Teaching and Learning Policy: A Baseline for Outstanding Practice.

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1 Teaching and Learning Policy: A Baseline for Outstanding Practice. KEY PRINCIPLES At Rollesby primary School and Nursery we believe children learn best when: 1. Learning activities are well planned, ensuring progress in the short, medium and long term 2. Teaching and learning activities enthuse, engage and motivate children to learn, and foster their curiosity and enthusiasm for learning 3. Assessment informs teaching so that there is provision for support, repetition and extension of learning for each child, at each level of attainment 4. The learning environment is ordered, the atmosphere is purposeful and children feel safe 5. There are strong links between home and school, and the importance of parental involvement in their children s learning is recognised, valued and developed Key Principle 1 Children learn best when learning activities are well planned, ensuring progress in the short, medium and long term. THERE WILL BE EVIDENCE IN THE LEARNING ENVIRONMENT OF: effective exposition and focussed learning activities with clear objectives and outcomes a clear understanding by the children of the method and purpose of activities in which they engage progress in the children s learning (in their books, on the walls, in conversation, in their learning behaviour) TEACHERS WILL ENSURE THAT: work is planned, both termly and weekly termly and weekly plans adhere to the progression of skills and distribution of knowledge defined in the whole school Curriculum Map planning is holistic, recognising connections between areas of learning and taking into account the role teaching has in promoting the children s spiritual, moral, social and cultural development IMPLICATIONS FOR THE WHOLE SCHOOL WILL BE: there is a Curriculum Map in place that is broad and balanced where there are agreed schemes of work in place, these are known to all and are detailed in subject specific curriculum policies subject specific curriculum policies are in place

2 a monitoring cycle is in place to support the progress of individuals and groups of learners: Pupil Progress Meetings, lesson observations, planning scrutiny, book scrutiny, Learning Walks. Key Principle 2 Children learn best when teaching and learning activities enthuse, engage and motivate them to learn, and when they foster their curiosity and enthusiasm for learning. THERE WILL BE EVIDENCE IN THE LEARNING ENVIRONMENT OF: creative teaching and creative learning teaching that avails the construction of skill and knowledge structures, making learning accessible and motivating for children learning activities that enthuse pupils so that they persevere when faced with difficult problems and are keen to succeed and to learn more a pace of learning that is optimised for progress and high quality outcomes children s home-learning being valued children learning independently children collaborating on projects children enjoying their learning TEACHERS WILL MAKE SURE THAT: well judged and effective teaching strategies successfully engage pupils in their learning a hook, learning journey and high quality outcome will be in evidence in each unit of learning they use their expertise, including their subject knowledge, to develop pupils knowledge, skills and understanding in a structured way, across the range of subjects and areas of learning well framed questions, knowledgeable answers and the use of discussion, promotes deep learning they ensure an appropriate ratio of exposition to learning-activity in their teaching appropriate home-learning is set to nurture children s enthusiasm and curiosity, and develop their understanding in areas under study IMPLICATIONS FOR THE WHOLE SCHOOL WILL BE: learning and learning outcomes, both within school and at home, are celebrated regularly in public forums such as celebration Assemblies, newsletters, notice boards and the school website Key Principle 3 Children learn best when assessment informs teaching so that there is provision for support, repetition and extension of learning for each child, at each level of attainment.

3 THERE WILL BE EVIDENCE IN THE LEARNING ENVIRONMENT OF: children using frequent, detailed and accurate feedback from teachers, both oral and written, to improve their learning eg.redrafting writing in collaboration with the teacher, SIT children who are motivated to learn through differentiated learning-activities that build on their prior attainment and issue challenge that is pitched at a level that is achievable when they work hard and try their very best children with specific learning needs receiving support at the time and level it is required to optimise their learning pupils supporting one another where appropriate independent learning TEACHERS WILL MAKE SURE THAT: the pace and depth of learning is maximised as a result of their monitoring of learning during lessons and any consequent actions in response to pupils feedback marking is frequent and regular according to the agreed marking policy, providing pupils with very clear guidance on how learning-outcomes can be improved (WWW, EBI) they have high expectations for all children, and plan, resource and direct differentiated learning activities that give support and issue challenge for all they keep agreed assessment records (Reading Records, Phonic Tracker Sheets and APP records) and submit data half termly to enable Pupil Data Tracking (reading, writing and mathematics) IMPLICATIONS FOR THE WHOLE SCHOOL WILL BE: there is an Assessment policy in place that ensures consistency of practice there is an efficient system of Pupil Data Tracking in place; data is scrutinised rigorously in Pupil Progress Meetings. Key Principle 4 Children learn best when the learning environment is ordered, the atmosphere is purposeful and they feel safe. THERE WILL BE EVIDENCE IN THE LEARNING ENVIRONMENT OF: an atmosphere of mutual respect between adults and children children who feel secure to speak and act freely, enjoying freedom from bullying and harassment that may include prejudice-based bullying related to special educational need, sexual orientation, sex, race, religion and belief, gender reassignment or disability. children s high self esteem, with all children feeling valued and secure children taking risks in their learning, and learning from their mistakes children s learning outcomes displayed around the classroom and the school for others to appreciate and admire.

4 organisation of classroom routines and resources to optimise learning. TEACHERS WILL MAKE SURE THAT: they teach children how to behave well they employ positive strategies for managing children s behaviour that help pupils understand the school s expectations and that these strategies are underpinned by the clear range of rewards and sanctions set out in the schools behaviour policy, and these are applied fairly and consistently. good behaviour is modelled by them at all times in their interaction with children and other adults with conflict dealt with in a calm and fair manner. children will be encouraged in their learning and their efforts will be praised both in the classroom and in assemblies any criticism will be constructive and children s self esteem will always be maintained IMPLICATIONS FOR THE WHOLE SCHOOL: a clear behaviour policy is in place and all adults working in the school have a complete understanding of its content so that it is applied fairly and consistently across the whole school high expectations of behaviour, including children s attendance and punctuality at school, are communicated to, and shared by, all children, parents and staff safe guarding procedures are in place and are adhered to. Key Principle 5 Children learn best when there are strong links between home and school, and the importance of parental involvement in their children s learning is recognised, valued and developed. THERE WILL BE EVIDENCE IN THE LEARNING ENVIRONMENT OF: children s home-learning being valued, both that resulting from tasks and activities set by the teacher and that occurring independently of school TEACHER S WILL MAKE SURE THAT: useful feedback about their children s learning is given regularly to parents, both informally, when appropriate, and formally, through termly parent, teacher meetings and an annual written report parents know how they can support their child s learning at home or in school they are approachable and available to parents (by appointment if necessary) information about class trips, class and school events, and other relevant topics are communicated efficiently to parents via text, letter or parents are welcomed to help in their classrooms and /or around school they set appropriate home-learning activities to develop children s understanding of topics covered in class

5 IMPLICATIONS FOR THE WHOLE SCHOOL: ensure parents are informed about school events and relevant topics through regular newsletters, letters, text messaging, notice boards and the school website. facilitate parental involvement through the provision of dedicated space for formal and informal meetings and through support for a vibrant parent, teacher association (The Friends of Rollesby Primary School) Appendix A Lesson Gradings: measuring impact on pupils' progress Good to Outstanding lessons: At the beginning of the lesson Expectations are high listening is good children are looking at teacher, not talking, sitting cross legged, teacher is well presented, models correct grammar and standard English Pupils are ready to learn they are keen and settled Objectives are shared/written down and explored evidence on board or visual cards, children understand that lessons are about learning and show this by their high levels of interest and participation. Previous work is revisited and revised children can discuss previous learning, use correct vocabulary and recall key concepts and events to some extent Work is well grounded in previous learning children show what they have learned and understand what is next Yesterday we.. We are following on from this by.. Exposition is lively and teacher is enthusiastic teacher appears happy, bright and friendly and children are motivated and interested. Good use is made of visual stimuli prompts, posters, visual aids are used, reference to displays. Children know where key information can be found and use it well. This was evident in mental and oral starter. Links are made with other curriculum areas, particularly literacy You know how to do this we have discussed labelling in literacy children show that they apply learning in all lessons not just the one where it is being specifically taught, breeding confidence and independence. Assessment is made of previous learning children can answer specific knowledge based questions, can recall key facts, vocabulary and events. Speaking and listening is an integral part of all lessons and the nature of it is explored What does a good listener do? How can we tell when someone is listening? What other word could we use? children can articulate and show what good listeners do, how they listen, make eye contact, take turns to speak, show respect for others views. Questioning is open and takes pupils into new realms of learning and thinking How do we know that? Why do you think that? - why, what, when, how who etc Aim is 80% pupil talk 20% teacher children are working hard all of the time and doing most of the talking. Supportive learning environment created by teacher displays referred to, vocab. On display, equipment ready for use children use it to make progress and enhance learning, find resources. More evidence around the classroom for literacy.

6 Teacher knowledge is good children use correct terminology and understand the steps they need to succeed. Relationships are good children interact positively with each other and adults, atmosphere is calm and productive. Children show high levels of respect and warmth. Subject specific vocabulary is shared children use it throughout the lesson. Was used in the mental and oral starter. Lesson is well planned and prepared children access resources easily, all adults know what they are doing, children achieve, children engaged and enthusiastic, objectives are met by children, Thinking skills are referred to children respond to open questions with confidence and motivation, they take risks and are creative in their thinking, they work well together and use well planned resources. ICT is used children use cameras videos, the visualiser to enhance learning and where it is used to enhance learning children make rapid progess in understanding. In the middle of the lesson Activities are designed to meet objective children understand why they are completing activities having made a clear success criteria, relevant resources and appropriate questions, children know the objective, children making progress during activity that is measurable Activities draw upon vocabulary and resources introduced at the beginning adults and children are using the language highlighted, these to be displayed if appropriate Clear instructions/ expectations are given to the children children are on task, targets are designed and referred to and children know what they are. Timing is clear and lesson is chunked warnings are given throughout 2 minutes to write the date 5 minutes to finish children know how long they have, children understand the routine at the start of the lesson without being reminded. They work quickly and with purpose, following advice and responding to challenge. Mini-plenaries take place to recap, remind, and move pupils on children are refocused if needed, success is celebrated, work is shared, misunderstandings rectified, children change work as a result of mini plenary, opportunity for children to ask questions, children respond to feedback with thought and perception. Pace is good pupils are not left for long periods of time without adult intervention. There is a degree of urgency to the lesson children are working quickly and on task, teacher controlling the time frame children have to work in and expectation of production is high. Differentiation is by task and pupil grouping and not merely by outcome all activities are appropriate for the children s academic/emotional needs, all children are learning new skills and not merely rehearsing an old skill, children are challenged and have to think and apply themselves further. Good use is made of TA/adult support children are working with support from adult support, and children make progress from adult intervention, children make greater progress and enhance their independence. Teacher intervenes at the right time and moves individuals; groups and the whole class forward or back for revision children use mistakes as learning tools and are not worried about taking risks in their learning. They respond to feedback about them with confidence and renewed purpose. Sustained interaction between teacher and pupils continued questioning use of adult support, good pupil-adult relationships, children reacting quickly to adult input.

7 P r o g r e s s Outstanding The vast majority of learners demonstrate good progress from their starting points. The lesson is pitched so that almost all learners are stretched relative to their level of ability. Learning needs are met for the vast majority of students. Opportunities are given to investigate children are allowed to try out spelling on a whiteboard, in a spelling log, in science they discuss meanings of new vocabulary, in maths. they choose ways to solve problems children have ownership of their learning Regular investigations are carried out in science and maths children apply their skills they have learnt to all lessons Children are on task children are working, appropriate amount of noise, children are focussed, children are working independently and seeking support if they need it from a range of sources. Discipline is unobtrusive and effective Expectations are demonstrated WILF teacher modelling with child interaction, children are fully aware of their task and how it meets the objective Pupil progress is clear and demonstrated children meet objective and recognise their progress, and what they need to do to meet the objective or targets for next lesson. They respond well to feedback from a range of sources and give it to their peers. The tasks build on prior attainment level 2c have targets for 2b etc children are aware of their own targets and how to meet them ICT is used see above Expectations are high children use the models demonstrated are behaving and on task. They support and challenge each other Good The large majority of learners demonstrate good progress from their starting points. The lesson is pitched so that most learners are stretched relative to their level of ability. Learning needs are met so that a very large majority of students demonstrate progress. Requires improvement The majority of learners demonstrate good progress from their starting points. The lesson is pitched so that the large majority of learners are stretched relative to their level of ability. Learning needs are met so that the majority of students demonstrate good progress. Inadequate The majority of learners do not progress for their starting points. The lesson is badly pitched relative to the majority of students levels of ability. Little progress in evidence. At the end of the lesson Assessment for learning - information is fed into next day s plans effective plenary is used where children know where they are going next and how today s learning will help them in next lesson Pupils are prepared for plenary children have time reminders to complete work and the work they have completed supports the learning of their peers and themselves. Opportunities are given to finish things at a later date if necessary children know that they can return back to work if they need to. Achievements are celebrated and problems highlighted mini plenaries, children are excited to share what they have done knowing that it will be celebrated. Good relationships between teacher and pupils Learning is assessed children are able to assess their work against the success criteria, children answer open ended questions and set targets for next lesson. Questions are asked to take children to the next step Objectives are re-capped together child and teacher will make reference to tomorrow s lesson

8 Reference is made to ensuing work/homework and leads into next lesson children are clear what they need to do to succeed tomorrow and can practise new skills learned in between. Opportunity for genuine reflection on learning self and peer assessment. Children give each other and themselves clear and useful targets for improvement. Children get feedback on their work children listen and respond with positive attitudes Misconceptions are rectified- children s knowledge expands with mistakes not decreases

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