Teaching and Learning PolicyNorth Ealing Primary School
Principles of the Policy:
The core purpose of this policy is to provide teaching and learning which responds to the unique educational needs of each pupil. All pupils have a range of skills, abilities and aptitudes and all have an entitlement to access our enquiry based, broad, challenging and coherent curriculum. This provides children with opportunities to be at the very centre of their learning, able to read and write in a range of contexts, deploy cross discipline skills and make connections with their learning.
Pupils are entitled to experience a variety of teaching and learning styles to enable them to achieve their full potential. NES Primary School aims, through successful teaching and learning, to develop the whole child and to enable our pupils to become lifelong learners.
All staff have a responsibility, collectively and individually, to contribute to the delivery of our broad, enquiry based, challenging and coherent curriculum. In addition, they individually have a responsibility to strive to deliver lessons where teaching and learning is of the highest quality, pupils are at the very centre of their learning and where the learning needs of all pupils are met.
Pupils learn best when their learning enables appropriate and pertinent aspects of personal, social, moral and emotional development within both overarching and explicit provision;
Children’s spiritual, moral, social and cultural (SMSC) development is supported through the School’s provision; both within the discreet and hidden curriculum, in order that they achieve well academically and can become active, responsible and caring members of the school and wider community.
Children develop an increasing awareness of the school’s values and skills in their learning and actively participate in demonstrating these effectively.
We recognise that continued professional support, coaching and mentorship at whole school, team and individual level is essential to empower staff to deliver effective learning buy soma india experiences.
The purpose of the policy is to:
- Promote an ethos of care, mutual respect and support, where effort is valued and success celebrated
- Enable children to become active, responsible and caring members of the school and wider community
- Promote positive relationships between all members of the school community including; children and children, children and staff, children and their parents/carers and staff and parents/carers
- Ensure children attend school regularly with a positive attitude, eagerness to learn and to behave in a way that allows themselves and others to learn
- Provide the opportunity to continuously improve the quality of teaching and learning
- Instil high aspirations and a love of learning in pupils
- To provide a framework for teaching and learning within which there is flexibility and scope for enquiry, creativity and unpredictable changes to the learning
- To ensure high quality teaching and learning experiences for pupils of all abilities and aptitudes
- To ensure that all teaching and learning is underpinned by our agreed Learning Values’ ethos which reflect the principles and values of the United Nations Convention on the Rights of the Child (UNCRC).
- To make explicit the entitlement of all pupils and ensure no child is left behind in line with a shared commitment to promote a culture of inclusion and respect for rights.
- To raise attainment by increasing levels of pupil motivation, participation and independence
- To promote reflection on, and sharing of, good practice (staff and pupils)
- To provide practical guidance and clear procedures for teaching and support staff
- To inform teachers, pupils, parents, governors and the wider community about the aims and processes of teaching and learning
- To identify specific areas of responsibility at a whole school, departmental and individual level
A Definition of Learning:
Learning is the process by which an individual makes sense of new experiences. Learning takes place when the individual constructs their own knowledge and understanding of a subject, skill or value.
Learning often takes place through personal interaction; therefore we believe that it is important to promote activities that allow the learner to work with others to solve problems, to explore concepts and to develop language as a means of learning and a tool for thinking.
We believe learning will be most effective when:
- Pupils are at the very centre of the learning (see EBL appendix)
- Pupils are in a positive state for learning in relation to basic human needs and in a high challenge low threat environment (rested, hydrated, well-fed safe).
- The environment is secure, stable, inviting and stimulating
- Pupils’ self-esteem is high. We use our Learning Values and the rights of every child (UNICEF) to support all aspects of learning
- Learning should be a rewarding and enjoyable experience for everyone i.e. learning should be fun and enable children to make expected or accelerated progress
- Pupils understand the purpose and the context of the learning and see relevance to their own experience and drawing on SMSC curriculum
- Pupils understand the skills required to learn in a variety of ways (See appendix )
- The learning builds on prior knowledge and understanding
- Success criteria are explicit and models are provided (See appendix)
- The learning is regularly based on immersion and first hand experiences and collaboration
- Pupil questioning, reflection, and discussion are encouraged (See EBL)
- Independent learning and thinking is facilitated and encouraged (see Appendix- Philosophy and development of thinking skills)
- There are opportunities for creativity and utilising different learning styles
- Pupils can self-assess, know what they need to do to improve and are able to set appropriate targets
- Pupils have opportunities to transfer skills, knowledge and understanding to other contexts
- There is effective use of additional adults to maximise learning at all times
- Parents and Carers are understanding and supportive of our aims in teaching and learning and sign the School’s Home-School Agreement:
- To attend and contribute to teacher consultation meetings
- To support their children with their homework activities including reading and helping their children improve skills such as memory needed for learning through practising a concept, memorising a text or knowing the multiplication tables (please refer to Homework Policy)
Creating an Effective Learning Environment:
- Welcoming – All areas of the school should be colourful and family friendly to enable children and parents to feel welcome in our school
- Use of space – Areas should be accessible, labelled and outdoor areas used throughout the year
- Use of time – Children and adults are expected to be punctual and to view time as a precious and limited resource which should not be wasted
- Resources – Classrooms should be well equipped with up to date and working technology
- Displays – Should be lively, stimulating and exciting. They should reflect a range of learning and should celebrate both the achievement and creativity of all children (see display and learning environment guidance)
- Working walls –Should support children’s learning and independence by providing a visual resource of current learning for pupils to access (see Display and learning environment guidance)
- Atmosphere – Classrooms and other learning areas should be calm and learning focused
The Learning Experience:
- This section of the policy reflects the school’s expectations regarding planning, preparation, lesson framework and assessment for learning.
- It is appreciated that staff will want to enhance the repertoire of teaching methods and provision of learning experiences beyond the basic outline given here in order to ensure effective learning and promote high standards for all our pupils.
Planning and preparation (see appendix coherent curriculum resources);
- Wherever possible modules and lesson planning should be Enquiry Based in order to encourage the freefall of ideas, divergent questions, and different learning styles. These should begin with exciting hooks; then move onto assessment of current knowledge and understanding, collection of information, recording of findings, drawing conclusions or demonstration of learning and finally communication of learning.
- Lessons are planned with clear aims and objectives, structure and challenge for all pupils
- Objectives are clearly linked to long and medium term plans which are periodically reviewed
- Planning allows for a variety of learning styles and provides opportunities for developing a wide range of enquiry and thinking skills and should incorporate the development of behaviour for learning
- Teachers make use of all available information, both data analysis and personal; to set clear, realistic, yet challenging targets and to plan differentiated learning opportunities
- Lessons are planned to build on prior learning and ensure continuity and progression
- Teachers embed English (reading, writing and communication), maths, computing skills, scientific skills exceptionally well across- the coherent curriculum
- Planning makes provision for the effective use of support staff
- Appropriate, stimulating and high quality resources are prepared prior to the lesson
- Teachers demonstrate deep knowledge and understanding of the subjects they teach beyond the curriculum e.g. making links in learning and developing thinking skills, links to SMSC, British Values and the rights of the child
- Teachers identify possible misconceptions and plan ways to address these with pupils within lessons
- Timings are well planned and managed to ensure learning time is maximised-as a result pupils move swiftly through learning, sharing ideas and using positive behaviours for learning
This framework provides the basic structure for all lessons. This can be adapted to suit the objectives of a particular lesson or sequence of lessons.
Start of the Lesson:
- The start of the lesson has a clear focus, using activities which immediately engage the learner
- The expected learning outcomes are shared with pupils, in the context of prior learning, to ensure they understand what they are doing and why
- Prior knowledge and understanding is established
- The success criteria by which the learning will be evaluated are made explicit
- Teachers establish which learning values and behaviour for learning may be used in the lesson or allow pupils to identify these whilst they are learning
- The teacher establishes and communicates clear expectations for behaviour at all times
The teacher should:
- Have strong subject knowledge in order to pre-empt difficulties and talk around subjects
- Present lessons with clarity, enthusiasm and pace, ensuring timings are clear and adhered to
- Make learning active by providing tasks which enable pupils to make meaning, construct knowledge and develop understanding and skills
- Model activities and processes, making thinking and decision-making explicit to pupils
- Provide exemplar work so that pupils are aware of the sophistication of response expected
- Provide appropriate levels of scaffolding to support pupils’ learning
- Use a variety of questioning techniques to probe and develop pupil understanding
- Include opportunities for reading, communication and writing skills in all lessons
- Promote active listening, inviting a range of different responses and building in time for reflection
- Involve all learners through the use of no hands up and talk (learning partners) etc. when appropriate
- Give constructive, positive feedback on work in progress (books and in lessons)
- Provide opportunities for success for every pupil and seek frequent opportunities for praise
- Provide opportunities for progression which increase the level of conceptual challenge, the depth of understanding and the breadth of application of skills
- Vary groupings and seating arrangements according to the task
- Demonstrate flexibility in their approach and be prepared to deviate from the lesson plan where appropriate
- Set a variety of homework tasks to consolidate, deepen, extend, or initiate learning
- Display the right behaviours for learning to indicate they are alert and on task
- Work effectively and purposefully in a range of contexts
- Come fully equipped and prepared to maximise the learning opportunity
- Be prepared to share their learning and ideas in an atmosphere of trust
- Ask questions of each other and the teacher where appropriate
- Support one another, working collaboratively, recognising that the contributions of all are valuable
- Undertake self-assessment or peer assessment with some confidence, becoming increasingly able to apply the criteria for success and to set appropriate targets for improvement
- Know where to go for help and recognise that further progress can always be made
- Be able to select appropriate learning resources to develop their own learning
- Work with increasing independence, developing the skills to become life-long learners
- Make increasing use of ICT to develop learning, accessing a wide variety of sources and using appropriate methods to present their work
- Develop an understanding of their own preferred learning style (meta-learning)
End of the Lesson:
- The teacher creates the time to review lesson objectives and learning outcomes
- Pupils have the opportunity to identify their own progress and set themselves appropriate targets
- Pupils receive supportive feedback from the teacher or their peers where appropriate
- Opportunities are provided to celebrate success
- The end of the lesson is prompt and orderly, allowing for efficient transitions
Assessment for learning guidance (see Assessment policy)
Lessons will begin with a short recap of the last related lesson’s outcomes or focus and/or assessment of prior knowledge
Teachers will question with no hands up (where appropriate) and use talk (learning partners) to gather the key points and questions and involve all children
The learning objective will be introduced or created with the pupils and linked to the bigger picture of the unit coverage so that children understand the place of the learning within the context of the curriculum.
Pupils’ own ideas will be explored and they will ‘have a go’, using their own strategies and ideas. The teacher will continuously question, observe and provide feedback either individually or to groups in order to improve pupils’ outcomes and to adapt teaching to meet their needs.
Pupils are reminded throughout the lesson to use the success criteria (which can be based on knowledge and understanding, skills, LVs etc.) to decide where they are doing well and where they might need to make improvements or require help from each other or from an adult.
During the course of the activity pupils will be asked to identify their successes against the learning objective, and to identify areas to be improved or developed. Self-assessment or peer discussions are used as the vehicle for this assessment to ensure improvements are made there and then.
The teacher will ask pupils to reflect on their most successful learning and the area most in need of development or improvement, using the success criteria as a guide.
Lessons will end with a recap of the overall learning, context and next steps.
Teaching and Learning Policy: Roles and Responsibilities
- To ensure the effective and rigorous implementation and monitoring of the policy
- To provide appropriate support, training and resources for staff
- To monitor and evaluate the delivery and impact of the policy
- To modify and update the policy in the light of ongoing developments and the changing needs of the school.
- To implement this policy by ensuring a consistent delivery of high quality learning experiences
- To be responsible for medium and short term planning in year groups
- Provide regular and useful feedback to all parents about their child’s learning and how they can help them
- To be aware of the principles of the policy and how they can contribute to it
- To be responsible for the coordination of long, medium and short term planning of schemes of work taking into consideration the aims and objectives of the policy
- To monitor and evaluate consistent delivery of the policy
- To provide appropriate support to team members through training materials or coaching
- To work positively within lessons to enable staff to implement the policy effectively
- To extend the learning experience outside the classroom by ensuring completion of the learning tasks set as homework
- To demonstrate the range of behaviours for learning at all times
Those with parental responsibility:
- To be supportive of the aims of our school
- To support children with homework and reading
- To communicate and work with our school whenever their child needs further support
- NEPS Assessment Policy
- NEPS Display and learning environment guidance
- NEPS Marking Policy
- NEPS Inclusion Policy
- NEPS Homework Policy
School lead for this policy
L Page & J Burton
Committee with oversight for this policy
Policy to be approved by the Curriculum Committee
Policy last reviewed by the Curriculum Committee
Policy last ratified and adopted by Full Governing Body
Policy / Document due for review