TEACHING AND LEARNING POLICY

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1 Page 1 of 12 TEACHING AND LEARNING POLICY We want our pupils to: Be eager, excited, curious and engaged in learning. Have a sense of self and are happy, confident and emotionally healthy. Be able to co-operate and communicate socially. Be healthy and safe. Feel equipped to make life choices, recognize their own achievement, take responsibility for themselves and behave in a way that enhances their well being and the well being of others. Introduction Teaching and learning is the core purpose of the school. The Teaching and Learning Policy lays the foundation for the whole curriculum, both formal and informal and forms the context in which all other policy statements should be read. We believe that effective learning takes place when: Staff and parents/carers have high expectations. Pupils feel valued as individuals and are actively involved in the learning process. Relationships are built on mutual tolerance and respect. Pupils are encouraged by staff and are given opportunities to enjoy a genuine sense of achievement. There are clear expectations, agreed by all as to what is acceptable behaviour. It is the right of teachers to be able to teach and pupils to learn without being distracted by inappropriate behaviour. Planning reflects the agreed format,is shared with all staff and builds on prior learning The school environment provides a stimulating, comfortable and safe learning environment. All staff provide good role models for pupils. Lessons and activities are well prepared with tasks and resources appropriately differentiated to pupils learning and physical needs, Appropriate therapies are available that support pupils in their learning speech and language, anger management. The curriculum is enriched and extended to support and extend learning opportunities. The curriculum provides relevant learning opportunities that are accessible and enjoyable. Learning targets are shared with pupils and where appropriate pupils are involved in monitoring their progress.

2 Page 2 of 12 Alongside the formal curriculm pupils also have access to a range of other learning experiences. These include: Personal safety the Protect Me and Moving On programmes. Road safety the TITAN road safety programme has been introduced and opportunities to do cycling proficiency. Social skills pupils have the opportunity to interact with adults and other pupils in a safe and secure environment, being encouraged to make their own choices and participate in a range of activities. We have also established a social table at lunchtime where particularly vulnerable pupils are supported in developing their social skills. Health and fitness pupils have the opportunity to participate in a wide range of activities to promote health and fitness. Opportunities for pupils identified as gifted and talented in a particular area to further develop that skill or subject area. Aims Our aims are that all pupils will: Achieve their potential in terms of academic achievement, awareness of the world around them and the development of life skills. Continue in education or work once they leave FNS, Achieve functional literacy and numeracy skills and the ability to communicate effectively. Develop tolerance and understanding with respect to the rights, views and property of others. Develop a responsible and independent attitude towards work and towards their role in society. All members of the school community are expected to work towards the school s aims by: Valuing each other as individuals and respecting their rights to education in a caring, secure environment. Fostering and promoting good relationships and a sense of belonging to the school community. Providing a well ordered environment in which all are fully aware of behavioural expectations. Offering equal opportunities in all aspects of school life. Encouraging, praising and positively reinforcing good relationships, behaviour and work. Working as a team, supporting and encouraging one another.

3 Page 3 of 12 Staff are expected to work towards the school s aims by: Providing a stimulating programme of study, ensuring that the teaching styles, resources and activities pupils encounter are varied and challenging, offering opportunities for the highest standard of achievement for all pupils. Providing lessons and activities that are well prepared, structured, well resourced and paced to provide good quality learning opportunities. Ensuring, through assessment and accurate record keeping, that learning is progressive and continuous. Consistently following and enforcing the school behaviour policy, showing clear expectations with respect to acceptable behaviour. Ensuring that pupils are involved in target setting and are aware of the targets that they are working towards. Giving them opportunities to review and reflect on their progress. Maintaining an up to date knowledge of the subject/activity they are delivering through the opportunity to attend training and to work alongside other professionals. Recognising the importance of providing a relevant and stimulating curriculum that is up-to-date. Establishing links with the local community, businesses and other partners, including schools, colleges and practical learning providers to prepare pupils for the next steps in their education. Communicating regularly with parents/carers and keeping them informed of their child s progress and other issues arising during the school day. We encourage pupils to work towards the school s aims by: Respecting themselves, each other, staff and visitors to the school. Co-operating with each other and staff in the classroom and around the school. Respecting the school environment. Being positive and encouraging to other pupils. Responding positively to adult direction and advice. Following school rules. Using appropriate language. Attending school regularly. Developing a sense of responsibility for themselves and the community. Being punctual and ready to attend lessons and activities on time. Being organised bringing necessary kit and taking correspondence home promptly. Making full use of all opportunities. We request that parents/carers work towards the school s aims by: Ensuring that their children attend school regularly, informing school promptly of absence. Signing up to the home/school agreement this should be updated at the Annual Review. Working in partnership with the school to encourage a positive attitude to learning. Participating in discussions concerning their child s progress and attainments.

4 Page 4 of 12 Supporting the progress that their child makes through encouragement and praise and where possible engaging in school activities eg. parent access days. Keeping the school informed of any changes in the child s circumstances which may affect their learning. Broad Guidelines Strategies for Learning and Teaching The National Curriculum, and other curriculum initiatives provide guidance to teachers to support planning and the delivery of the curriculum. Long term planning In order for lessons to be well planned and for learning to be linked between subject areas curriculum maps are produced on a yearly basis, giving a basic overview of curriculum content. A simple version of these is sent home to parents. Medium Term, Planning Staff are required to produce subject plans on a termly basis, identifying crosscurriculum links, opportunities for assessment and differentiation and resources required. These plans also identify the coverage of subjects that are taught on a crosscurriculum basis. These include enterprise, ICT, international links, PSHCE and WRL. Progress in these subjects is tracked by subject leaders. The Assistant Head is responsible for collating these and ensuring that they reflect good practice. They are made available to all staff on staff public on the network. Lesson Planning Personalised learning plans and risk assessments are used to inform detailed lesson planning. There is no agreed tool for lesson planning but teachers are expected to have clear learning objectives for each lesson and differentiated learning opportunities for pupils which build on prior learning and can be easily shared with support staff. These may be recorded on detailed medium term plans or may be completed on a lesson by lesson basis. It is also expected that there is a record of outcomes for pupils with respect to progress and an evaluation of the lesson to feed into future planning. It is expected that staff will use B Squared to record assessment and inform plan Personalised Learning Plans (PLPs) On entry to FNS all pupils now have Personalised Learning Plans. These reflect barriers to learning as identified in the Statement and professional advice and strategies that have been identified as successful in overcoming these barriers. In the first instance this information will have been gained from home, school visits and paperwork. Over time as staff get to know the pupil in our setting the PLP will be reviewed to reflect any changes. All PLPs are reviewed at the Statement Review meeting and at the end of the academic year. Some pupils who at any one time may be finding it difficult to learn within a school and classroom environment may require more detailed PLPs that are reviwed on a more regular basis. These may include; a modified curriculum or resources; or, the allocation of a specific member of staff. PLPs are shared with all involved with the pupil and made accessible to all staff on staff public on the network.

5 Page 5 of 12 Monitoring of Learning and Teaching Lessons are monitored by members of the Senior Leadership Team on a regular basis as agreed through Performance Management Interviews (see Performance Management Policy). Staff are not officially observed for more than 3 hours a year and there are clear criteria covering these observations. There is an agreed format for recording the outcome of these lesson observations and feedback is seen as essential. Lessons are graded on the Ofsted scale and an overview of the strength of teaching is reported back to governors and recorded in the SEF. Peer mentoring and coaching, including lesson observations and learning walks is also encouraged on a more flexible basis in order to support and develop teaching and learning. Governors are encouraged as critical friends to have a knowledge of the school day and to see how policies relate to what actually goes on in the classroom. They are not expected to monitor the teaching and learning but they are expected to have a presence in the school so that staff feel supported by them and so that they are aware of the issues that the school faces. Learning walks have been established as good practise and staff and governors are encouraged to be involved with them. These are planned on a termly basis with an agreed focus and are recorded in an agreed format.(appendix 2) Outcomes are shared with staff and governors, highlighting good practise that has been observed, providing opportunities for discussion as part of staff development. Governors are involved in monitoring the quality of teaching and learning in the following ways: Involvement in learning walks. Feedback from the Headteacher on lesson observations in the Headteacher s termly report. Attendance at access days and curriculum theme days. Monitoring reports. Attendance at curriculum meetings. Termly residential visit. Monitoring pupil progress through Bsquared. Target setting and review meetings. Resources for Learning and Teaching The school is developing ICT resources, both in terms of computers, interactive whiteboards, digital cameras and other equipment that supports learning. Software programmes are used to support personalised learning and to encourage pupils to be independent in their learning. The library provides an excellent central focus for the school. It is regularly staffed and also contains a suite of computers. Pupils are encouraged to access it both in lesson times and at break and lunch time and to borrow books. We have developed these as a comfortable area where learning is fun. Work is displayed throughout the school and we recognise the importance of good displays both as a way of sharing good practice and in creating a whole school

6 Page 6 of 12 learning environment. Assemblies provide another opportunity to share examples of good work and behaviour. Each Department has a budget allocated annually and is expected to spend it in line with the priorities identified through the School Improvement and Development Plan. Budgets are reviewed on an annual basis and Departments have the opportunity to request larger pieces of equipment or expensive software in order to develop learning opportunities. Homework Our homework policy relates to the needs of the individual pupil and their family circumstances. Where homework is requested we are happy to provide it and our English Department have written to all parents/carers offering reading homework. We recognise that for many of our pupils the learning process is both challenging and stressful and that many of them travel some distance to school. We are aware that many families have difficulties coping with challenging behaviour and we are unwilling to put additional pressure onto these relationships. We believe that homework can be positive and fun and support and develop independent learning and a feeling of achievement. We are therefore keen to work with parents and carers to further develop appropriate homework tasks for pupils throughout the school. The 24 hour curriculum For pupils that board at school for a maximum of 4 days a week, term time only, there are opportunities for them to access learning in the following ways: Independence training this includes a wide range of activities including personal hygiene to preparing snacks, shopping etc. Personal safety the Protect Me Programme, has been introduced into boarding. Road safety the TITAN road safety programme has been introduced into boarding and more opportunities are provided for pupils to do cycling proficiency and to practise on the road. Health and fitness pupils have the opportunity to take place in a wide range of activities to promote health and fitness. Homework programme we have recently introduced a reading homework programme into boarding with care staff linking to the English Department. Pupils have Individual Care Programmes that identify key targets that they are working towards. Key workers work with pupils on these targets and monitor and record progress made, reporting back on an annual basis as part of the Annual Review process. They are in regular contact with parents/carers and school staff so that progress made is reflected in other environments. The Support Unit see policy Pupils are encouraged to take responsibility for their learning and the support unit provides the opportunity for them to make positive choices.

7 Page 7 of 12 The Reflection Room see policy Where pupils choose to disrupt the learning of others they are removed to the Inclusion room and have to meet agreed criteria before returning to the classroom. Links to Other Policies The Support Unit The Reflection Room Personalised Learning Plans Curriculum & Assessment Behaviour Policy Homework Equality Impact Statement The Governors have reviewed this policy giving due regard to their responsibilities with respect to the equalities agenda, in line with recent legislation. They believe that the policy reflects a positive attitude and approach to all members of the school community. Policy Approved by: Chair of Committee Date..16 March 2016

8 Page 8 of 12 APPENDIX 1 INSET notes on teaching and learning What does good learning look like? Actively engaged and understand what is expected of them. Able to achieve at their own level. Have clear learning objectives. Positive interaction between pupils and staff and pupils and pupils. Work together, helping each other. Ask relevant questions. Know that they are making progress and being successful. Want to show and share their work.. Enjoy learning it is fun and achievable. Independent as possible. Feedback from staff. Not afraid of making mistakes. Develop transferable skills and knowledge. Have clear expectations of routines in the classroom and acceptable behaviour. Good listening. What does good teaching look like? Work is differentiated. Targets are shared with the pupils in order to enable them to be aware of their progress. Ability to know when to challenge. Teachers are enthusiastic and knowledgeable. Awareness of range of learning styles. Lessons are fun, exciting and stimulating. Teachers are consistent yet fair pupils know what to expect. There is a good working relationships between all staff in the classroom providing good role models. There is a safe and secure teaching environment pupils happy to have a go and not worried by getting things wrong. Praise is related to achievement for individual pupils. Lessons are well prepared yet flexible. Lessons are organised and well structured. Teachers give clear instructions and expectations that are shared with class. There is a calm approach to behavioural management. All staff address pupils by their first names and treat them with respect. All staff follow through with agreed behaviour management procedures. The teacher knows the pupils well and is sensitive to their needs. Work is displayed and shared.

9 Page 9 of 12 Learning Walks and Teachers coaching Template Please complete as appropriate. Learning Walk ; Coaching (please highlight) Staff Involved Specific focus if applicable Guidelines for completing the record sheet. There are five sections to be completed. Please try to include some notes on each section from Page 2 onwards. Under each heading are some ideas of what you could be looking for, but they are not exclusive. Achievement Teaching Behaviour Literacy across the curriculum Are pupils making progress? Are pupils aware of their targets? Are pupils enjoying what they are doing? Do pupils understand what they are doing? Do all staff have high expectations? Is it possible for a visitor to follow your planning? Are TA s being used effectively? Are resources being used effectively? Is questioning being used effectively to assess and reinforce learning. Is the language appropriate? Are classroom rules being followed? Are RRPs/PLP s being followed? Is any inappropriate behaviour being dealt with effectively? Is positive behaviour being recognised and reinforced. Do resources used reflect the range of need in the class? Are all pupils being given the opportunity to develop their communication skills? Are there opportunities for pupils to practise their reading and writing skills and develop independence. Health & Safety Do pupils and staff feel safe in their working environment? Do the children know what is safe behaviour? Does planning show awareness of care plans and risk assessments where appropriate. This is a working document please make any suggestions for improvements

10 Page 10 of 12 Class or teaching group Achievement Teaching Behaviour Literacy across the curriculum Safety

11 Page 11 of 12 Class or teaching group Achievement Teaching Behaviour Literacy across the curriculum Safety

12 Page 12 of 12 Class or teaching group Achievement Teaching Behaviour Literacy across the curriculum Safety