TEACHING FOR LEARNING POLICY AND FRAMEWORK. Last Revised: January 2015 Next Revision: January 2017

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1 TEACHING FOR LEARNING POLICY AND FRAMEWORK Last Revised: January 2015 Next Revision: January 2017 Rationale At Harris Girls Academy East Dulwich we believe that meeting the needs of each individual learner and helping each student to realise their potential is central to effective learning and teaching. Learning and teaching is at the heart of the educational process at HGAED and the quality of the interaction between student and teacher is of fundamental importance in raising standards of achievement. Aims Establish an agreed range of practices in respect of learning and teaching. Ensure that our community values and Academy Principles are upheld by all. Ensure that teaching supports rapid progress for all students. Promote the view of learning as a shared responsibility. Involve all staff in developing and improving the quality of learning and teaching. Plan opportunities for students to develop their personal potential. Meet the needs and aspirations of all students. Provide all staff with developmental opportunities to extend and enhance their range of teaching repertoires. Identify underperforming students and plan appropriate interventions to enhance their progress. Ensure that the Teachers Standards are being fully met by all (appendix H). Expectations of the Principal and Leadership Team The Principal will work with the Governors and Leadership Team to secure and sustain effective learning and teaching throughout the Academy. At the same time they will monitor and evaluate the quality of teaching and standards of student progress and achievement through benchmarking and target setting. The Principal will work with the Vice Principal with responsibility for Learning and Teaching and the Leadership Team to: Create and maintain an environment and code of behaviour which promote and secure good teaching, effective learning, high standards of achievement and good behaviour and discipline. Determine, organise and implement a full, broad and balanced curriculum. Ensure that effective and appropriate support is available and planned for all students. Monitor and evaluate the quality of teaching and learning and achievement of all students, including those with additional needs. Promote positive strategies which encourage respect for all members of the Academy community. Develop links with the community, including business and industry to extend the curriculum and enhance the learning and teaching to include enterprise education. Create and maintain an effective partnership with parents and carers to support and improve students achievement, personal development and well-being. Ensure regular celebration of student achievement sporting, cultural and academic. Ensure that heads of department (HOD) are held to account for the development of teaching and learning within their department areas through line management meetings, MER and scrutiny of HOD teaching and learning support records for their department areas. 1

2 Subject Leaders to: And to: Be pro-active in ensuring that all teaching and learning within their departments is graded consistently good or better. Keep records of how they have supported and developed teaching and learning within their department areas that will be available for monitoring by the VP for teaching and learning and also by line managers in line management meetings and as part of the MER process. Be accountable for the standards of learning and teaching within their department. Lead the department by example and set high standards that can be sustained. Participate in appropriate CPD and disseminate information to staff efficiently, effectively and promptly. Support professional development activities within the department. Ensure that new staff are inducted well and that all of the training programme requirements for staff in training within their department areas are fully met. Ensure assessment procedures provide information to inform future planning. Set priorities and targets for the department within the context of the Academy improvement plan. Have a clear overview of the department and have in place long, medium and short term plans which will provide a sound basis for the assessment of students and the evaluation of learning and teaching within the subject area. Regularly review schemes of work to ensure the knowledge and skills are appropriate to each teaching group and that all schemes are available on the teachers area in the relevant folder. Do regular work scrutinise a combination of announced and unannounced and ensure that the findings of these are recorded and that agreed actions have impact. To ensure that 5 question tests are taking place in every class weekly (in all non-practical subjects) and that exam classes have a weekly exam question that is marked, and supports the further improvement of all students. At Post 16 there are weekly exam questions that are marked, recorded on the central tracker and used to support the development of the students. To ensure that we work within the Federation guidelines and, where possible, work with the Federation to develop schemes of learning that are fit for purpose. To ensure that homework is being set by all teachers within the department in line with Academy policy. Make sure that there are departmental representatives for numeracy, literacy, SEN and any other working groups identified by the Academy and that these staff regularly feed in to departmental meetings. Attend all Federation events and meetings as necessary. Ensure that all staff within the department are aware of and follow Academy policy and procedures. Teaching and Learning should be a key item on line management meetings between an Assistant Principal and head of department, where intervention and impact is regularly monitored. Classroom Teachers to: Deliver consistently good or better lessons (according to OFSTED criteria) Plan effectively and deliver lessons appropriate to the teaching group. Monitor students progress and maintain effective records, providing targeted intervention where the student(s) is/are not making the required progress. Create a secure, stimulating classroom climate that will motivate students to learn and to perform to the best of their ability. Support students in their learning and help them to become confident independent learners. Use ICT selectively and appropriately to enhance the teaching process and motivate students towards positive attitudes to learning enabling them to take more responsibility for their own learning. 2

3 To set 5 question tests (at a minimum of weekly) and weekly exam questions (for exam classes) and to record the results, using them to monitor student progress and support their further progress. To ensure that literacy and numeracy are core parts of the lessons that are delivered to students. Support Staff to: Work collaboratively with the class teacher in planning for learning and teaching. Support students in specific aspects of their learning as agreed with the class teacher. Students to: Aim to achieve goals and meet targets and respect the right of others to do the same. Take responsibility for their own learning and be proactive in using self-assessment techniques. Meet deadlines for completing work. Prepare appropriately for each lesson and maintain high expectations of themselves. Follow the Academy rules and to remember we are on the same side. Respond to teachers comments in their work. Parents and Carers to: Work in partnership with the Academy in all aspects of their daughter s education. Support Academy initiatives which involve collaborative working to raise student achievement. Encourage and support their daughter to work to meet their potential. Attend consultative evenings, academic mentoring days and/or meetings to discuss their daughter s progress. Marking All student work should be regularly marked a minimum of every two weeks (if one or two lessons a week) or every four lessons (if you see the students more regularly) Teachers will assess students on STAR (being studious, being a team player, being articulate, being resilient), oracy and numeracy. This will be reported on to parents via the Academy student reports. STUDENT WORK MUST SHOW STUDENT PROGRESSION. It must be possible to see how students are progressing in your subject by looking through their books / work / folders. Student work should have the agreed Academy target sheet which is regularly updated in the front of their exercise books / work Do not ask students to do work unless it will result in a piece worth marking. Students should be proud of their work and it should be presented to the best of their ability. Marking should address presentation and ensure that it is the best it can be. Marking should use the codes that are in the front of the student exercise books. The minimum expectations when marking are shown in the grid below staff should use the Academy stamp when marking. Effort grades should be used as seen in Appendix and these should be displayed in classrooms and / or stuck in student work so that they know what each grade means Level/Grade Effort grade T Subject specific target set by your teacher Q Subject specific question to answer R Response to question by student 3

4 Teachers should use the literacy focus stickers to feed back to students on the key focus of that term. Work should be well presented by the students. Where this is not the case then this should be challenged in their work by the teacher and if necessary the student should produce the work again. (It is important to be aware of the SEN information on each class and not to challenge Presentation where it is not appropriate e.g. if a student has dyspraxia for example). Staff should keep a mark book which shows the results of the weekly (minimum) 5 question test and also keep records which show the progress of all students (including weekly exam questions). Teachers, when marking, should ensure that students respond to the teacher s advice that has been given on how to improve, in order to deepen the learning (OFSTED school inspection report 2012) Presentation All work should be presented to the best of the student s ability. Students should re-do work if it is not of an acceptable standard. All titles should be underlined. All work should clearly indicate if it is H/W or C/W. All work should have the date at the top. At the front of each unit there should be a unit overview sheet. In every student book there should be a regularly updated homework tracker. The inside cover should be kept up to date and filled in. Students should write in blue or black pen only. Teachers mark in green pen. (Some students respond to teacher s questions in red pen this is acceptable, but not mandatory). Students should respond to all teacher comments in full sentences and neatly. Lesson observation protocol The HGAED lesson observation form can be used to inform teachers planning and should be used at all times in the following circumstances: A member of staff is not achieving at least a grade 2 in observations and has been directed to use it by their mentor / line manager It is requested by the observer The Ofsted judgement grid should be used in reflecting and evaluating performance before coming to a decision about the lesson observed. The achievement of the students over time is key when deciding the grade of the lesson. The trained observer All members of staff who make judgements about the quality of teaching, learning and assessment will go through a training process. This entails: In house training from OFSTED Inspector and/or VP I/C learning and teaching and/or Principal. Familiarity with the HGAED lesson observation pro forma Carrying out a paired formal observation and feedback with a trained observer. Before the feedback takes place a discussion should take place to moderate the judgement and identify the key points (2 to 3 strengths of the lesson and 2 or 3 areas for development) to be 4

5 covered during the feedback. Feedback to be carried out in a coaching style where appropriate. This process should be repeated until the trained observer is confident that the training observer is secure in both making judgements and giving effective feedback. Outcomes of observation Observation records are required as evidence of a teacher meeting the Teachers Standards. As these records are necessary to make decisions about performance management grades and progression towards pay scales, it is vital that completed lesson observation forms are forwarded to VP I/C learning and teaching. Outcomes of observation will be used to inform: Performance Management CPD Academy self-evaluation and review MER grading for each department NQT / SD reports Observations will be used by the Head of Department to draw up an action plan that addresses the action points for training. Observations may flag up areas of particular good practice, in which case either the Head of Department or SLT will ask to share their good practice. When an observed teacher wishes to be observed again, a request should be made to the VP of teaching and learning. However, it is important to note that the original judgement will stand (providing that member of staff is a trained observer as agreed by the VP Teaching and Learning and the Principal). Documentation for observations The observer HGAED observation form must use SISRA to write up the lesson feedback Ofsted criteria for judging lessons Observation form for SD / NQT must use SISRA to write up the lesson feedback. The observed teacher Lesson plan for personal use only, if needed unless detailed above Context sheet that includes most recent data / assessment outcomes to give to observer Academy seating plan with current WAG, target grade, SEN and any other relevant info to give to observer Work sheets / Powerpoint printout / other text based resources Use of IRIS IRIS is our observation tool, which allows an observer to observe the class from another room. IRIS is a camera which is set up in the room of the teacher. It also makes live coaching possible and is a very useful tool. IRIS will often be used for observations. However, a member of staff will only have their lesson recorded if they consent to this. 5

6 Support programmes All the evidence shows that good teachers make a profound difference. Studies have shown that an individual pupil taught for three consecutive years by a teacher in the top ten per cent of performance can make as much as two years more progress than a pupil taught for the same period by a teacher in the bottom ten per cent of performance. (The Importance of Teaching The Schools White Paper 2010) Our aim is to support the development of all staff. Staff consistently graded 1 and or 2 in their lesson observations may be asked to support staff who are graded 3 or 4 in their lesson observations, by allowing staff to observe their lessons, team teaching or by supporting their planning. They may also be asked to contribute to the Academy s CPD programme for all staff. If a lesson requires improvement when observed then it will be re-observed and the teacher will be required to take part in an Academy support programme. This programme will be personalised in a meeting with the key link for the support programme. They will be expected to improve their lesson grades to at least good by the end of this programme. Staff graded 4 in an observation will be met by the VP (Teaching and Learning) or a member of SLT and the subject leader and will be required to follow an Academy support programme, in line with the guidance in the Performance Management Policy. Rapid and sustained progress will need to be demonstrated by the teacher. If this is not seen then capability proceedings will be explained to the member of staff. It is advisable that all staff read the Performance Management Policy. Trainees will be supported in line with the relevant guidance. The subject leader is accountable and responsible for the quality of teaching in the department and will aim to make sure that this improves. They will be required to monitor their staff s progress on the programme and to put into place any support that is agreed. Where a member of staff works across more than one department then the subject leader, in respect to this document, will be the one that is the performance manager of that member of staff. However, both HODs will be responsible for pro-actively supporting the member of staff in developing their teaching further. The subject leader will be expected to liaise with the Assistant Principal, mentors of trainees, key links for support programmes and lead practioners so that they are fully aware of the support and impact that intervention is having on the quality of teaching within their department. Please note a department cannot achieve a grade 2 or above in the Quality of teaching judgement in their MER unless all staff are consistently achieving a grade 2 or above in their lessons. 6

7 Appendix A Harris Girls Academy East Dulwich Lesson Plan (optional unless directed) Subject: Year/Number of students: Context of lesson: Levelled Learning Objectives: Lesson: Levelled Learning Outcomes Date: Student data (attached) Assessment Opportunities Homework Episodes/Starter/Main/Plenary Teaching (Teacher) (TA) Learning (Students) Additional support from teaching assistant Specific planned differentiation EAL/ G&T/ SEND Resources/Risk Assessment Cross Curricular Themes Key Vocabulary/Concepts SMSC LAC NAC ICTAC 7

8 Appendix B Lesson Observation Evidence / Feedback Form (should be done on SISRA) Subject: Year Group / No. of students: Have all of the teachers standards been met? Yes/No If no, then highlight what not met and explain why in the body of feedback. Teacher: Observer: Date / Period of observation: IRIS used? If so what part of lesson: Date of Feedback: Yes / No Achievement of pupils Quality of Teaching Behaviour and Safety If the teaching grade is different to that for achievement then please explain why here in this box. How do you know that students are mastering learning? Consider balance of reception vs production, evidence of books as well as lesson, level of articulacy. What did students do that showed mastery? Reading / Writing / Communication / Mathematics SMSC Strengths Points for Development (Missed opportunities what would take this lesson to the next level?) 8

9 Overall Judgement Grade: Appendix C QUALITY OF TEACHING Guidance on judgements about the overall quality of teaching The judgement on the quality of teaching must take account of evidence of students leaning and progress overtime Grad e Grade Descriptors 1 Outstanding Much teaching over time in all key stages and most subjects is outstanding and never less than consistently good. As a result, almost all pupils currently on roll in the school, including disabled pupils, those who have special educational needs, disadvantaged pupils and the most able, are making sustained progress that leads to outstanding achievement. All teachers have consistently high expectations of all pupils. They plan and teach lessons that enable pupils to learn exceptionally well across the curriculum. Teachers systematically and effectively check pupils understanding throughout lessons, anticipating where they may need to intervene and doing so with notable impact on the quality of learning. The teaching of reading, writing, communication and mathematics is highly effective and cohesively planned and implemented across the curriculum. Teachers and other adults authoritatively impart knowledge to ensure that pupils are engaged in learning and generate high levels of commitment to learning across the school. Consistently high quality marking and constructive feedback from teachers ensure that pupils make significant and sustained gains in their learning. Teachers use well-judged teaching strategies, including setting appropriate homework that, together with clearly directed and timely support and intervention, match pupils needs accurately. The standards of attainment of almost all groups of pupils are likely to be at least in line with national averages with many pupils attaining above this. In exceptional circumstances, an outstanding grade can be awarded where standards of attainment of any group of pupils are below those of all pupils nationally, but the gap is closing rapidly, as shown by trends in a range of attainment indicators. 2 Good Teaching over time in most subjects, including English and mathematics, is consistently good. As a result, most pupils and groups of pupils on roll in the school, including disabled pupils, those who have special educational needs, disadvantaged pupils and the most able, make good progress and achieve well over time. Teachers have high expectations. They plan and teach lessons that deepen pupils knowledge and understanding and enable them to develop a range of skills across the curriculum. Teachers listen to, carefully observe and skilfully question pupils during lessons in order to reshape tasks and explanations to improve learning. Reading, writing, communication and mathematics are taught effectively. Teachers and other adults create a positive climate for learning in their lessons and pupils are interested and engaged. Teachers assess pupils learning and progress regularly and accurately at all key stages. They ensure that pupils know how well they have done and what they need to do to improve. Effective teaching strategies, including setting appropriate homework and well-targeted support and intervention, are matched closely to most pupils needs, including those most and least able, so that pupils learn well in lessons. Where attainment, is low overall, it is improving at a faster rate than nationally, over a sustained period. 3 Requires Improvement Teaching requires improvement as it is not good. 4 Inadequate Teaching is likely to be inadequate where any of the following apply: As a result of weak teaching over time, pupils or particular groups of pupils, including disabled pupils, those who have special educational needs, disadvantaged pupils and the most able, are making inadequate progress. Pupils cannot communicate, read, write, or apply mathematics as well as they should. 9

10 Appendix D 10

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