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This document outlines the teaching and learning policy of Balby Central Primary School. It aims to help students develop key skills like confidence, determination, collaboration and reflection. The policy emphasizes that teachers should provide challenging, innovative and well-prepared lessons while catering to different learning styles. It also stresses the importance of mixed-ability teaching, positive student-teacher relationships, and utilizing teaching assistants to support learning.
This document outlines the teaching and learning policy of Balby Central Primary School. It aims to help students develop key skills like confidence, determination, collaboration and reflection. The policy emphasizes that teachers should provide challenging, innovative and well-prepared lessons while catering to different learning styles. It also stresses the importance of mixed-ability teaching, positive student-teacher relationships, and utilizing teaching assistants to support learning.
This document outlines the teaching and learning policy of Balby Central Primary School. It aims to help students develop key skills like confidence, determination, collaboration and reflection. The policy emphasizes that teachers should provide challenging, innovative and well-prepared lessons while catering to different learning styles. It also stresses the importance of mixed-ability teaching, positive student-teacher relationships, and utilizing teaching assistants to support learning.
Date of Policy: October 2014 Approved by the Governing Body: Review Date: October 2015
KEY HEADINGS
So that children can be the best they can be, we encourage and help them to develop into creative, lively, interesting and interested people who engage proactively in learning and who are caring and compassionate. We help them to develop key learning superpowers through our teaching and their learning:-
Confidence Determination Resilience Collaboration Talk Effort Reflection We see good teaching as an evolving and complex process, constantly trying to match our resources including our own knowledge, skills, time and energy to the needs of the children and the essential learning needed to succeed in the educational system. This is a professional process involving all adults in the school developing and learning and it is never complete. Childrens needs, curriculum ideas, policy decisions, technology and the role of school in society are all areas open to radical and rapid change and we constantly revaluate our thinking and practice in light of this. This includes continual renewal and improvement of our knowledge, expectation, planning, use of resources, assessment, use of time, questioning skills, use of technology and repertoire of approaches.
We see good learning as an active and creative process, with children ready to learn, engaging and coming forward, developing resilience, resourcefulness and reflectiveness and able to take responsibility for their own learning and achievement. We help children to develop the flexibility and thoughtfulness needed to select the best approach from their increasing bank of learning skills and strategies. We understand that a range of learning is essential across subjects and disciplines and in intensity. We help children to have deep learning experiences that are memorable and significant and build key knowledge and skills.
This policy links with other policies in the school, including planning, assessment, recording and reporting, marking, SEN, individual curriculum policies, monitoring and observation, behaviour and display.
Teaching and learning map
TEACHERS Inspiring Making work relevant real and enjoyable Challenging KEPRAT QTR
PUPILS Proactive, independent and aspirational Pride, enthusiasm and resilience Immersion in learning Deep enjoyment and learning
PARENTS Informed partners Shared interest in childrens learning and achievement Supporting / challenging school and children
SCHOOL Systems and structures Intrinsic and extrinsic rewards Sanctions
This policy describes how effective teaching and quality learning is encouraged and led by the staff at Balby Central Primary. Through this policy, we seek to meet the school aims in a consistent and ordered way. It underpins all curriculum policies and is fully compatible with all other policies.
INTRODUCTION At Balby Central Primary School we believe in the concept of lifelong learning and the notion that learning should be a rewarding and enjoyable experience for everyone; it should be fun and interesting but also challenging. Through our teaching we equip children with the skills, knowledge and understanding necessary to be able to make informed choices about the important things in their lives. We believe that appropriate teaching and learning experiences help children to lead happy and rewarding lives, with immersion in deep learning being a key element of happiness the concept of flow.
SCHOOL AIMS Balby Central Primary aims to work in partnership with its children to enable them to: Be motivated and confident individuals, who are excited by learning and achieve well Take pride in their achievements and aspire to be the best they can be, wherever their starting place is Respect and celebrate different opinions, attitudes and cultures Face challenges with confidence in their own abilities and persevere in overcoming them Recognise that they need to work hard in order to achieve highly Form positive relationships and make responsible life choices Compromise and show both compassion and understanding of the difficulties faced by others Be positive, active and considerate members of society Be responsible for their actions and aware of how others can be affected by what they do Enjoy life and the opportunities that come their way
EFFECTIVE LEARNING We acknowledge that children learn in a variety of ways and we recognise the need to develop strategies that allow all children to learn in ways that best suit them.
We offer opportunities for children to learn in different ways. These include: Investigation and problem solving Whole class work Research and finding out Questioning Group work Paired work Individual work Use of ICT Fieldwork and visits to places of educational interest Creative activities Discussion Responding to film, TV and other recorded material Debates, role play and oral presentations Designing and making things Participation in physical activity Reflecting on what has been learnt
We encourage children to take responsibility for their own learning, to be involved as far as possible in reviewing the way they learn and to reflect on how they learn what helps them learn and what makes it difficult for them to learn. Self-review and peer review strategies are used as part of the schools use of assessment for learning (AfL), as well as planned plenary at the end of lessons to review the key learning objectives and to assess the level of understanding.
CROSS CURRICULAR LEARNING Teachers are encouraged to plan learning which takes advantage of strong and meaningful links between subjects. Rigorous and quality teaching of Literacy and Mathematics should be at the heart of a broad and rich primary curriculum which seeks to build skills and concepts in progression.
EFFECTIVE TEACHING When teaching we focus on motivating children and building on their skills, knowledge and understanding of the curriculum. We have built up our own teaching programmes for Literacy and Maths which are based on the 2014 curriculum, but are adapted to the needs of our children. Each year group has a topic structure that follows the Cornerstones Curriculum, based on the requirements from the National Curriculum, which forms the basis for their teaching in most subject areas. These topic plans set out the areas of learning, and what is to be taught to each year group.
We believe children learn effectively when the teacher provides:
Thorough preparation and planning Shared learning objectives which are pupil friendly Clear expectations of what pupils are expected to achieve by the end of the session An atmosphere where children are prepared to take risks Lessons which are appropriately challenging Innovative teaching Appropriate pace to the session Lessons where childrens previous learning and interests are built upon Opportunities to review and reflect on their learning Thinking time before answering questions Open ended, thought-provoking, challenging questions Support for the learning of pupils with differing abilities Lessons where childrens understanding is developed through active, practical and first hand experiences Developmental feedback and constructive criticism of pupils work A planned programme of educational visits to reinforce and stimulate learning
MIXED ABILITY TEACHING We base our teaching on our knowledge of the childrens steps of attainment. Our prime focus is to further develop their knowledge and skills. We strive to ensure that all tasks set are appropriate to each childs level of ability. When planning work for children with special educational needs (SEN), we give due regard to information and targets for achievement based on individual needs which are clearly shown in each classes provision map. We have high expectations of all children and believe that all children should be included in the full range of educational opportunities and that their work here at Balby Central Primary School should be of the highest possible standard.
POSITIVE RELATIONSHIPS All teachers try hard to establish positive working relationships with the children that they are teaching. We treat them fairly and give them equal opportunity to take part in class activities. All teachers follow the school policy with regard to discipline and classroom management. We praise and reward children for good effort and help to build positive attitudes towards school and learning in general. We insist on good order and behaviour at all times. When children prevent others and themselves from learning, we follow the guidelines for sanctions as outlined in our school behaviour policy.
ROLES OF TEACHING ASSISTANTS INCLUDING HLTAs Teaching assistants and other adult helpers are deployed in a variety of ways. Sometimes they work with individual children and sometimes they work with groups of identified target children. They work within the classroom setting as a support to the teacher and also withdraw targeted groups to deliver intervention programmes, designed to accelerate childrens learning. HLTAs are also used to team teach and deliver lessons to identified groups of children.
PLANNING Literacy Literacy lessons are largely text based or thematic based and weekly plans are written, showing coverage of 2014 curriculum objectives, a clear teaching sequence, differentiated activities and opportunities for AfL. Maths Maths planning is based on the 2014 curriculum objectives for each year group. Short term plans are written, showing the objectives, a clear teaching sequence, differentiated activities, and opportunities for AfL. Topic We have taken the 2014 National Curriculum and linked our key skills to each curriculum area to ensure clear consistent progression through the Cornerstones Curriculum. The topics we have produced are definitely not carved in stone. We will evaluate annually the success of each theme, within the National Curriculum. This will maintain the integrity of our curriculum coverage, continuity of skills development and the rich and varied experiences we expect to provide for all pupils. Planning is written and adapted to show a clear learning objective and progression of skills for our learners.
TARGET SETTING Children are set and identify their own next steps in learning for reading, writing and maths. These are used in lessons and are regularly reviewed by both teacher and pupil, being updated and changed when necessary.
ASSESSMENT FOR LEARNING Assessment exists to help the teacher to help the child. It ensures more effective teaching by providing the evidence for closer matching of tasks to the childs needs. It assists the children by providing them with an indication of what stage they have reached in the learning process. It helps to identify future planning and teaching strategies. It also helps us to recognise and move on from success. Assessment for learning: Is part of effective planning Focuses on how students learn Is central to classroom practice Is a key professional skill Has an emotional impact by promoting self-esteem Affects learner motivation Promotes commitment to learning objectives and assessment criteria Helps learners know how to improve Encourages self-assessment Recognises progress from childs previous best
We use these strategies to link assessment to better teaching and learning: Evaluation of daily and weekly planning to inform future plans Use of data from formal assessment to inform planning and intervention Children are given back work with feedback as to how it might be improved (bubble and box/two stars and a wish etc.) Children are expected to reflect on this feedback and act upon it. Assessment tasks, e.g. reading, writing, maths: results used to inform future planning APP (assessing pupil progress) carried out termly in reading, writing and maths to inform teacher of current levels and to set future targets Pupils self-assessments
BASIC SKILLS Teachers have built into their timetables, daily basic skills sessions, where children are taught to learn and apply generic literacy and maths skills that they can use in daily lessons. Targeted children are also taught in intervention groups during this time, by HLTAs and TAs, to accelerate their learning and to fill in any gaps that they may have in their learning.
HOMEWORK / HOME LEARNING We use homework to encourage children to learn basic key skills, to underpin what is taught in school and develop their knowledge. We encourage children to take ownership of their own homework by allowing them to choose their own learning journey whilst also completing specific suggested tasks. Homework tasks that are given are set to meet the needs of the individual learner.
REWARDS AND SANCTIONS We use a range of rewards and sanctions to encourage children to work hard and push their own boundaries of learning. These are reviewed and refreshed on a regular basis, recognising that systems can become embedded and invisible and thus ineffective. Each week the children share their achievements as a class in the Pride Assembly to show how they are aiming to be the best they can be.
We are very aware of the tension between intrinsic and extrinsic rewards and seek to use extrinsic rewards as bridges to developing intrinsic reward, rather than simply as an end in themselves. For example, extrinsic systems of stars and stickers or points and prizes are used to encourage children to work hard and succeed so they can appreciate the intrinsic value of learning for its own sake: take pride in achievement and appreciate the intensity and joy of immersed and deep learning - contributing to increasing genuine happiness in children.
As far as possible, sanctions are presented and used positively. For example, we see them as opportunities for children to catch up on missed work or to improve on work that is below their best. When sanctions are used to improve behaviour, we take pains to avoid a connection between punishment and work for example, if a child is missing break times as a result of poor behaviour, any work that is done during that time is presented as an opportunity to make positive use of the time, rather than a punishment exercise.
DISPLAY We use that classrooms should be stimulating learning environments and that the main purpose of display is to support pupils learning. This is achieved in a variety of ways: Engaging pupils in learning through use of interactive display where they are encouraged to ask questions and add ideas. Enabling learning to take place through the use of word lists, connectives, timelines, phonics, etc. Keeping what is learnt in mind by building up a display through the week, or over a topic which contains work the children have put together, or discussed. Celebrating success by displaying good examples of work in classrooms and corridors. Raising expectations by displaying targets, agreed classroom rules, etc. Encouraging dependence by using self-registration charts, labelling resources and putting dictionaries, word banks, etc in accessible places. Enjoyment of reading has been given a high profile in school with every class having a designated reading area where children can go to enjoy and learn about different books.
MONITORING AND EVALUATION We monitor and evaluate the quality of teaching, learning and planning regularly and systematically throughout the year in the following ways:
Subject review: Curriculum areas are monitored in line with action plans developed by subject co-ordinators and whole school policy outlined in the school development plan. This evaluation is led by subject leaders and involves lesson observation, work and planning scrutiny, pupil interviews, teacher assessment moderation and progress tracking through regular assessment.
Headteacher: The head teacher monitors the quality of teaching and learning through lesson observation, assessment data and childrens work, learning walks, environment audits and pupil interviews. Ofsted criteria are used to make a judgement about the quality of teaching and learning and teachers are given written developmental feedback.
Other staff: Team leaders regularly monitor and observe colleagues, opening up discussion around Ofsted criteria and good practice. Colleagues also monitor and observe on a peer to peer basis, focusing on specific areas of practice. Effective CPD is implemented around constantly improving teaching and learning within the school
ROLE OF GOVERNORS Governors have a statutory role to play in monitoring and evaluation of the school curriculum and the quality of teaching and learning.
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