Hester s Way Primary School Teaching and Learning Policy Teaching and Learning Policy Introduction The following policy outlines how aspects of teaching and learning are organised at Hester s Way Primary School. The policy was written to reflect the vision and to support the aims of our school. At Hester s Way Primary School, our key aims are to raise aspirations and expectations in the pupil s learning and the outcomes of this learning. The policy is divided into the following sections: The Learning Environment Planning The Quality of Teaching Children s Learning Experiences Target-Setting Assessment The Role of Support Staff Home-school Links - Involving Parents ICT Evaluation of Practice Behaviour and safety The Learning Environment Classroom is attractive and welcoming, e.g. with inviting areas, drapes and plants. Classroom talk is positive and constructive. Teaching staff have positive attitudes to children and to learning. Clear code of behaviour and focused routines which are consistently applied. Children are explicitly taught how to do good sitting and good listening. Display emphasises and supports learning. Furniture is arranged to aid learning, with clear pathways. Resources are clearly labelled and accessible. Water is available. Word lists for literacy, numeracy displayed in the classroom. There are a range of numeracy and literacy support displays. September 2014 Page 1 of 8
Active displays (on tops) are present and support important aspects of the core subjects. Working walls for literacy or numeracy. Book corner and listening area are inviting and well organised. The classroom is visually rich, with labels, captions, posters, memory maps and key vocabulary and questions throughout the room. Shared understanding by teaching staff and children that learning is important and enjoyable and that everyone can improve. A can do culture is promoted. Resources and the layout of the classroom promote children s involvement and shared learning. Children are encouraged to be responsible for their learning environment, e.g. shared decisions about furniture or displays, care of equipment etc. The learning process is explicitly valued and spoken about there is a supportive atmosphere that allows children to make and learn from mistakes. There is an emphasis on shared learning, analysis and discussion. Language choices are made to reinforce the positive. Teachers use the language of progression, e.g. When you have learnt this, you will be able to Display reflects the learning process, as well as the content and the product of children s learning. Use is made of peripheral learning. Posters reflect the school s vision, and promote positive attitudes towards learning. Music can be used to aid learning. The outdoor learning environment is used to promote the curriculum. Classroom doors should reflect the Theme being taught The general classroom is tidy, ordered and cared for. See Behaviour and Respect Policy for related displays. Attendance and Class Council displays are by class door. All pupil s work on display should be labelled with the child s name at the bottom right corner of the work. A range of subjects should be displayed and rotated throughout the year. The range needs to include other Foundation subjects. Outside corridors in KS1 and Y3/4 will share boards covering all Core and Foundation Subjects. Boards can be used for individual classes or be shared, for example: Y3/4 Science. Teachers should have a board by their desk which is labelled for planning, timetable, assembly rota, weekly log. This should be tidy and ordered so it can be read by visitors. Medical information should be set up by the class door, pupil s with medical conditions should be identified and medical boxes stored clearly in the cupboard. A small display area should set up for My Question Post Its for science and Theme. September 2014 Page 2 of 8
Planning Medium term planning details learning objectives, learning outcomes, opportunities for assessment, cross curricular links and resources. Short term planning shows appropriate differentiation. Differentiation is by task, grouping and learning objectives. Activities and demands are matched to children s needs. Assessment for Learning has an integral part in the planning. Opportunities for assessment are incorporated into short-term planning. Expectations are informed by the Early Learning Goals, NC level descriptions, National Frameworks and P levels. Objectives are taken from National Frameworks, Foundation Stage Guidance, NC programmes of study and QCA guidance. If used, the plenary is planned to consolidate and extend pupils learning, not simply an opportunity to share work. Where appropriate, planning for independent/guided/group work is explicitly linked to curricular targets for different groups and individuals. Short term planning is led by objectives and outcomes, not by tasks. AFL strategies are an integral part of teacher s planning and used to strong effect as a teaching tool. Formal, informal assessments and pupil outcomes in literacy and mathematics inform short term planning. Planning is adapted/annotated as necessary in the light of ongoing assessment. Weekly planning should be started for the 1 st 2 3 days and planned after this based on outcomes and success. Planning includes must include use of visits and visitors/ theme days, these are integral to our practice. The timetable is planned flexibly to promote cross-curricular links. Literacy, maths and ICT skills are embedded into foundation subjects. Medium term planning takes account of interests and needs of the cohort through Learning Challenge Questions and My Question Post Its Planning includes opportunities for different learning styles and high level questioning. Planning incorporates the Forest Schools initiative. The children are involved in the planning through the Learning Challenge Curriculum. WOW starters should be planned and used in Theme and writing. They can be used in other areas also. September 2014 Page 3 of 8
The Quality of Teaching Fundamental Learning objectives are clear and appropriately challenging. Teachers have a secure understanding of the curriculum and the teaching of key skills. Teaching staff use a range of approaches to ensure that all children take part. Teaching staff are skilled in helping children to extend their play, develop their ideas, persevere and extend talk and thinking, e.g. through a variety of questioning. Teachers work together, supporting one another and sharing ideas, resources and expertise. Praise is used effectively to support high standards of work and behaviour. Success is celebrated and different learning styles are recognised and valued. Learning objectives, Next Steps and success criteria are explicitly shared with the children throughout a lesson; progress is reviewed at the appropriate times. Throughout the lesson, modelling and demonstration are used in whole class and group input. Teaching is stimulating and challenging. The 4 key areas for teaching are: Challenge, Pace, Risk and Progress. Important school learning strategies should be effectively used to enhance the pupil s learning: - Passports for Learning; - Mr Challenge and Mrs Help; - Success Criteria; - Next Steps. These strategies are integral to our practice and need to be used regularly across the range of curriculum subjects. During whole class work, there is a balance between teacher and pupil talk. Blocks of lessons and individual lessons should have a strong emphasis on effective Speaking and Listening practices Time is used productively for whole-class, independent and collaborative work. Voice levels are varied. There is an expectation from teaching staff that all children will take an active part in learning, this is achieved through a range of strategies including a strong emphasis on Assessment for Learning. Effective Assessment for Learning strategies are regularly used in all areas of learning. This initiative should be well planned and utilised as an integral part of all subjects and lessons. Teachers outline and explain to the children the overview of learning across a whole unit. Explicit information will be given on the Real Life Context the relevance of this subject area and why it is being taught. Teaching staff are rigorous in exemplifying and demanding the highest standards possible from all children. September 2014 Page 4 of 8
Teachers are developing a multi-sensory approach, using strategies to make work varied and interesting, and to involve all pupils productively. Links between current learning objectives and previous learning are made explicit to the children Connect the learning. There are opportunities for reflection and discussion throughout the day and also, if appropriate, in the plenary of a lesson. Opportunities for reflection at different points throughout the day or the lesson, support children in peer- and self-assessment. Visual, auditory and kinaesthetic approaches and activities make teaching lively and varied. A variety of questioning strategies are used e.g. numbered challenges, and children are given thinking time, e.g. through Think, Pair, Share. Feedback is an integral part of teaching and valued highly. Pupils regularly receive feedback from adults in the class to support and extend learning. Quality time must be given to this important and effective action. Children s Learning Experiences There should be a high level of interest from all the children. Children understand what they are expected to do. Tasks have sufficient challenge to keep children working well independently or co-operatively. Children learn through a range of tasks, e.g. talk, ICT, games, drawing, problem-solving, drama, data-handling, investigating, debating as well as written recording. Children are given time to rehearse and practise learning and to improve their work in response to feedback. Children are motivated to be the best that I can be. Children show pride in the presentation of their work. Children talking with other children through talk partner All the children should be on task. Children talk as part of their learning and about their learning. They understand that learning happens through a wide range of tasks, not just written recording. Children act on written/oral feedback from teaching staff and peers. Red Pen Time is regularly used to allow children to self correct. When appropriate children work individually and then with a response partner to identify success against the learning objective Children talking with adults and other children is a key feature of the learning process, and teaching approaches promote and guide this. e.g. Through the use of listening triangles, hot-seating, role play, mini-presentations. Regular reference should be made to the children s Next Steps for learning. Reference should be made to individuals and groups during lessons. The Passports for Learning should be out for all lessons. Children are able to articulate success in relation to the curricular/learning targets. September 2014 Page 5 of 8
Children are given opportunities to plan and carry out tasks through their Learning Challenges, e.g in history, use books, ICT, pictures or artefacts for research, devise a rhyme to remember key facts, present information in tables, diagrams or in written format. Life Skills are being developed. e.g business projects, cookery etc. Assessment Teachers make use of day-to-day assessment strategies in lessons/learning activities, e.g. stopping the class to use focused questioning to check on children s progress. Information gained from the use of day-to-day assessments is used to inform planning. Feedback for children and parents, based on assessment data, identifies what the child can do now and what they need to do next to make further progress. Pre Learning Assessments are completed prior to maths blocks of learning. Literacy and Numeracy tests are used to assess the children termly. Children get feedback on their learning in a range of ways, oral and written. Outcomes of assessment establish Main Focus Group pupils. Effective interventions should be in place based on assessment data. Adults and children are marking work against the success criteria of the lesson. Information gained from the use of day-to-day assessments is used to inform planning. Key information gained from the use of day-to-day assessments, when appropriate, is noted during or at the end of the lesson. A range of strategies for day-to-day assessment are used, e.g. samples of children s work are displayed and ways of improving them are discussed with the class; the class discusses the learning objectives and groups review samples of work to begin to identify success criteria and set class targets for improvement. Day-to-day assessment is used to monitor children s Next Steps on a regular basis. Foundation Stage profile analysis of data is used to inform planning every half term. September 2014 Page 6 of 8
The role of support staff We believe that support staff have a significant effect on the quality of teaching in our classrooms. Criteria for The Learning Environment and The Quality of Teaching are followed by all teaching staff. In addition, support staff: Are used effectively during all parts of the lesson. Feedback orally to the teacher regarding pupil progress. Provide good role models for children. Help to prepare resources and materials. Are well-directed by teaching staff and have a sound knowledge of their expectations within a lesson. Feedback orally and in written form to the teacher. Feedback to pupils through oral and written responses. Teachers read, follow-up and act upon comments of support staff. When supporting children with IEPs, staff keep written records of child s successes against targets and Next Steps. Attend relevant staff meetings, are provided with minutes of other staff meetings, and are fully involved in INSET. Carry out intervention programmes e.g precision teaching, ELS, Wave 2,3 Support staff provide a link with parents when appropriate. Act in a pastoral role as a caring adult for the children Are involved in planning through allocated time. Home-School Links - Involving Parents Parents are provided with information on progress, e.g. at parent consultation evenings, end of year reports. Parents receive pupil results from all termly assessments. We have an open door policy, where parents are able to make appointments with teachers to discuss their child s progress at anytime. Parents are involved in identifying, sharing and taking action about concerns over children s progress, e.g. IEPs. All children have a home-school reading record. Parents are kept informed of school events, e.g. through newsletter, Governors Report, website and class assemblies. The Parent Association is valued for its contributions to the school. Parents are informed about the children s Next Steps. Parents are provided with information to support their children with homework tasks, e.g. target maths homework, reading records, spelling strategies. Parents are given topic overviews. Parents are encouraged to help in school, e.g. with clubs, reading, classroom help, resources. Specialist meetings and Curriculum Evenings are regularly held,. September 2014 Page 7 of 8
Parents are invited to participate in open days, curriculum weeks and special events, e.g. Book Week. Parents receive regular feedback on children s progress against targets. ICT/Computing ICT skills are taught in timetabled weekly lessons, e.g. in ICT suite. Opportunities for ICT are identified on medium and short-term planning. The interactive whiteboard is being used as an aid for teaching on a regular basis. ICT is used in whole-class input and group work throughout the curriculum, e.g. models and images in maths, data-handling in science, re-drafting in literacy. ICT is regularly used to support learning in other areas of the curriculum. ICT enhances, focuses and develops children s learning, e.g. use of cameras, power point. Learning Pads are effectively used to enhance the children s learning experinces. There is an ongoing reference to E Safety and the important role this plays in the children s lives. Evaluation of Practice Planning is evaluated and adapted for improvement. Governors are able to report to parents on aspects of teaching and learning. Pupil conferences are used to evaluate termly targets. A Monitoring and Evaluation Programme is in place each year. Feedback from work and planning scrutiny is acted upon. Governors are given end-of-year report and subject action plan for each subject. Feedback from work and planning scrutiny, observations, planning evaluations and assessment data is used to identify priorities for School Improvement Plan and subject action plans. Governors are fully involved in monitoring standards of teaching and learning. E.g. Feedback from work and planning scrutiny are shared and actions are developed in consultation with governing body. September 2014 Review September 2016 September 2014 Page 8 of 8