- Admissions Policy 2019
- Admissions Policy 2020
- Attendance Policy
- Behaviour and Discipline Policy
- Charging and Remissions Policy
- Complaints Policy
- Child Protection Policy
- Collective Worship Policy
- Child Looked After Policy
- Equal Opportunities Policy
- E-Safety Policy
- Marking (through assessment for learning) Policy
- Music Policy
- Reading Policy
- R.S.E. Policy
- Religious Education (RE) Policy
- SEN and Inclusion Policy
- Spelling, Punctuation and Grammar Policy
- Teaching and Learning Policy
Teaching and Learning Policy
Our school is a place that will be known for….
- Academic provision that recognises the need for excellence in teaching and learning.
- Holistic provision that encourages Christian hope; building spirit and soul through faith orientated pastoral care.
- Inspirational provision through a modern curriculum that celebrates diversity and provides new opportunities.
|’I pray that you……may have the power, together with all the saints, to grasp how wide and long and high and deep is the love of Christ’ Ephesians 3:18|
Teaching and Learning Policy
Teaching and Learning is the purpose of our school:
It is the method through which we offer a curriculum which is broad and balanced and meets the requirements of the National Curriculum, Religious Education and Collective Worship. Teaching and Learning takes place within a whole school context (both within the classroom and the wider school environment) and beyond school boundaries into the community.
The school’s shared aims are:
To encourage the mental, physical and spiritual growth of the children; stimulating their imaginations; opening their eyes to the world around them whilst developing their powers of reasoning enabling them to apply the skills they have learnt to real life situations.
To prepare them to become aspirational, confident, well-grounded and informed adults by teaching them skills which will form the basis of their future needs.
To enable them to apply the key skills of Mathematics, English, and Computing both fluently and knowledgeably.
To help them appreciate the breadth and depth of learning through the development of the humanities, the arts, music, movement and drama through direct experience.
To help them to understand the religious traditions on which our society is based helping them to make critical and realistic judgements about such concepts as honesty, kindness, respect, responsibility, forgiveness and perseverance.
To give them opportunities to explore the diversity of our country’s culture and values helping them to understand their own heritage.
Principles of Teaching and Learning:
We see teaching and learning as a process of co-operative teamwork. We welcome and encourage the involvement of parents and others in the community.
All members of the school community (teaching and support staff, parents, pupils and governors) work towards the school’s aims by:
* Esteeming children as individuals and respecting their rights, values and beliefs.
* Recognising that children learn in different ways, adapting our teaching styles accordingly, e.g. through the use of Visual, Auditory and Kinaesthetic, (V.A.K) methods.
* Fostering and promoting good relationships and a sense of belonging to the school community.
* Providing a well ordered environment in which all are aware of behavioural expectations.
* Offering equal opportunities in all aspects of school life and recognising the importance of different cultures.
* Encouraging, praising and positively reinforcing good relationships, behaviours and work.
* Working as a team, supporting and encouraging one another.
TEACHERS work towards the school’s aims by:
v Encouraging accelerated learning through the agreed strategies taken from the ALPS approach resource book.
1) Creating a secure learning base camp by:
- Ø Providing a visual timetable for each day
- Ø Displaying learning outcomes for the different lessons and success criteria for core subjects
- Ø Displaying a carpet and table seating plan and group lists
- Ø Defining your own space and protocol for pupils to access it
- Ø Create a focus area around the board
- Ø Ensuring that there are clear resource bases that children can access and that different areas are easily defined
- Ø Clear clutter
- Ø Display aspirational posters on their classroom door.
- Ø Displaying a noise indicator
2) Explaining how pupils’ learning fits into a bigger picture of learning -
- Ø Intro Discovery Weeks with a Harvesting of Knowledge session.
- Ø Display a ‘Wonder Wall’ – questions to lead future work.
- Ø Have a ‘Learning To Learn’ display in each classroom.
- Ø Promote the use of the 5Rs of Learning: Responsibility, Resilience, Reasoning, Reflection and Resourcefulness in order to foster positive approaches to learning within and beyond the school.
3) Ensure that lessons are interactive:
- Ø Teachers are to encourage a no hands up approach.
- Ø Questioning is to be done through differentiated questions – follow-up questions being used to extend learning.
- Ø Pupils are to have ‘Thinking Partners’.
- Ø Use strategies of Review and Recall to develop retention
- Ø To encourage peer and self-assessment against lesson criteria and pupils are to be aware of ‘next steps’ in their learning.
v Providing a challenging and stimulating programme of study designed to enable all children to reach the highest standards of personal achievement.
v Recognising and being constantly aware of the needs of each individual child.
v Ensuring that learning is progressive and continuous.
v Being good role models - punctual, well prepared and organised.
v Maintaining an up-to-date knowledge of both the School’s and National Curriculum and assessment procedures.
v Having a positive attitude to change and the development of their own expertise through INSET and school based activity.
v Working collaboratively with a shared philosophy and commonality of practice.
PUPILS work towards the schools aims by:
* Demonstrating the School Values.
* Coming to school in good health maintained by adequate diet, exercise and sleep.
* Attending school regularly and on time.
* Following the school’s behaviour code.
* Being increasingly more organised as they progress through the school eg bringing PE kit, taking home letters and messages, returning reading books.
* To take increasing responsibility for their own learning.
PARENTS/CARERS work towards the school’s aims by:
* Ensuring that their child attends school in good health, regularly and punctually, avoiding term time holidays.
* Ensuring that their child is dressed in school uniform, and has PE Kit and suitable outdoor protection for playtimes.
* Being realistic about their child’s abilities and participating in discussions concerning their child’s progress and attainment.
* Contacting school as early as possible to discuss matters affecting their child’s happiness, progress and behaviour.
* Supporting their child in his/her learning, giving due importance to homework, hearing reading, and assisting in learning of tables and spellings.
* Providing support for the discipline within the school and for the teacher’s role.
* Showing respect for the Christian principles on which the school is based.
GOVERNORS work towards the schools aims by:
* Fulfilling their statutory duties and contributing towards orderly and effective school management.
* Maintaining an appropriate overview of the school’s organisation and curriculum.
* Supporting members of the school community.
* Taking an interest in school activities and showing commitment and support.
Strategies for Teaching and Learning
Staff have agreed methods of planning for teaching and learning. This includes planning for curriculum coverage, teaching methods and strategies, teaching organisation, resource management, personnel management and assessment.
Assessment and marking
Teachers use formative and summative assessment of pupil’s progress and attainment, in addition to daily marking in order to plan future work. Details can be found in the schools’ policies: Marking (through assessment for learning) and Assessment Policy.
Support staff working with classes are used to support children’s learning in a number of ways. These may include:
* working with individuals in or out of the classroom
* working with a pair or small group in or out of the classroom
* undertaking administrative/practical tasks.
* Providing necessary cover when appropriate.
* Other than during PPA the class teacher plans work for the support staff and are responsible for ensuring that the purpose of an activity is clear and any special instructions or outcomes are clear.
Volunteers are welcomed in school. However if volunteers are to attend on a regular basis then all have to go through a DBS check before they can start. We value the contribution that they can make. They must work under the supervision of the class teacher who should ensure that the purpose of an activity is clear and any special instructions understood.
Provision for pupils with SEN
The school has an Inclusion Policy based on the National Code of Practice and relevant guidance. Extra support may be provided by external agencies or from LSAs who may work with children both in and out of the classroom, as appropriate.
We consider homework as a valuable element of the teaching and learning process. Please see the school’s homework policy for more details.
Strategies for ensuring Progress and Continuity
Policies and Schemes of work
These are formulated by staff and agreed by the governors. School staff are expected to act in line with these in all aspects of their work.
Subject leaders are involved in:
* leading the formulation of curriculum policies and schemes of work designed to ensure progression and continuity in their subject throughout the school
* supporting colleagues in the production of work plans, the implementation of school policy and assessment and recording procedures.
* monitoring teaching and learning in their subjects and advising the Phase leaders and Headteacher if action is needed.
Phase leaders are involved in:
* supporting teachers in their team with the production of work plans, implementation of school policy and assessment and recording procedures.
* monitoring teaching and learning in their phase and advising the headteacher of any action needed
Cross Phase Continuity:
The SMT is responsible for cross phase continuity which is ensured by:
* the use of whole school curriculum policies and schemes of work
* liaison between Phase Leaders in conjunction with the SMT
* liaison between our link nurseries and the Reception teacher
* liaison meetings between teachers of Year 6 and secondary transfer schools
* transfer of pupil records of progress and summative assessment results.
* transition workshops and projects
Strategies for the Use of Resources
These are the responsibility of classroom teachers who ensure:
* There is a range of appropriate, accessible and labelled resources available from which pupils can select (and return) materials suitable for the task in hand.
* All children and staff working in the class know where resources are kept and any rules about their use (including issues of health and safety).
* The classroom is a well organised environment where resources are respected, cared for and valued.
These are the responsibility of subject leaders & admin. staff, who are responsible for:
* replacing, maintaining and updating equipment as appropriate within their allocated budget.
* overseeing storage facilities and systems of retrieval.
However there is also a communal responsibility for the whole school in that all staff should endeavour to keep the school a neat and tidy learning environment.
This is a resource we value. To make the best use of time teachers:
* encourage pupils to adapt the 5Rs of learning when approaching their learning: Resourceful, Reflective, Resilient, Reasoning and Responsible.
* encourage children as they progress through the school to take greater control of their own learning, including their use of time
* reduce time wasting by making tasks specific, clearly defined and keeping to agreed time allocations or organisational arrangements.
* ensure all children engage in useful activities on entering the classroom and that they know what to do between the end of an activity and the end of the session.