Policy for Teaching and Learning Autumn 2015 Review date: Summer 2017
Inspiring all, to achieve in learning for life. Teaching and Learning Policy Teaching and Learning is the purpose of our whole school Purpose: We offer a creative, topic based curriculum that is broad and balanced. This meets the requirements of the present National Curriculum, the Agreed RE syllabus, collective worship requirements and the SEN and disability code of practice. This teaching and learning policy lays the foundations for the whole curriculum, both formal and informal, and along with our Mission Statement, forms the context in which all other policy statements should be read. It is written for the benefit of all members of the school community to ensure that all are aware of the fundamental principles underpinning the work of the school. The implementation of this policy is the responsibility of all personnel working within Gilbert Scott Primary School. Aims: At Gilbert Scott Primary School we undertake to: raise attainment by having high expectations for all pupils; enable pupils to become confident, resourceful, enquiring and independent learners; foster pupils self-esteem and help them develop into reliable, independent and positive citizens; promote considerate and positive relationships between all members of the school community, and help them feel valued as part of the community; develop pupils self-respect and encourage them to consider the ideas, attitudes, values and feelings of others;
promote positive attitudes between members of different racial, cultural and religious groups and communities; ensure equal opportunities in relation to gender, race, class, sexuality, special needs, disability, heritage and culture. Responsibilities All adult members of the school community are expected to contribute towards the school s aims by: helping to create a safe environment in which all members of the school community feel valued and secure; ensuring that all tasks and activities that children engage in are safe; having the highest expectations of self, colleagues and children; being good role models, exemplifying the ethos of the school; having a positive attitude to new initiatives and the development of their own expertise; working collaboratively with a shared philosophy and consistency of practice; recognising and being aware of the needs of each individual child according to ability and aptitude; provide opportunities for pupils to take responsibility for their own learning and support them in achieving this goal; monitoring, reflecting on, evaluating and further developing practice. In addition, teachers and teaching assistants (when within their remit) contribute towards the school s aims by: maintaining an up-to-date knowledge of the National Curriculum, the Agreed RE syllabus, collective worship, the SEN and Disability Code of Practice and the school s Child Protection and Safeguarding policies; providing an appropriate, wide and stimulating creative curriculum ensuring that teaching styles, resources and tools that pupils encounter are varied and challenging; offering opportunities for the highest standard of achievement and attainment by all pupils, irrespective of ability, background or linguistic needs; providing lessons which are appropriately planned, differentiated, structured and paced to make effective use of the time available;
using principles of AfL to raise standards and improve pupil outcomes; ensuring learning objectives (WALT) are clearly explained at the beginning of, and referred to throughout the lesson, along with success criteria (WIN) using formative assessment effectively in order to identify next steps for learning within their planning; planning an appropriate differentiated, creative curriculum for those pupils with SEND and those who are most able; communicating with parents/carers and other involved adults ensuring pupils and parents/carers have a clear and common understanding of the targets to which pupils are working, and how these can be achieved ensuring teaching assistants are appropriately and clearly deployed within planning and the lesson; all staff communicate with parents / carers, keeping them informed of children s progress, topics to be studied and curriculum developments. Pupils should contribute towards the school s aims by: understanding and responding appropriately to the school s expectations for all its members attending school regularly and punctually being punctual throughout the day and ready to begin lessons on time being organised, bringing necessary kit, taking letters home promptly, returning homework and books regularly and promptly taking responsibility for their own behaviour throughout the school working co-operatively and collaboratively in pairs or groups working co-operatively with adults who are supporting them working towards their goals, as appropriate taking a growing responsibility for their own learning. Parents and carers are encouraged to contribute towards the school s aims by: understanding and responding appropriately to the school s expectations for all its members ensuring that children attend school in good health, regularly and punctually ensuring that children arrive at school with the correct uniform and equipment
providing support for the discipline within the school and for the teacher s role agreeing to, and signing, the Home/School agreement being realistic about their children s abilities and offering encouragement and praise participating in discussions concerning their child s progress and attainment supporting their child and school by becoming actively involved in the many Special Educational Needs processes, including Support Plans helping their children understand both their targets and ways of achieving these where possible, supporting and encouraging their children in their learning, including activities sent home from school allowing their children to take increasing responsibility as they progress through the school ensuring that all contact addresses and telephone numbers are up-to-date and correct informing the school of reasons for their child s absence keeping the staff informed in any changes in the child s circumstances that may affect their learning and behaviour supporting the school community by assisting in class, supporting other school initiatives and the PTFA where time allows Governors contribute towards the school s aims by: setting standards ensuring standards are maintained through monitoring working through, amending, agreeing and approving policies monitoring action plans and the School Development Plan agreeing challenging but achievable targets working with the HT to set the budget approving the budget knowing the school and how it works visiting both in and out of session times discussing ideas and issues with parents/carers undertaking relevant INSET promoting the school s mission statement maintaining and up-dating curricular knowledge being a critical friend to the school
Key characteristics of teaching and learning Organisation of the curriculum Curriculum time can be planned as continuous study throughout the term, or as blocked units of work. Work is planned using the whole school long term curriculum map. Teachers follow the programmes of study from the National Curriculum, the Early Years curriculum and the guidance regarding the statutory requirement to teach Religious Education. Medium term planning (pacing sheets) and short term planning are produced with an emphasis towards a creative curriculum. Learning objectives are clearly identified in the planning through WALT. Planning is differentiated in order to meet the various needs of pupils, highlighting SEND, EAL, More able etc. Plans are uploaded onto Fronter each week. We are committed to raising standards of Basic Skills at Gilbert Scott Primary School. By Basic Skills, we mean the ability to read, write and speak in English and to use Mathematics and computing at a level necessary to function and progress at work and in society in general. Teachers are expected to plan making links between these subjects and other areas of the curriculum. The total amount of teaching time per week is 23:45 hours for KS2 and 22:30 hours for EYFS and KS1. This excludes registration (5 mins per session) and collective worship (20 mins per day). The effective teacher: is responsive to the needs of pupils has high expectations of all pupils encourages and supports every pupil is able to engage pupils in learning through their own enthusiasm makes learning enjoyable and recognises the value of humour and fun employs a wide variety of teaching methods understands that pupils learn well through engaging with their peers and provides opportunities to do so makes each lessons learning objectives explicit to pupils
sets clear targets and gives positive feedback to pupils acknowledges and celebrates pupils progress and achievements differentiates the work appropriately, and makes use of children s Support Plan targets and next steps for all, when planning plans in response to attainment trends within their classroom, extending all groups, but in particular underachieving and More Able establishes good work routines and therefore effective pace and progression is well prepared and organised assesses, evaluates and records develops children s independence in learning maintains good order and discipline using rewards and sanctions in line with the school s Behaviour Policy works in partnership, with pupils, parents and staff to maximise the effectiveness of support in the classroom establishes welcoming and open liaison with parents is a supportive and co-operative colleague, willing to share ideas understands, supports and contributes to the school ethos makes connections between the curriculum and pupils heritage and experiences challenges attitudes and stereotypes is aware of, and seeks to enhance, the school s links with its community and partners, especially Woodlands and SEP schools, as well as the environment. Principles of successful learning Successful learning does not happen in isolation but is a continuous process consisting of many influences and experiences in and beyond school. We believe that it is the quality, variety and effectiveness of these experiences that maximise a child s learning potential. We recognise that children learn in different ways, eg. visual, auditory and kinaesthetic and planning reflects the use of a range of teaching styles in order to meet pupils needs. For further information on learning styles see More Able Policy. Effective lessons incorporate opportunities for different learning styles. We all need to be increasingly adaptable in order to acquire the knowledge and critical skills for the 21 st century.
Effective lessons will secure successful learning. An effective lesson: starts and finishes on time has a clear structure, which begins and ends appropriately has rigorous pace and involves giving children clear guidance on available time is well prepared and resourced starts from where the children are and is differentiated provides challenge for all children involves every child checks children s understanding regularly gives feedback which affirms what children have done well uses a variety of teaching styles (eg. demonstrating, modelling, exposition, questioning etc) uses questioning effectively both as a starting point and in order to probe knowledge and understanding and to challenge thinking, incorporating both open and closed questions highlights individual and group achievements uses re-call and reflects on what has been learned looks ahead to the next time and the next step is orderly, interesting and enjoyable has high expectations of all pupils supports pupils for whom English is an additional language through planned use of resources, support and appropriate curriculum content uses computing effectively, whenever possible ensures all children make good progress Success Criteria to achieve outstanding lessons: Progress teaching not only secures good progress, it facilitates exceptional progress. AfL within lessons the teacher not only reshapes tasks to improve learning, but continually checks pupils understanding which results in a significant impact on learning. Motivation Pupils are not only motivated and engaged, they are inspired and learn extremely well. Subject knowledge excellent subject knowledge is applied consistently to challenge and inspire pupils.
Use of resources resources, including new technology, make a marked contribution to the quality of learning. Adult Support precisely targeted support is provided by other adults and makes a significant impact to progress achieved. Feedback and Marking marking and dialogue between adults and pupils are consistently of a very high quality. Grouping and Differentiation Differentiation is the practice of matching teaching to the different learning needs of the children. Teachers differentiate because: children need provision for their individual learning needs and styles children learn at different rates and in different ways children have different knowledge, skills and understanding all children are entitled to a broad and balanced curriculum it helps raise standards by enabling children to achieve the learning intentions when work is closely matched to pupils abilities they are more likely to stay on task and to achieve success children s personal circumstances will sometimes necessitate this Ways of differentiating include: teacher input and expectations differentiated tasks targeted questioning grouping (including pairs and mentoring) resources (including modifications and special equipment) use of additional personnel context (adapting/using resources sensitively in light of children s prior experience) teaching/learning styles
Children may be grouped for different purposes: in order to work with children of similar or different abilities both to support and challenge children in their learning peer support in order to provide targeted support to extend friendship groups and develop social skills to develop skills of co-operation and collaboration to support behaviour / avoid behaviour clashes personal circumstances Ways in which children may be grouped include: whole class teaching group work paired work independent learning collaborative learning one to one teaching mentoring/counselling mixed groups across the year group vertically grouped classes The Learning Environment All areas of the learning environment will be planned for, including areas outside the classroom, in order to ensure opportunities for a range of practical activities, which will develop appropriate skills, concepts and knowledge. It is the expectation of the teaching and learning at Gilbert Scott Primary School that at least one session per half term takes place outside the classroom empty classroom learning. The pupils would be using the school grounds to develop their knowledge of areas of the curriculum eg science the pond, the hedgerow, shadows on the playground, friction and resistance; art drawing, sketching, watercolour work, rubbings; geography plans, orienteering, compass work, weather conditions; maths scale for plans, measuring; PSHE awe and wonder, awareness of their surroundings, recycling, growing / eating. the list is endless once you start thinking about the amazing resources we have within the GSP site.
The classroom will be organised to facilitate learning and the development of independence: flexibility in the organisation of furniture easy access to tools and equipment resources in each area clearly labelled and accessible children know the rules and routines for use of the resources as well as being involved in their maintenance and care resources in good order and sufficient for the planned work the range of resources meets the needs of all children daily agenda written up, with a visual timetable learning objectives for each lesson are displayed in child speak children s trays labelled with both their personal and family name key resources (eg. number squares, dictionaries) clearly displayed and referred to when appropriate learning posters created by both children and staff are used for teaching and learning purposes working walls easy access to fire exits is maintained Display Classroom display supports teaching and learning; learning walls that are relevant to what is being taught, VCOP, AfL (What Makes Good?) Corridor displays should aim to: be interactive, promoting learning and enquiry give the opportunity for all children to see their work displayed at some time during the year include children s work will involve a selection of first drafts, amended and completed work be changed at least once a term reflect the breadth and balance within the creative curriculum reflect the culture and heritage within the school Each classroom should have a display that will provide the following information: class timetable class rules information on groupings personal targets (to improve behaviour and work ethos)
class reward system, if used list of monitors/responsibilities rotas Systems and routines contributing towards effective teaching and learning The school day starts promptly at 8:55 for all pupils except those attending the nursery, for whom the start time is 8:45. Registration should be swift and efficient, with the children arriving in the hall for assembly as quickly as possible. Movement around the school should be controlled and on the left. Assembly should finish by 9.25 at the very latest. The school bell system is set up to assist teachers in their time keeping. Senior Leadership meetings are usually held every other Tuesday from 3.45 until 5.00 pm. Staff meetings are held on a Wednesday, again from 3.45 until 5 pm. Planning, Preparation and Assessment time is 10% of each teacher s teaching commitment. For the majority of staff this is taken as half a day each week. Monitoring and review We are aware of the need to review the school teaching and learning policy regularly so that we can take account of new initiatives, changes in the curriculum, developments in technology or changes to the physical environment of the school. This policy was revised Autumn 2015 Review date = Summer 2017 unless the DfE makes changes that require an earlier review. ~~~~~~~~~~