Denise Kingston is an Honorary Research Fellow at the University of Sussex and an educational psychologist, trainer and consultant.Iram Siraj is Emeritus Professor of Child Development and Education at the University of Oxford and Research Professor at the University of Maynooth, Ireland.Judy Barrett (PGCE) is a former primary school teacher.

As a school leader working in a challenging educational landscape, I understand only too well how vital children’s happiness, behaviour for learning, sense of belonging, and teacher wellbeing are to building a successful and thriving school. I have also experienced first-hand how challenging it can be to embed wellbeing consistently into classroom practice. Grounded in research, the Creating a Culture for Learning in the Classroom (CCLiC) Scale provides staff with the tools to foster wellbeing and create the conditions in which every child can flourish academically, personally, and socially. It delivers a consistent approach that has the potential to transform classroom culture, positively impacting pupil outcomes and teacher retention. I strongly endorse this book as an invaluable resource for school leaders committed to building environments where happy, healthy pupils and staff can thrive.Lousie Muller, Headteacher, Westrise Primary School, East SussexEducators who are technicians teach as they always have taught, often as they were taught themselves as schoolchildren. Educators who are professionals learn as they teach. As a continuing effort they endeavor to incorporate guiding principles of the profession into their viewpoints, approaches, and practices. In the guidebook, Creating a Culture for Learning in the Classroom (CCLiC) scale, Kingston, Siraj, and Barrett provide a clear statement of key education principles integrated with a self-reflection tool for making progress toward the competent and kind professionals all teachers want to be. Through the book, the authors present a concise and useable guide for teacher self-improvement, valuable in Great Brittain and other countries as well.Dr. Dan GartrellProfessor EmeritusMinnesota State University - Bemidji(Noted author in the field of early childhood education)The authors have succeeded in creating a versatile self-evaluation tool that supports schools and individual teachers in developing a culture for learning. Through the 7-point scoring method, the scale provides a comprehensive profile of practice that captures both strengths and areas for development and enables effective action planning. The CCLiC scale is a very welcome addition to the field of school improvement. Simon Ellis, Education Consultant

• 1. Introducing the ‘Creating a Culture for Learning in Classrooms’ (CCLiC) Scalei Why use the CCLiC scale?ii Who is the CCLiC scale for?iii The purpose of the CCLiC scaleiv. Why is creating a culture for learning important?v How do we know the CCLiC scale works?vi What is included in the CCLiC scale?vii How to use the CCLiC scaleviii Why is the scale called ‘Creating a Culture for Learning in the Classroom’?vii How was the CCLiC scale developed?2. Underlying Principles of the CCLiC scalei Understanding children’s ‘behaviour for learning’ii What does and does not work in the classroomiii The child-responsive approach in the CCLiC scaleiv Pedagogies and practices to create a culture for learning?3. Intentional thinking, language and actions and proactive teachingi. Understanding Self-regulation/executive functionsii. Teaching self-regulation/executive functions and brain-based approachesiii. Infusing play and fun into the classroom – Brain breaks and/or energisersiv. Pretend play and game playv. Proactive teaching: Morning Meetings (and responsive meetings)vi. Interactive Modellingvii The Importance of communication and languageviii. Using language to model behaviours – the ‘think aloud’ strategyix Using the language of thinkingx. The physical classroom environmentxi. The instructional environmentxii. The importance of assessment for learning, or formative assessmentxiii Effective use of Questionsxiv. Effective use of feedbackxv Why use the term ‘mistaken behaviour’xvi Understanding mistaken behaviourLevels of Mistaken BehaviourInterpreting mistaken behaviour according to its motivationsMistaken behaviours and their interaction with the teachers’ responsesxvii. Developing a behaviour for learning support plan for children with strong unmet needsBehaviour hypotheses or purpose of the behaviourPrevention strategiesReplacement skillsResponses to mistaken behaviour4. Research Background to the CCliC Scale5. Content of the CCLiC scalei. How the scale is structured6. Using the CCLiC scale as an observeri How to use the scale as an observerii Timingiii Contextual Information on the Centreiv Conducting the Observation7. How to use the CCLiC scale as a self-assessment tooli Getting startedii Your reflections and responses to the scaleiii Being as objective as possibleiv Reflecting on an item and the profile of quality it shows8. Scoring the CCLiC scalei The Score Sheet, Joint Observation Sheet, and Profile9. THE CCLIC SCALESECTION 1: The positive and caring classroom: supporting self-regulation and PSEDItem 1: Building trust and relationships with and between childrenItem 2: Supporting behavioural self-regulation and promoting children caring for themselves and othersItem 3: Supporting emotional self-regulation through fostering children’s social and emotional well-beingItem 4: Supporting cognitive self-regulation: giving choice and autonomyItem 5: Understanding and responding to mistaken behaviour (sometimes called challenging behaviour)Item 6: Fostering staff self-care, building resilience and self-regulationSECTION 2: Effective practices and routines in the classroomItem 7: Developing and supporting children to follow expectations, rules and routinesItem 8: Supporting transitions in classItem 9: Engaging whole group/circle time activitiesItem 10: Promoting collaborative small group workItem 11: Supporting transitions into and between class/school and other major life transitionsSECTION 3: Effective teaching and learning processesItem 12: Supporting high quality interactions through encouragement, questioning and feedbackItem 13: Creating a culture for learning using play and playful activitiesItem 14: Using assessment for learning/formative assessmentItem 15: Engaging all children in learningItem 16: Supporting collaboration and planning for teachingItem 17: Supporting the improvement processItem 18: Building collaborative reflective practiceCCLiC score sheet (contextual information)CLICC Score sheetJoint observation / inter-rater reliability for the CLICC ScaleThe CLICC Scale Profile10. Glossary of termsAppendix A: The progression of play from birth to five yearsAppendix B: Children’s dramatic and socio-dramatic play developmentAppendix C: Morning meetings – some examples of practiceAppendix D: Examples of language to use in the classroom to guide children’s behaviour and support learningAppendix E: Behaviour for learning support planAppendix F: Child Self-Regulation and Behaviour Questionnaire (CSBQ) results in TEEMUP evaluationREFERENCES

Denise Kingston is an Honorary Research Fellow at the University of Sussex and an educational psychologist, trainer and consultant.Iram Siraj is Emeritus Professor of Child Development and Education at the University of Oxford and Research Professor at the University of Maynooth, Ireland.Judy Barrett (PGCE) is a former primary school teacher.

As a school leader working in a challenging educational landscape, I understand only too well how vital children’s happiness, behaviour for learning, sense of belonging, and teacher wellbeing are to building a successful and thriving school. I have also experienced first-hand how challenging it can be to embed wellbeing consistently into classroom practice. Grounded in research, the Creating a Culture for Learning in the Classroom (CCLiC) Scale provides staff with the tools to foster wellbeing and create the conditions in which every child can flourish academically, personally, and socially. It delivers a consistent approach that has the potential to transform classroom culture, positively impacting pupil outcomes and teacher retention. I strongly endorse this book as an invaluable resource for school leaders committed to building environments where happy, healthy pupils and staff can thrive.Lousie Muller, Headteacher, Westrise Primary School, East SussexEducators who are technicians teach as they always have taught, often as they were taught themselves as schoolchildren. Educators who are professionals learn as they teach. As a continuing effort they endeavor to incorporate guiding principles of the profession into their viewpoints, approaches, and practices. In the guidebook, Creating a Culture for Learning in the Classroom (CCLiC) scale, Kingston, Siraj, and Barrett provide a clear statement of key education principles integrated with a self-reflection tool for making progress toward the competent and kind professionals all teachers want to be. Through the book, the authors present a concise and useable guide for teacher self-improvement, valuable in Great Brittain and other countries as well.Dr. Dan GartrellProfessor EmeritusMinnesota State University - Bemidji(Noted author in the field of early childhood education)The authors have succeeded in creating a versatile self-evaluation tool that supports schools and individual teachers in developing a culture for learning. Through the 7-point scoring method, the scale provides a comprehensive profile of practice that captures both strengths and areas for development and enables effective action planning. The CCLiC scale is a very welcome addition to the field of school improvement. Simon Ellis, Education Consultant

• 1. Introducing the ‘Creating a Culture for Learning in Classrooms’ (CCLiC) Scalei Why use the CCLiC scale?ii Who is the CCLiC scale for?iii The purpose of the CCLiC scaleiv. Why is creating a culture for learning important?v How do we know the CCLiC scale works?vi What is included in the CCLiC scale?vii How to use the CCLiC scaleviii Why is the scale called ‘Creating a Culture for Learning in the Classroom’?vii How was the CCLiC scale developed?2. Underlying Principles of the CCLiC scalei Understanding children’s ‘behaviour for learning’ii What does and does not work in the classroomiii The child-responsive approach in the CCLiC scaleiv Pedagogies and practices to create a culture for learning?3. Intentional thinking, language and actions and proactive teachingi. Understanding Self-regulation/executive functionsii. Teaching self-regulation/executive functions and brain-based approachesiii. Infusing play and fun into the classroom – Brain breaks and/or energisersiv. Pretend play and game playv. Proactive teaching: Morning Meetings (and responsive meetings)vi. Interactive Modellingvii The Importance of communication and languageviii. Using language to model behaviours – the ‘think aloud’ strategyix Using the language of thinkingx. The physical classroom environmentxi. The instructional environmentxii. The importance of assessment for learning, or formative assessmentxiii Effective use of Questionsxiv. Effective use of feedbackxv Why use the term ‘mistaken behaviour’xvi Understanding mistaken behaviourLevels of Mistaken BehaviourInterpreting mistaken behaviour according to its motivationsMistaken behaviours and their interaction with the teachers’ responsesxvii. Developing a behaviour for learning support plan for children with strong unmet needsBehaviour hypotheses or purpose of the behaviourPrevention strategiesReplacement skillsResponses to mistaken behaviour4. Research Background to the CCliC Scale5. Content of the CCLiC scalei. How the scale is structured6. Using the CCLiC scale as an observeri How to use the scale as an observerii Timingiii Contextual Information on the Centreiv Conducting the Observation7. How to use the CCLiC scale as a self-assessment tooli Getting startedii Your reflections and responses to the scaleiii Being as objective as possibleiv Reflecting on an item and the profile of quality it shows8. Scoring the CCLiC scalei The Score Sheet, Joint Observation Sheet, and Profile9. THE CCLIC SCALESECTION 1: The positive and caring classroom: supporting self-regulation and PSEDItem 1: Building trust and relationships with and between childrenItem 2: Supporting behavioural self-regulation and promoting children caring for themselves and othersItem 3: Supporting emotional self-regulation through fostering children’s social and emotional well-beingItem 4: Supporting cognitive self-regulation: giving choice and autonomyItem 5: Understanding and responding to mistaken behaviour (sometimes called challenging behaviour)Item 6: Fostering staff self-care, building resilience and self-regulationSECTION 2: Effective practices and routines in the classroomItem 7: Developing and supporting children to follow expectations, rules and routinesItem 8: Supporting transitions in classItem 9: Engaging whole group/circle time activitiesItem 10: Promoting collaborative small group workItem 11: Supporting transitions into and between class/school and other major life transitionsSECTION 3: Effective teaching and learning processesItem 12: Supporting high quality interactions through encouragement, questioning and feedbackItem 13: Creating a culture for learning using play and playful activitiesItem 14: Using assessment for learning/formative assessmentItem 15: Engaging all children in learningItem 16: Supporting collaboration and planning for teachingItem 17: Supporting the improvement processItem 18: Building collaborative reflective practiceCCLiC score sheet (contextual information)CLICC Score sheetJoint observation / inter-rater reliability for the CLICC ScaleThe CLICC Scale Profile10. Glossary of termsAppendix A: The progression of play from birth to five yearsAppendix B: Children’s dramatic and socio-dramatic play developmentAppendix C: Morning meetings – some examples of practiceAppendix D: Examples of language to use in the classroom to guide children’s behaviour and support learningAppendix E: Behaviour for learning support planAppendix F: Child Self-Regulation and Behaviour Questionnaire (CSBQ) results in TEEMUP evaluationREFERENCES