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A Christian School: one family, learning with love, excelling through faith

Policy area Teaching and Learning

Policy Title Teaching and Learning

Policy Leader Anne Homer Policy Date June 2016 Policy Review June 2017

Diocese of Manchester Trafford Metropolitan Borough

St Hilda’s C of E Primary School

Headteacher: Mr Tim Coleman Chair of Governors: Rev Ross Malkin


Introduction This is the most important of all school policies. It reminds us of the reasons for the existence of the school and the criteria by which we are judged. It is focused on the needs of children. The policy is revised each year to incorporate newly learnt good practice. St. Hilda’s C of E Primary is an achieving school. This success is not accidental but derives from the importance placed by the school on learning, teaching and achievement. The school’s success is also due to the high level of commitment and consistency of approach – in all areas by all staff.

Key learning principles

our job is to create learning, to be passionate and inspirational, producing active, independent, self motivated and confident learners,

learning is a rewarding and enjoyable experience for everyone, it should be fun

each child must know what to do in order to improve and how to do it - high expectations on their own are not enough

each child must build on their strengths and achieve success

each child must be prepared to ‘have a go’, to take risks in their learning if he/she is to make progress in weaker areas of learning

consistency of experience is fundamental - we are a team and consistency makes us successful in our teaching and learning, it also provides the security and stability for children to learn and grow


Learning and Teaching

1. Effective learning and effective teaching are interactive

2. Children should be taught how to learn and encouraged to reflect and improve on their learning

3. Progress within a lesson should always be measurable, children should be able to explain at the end of the lesson, the skills/knowledge they have now that they didn’t have at the start of the lesson

4. Learning objectives (WALTs and WILFs) must be shared at

the beginning of the lesson and reviewed at the end of the session

5. Lessons should be clearly structured to promote learning

6. Activities should be varied, purposeful and appropriate to meet the needs of all children

7. Achievement must be recognised and rewarded

8. Underachievement must be challenged

9. Teachers must create and maintain a purposeful learning environment


Learning and Teaching

Learning and teaching are interactive. It is important that we teach children ‘how to learn’ in order to become independent, self motivated learners and develop skills for life-long learning. Effective Learning takes place when children are:

working in a positive, encouraging and stimulating environment

actively involved in their own learning

interested and enjoy the challenge and success of new learning

provided with tasks that have been adjusted according to their needs and prior learning

seeking and getting help when needed, ie use of environment, peers, teacher

safe, secure and confident

given opportunities to work in a range of situations e.g. on their own , with a partner, in small groups and in whole class teaching situations

working independently

develop skills to concentrate and show tenacity in all learning situations

self-evaluative and be reflective

able to fully participate taking into account physical, emotional, social and academic needs


Effective Teaching Effective teaching promotes successful learning and high achievement. This includes:

Pre requisites - employing common ground rules, establishing routines and managing behaviour

appropriate and accessible resources to develop independence

displays which support teaching and learning and can be accessed readily by the children

Ensuring there is no wasted time -Start of day – what do they do on entry -Assemblies – length of Changing for PE – Transition between activities – have slick routines - What do you do next? – when you’ve finished.

secure subject knowledge

Planning - A structured lesson in which there is planned progression.

A clear link to previous and future learning

A clear outcome to be achieved at the end of the lesson, children say I can now... - are the children clear about own targets / ‘what do I need to do to improve’

A review of the learning with effective feedback at the end of the lesson - Reflection time - To read

written comments in books – and act on them - Immediate verbal feedback - Have a balance of written / verbal feedback (verbal feedback would be observed in lessons

WALT/ WILF – do the children know what they are learning and why? ...so that ... We are doing a comprehension ... so that... we learn to read for meaning. Younger chn don’t have to write it but they do need to know what they are doing ASK what will I be looking for

homework tasks linked to pupils’ current learning, personalised learning or motivating prior to future programmes of study

Cross curricular links – maximise opportunities to make links with other areas of the curriculum

and life skills

A classroom that is rich in opportunities for speaking and listening to enable children to develop and deepen their understanding

Assessment – Assessment for learning – use a wide variety of techniques to inform present and

future planning

Questioning – make the chn think, deep / open and higher order questioning (Blooms taxonomy) - refrain from a Ping Pong effect– one question to one child with an easy answer Basket ball - pose – pause (thinking time) – pounce (ask someone) – bounce – (ask someone else) then ask someone else why / or if they agree - Train children to respond –‘I agree with ---------------- because’ - ‘I disagree with -------------- because’ - ‘I think _________________ because’ - I know you don’t know but what do you think? * children to ask more questions rather than answering them - Only put your hand up to ask a question - Develop chn’s ability to stop and think about the question posed before responding – don’t always reward easy answer quick responses. Ask children what’s the best questions you’ve asked today?

the use of a variety of teaching strategies eg VAK, KAGAN

Pace – pace is about the teacher regulating the lesson to enable thinking time, quick fire responses

etc. keep learning moving, know when to cut your losses - Are chn still actively involved in learning? No – change direction–

Ensure you have the maximum amount of engagement so that all pupils are participating and motivated

Clear time frames -Use of timers, KAGAN selectors etc

Effective use of TA’s... through - teaching small groups G&T and SEN, working with individuals,

observing and recording, pre tutoring -

Expectations and Relationships– language about children in our heads not ‘Lower / Higher Ability Children’ but ‘Current lower / higher achievers’ - We pre determine what children can do so we don’t

challenge them. Don’t label them and leave them - have high expectations of progress for all and look to move groups around more. ‘Experiment’ giving pupils a choice of which task to complete. Mixed ability teaching within KAGAN groups allows chn to aspire and move on. Wait till they get stuck then start teaching


Learning to Learn It must be made explicit to children what they need to do to be successful in their learning. This could include:

discussions with children about learning

explanation of topic/task e.g.: by teacher, between children, by children to whole group, and children to the teacher

time to explore through reading, research, discussion, thinking time, etc

scaffolding (writing frames, sentence starters)

modelling -sharing children’s work, working through examples (what a good one looks like - WAGOLL) guided writing, sharing planning and demonstrations

regular reviews of progress toward set targets and ‘next steps’ so children are clear about their own targets and how to improve

formative feedback (oral and written) and continual review of targets and new targets set as appropriate

developing effective learning and study skills to enable children to develop and recognise their preferred learning style

Learning objectives must be shared and reviewed If children are to take responsibility for their own learning, they need to know what they are expected to learn and how they can achieve it. Providing objectives allows children to engage with the process of learning.

i. Teachers must make the learning objectives explicit to all children. This will usually happen at the

beginning of the lesson but could happen at other stages in the lesson. This is undertaken in the .following ways:

written or projected onto the board

orally

written by children or staff in their books ii. These objectives must be revisited throughout and at the end of the lesson. This is done by:

children reviewing their learning against the lesson objectives

teacher questions, with differentiation by questioning

teacher recaps iii. At the beginning of any new topic or programme of learning long term objectives across a topic, should be made clear and reviewed:

ongoing mind maps using KWHL ( knowledge -what they know (red), what they want to know (green), how they are going to find out(blue), what they have learnt (orange)

topic overview / long and medium term plans

Lessons should be structured Clearly structured lessons promote learning.

Lessons must have a clear and timely start. This could include starter activities such as co-operative learning structures (KAGAN) or demonstrations or a review/recap of previous learning, use thought provoking questions / open ended questions

Lessons may take a variety of formats – three part lesson, a mix of group or individual activities

Lessons must have a clear finish which will usually include a review of learning objectives (WALTs and WILFs) but may, also, include quick fire questioning to correct misapprehensions and a preview of the next lesson.

Longer term objectives can also be reviewed in this section of the lesson making reference to final assessment outcome.


Activities should match the lesson objective be varied, purposeful and appropriate to meet the needs of all children Children learn in different ways. Recognising this and planning for it provides stimulus and is inclusive.

i. A range of teacher/child led and child centred activities should be used.

ii. Teachers must use a range and variety of teaching strategies to take account of the learning needs and styles of all children.

iii. Children must have the opportunity to work in a variety of ways, such as individually, in pairs, small groups, whole class situations.

iv. Differentiation is a powerful tool for child learning in the classroom and at home. This will take

many forms and can include:

differentiation by task

differentiation by question

developing and adapting resources to both support and extend children taking into account all children’ needs

setting across phases and/or groupings within a class

use of other adults / TAs to support learning

Achievement must be recognised and rewarded Child achievement must be celebrated. This can be done in a number of ways:

using the school reward system, for example team points, certificates, stickers, class stars

using class’s own reward system

through lessons highlighting an individual’s success

class assemblies, praise/celebration assemblies

displaying children’s work

sending children to the other staff in the school to show good work

Underachievement must be challenged ALL children are capable of achievement and underachievement. Identifying and challenging underachievement is the responsibility of all teachers. All staff have responsibility to ensure that all pupils achieve end of year and end of key stage targets. The aim of a teacher is to initiate change, not to process underachievement. High expectations are not enough on their own; action is needed to ensure they are met, with regard to explaining the small steps that need to be made to ensure targets are achieved. i. Identification

Teachers must familiarise themselves with relevant data as it becomes available (for example, Foundation Stage Profile, internal assessments, end of KS, FFT, SEN/EAL/FSM levels, More Able & Talented lists, expected year group target levels and individual pupils’ end of year targets) and use this to inform expectations and monitor and record progress.

teachers MUST access records provided by previous teachers. These give information about individual child performances and their strengths and weaknesses – assessment, tracking & target setting file for each year group.

Intervention groups for literacy and numeracy.

teachers must address barriers to learning which may prevent children from achieving, such as punctuality, attendance, disruptive behaviour, passive behaviour or a lack of confidence as well as poor organisational skills. Information must be passed onto the learning mentor (attendance and punctuality) SENCO or Phase Leader.


teachers must be aware of other factors, such as gender, SEN, EAL, BME and More Able/G & T needs, as well as any social and emotional influences that may affect learning

regular meetings must focus on promoting achievement and must result in actions that challenge underachievement

ii. Challenge

Class teachers must:

talk to children about their learning in order to establish reasons for any underachievement.

share meaningful achievable targets with the children, reviewing and acknowledging progress

use positive reinforcement when individual achievement or behaviour is realised or improved

Teachers must ensure a purposeful learning environment is maintained The way in which teachers manage the classroom will have a significant effect on children’ learning and behaviour. Children learn, develop and progress in a structured and stimulating environment.

Create an ethos where:

learning is valued

there is mutual respect between all members of the school learning community

no-one is afraid of making mistakes – children work at the edge of their comfort zone where the greatest learning takes place

a can-do culture prevails where pupils face challenges positively and with tenacity

lessons are well paced with staff varying the pace to match the task and children’s needs

relationships provide a confident and positive atmosphere, a culture of self evaluation prevails

there is time for reflection An organised and stimulating environment sets the climate for learning

i. Displays:

aid recall and retention – ‘working walls’

WALTs and WILFs

should be interactive, enhance learning and stimulate thinking

changed frequently to reflect current work

celebrate and affirm success, reinforce targets and challenges

remind everyone about rules for learning, thinking, courtesy and respect

staff follow policy for display ii. Resources

resources are well organised, labelled and readily accessible to staff and pupils

appropriate resources are used to support learning and are of a high quality

children and staff have a shared responsibility for the management of resources


Assessment The effective assessment and marking of work are fundamental to successful learning and teaching.

Assessment must be formative and used to inform learning

Assessment should be used to monitor the progress of learners

The marking policy should be followed to ensure marking reflects the learning objective and next steps

Formative Assessments The aim of formative assessment is to give children clear guidance about how to improve their work and how they have been successful. Children must be told of the assessment criteria.

i. All work that is formally assessed, must receive formative comments. Children should be

informed what they have done well, and how to improve their work.

ii. Opportunities must be given for children to act upon the guidance. This could be done through class or homework, for example:

a starter or a plenary activity

children’s targets are agreed in collaboration with the teacher

discussion with the child

a peer assessment activity

peer teaching

re-drafting pieces of work

iii. A formative comment should:

be concise and accessible for children

highlighting achievement, indicating how improvement can be achieved, giving one or two specific targets

be personal by using the child’s first name

encourage and support the individual needs of children in a constructive way

encourage children to take ownership of their learning

Peer and/or self - assessment should take place on a regular basis e.g end of lesson and/or at end of unit of work. The aim of self assessment is to enable children to be actively involved in the assessment process and give them ownership of their learning and therefore encourage independent learning.

Pupils learn best when they are involved in the assessment of their own work. They will:

know what is expected of them

know what they have to do

know why they have to do it

understand how it will help

be actively involved in self-assessment & peer assessment.

Half termly assessments i. One assessment task per half term in each core subject will be completed during assessment week.

Data should then be entered onto Target Tracker by the end of the following week and Pupil Progress sheets updated.

Writing assessment

Reading assessment using Book Bands, Guided Reading Records, Benchmarking

Numeracy assessment using Assertive Mentoring


ii There are many types of end of year assessment task including:

an extended piece of written work

an investigation/project

a practical task

whole class presentations, sometimes using ICT

an oral or aural activity

an end of unit test

Foundation Profile assessments

Y1 Phonics Test

Y1 assessments

end of Key Stage tests & assessments

Y3, Y4, Y5 optional QCA tests

Homework Learning takes place inside and outside the classroom. To support children, homework must be planned, differentiated, meaningful, clear and set regularly.

i. Homework must be set according to the school homework policy.

ii. A variety of homework tasks can be set, such as:

questions

research

thinking

reading

spellings

grammar

multiplication tables

handwriting

extended writing

past papers

notes

learning/revision

listening tasks

talking tasks

group work

presentations and speaking/oral tasks

online activities. iii. All homework must be marked/checked.

This can be done in a variety of ways, such as:

marked by the teacher

peer/self assessment

orally

by testing


Inclusion Every child at St. Hilda’s C.E. Primary School has the right to receive the highest quality education and a positive meaningful learning experience. Every teacher and all support staff has a responsibility to meet the educational needs of all children. Special Educational Needs (SEN)/ English as an Additional Language (EAL) /More Able must be recorded and used by teachers to inform and enhance learning and teaching It is our collective responsibility to ensure that all their educational needs are met. Ensuring inclusion involves:

setting and explaining suitable differentiated learning challenges

responding to children’s diverse learning needs

working to overcome potential barriers to learning

setting parameters that ensure children feel safe and valued in their environment whether in a pastoral or academic sense, inside or outside the classroom

Different groups of children have specific needs which the school supports in a number of ways:

SEN / EAL i. information, such as IEPs, IBPs, PSPs, PEPs and medical records on children with SEN should be

kept in a class file and copies passes to SENCO or Assistant SENCO. This information must be entered in all registers.

ii the SENCO will co-ordinate a programme of intervention/support for EAL/SEN, in conjunction with

Phase Leaders.

More Able, Gifted and Talented i. each class teacher is responsible for ensuring the needs of More Able, Gifted and Talented children

are met. ii. the G&T Co-ordinator prepares annual lists, can be consulted for advice on strategies to meet their

learning needs and monitors their progress.

Supporting Learning Children’s learning, personal development and achievement is supported and celebrated in a number of different ways across the school. The celebration of achievement is as important as the raising of a concern in promoting positive behaviour and learning. If an academic concern arises it should be referred to the SENCO. If there is a concern over the well-being of the child, (the problem is of a personal or serious nature) it should be referred immediately to the Headteacher or Deputy Head Teacher.

Teaching Assistants

the school will assign TAs to classes to support the teacher in meeting the diverse learning needs of children.

they will work with teachers both within the classroom environment and outside the classroom to support children’s learning.


it is the responsibility of the teacher to provide appropriate guidance to the TA on their role within the classroom. The teacher is responsible for the planning of work in liaison with the TA where appropriate. Teachers will ensure TAs have a copy of such planning.

there should be regular communication between teachers and TAs about how teaching can be structured to support children. TAs will often have in-depth knowledge of the child being supported.

TAs are expected to complete records of progress relating to the intervention programme.

The role of Governors Our governors determine, support, monitor and review the school policies on teaching and learning. In particular they:

support the use of appropriate teaching strategies by allocating resources effectively;

ensure that the school buildings and premises are best used to support successful teaching and learning;

monitor teaching strategies in the light of health and safety regulations;

monitor how effective teaching and learning strategies are in terms of raising pupil attainment;

ensure that CPD and Appraisal promote good quality teaching;

monitor the effectiveness of the school’s Learning and Teaching policy through the school self-evaluation processes. These include reports from subject leaders and the head teacher’s report to governors as well as a review of the in-service training sessions attended by our staff.

The role of parents

We believe that parents have a fundamental role to play in helping children to learn. We are committed to informing parents about what and how their children are learning by:

holding parents’ consultations in Autumn & Spring Terms

holding Induction meetings for the Nursery and Foundation Stage

sending home information to parents at the start of each term in which we outline the topics that the children will be studying during that term at school.

providing pupil reports which explain the progress made by each child and identify targets for improvement

celebrating children’s achievements with their parents

explaining to parents how they can support their children with homework.

providing support for parents to help them and their children, e.g. reading workshops We believe that parents have the responsibility to support their children and the school in implementing school policies. We would like parents to:

ensure that their child has the best attendance & punctuality record possible;

ensure that their child arrives at school with the correct equipment and kit for the day

promote a positive attitude towards school and learning in general;

inform school if there are matters outside of school that are likely to affect a child’s performance or behaviour at school;

actively support the School’s Behaviour Policy

fullfill the requirements set out in the home/school agreement.

ensures that their child wears the correct uniform


Monitoring of Learning and Teaching As part of the school’s self-evaluation, learning and teaching is regularly monitored using a variety of methods. The priorities for monitoring of learning and teaching can be found in the School Development Plan. Methods for monitoring and evaluation are as follows:

direct observation of learning and teaching

learning walks and ‘drop ins’

scrutiny of pupils’ work

scrutiny of planning

pupil interviews

analysis of assessment results

analysis of tracking and target setting information

teachers’ self-evaluation

curriculum leaders’ annual reviews The aim of this monitoring is to identify where we are now, recognise where we want to be, establish the gap and plan for filling this gap effectively. In conclusion: At St Hilda’s C of E Primary School Teaching and Learning is central to all we do. We strive to provide the highest quality of Teaching and Learning to ensure all pupils, irrespective of gender, ability, race or culture, are provided with the best possible foundations for all future challenges.

Consultation: Approved by governors: Reviewed: Annually

headteacher: mr tim coleman chair of governors: rev … · meet the needs of all ... ensure you...

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