Over the past two years, an emphasis has been placed on ensuring the school’s classrooms are well managed environments with minimal disruption. The uninterrupted learning time from 9-11.00am, where key concepts have been taught in literacy and numeracy has proven beneficial.  Staff have developed, a culture of high expectation for academic success. This is shown and indicated in the TTFM surveys, teachers providing student feedback, student to student feedback, rubric assessments, weekly assessments, LaST testing, literacy and numeracy continuums and external student performance data. Across the school some staff and their students use a class dojo system for feedback to reinforce positive student learning and behaviour. The principal also collects student workbooks to assess effort and provide feedback to all pupils. Most staff collaboratively share expertise to improve teaching practice, self-assessment and reflection. At staff meetings we have looked at the work of Professor John Hattie and understand the importance of feedback to students. The implementation of the revised Wellbeing policy, (classroom expectations, consequences and warning processes, student recognition) supports improved consistency with classroom management thus increasing student engagement and reducing disruption in the classroom.