TEACHING AND LEARNING POLICY

Transcription

1 Stevenage ESC TEACHING AND LEARNING POLICY Headteacher: Chair of Management Committee: Anne-Marie O Sullivan Geraint Edwards Date of Policy: September 2015 Date of Review: September 2017

2 Teaching and Learning Policy Teaching and learning is the business of the whole centre Contents Section 1 Aims Section 2 Ethos Equal Opportunities Section 3 Management of the Centre Day Class room management and organisation Planning Differentiation Record-keeping and assessment Screening Monitoring and evaluation Teaching styles / strategies Resources Section 4 Learning processes Learning styles Section 5 Marking and feedback Good Practice Section 6 Management Committee role Parents role Community role The School s role Appendix IEP Half-termly plan Lesson Plan

3 Section 1 Aims: At Stevenage Education Support Centre we undertake to: Raise levels of attainment for all students, enabling them to achieve their personal best. Develop confident, disciplined and enquiring learners, able to make informed choices. Foster self-esteem and personal responsibility, linked to respect for the needs and feelings of others. Facilitate considerate and positive relationships between all members of the school community. Ensure equal opportunities in relation to gender, race, class, special needs and belief. Value and respect all cultures. Provide a safe and happy work place. Promote a thoughtful attitude towards the immediate and wider environment. When developing this policy the following underlying principles were noted as being essential for the provision of quality teaching and learning: The teacher should plan effectively and set clearly understood differentiated learning objectives. The teacher should be secure in and show good subject knowledge and understanding. The teacher should be competent in teaching basic skills. The teaching strategies used should allow all students to learn effectively. Students should be well managed and high standards of behaviour insisted upon. Students work should be assessed thoroughly. Students will have targets set to accelerate progress(teachers-green pen, TAs pink pen, SLT gold pen). Students will act upon targets set in books using purple pen to show progress. Students should achieve productive outcomes. The teacher makes good use of their time, support staff and resources. Homework should be used effectively to reinforce and extend learning.

4 Section 2 Ethos: The ethos and atmosphere underpin the agreed aims of the centre. Teachers will provide a broad and balanced curriculum, which will develop the skills, concepts and knowledge necessary for future learning. In the course of their daily work the staff will contribute to the development of this ethos through: Providing a calm, quiet and effective working environment at all times, in which each pupil can achieve his or her potential. Providing a welcoming environment, in which courtesy, kindness and respect are fostered. Providing positive role models. Providing a fair and disciplined environment, in line with the centre s behaviour policy. Maintaining purposeful and informative planning, record keeping and assessment documents, in line with the centre s record-keeping and assessment policy statement. Effective management of their professional time. Developing links with the wider community. Providing students with meaningful, purposeful tasks, related to the National Curriculum. Providing Emotional Literacy through appropriate lessons, one to one working or through referral to an appropriate outside agency. Valuing and celebrating students success and achievements. Reviewing personal and professional development by providing appropriate INSET, training and support from colleagues in order to ensure a high level of professional expertise. Equal Opportunities: In accordance with the school s Equal Opportunities Policy all staff will endeavour to help all pupil s to reach their full potential irrespective of race, gender, age or ability.

5 Section 3 Management of the Centre Day: The Centre Day Start Time Finish Time Activity Duration Daily Time Registration Lesson Lesson Break Lesson Lesson Break Registration Lesson Time Allocation Curriculum time can be planned as continuous study throughout the term, or as blocks of study. Work is planned using the Centre s Schemes of Work. We are committed to raising standards of Basic Skills at Stevenage Education Support Centre. By Basic Skills we mean the ability to read, write and speak in English and to use Mathematics at a level necessary to function and progress at work and in society in general. Teachers will encourage students to work within given time scales, and will facilitate the effective use of time through: The provision of appropriate resources Planning extension activities, which can be carried out by individuals or groups of students.

6 Classroom Management and Organisation: Management The learning environment will be managed in such a way as to facilitate different styles of learning, with particular regard to Special Educational Needs: Whole class teaching Group work, organised according to appropriate criteria (i.e. Ability, mixed ability, interest etc) One to one teaching Conferencing Collaborative learning in pairs or groups Independent learning All areas of the learning environment will be planned for, including, where appropriate, the outside areas, in order to ensure opportunities for a range of practical activities, which will develop appropriate skills, concepts and knowledge. Learning support assistants and external agencies will be employed to support children with Special Educational Needs as outlined on their Individual Education Plans. Behaviour Management Pupil Behaviour is linked to the centre s star reward system as detailed in the Behaviour policy. As outlined in the centre behaviour policy each classroom will have on display the centre s code of conduct. Planning: Planning will take place half-termly with reference to the National Curriculum, Desirable Learning Outcomes, the Centre and Subject Development Plans and the Centre s Schemes of Work. Teachers and support staff will meet regularly to plan. Agreed planning sheets are available for teachers to use. Differentiation: Teachers will differentiate the curriculum by: Learning objectives Key words Britishness/SMSC Smart targets on the back of star charts Targets green pen

7 Responding to targets purple pen Task Outcome TA support Pink pen SLT support Gold pen Differentiated tasks will be detailed in lesson planning. Learning objectives will be differentiated. Reference will be made in lesson plans to Individual Education Plans, and to Section 11 support for children with English as an additional language if appropriate. Record-keeping and assessment: Regular assessments are made of students work in order to establish the level of attainment, and to inform future planning. Record-keeping, marking and assessment procedures are defined in the Assessment, Recording and Reporting policy. Monitoring and evaluation: Students work will be monitored and moderated regularly in each of the curriculum areas by SLT. Feedback is always provided. Subject teachers will regularly monitor students work. Teaching Strategies: In order to ensure equality of access, and effective matching of tasks to needs, teachers will employ a variety of support mechanisms: Parents and pupil will attend an initial interview on the first day with the Headteacher to initiate contact and a relationship between parent, child and centre staff. Home visits are carried out to all new starters Pen portrait provided by staff Initial testing IEP IEP reviews Targets set and reviewed Teachers will use these to construct accurate planning. Activities will show a balance in terms of individual, group and whole class work.

8 Section 4 Learning Processes: Students enter the centre at different stages of development. Students learn in different ways and at different rates of progress. In the course of learning students develop their skills through a variety of processes. These include: Investigation Experimentation Listening Observation Talking and discussion Asking questions Practical exploration and role play Retrieving information Imagining Repetition Problem-solving Making choices and decision-making At Stevenage Education Support Centre opportunities are provided to allow students access to these processes and for them to develop their own strategies to gain knowledge and skills. Learning Styles: Children learn in a variety of ways and for this reason it is necessary to ensure that planning incorporates as many styles as possible. These styles include: Individual learning Collaborative learning in small groups, or pairs One to one learning with an adult, or more able pupil Whole group Independent learning

9 Section 5 Marking and Feedback Aims To ensure pupils progress knowing their achievements and what they need to do next. To ensure planning is amended in order that the teaching and learning meet the needs of all pupils. To have consistent approach that measures school progress against national standards Principles Marking of pupils work can take different forms and involves both written and verbal feedback. We endorse the following principles of effective marking and feedback: Whenever possible, teachers should provide individual, verbal feedback to pupils Feedback, either written or verbal, should be integral to lessons and should provide a dialogue between teachers and pupils that addresses errors and misconceptions at an early stage Marking and feedback should be linked to learning intentions, objectives, success criteria and targets Teachers should look for strengths before identifying improvements when marking work (green pen) Pupils should be given specific time to read, reflect and respond to marking and feedback (purple pen) Pupils should be encouraged to mark, self-evaluate and peer assess Feedback and marking practices and procedures should be in keeping with the school policy The outcomes of marking should be used to inform teachers judgements concerning pupils progress and to inform teacher records and reports Stakeholders should have the school s marking and feedback procedures explained clearly to them Marking and feedback practices should be manageable Monitoring and Evaluation A review of samples of work in the process of achieving should inform the following performance indicators: Improvement in pupils achievement and attainment Consistency in teachers marking Participation of pupils in the process Special Educational Needs (Baseline assessment for GOAL and further diagnostic assessments on Pupil information on Network) In marking work of pupils with special educational needs, teachers assess progress towards each individual s targets. Pupils receive verbal or written feedback in accordance with their ability. Pupils are encouraged to recognise their successes and supported to make Improvements.

10 Quality Standards Criteria Oral feedback is the most powerful. Teachers create as many opportunities for this as possible Pupils work is marked as soon as possible after completion and, if possible, in the presence of the pupil Feedback relates as much as possible the lesson objective/success criteria of the curriculum focus Comments are succinct and accessible to the pupil. In focused marking they point out successes and points for improvement(green pen) For feedback to be effective, time for pupils to make improvements/responses is planned for. Where appropriate, teachers manage this within lessons as well as in follow up sessions(purple pen). Types of Marking Acknowledgement Marking this may be a tick or the teacher s stamp and is used where considerable oral feedback/guidance has occurred in the lesson Self-Marking pupils mark their own work. Spellings, mental mathematics are obvious examples but teachers find opportunities in other contexts. The emphasis is on pupils addressing their misconceptions as well as providing opportunities for early teacher intervention Peer Marking when appropriate (and after considerable modelling), pupils mark a partner s work. Initially the focus is on pupils identifying the strengths Final assessment piece On the final piece of work relating to end of topic or series of lessons 2 praise comments to be made and one target for improvement. Subject Specific The above principles apply to all subjects. However some, such as PE AND Music will be predominantly oral but should still be documented for the pupil by the teacher Good Practice Spelling: Don t correct too many errors in one task (max 5 on A4 sheet) Encourage correction through the range of strategies with preference give to Look Cover Write Check method Support with vocabulary development and word banks for programmes of study Punctuation/Grammar: Don t correct too many mistakes Highlight with a prompt in the margin Encourage the pupil to read the text (aloud?) If concerns are great seek specialist help from KL Numeracy: Calculations: don t correct every mistake prioritise Review the processes a pupil has used as well as the answer (don t be afraid to ask them for their help in understanding)

11 Don t impose a specific strategy Encourage the pupil to explain their approach Ring the element in a written calculation where an answer Provide a written comment that reinforces learning and offers guidance for improvement Presentation of Work: All work should have a name, title and date Pupils should be encouraged to complete written work in blue or black pen Diagrams and drawings completed in pencil can be enhanced with coloured pencils or felt tips All completed work should be filed ready for future recording or assessment

12 Section 6 Management Committee s Role: It is the Management Committee role to monitor and review the policy and its practise through: Visits to oversee the delivery of the curriculum. Reporting to the Head teacher and teachers. Reporting to the Management Committee. And as detailed in the county policy document for ESC s To receive reports from the Head teacher in particular Health and Safety and to follow up any relevant issues. To promote and ensure at all times equal opportunities in relation to race, gender, class and belief. To promote and ensure at all times the practice of giving value and respect for all cultures and faiths. Parents Role: Parents are encouraged to support their children s learning by: Ensuring that their child comes to centre feeling confident and positive. Ensuring that their child arrives at centre punctually and regularly. Sharing with the keyworker any problems in centre that their child is experiencing. Supporting their child by attending review meetings. Supporting their child and the teacher by becoming actively involved in the operation of the Individual Education Plan and any Special Educational Needs processes. Ensuring that all contact addresses and telephone numbers are up to date and correct. Agreeing to the Parent / Teacher contract concerning their child s behaviour. Attending all medical and health interviews when invited. Responding to letters sent home from centre. Informing the centre of reasons for their child s absence. Informing the centre of any significant matters at home that may affect their child s progress, happiness or behaviour. Supporting extra-curricular activities, such as visitors to centre, concerts, visits and fairs. Community Role: The community is invited to support the centre by: Contributing to activities, such as artistic events, specialist outings, and clubs. Presenting themselves as positive role models to be emulated. Supporting centre events

13 Voluntarily helping in the classroom. The Centre s Role: In relation to each of the above areas the centre will reciprocate by: Responding to support when appropriate. Respecting all information given in confidence. Giving clear information on the aims and objectives of the curriculum and centre procedures. Making available Centre Policies, the Centre Development Plan, and Schemes of work. Giving reasonable / appropriate access to teaching staff. Working in partnership with parents, carers and guardians to ensure the success of their child and encouraging involvement in working out the way forward for their child s educational future. Review This policy is a working document and therefore is open to change and restructuring as and when the need arises. Teacher Working Time According to the current teacher Pay and Conditions document there is a requirement for teachers to be available to work for the 195 days of the school academic year. Of these days 190 are to be allocated to teaching and the remaining 5 days allocated to other duties. This allows for the teacher to work 1265 hours reasonably allocated over the 195 days. At Stevenage ESC the 1265 hours are allocated as follows: Teaching Time Training Staff Meetings Subject Meetings Parents meetings Staff Briefing Other Duties 1064 hours 25 hours (5 days) 12 hours (12 x 1 hour meetings) 6 hours (6 x 1 hour meetings) 38 hours (38 x 1 hour meetings) 76 hours (2 hours weekly) 44 hours Total allocated hours 1265

14 IEP Student: D.O.B IEP: Attending meeting: Tutor group: A B C SEN status: Meeting date: Review date: School background Information: External Agency Involvement: Learning Support Services: LEARNING STYLE Kinaesthetic Auditory Visual Assessment Reading Age Implication for learning Spelling Age Numeracy Age Visual Spatial memory Working memory Non Words Segments SW Reading Reading Spelling Reasoning

15 Target 1 To increase Strategies Strategies in addition to implication for learning Target 2 To increase Strategies Strategies in addition to implication for learning Target 3 To increase Strategies Strategies in addition to implication for learning Parent s Signature and Comment:

16 STEVENAGE EDUCATION SUPPORT CENTRE HALF TERMLY SUBJECT PLANNING SHEET Subject: Teacher Name Lessons per week No of lessons in week Term: A1/A2/Sp1/Sp2/S1/S2 Dates: Circle term that this doc is for Pupil DoB: Yr Grp: Name: Reading. Age: Sp. Age: Num. Age: Nat. Cur. Level: Learning Issues: Strategies: Behaviour Issues: Strategies: IEP Targets: As per most recent IEP Agencies Diagnoses SEN EP ASD SpLD Literacy: AIO ASP MLD SC TOU BESD Numeracy: CLA OCD CDC ODD Behaviour: CAMHS ADD ADHD Other: TA Support: How do you need to use the TA to support this pupil Progress Target: What do you want the pupil to achieve Progress Assessment: How are you going to assess whether this pupil has achieved the set progress target Additional Comments: Anything else that needs to be recorded Target Outcomes Achieved: Yes / No Delete that which is not appropriate Comments: Information about the outcome

17 Name: «first_name» «last_name» Lesson /Week Differentiated Learning Objectives Initials for student CONTENT/TASKS What is the pupil going to do Key words Britishness SMSC opportunitie s

18 Stevenage Education Support Centre Lesson Plan Teacher Subject Class code: Date and time Lesson - Lesson context: Key words/literacy SMSC/Britishness Mathematics Differentiated learning objectives: Attach appropriate levels and grades where possible. Assessment methods-how and when will you demonstrate progress against the objectives? Key Question: TA use within the lesson: Lesson Plan Collaboration Students leading learning STARTER Creativity Reflection on learning Timings INTRODUCTION CONTENT PLENARY