ehaviour […] where a teacher is consistently upbeat and positive, the class will catch the same mood”. This helps us construct an inspirational environment. First we set high expectations for the entire class, so pupils know what is expected of them. As per Standard 1, the teacher must “demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils”. In my classroom observations, this started with the teacher: she was a model of respect and politeness, always using pupil names, “please” and “thank you”. The teacher was then able to point to her consistent behaviour as a model of expectation for pupils to attain. Teachers must also set high academic expectations by challenging students to strive for accuracy and correctness. Lemov (2015) states that “high expectations are the most reliable driver of high student achievement […] even in students who do not have a history of successful achievement”. I observed in class that when a student gave a partially correct or incomplete answer, the teacher would not say “That’s right” and complete the answer, in effect “rounding up” for the pupil. This sets a low standard for correctness and shows pupils they can be considered “right” even by giving incomplete answers. Instead, the teacher provided encouragement and support, by saying “You’re almost there” (or some variation) and asking guiding questions to encourage further thought. This sets a high academic expectation: that correct answers matter, and that we believe they are capable of achieving them. Teachers must remain consistent in the application of these high standards; students who are unaware of expectations are unable to meet them. The Government states that “a clear behaviour policy […] underpins effective learning; pupils […] should be clear of the high standards of behaviour expected at all times” (DfE 2014b: 8). Consistency and routine are stated aims of the Standards. However, the setting of high expectations cannot be a “one-size-fits-all” approach. For example, it is important to set high expectations for pupils with Special Educational Needs (SEN), but it may be necessary to tailor lesson plans to meet learning needs. Searcy and Maroney (1996) state that by planning to support SEN pupils, these children can still attain the high standards expected, so the classroom is inclusive. Finally, students must receive feedback to know whether they are meeting expectations. One of the best ways of doing this is providing specific, individualised feedback. Brookhart (2017) suggests that individualised feedback has “one of the highest effect sizes on student achievement”. In the classroom, I observed that the teacher did not use generic feedback about the pupil as a person (such as “you’re smart” or “good boy/girl”). The teacher drew attention to how each individual solved the problem before them; that is, drawing the pupil’s attention to the strategy or process they used to solve the task, rather than complimenting them on a correct answer, is most helpful in reinforcing their success. This is supported by Shute (2008) who calls for feedback that is “specific and clear, avoiding comparisons with other students”. This implies that when pupils m>