Teaching and Learning Policy

Teaching and Learning Policy

Mission Statement

To enable each individual child within our school to develop their full potential, using the talents that they have been given.

To recognise their own worth as well as their role within the wider school community.

Aims

  1. To ensure high standards of both teaching and learning.
  2. To provide a safe, stimulating learning environment for all pupils and teachers.
  3. To enable children to become confident, resourceful, enquiring and independent learners.
  4. To enable pupils to achieve their full potential by learning in a variety of ways and through challenging learning experiences.
  5. To provide a broad, balanced and relevant curriculum that will motivate, engage and challenge pupils, enabling them to achieve spiritually, mentally, physically and socially.
  6. To set high expectations for all pupils in order to raise their aspirations.
  7. To foster children’s self-esteem and help them build positive relationships with other people.
  8. To develop children’s respect for themselves and to encourage children to respect the values, feelings, cultures and beliefs of others.

 

Effective Teaching

At St Bede’s we follow a consistent approach to planning. Teachers plan lessons that:

  • Allow all pupils to progress in their learning
  • Are engaging, stimulating and motivating
  • Incorporate explanations and modelling to scaffold learning
  • Use effective questioning and challenge to extend children’s learning
  • Are differentiated to meet the learning needs of all pupils
  • Provide pace and challenge for all pupils
  • Make effective use of a range of quality resources
  • Include appropriate homework to extend learning
  • Planning is shared with Teaching Assistants, supply teachers and any other specialist teacher’s employed by the school.
  • Planning, Preparation and Assessment (PPA) time is used by all teaching staff to:
  • assess learning
  • plan effective lessons
  • prepare stimulating resources

Monitoring of Planning

Teachers:

  • Will submit planning to the Head Teacher on a weekly basis
  • Will regularly evaluate planning in order to ensure that high expectations, pace and challenge are evident
  • Will respond to Head Teacher’s feedback and modify planning as appropriate

The Head Teacher:

  • Will monitor and evaluate planning according to agreed criteria

Teaching Styles

Teachers use teaching strategies which:

  • Accommodate different learning styles (visual, auditory and kinaesthetic)
  • Allow pupils to work independently and collaboratively
  • Use positive behaviour management and encouragement for pupils to achieve, including praise and rewards according to school policy
  • Promote good relationships with and amongst children

Assessment, Recording and Reporting

Teachers:

  • Use a combination of formative and summative assessment to inform the next steps in children’s learning and therefore maximise progress
  • Ensure marking is completed regularly and is effective in moving learning forward i.e. provides positive feedback, addresses learning objects and provides next steps so that children understand how to move their learning forward
  • Use data to ensure pupils are working at their full potential
  • Submit assessment data sheets on a termly basis
  • will collate and analyse data to track pupil progress and to ensure that all pupils make at least expected progress
  • set targets for individual children

Learning Support

Teachers:

  • Are aware of the specific learning needs of their pupils e.g. speech and language, low levels of reading comprehension, literacy skills, dyslexia, gifted and talented
  • Will identify barriers to learning which will inform interventions strategies
  • Work in partnership with SENCO about the needs of individual pupils when appropriate
  • Work in partnership with outside agencies to provide additional support for children with specific needs e.g. autism outreach team, speech and language therapists, behaviour team
  • Plan and work in partnership with Teaching Assistants and other adults to ensure pupils are effectively supported in their learning
  • Provide appropriate IEPs to address individual learning needs

Continuing Professional Development

Teachers:

  • Continuously update their subject knowledge and teaching practice in line with current development and initiatives
  • Identify CPD needs in conjunction with the Senior Leadership Team as a result of the Performance Management process and through whole school self-evaluation.

Effective Learning

At St. Bede’s we believe that all children can be effective learners.  We acknowledge that people learn in many different ways and we recognise the need to develop strategies that allow all children to learn in ways that best suit them.  We take into account these different learning styles when planning.  We aim to foster this through:

Our children say they learn best when:

  • There is a peaceful environment and a good atmosphere
  • There are no distractions
  • The teacher understands what children need to learn and helps them to develop their skills in a way they understand
  • Activities are fun, interesting and enjoyable
  • There are opportunities to work individually or with a partner
  • There are good resources
  • The teacher is persistent
  • Everyone is involved and nobody is left out
  • You do it, not just talk and watch

 

The Learning Environment

We recognise good learning will occur best in an environment where there is a positive and supportive ethos.  We believe that an effective learning environment sets the climate for learning and should be a stimulating and interactive one which promotes independent learning for all children.

In St. Bede’s RCVA Primary School we ensure the best possible conditions for learning by developing an environment where our children:

 

  • Feel safe and have a sense of belonging
  • Enjoy being challenged and are confident in taking risks, knowing that they will be supported in every effort to succeed
  • Investigation and problem solving
  • Research and finding out
  • Group, pair, whole class and individual work
  • Asking and answering questions
  • Use of ICT
  • Fieldwork and visits to places of educational interest
  • Creative activities
  • Watching educational recordings and responding to musical or recorded material
  • Debates, role-plays and oral presentations to a variety of audiences
  • Opportunities to explain their strategies
  • Designing and making things
  • Participation in athletic or physical activity
  • Guests, visitors and performers

We strongly believe that all our classrooms should have:

  • Evidence of children’s work from all abilities displayed and celebrated
  • High quality, stimulating displays to scaffold learning
  • A variety of resources available and accessible for children to use to promote and challenge learning and support a range of learning styles and abilities
  • Resources and equipment that are clean, tidy and well organised to facilitate learning
  • Evidence of the use of both indoor and outdoor areas as a learning environment in the Early Years Foundation Stage
  • A dedicated ‘reading area’

The Role of Parents and Carers

We believe that parents and carers have a fundamental role to play in helping children to learn.  We hold parents’ evenings to discuss reports and progress of our children.  In these meetings we offer additional suggestions to enable parents and carers to support their child at home, such as regular shared reading or the learning of times tables and number bonds.  We also share targets with parents each term.

We believe that parents and carers have the responsibility to support their children and our school in implementing school policies.  We therefore expect parents and carers to:

  • Ensure that their child has the best attendance record possible
  • Do their best to keep their child healthy and fit to attend school
  • Help their child towards appropriate learning goals
  • Inform school if there are matters outside of school that are likely to affect a child’s performance or behaviour
  • Promote a positive attitude towards school and learning in general

We communicate our aims via the Home/School Agreement and the School Website.

Monitoring and Evaluation

Staff development needs will be identified in line with this policy through Performance Management and Continuing Professional Development.  The Teaching and Learning policy has been formulated to provide a basis for staff to evaluate the quality of teaching and learning in their classroom and across the school.

Teaching and learning will be monitored and evaluated by the management team in order to provide a clear picture of the quality and consistency of practice across the school, through:

  • Classroom observation
  • Sampling of pupils’ work
  • Scrutinising planning
  • Internal and external moderation of children’s work
  • Discussion with pupils
  • Learning walks
  • Pupil progress meetings

Race Equality and Equal Opportunities

All children have equal access to the curriculum regardless of their gender, ability or race.  We plan work that is differentiated for the performance of all groups and individuals and are committed to creating a positive climate that will enable everyone to work free from discrimination and harassment to achieve their potential.