroom has the following displayed:

Items in Place / √ or X
Class name and Staff name on door/window outside class
Class photo
Full and abbreviated date plus the season
School vision and aims
School philosophies
Hampton Wick High Five
School Year Priorities
School codes of conduct
Marking code
Playground timetables
Current mind map for the start and end of the topic
Question words
Class notice board to include Class Timetable, groups or sets lists, rota of classroom help, Information of medical needs with photographs of children
Family Tapestries
Diversity information with photos of children and languages spoken
Fire drill information

Class room auditing feedback

Class name / WWW / EBI

Audits will be completed by a member of the SLT who will support the teacher in organising any of the missing aspects before signing off the audit and returning it to HJP.

Signed …………………………………………………………………………......

Role______

Display Policy