The Raglan Schools. A Federation of Raglan Infant and Junior Schools. Teaching & Learning

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1 The Raglan Schools A Federation of Raglan Infant and Junior Schools Teaching & Learning Author Claire Daly Source of Policy School Date Issued October 2016 Date ratified by Governing Body 5/10/16 Committee Standards & Achievement Review Date October 2019

2 Policy for Teaching and Learning 1. Core Principles 2. Effective Teaching & Learning 3. Assessment for Learning 4. The Learning Environment 5. Achievement 6. Tracking Pupil Progress 7. The Role of Pupils 8. The Parent Partnership 9. The Role of Leadership 10. The Role of Governors 11. Teaching and Learning Framework 1. Core Principles Our core principles for teaching and learning are to: set high expectations and give every learner confidence they can succeed; establish what learners already know and build on it; structure and pace the learning experience to make it relevant, challenging and enjoyable; inspire learning through a passion for the subject; make individuals active partners in their learning; develop learning skills and personal qualities. 2. Effective Teaching & Learning Effective learning only comes about from effective teaching. When teaching we focus on motivating the children and building on their skills, knowledge and understanding of the curriculum. We use the National Curriculum, Foundation Stage Profile and children s interests to guide teaching. This sets out the aims, objectives and values of the school and details what is to be taught to each year group. Medium Term planning is used to develop units of work that establish clear links between subjects. Teachers use and share their expertise to plan and deliver activities, which are interesting, stimulating and enjoyable. Across the unit of work, we vary the different experiences for pupils so that they can learn in different ways, which could include: real-life examples; problem solving and investigations; role play and drama; visual and expressive arts; first hand experiences/ creative learning;

3 planned/independent opportunities for play and exploration; visits off site and visitors to school; research and finding out; guided work; group work; paired work; independent work; whole-class work; asking and answering questions; use of technology; creative activities; designing and making things; participation in athletic or physical activity; creative/themed days or weeks. For effective Quality First Teaching to take place there are a number of ingredients that we feel are needed. Whilst it is impossible to contain all of these elements in every lesson, we believe that our lessons must contain most of these listed below:- A clear learning intention (LI) shared with the children both visually and verbally; A clear focus for guided work; A clear link to previous and future learning; A clear outcome to be achieved at the end of the lesson; Effective feedback and marking (see policy) A review of the learning at the end of the lesson (evaluative comments on display) ; A purposeful well prepared plan based on prior assessment; Appropriate challenge for all children; Teacher modelling; Good probing questioning; Interaction between teacher and pupil and pupil and peer talk; Pace; Appropriately and readily resourced; Enthusiastic delivery; Fun; Involvement of all the children; Effective use of ICT in teaching and learning; Elements of VAK (Visual, Auditory & Kinesthetic).

4 Precision Intervention The pyramid of planned precision intervention [see appendix] begins with Guided Group work. Guided Group Work is integral to Quality First Teaching and begins with assessment to identify needs of the class. Children should be grouped on the basis of ability and need, which will change on a daily basis. As a result, guided groups will be flexible and numbers in each group will change regularly. Guided work is a carefully planned intervention with a clear focus to address a specific identified development need of the group. Guided sessions should build confidence and encourage active participation. Children should be given clear feedback on progress made and understand fully what they need to progress further. Some children may require further support to address their needs identified through assessments. Children at this level onwards will have been identified on a class provision map. Wave 2 is small guided group work led by a teacher or teaching assistant outside of the classroom. Wave 3 is the final steps of the intervention programme these are generally on a 1:1 basis. Interventions are planned through a Provision Map, which identifies different programmes of support in each class. 3. Assessment for Learning Assessment for Learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there. Assessment for learning is a powerful means of helping teachers and practitioners to tailor their teaching and Precision Intervention to get the best improvement for each child. Key elements include: Learning Intentions clearly identified and shared with pupils and reviewed at the end of a lesson; learning opportunities and steps to success clearly identified on planning ; evidence of continuous assessment taking place in lessons and informing planning: use of whiteboards, informal checks on learning and discussions with pupils; setting curricular targets based on class and individual needs; identification of next steps for learning and discussion with children; next steps marking comments indicating on what pupils need to do next; involving pupils in peer and self assessment; time for reflection and discussion of learning strategies; talking learning on a regular basis; School, cohort and class based assessments tracked half termly. Quality feedback and marking is key to supporting children to make improvements. The marking of pupil s work should be carried out in line with the school s marking, recording and reporting policy. 4. The Learning Environment Children learn best in an environment that is happy, safe and secure. The learning environment should be organised to ensure that the children have the opportunity to learn in different ways. All areas and resources of the school including the classrooms should be clearly labeled. Children should be made aware of these resource areas at the beginning of each year. Learning takes place in an environment which is: welcoming; inspiring and stimulating; calm and organised;

5 well resourced and clearly labeled; encourages independent learning; encourages and celebrates achievement; provides equal opportunities; provides a positive working atmosphere. Our classrooms are attractive learning environments. Displays are changed regularly to ensure that the classroom reflects the topics studied by the children. We ensure that all children have the opportunity to display their best work they are proud of at some time during the year. All classrooms have displays/working walls relating to literacy and numeracy that scaffold and celebrate success. We believe that a stimulating environment sets the climate for learning, and an exciting classroom promotes independent use of resources and high-quality work by the children. Display in the school should be used to: create an attractive and stimulating environment; support learning; celebrate achievement; set standards; include work on different aspects of the curriculum; reflect the individual child s efforts as well as ability; share information (timetable, rules etc); sometimes be interactive. 5. Achievement Social, physical, creative and academic achievements are celebrated in many ways as an on going process in all aspects of school life by: verbal or written praise by teachers, peers, Headteacher and parents; displays of work; opportunities to perform or share; encouraging self esteem; the awarding of stickers, team points and certificates; celebrating achievements every week in assemblies; star of the week award; Headteacher Award (each half term); class of the week (for Music, P.E) times tables awards Accelerated Reader awards Visits to the Headteacher. 6. Tracking Pupil Progress

6 In order for teaching and learning to be effective it is important to track the progress of children throughout the year. The school collects data from summative assessments, outcomes of which will be discussed at the Pupil progress meetings. Careful analysis of the data helps to: guide future planning; inform curricular targets; highlight under achieving pupils; identify pupils who need intervention; track the progress of groups and cohorts Vulnerable groups with FSM. 7. The Role of Pupils Pupils have a key role to play in their own learning. We recognise that children need to develop and understand this responsibility. We want pupils to: Respect adults and each other; Follow the Golden Rules; Be organised bring all your resources eg. homework diary, PE kit, home learning, reading books etc. Become independent learners by using working walls; Be a good role model to others; Know your targets and aim high; Be on time; Dress properly in school uniform; Ignore poor behaviour choices; Contribute to lessons; Ask good questions; Look for links to learning outside of school. 8. The Partnership with Parents We believe that parents have a fundamental role to play in helping children to learn. We do all we can to inform parents/carers about what and how their children are learning. In order to support teaching and learning, the school works with parents to provide: Information at the beginning of each term on the areas of learning; Regularly set homework; Face to face meetings with the class teach with information on targets and levels; Termly progress reports are written report including levels for core subjects and comments on all core areas or Foundation areas of learning; Curriculum workshops; Family Learning Opportunities;

7 Information and guidance through newsletters, parentmail and the school website; Parent voice through questionnaires and discussion groups; Opportunities to help and support in school across a variety of areas. 9. The Role of Leadership Teachers are supported by subject leaders and the school leadership team to plan and deliver excellent teaching and learning. Subject leaders and the school leadership team should: offer support and guidance through a variety of ways; encourage and motivate; ensure good resources support teaching and learning; offer team teaching and modeling of good practice; monitor the quality of teaching and learning; provide quality INSET and development opportunities; be up to date with the latest developments and initiatives; ensure appropriate learning support is available; communicate effectively to all staff; ensure that PPA time takes place. 10. The Role of Governors The governor's support, monitor and review the school policies on teaching and learning. In particular they: support the use of appropriate teaching strategies by allocating resources effectively; ensure that the school buildings and premises are best used to support successful teaching and learning and other curriculum areas; monitor teaching strategies in the light of health and safety regulations; know how effective teaching and learning strategies are in terms of raising the attainment and achievement of all children; respond to the evaluations and data analysis to ensure highest quality of learning for all children; know that there is the highest equality of access, entitlement and enjoyment of learning for all children; ensure that the policy enables the school to achieve the highest levels of safeguarding; respond to the feedback from children, parents and staff; check that staff development and performance management policies promote good first quality teaching. Governors monitor the effectiveness of the school s teaching and learning policies through the school s self-review processes. These include: visits to the school and attendance at a variety of activities; reports from or discussions with staff;

8 discussions with pupils; reports from the head teacher; 11. Teaching and Learning Framework At Raglan all teachers and teaching assistants are expected to follow the expectations for high quality Teaching and Learning as outlined in the framework (see appendix 3). The framework is devised to support staff with their own professional development and set out the core expectations for teaching at our schools. It is linked to the Teacher and Teaching Assistant Standards. Where applicable the framework further highlights what high quality learning would look like from the pupil s point of view. The enhanced column shows the expectations above that of the core expectations for all staff. Teachers and Teaching Assistants are expected to use the framework as a self-assessment tool for their next steps and development points.

9 Appendix 1 Pupil Guide to Good Learning This guide was created by the School Council Respect adults and one another Follow the Golden Rules Be organised bring all your resources e.g. homework diary, PE kit, home learning, reading book etc. Become independent learners by using working walls Be a good role model to others. Aim high for your targets Be on time Dress properly in school uniform Ignore poor behaviour choices Contribute to lessons.

10 Appendix 2 Precision Intervention Model