At Benton Park School, our Morning Meeting has four main parts; culture reset and reminders, retrieval practice through quizzing, Maths practice and also whole group reading.
The culture reset and reminders form the start of the Morning Meeting session at Benton Park School. Some of this work is specific to year groups and some is for the whole school. Each session is led by a leader within school with other staff in the session to support the students. In this part of the session, students are given vital information to support them in their daily life at Benton Park School as well as key reminders to support them during that day.
The Morning Meeting links with students’ home learning. Each evening, students complete their home learning using their knowledge organisers, using a read, cover, write, check strategy. This supports their retrieval practice outside of school. Once in the Morning Meeting session, the first opportunity for retrieval practice is a ten question quiz. This quiz is based upon a curriculum subject; English, Science, Humanities and Languages. This quiz is deliberately interleaved using an excel spreadsheet and question bank. Each quiz comprises five questions from the current week’s learning, three questions from the previous fortnight and two questions from the fortnight before that. This quiz is self-marked so that students can identify the knowledge they have grasped and the knowledge that they still need to develop.
On a Friday, students complete the Benton Park Test. The Benton Park Test is in place of the subject quiz and students answer 10 of the questions that they have already seen during that week. At Benton Park, we are committed to students being able to know, understand and apply powerful knowledge, and the Morning Meeting is pivotal to this commitment.
Within the Morning Meeting, students also complete some Maths practice. This is linked to the Maths progression maps and is tailored for each year group. This, alongside daily lessons in Maths, supports their confidence and ability in this key subject area. Again, this work is self-marked and answers explained by the leader who is delivering the session.
Finally, students complete the ‘Big Read’. A number of texts have been chosen for each year group to read and the year groups work through these one at a time. A member of staff reads to the students and they are expected to track the words within the book. Alongside this, there is a glossary to support vocabulary development. The benefits of this reading approach are that the teacher models fluent, expert reading and can plan to concisely explain vocabulary, ask questions, or offer clarifications, during the act of reading. This, again, is an evidence-informed approach using the work of Alex Quigley’s book ‘Closing the Reading Gap’.