primary learning policy

ISHLEARNING POLICY

PRIMARY SCHOOL

ISH - Learning Policy | 1

The school mission statement, ‘Learning - The Heart of The International School of The Hague’ can only be satisfied if we all have a consistent understanding of what learning is. The definition at the beginning of this policy was composed by our staff, following a series of meetings where we examined the nature of learning and the part played by knowledge, skills and understanding. The children were also involved, reflecting on the meaning of the definition and how this applies to their daily practices.

Once we have defined what learning is, we need to outline the different areas that need to be addressed in order to make learning relevant, challenging and fit for the 21st century. The learning our children will be experiencing is different to the learning most of us encountered at school, therefore the importance of involving parents in the process and keeping the entire school community up-to-date with current developments cannot be underestimated.

Having explained what learning is, we accept that children will learn certain fundamental concepts in a range of different environments. One of the core purposes of our school is to accelerate children’s learning; by making our teaching more effective, by making the learning environment stimulating and relaxing at the same time, by enabling our children and their parents to be actively involved in the learning process. In these ways, we manage deep and profound learning that is meaningful and sustainable.

As all children learn at different rates, we must monitor their progress carefully. We do this in a variety of ways. Having our finger on the pulse of each child’s potential and learning is so important if we are to adapt our teaching to their needs. The analysis of our monitoring processes should have a significant impact on our planning and teaching, and consequently should result in more effective learning.

In schools, as with most organisations, the concept of ‘team’ is crucial. It is not sufficient for children to have unconnected experiences each year, their educational progress must flow from year to year, with consistent approaches and good communication. Continuing education, not just from year to year in Primary, but from Primary to Secondary and beyond, to the next school, is not optional. It is our responsibility to communicate clearly the learning needs of each student. In this way, we can really say that we are contributing to the process of lifelong learning.

Foreword

“Learning - The Heart of The International School of The Hague”


“Learning at ISH is a rigorous, continuous process where, through purposeful thinking, experience, enquiry and enjoyment we develop the values, skills, knowledge and understanding to be learners for life”

Recognising and valuing all learning styles and multiple intelligences and celebrating individual differences◊ Encouraging students to reflect upon and enhance their personal development through “SquISH” personal goals◊ Aiming for all children to be environmentally aware and responsible through the inclusion of sustainability issues in the curriculum and involvement in community projects◊ Recognising that e-learning will continue to develop and committing to furthering our knowledge, skills and understanding in this area◊ Using research into neuroscience and social psychology to influence our teaching

At ISH we accelerate learning through:

Providing a high quality learning environment to assist our students in reaching their full potential by:◊ Arranging the classroom to facilitate collaborative group work◊ Ensuring teaching areas have sufficient water, light, fresh air and a suitable temperature so that learning conditions are optimised◊ Generating learning focused displays, celebrating children’s learning and assisting the learning process ◊ Providing high quality, well organised resources that encourage independent learning Building and maintaining a network of positive relationships within the ISH community through:◊ Good internal communication eg. Newsletters, whiteboards, email protocol, meetings, briefings and memos◊ Effective team work◊ Reinforcement of our Golden Rules and the “SquISH” personal goals ◊ All staff adhering to the staff code and modeling courteous, respectful behaviour◊ A mutually supportive atmosphere◊ A positive spirit◊ Respect for all members of the extended community of Kijkduin and The Hague

What is learning?

At ISH we learn by:

How do we accelerate learning?


Facilitating progression, using informative, reflective and evaluative cross-curricular planning, leading to:◊ In depth knowledge and understanding of the expectations of each teacher’s year group◊ Open communication with previous year groups to build up knowledge and understanding of the children◊ Flexible planning based on the results of formal and informal assessment◊ Communication within each year group/department for weekly and medium term planning to ensure rigor and consistency◊ Accessibility of planning to facilitate relevant and stimulating cross curricular links, thus developing a creative curriculum

Engaging children in learning by using a variety of strategies to meet the individual needs of the child, such as:◊ Using different teaching styles (informing, describing, explaining, modelling, demonstrating, coaching, listening, watching, questioning)◊ Catering for a variety of learning styles (VAK) and multiple intelligences within each classroom, by providing a range of diverse learning activities◊ Making learning relevant for the pupils by relating teaching activities to their own experiences◊ Providing opportunities for children to take responsibility for their own learning◊ Using neuroscience and social psychology to inform and influence our teaching

Actively encouraging parental involvement in all aspects of the child’s learning and school life through:◊ Providing I.P.C. explanatory letters at the beginning of every topic◊ Providing appropriate information and resources to parents◊ Invitations to school trips ◊ Weekly information by e-mail or in communication books◊ Newsletters on the website every fortnight◊ Using parent representatives as a link between class teachers and parents◊ Engaging with the Parent Teacher Association◊ Invitations to functions/assemblies/ social evenings/presentations/curriculum evenings◊ Inviting parents to Open Day once a year◊ Meet the Teacher evenings

Promoting each child’s ownership of the learning process through:◊ Planning that allows children’s freedom and personal choices regarding grouping or individual work, as well as taking into account their personal interests and respecting the learning approach favourable to the child◊ Freedom of choice in terms of materials/resources used and working methods as well as an option for the child to work in his/her Mother Tongue◊ Use of WALT, WALA, WALB and SquISH the spider to motivate the children and make learning more accessible◊ Allowing for different results and forms of presentation by the student◊ High quality assessment and constant, positive feedback to the student◊ Agreeing clear, explicit targets◊ Self assessment processes such as the use of children’s rubrics and time for self-reflection◊ Marking techniques that move learning forward


At ISH we monitor learning by:Using effective plenaries to encourage the children to reflect upon their own learning, through:◊ Giving children opportunities to present their work to the group/class◊ Giving groups time to provide positive feedback to one another◊ Using ISH Speaking and Listening Strategies to prepare the children to comment on the WALT, their group’s contribution or a piece of work◊ Giving children a homework task to reflect on their learning with their parents, encouraging parental feedback/responses◊ Preparing children for the plenary by informing them in advance what will be expected of them during the plenary session

Valuing and monitoring different types of learning through planned formal and informal formative assessments, meaning:◊ Teachers use quality questions and answers to guide learning and teaching(Informal)◊ Recognising students’ prior knowledge through knowledge harvests and other initial assessments that inform future learning and teaching◊ Make use of the I.P.C. Assessment for Learning programme using both children’s and teacher’s rubrics◊ Set group and individual targets after analysing summative and formative assessments◊ Analysing and evaluating key summative assessments by:- Using summative assessments to monitor group and individual progress- Analyse summative assessments to identify possible SEN needs- Using summative assessments in a formative way in order to identify strengths and weaknesses and move children on to the next level

Regularly setting targets that are shared and reviewed with children and parents, specifically:◊ Clear targets set in child speak (individually)◊ I.P.C. targets based on teachers assessments◊ Maths & Language Arts targets derived from our assessment schedule◊ Individual and group targets for social, emotional and personal development (“SquISH” personal goals)◊ Using marking that makes explicit children’s successes and also highlights areas for them to develop◊ Targets shared with children through marking, conferencing, displays (visual targets) and group discussions◊ Targets that are shared with parents using reports & parent consultations◊ Reviewing work (with child) through marking & ongoing discussion◊ Reviewing with parents through parent-teacher consultation records

How do we monitor learning?


Sharing success criteria with the children and encouraging them to critically but sensitively assess their own work and that of others by:◊ Sharing the Assessment Criteria with the children before they begin an assignment◊ Before the work is completed providing the children with an opportunity to feedback on their peer’s work; for example, asking them to identify why some children are on their way to mastering, asking them to identify key features (Post it notes or verbal feedback can be used)◊ Showing them an example of a good piece of work and asking them to explain why it is good◊ When assignments are sent home, sending an example of good work to share with parents◊ Attaching the success/assessment criteria to the I.P.C. letters, which gives the parents a better idea of what is expected

Monitoring the development of children’s key attributes and attitudes (using the“SquISH” personal goals) by:◊ Using SquISH the Spider to make our learner profile child friendly◊ Sharing with the children which part(s) of the learner profile we are working towards ◊ Include SquISH words in planning (e.g. WALT - be resilient when building your electrical circuit)◊ Use circle time & other PHSE lessons to monitor our progress against aspects of the learner profile◊ Spider body displayed in class, teacher awarding ‘legs’ during circle times (etc) explaining which part of the profile they demonstrated. Additional elements for upper school

Involving parents in the monitoring process through: ◊ Parent consultations twice a year (additional meetings with SEN)◊ Informal feedback after school with parents◊ Informative comments in children’s homework books◊ Sharing targets with parents in initial progress reports◊ Information on children’s learning in communication books◊ Sharing targets for pupils with parents◊ Sharing of reading records Regularly and consistently respond to children’s work by:◊ Working alongside the child and providing rapid response/ feedback at the time, where possible◊ Group marking(end of a session), self marking and simultaneous explanation by teachers◊ Following the guidelines provided by the marking policy to provide useful feedback◊ Monitoring work across all levels in the class; providing positive reinforcement, setting targets and developing further questions - also allows for teacher monitoring of differentiation and development of learning◊ Marking homework as soon as possible after the homework is done, encouraging commitment and ownership of their learning at home◊ Giving detailed feedback on projects/ presentations◊ Peer marking


Use moderation to ensure consistency:(Achieving an agreed standard within a year group and across subjects to ensure progression throughout the school) ◊ Discussion of standardised assessments to compare with and check against national and international levels. Discuss and analyse class results per subject within year groups and with coordinators (NFER, PIPS, etc)◊ Moderation of writing levels across year groups once per term◊ Moderate for improvement using target setting (eg TestBase, Abacus, I.P.C. A4L). Discussion within year groups to inform planning and achieve standardisation across each year group Next step:◊ To further formalise moderation that is taking place in the subject areas (I.P.C., MATH, LA) by providing resources and time for year group and subject moderation through timetabled work sampling◊ Ensure all teachers understand the leveling system

At ISH we seek to continue children’s learning by:Meeting with our Secondary School and agreeing specific transition principles (including regular reviews of the process) such as:◊ Handover of SEN and EAL pupils’ information to the respective Secondary departments◊ Transition activities where children have an opportunity to familiarise themselves with the Secondary building and facilities whilst their parents receive information ◊ Primary assessment results handed over to Secondary SALs and used in the streaming of children in Year 7◊ Information (including transition within Primary) to be transferred to and shared with Secondary staff from class teacher to year group leader and from specialist to subject leader◊ A transition project to start in Y6 and to be completed in Y7 ◊ Y6 children having access to Secondary library◊ Sharing specific resources within the school (EAL, SEN, Mother Tongue…)

Further developments:◊ Y6 to shadow a Y7 buddy for a morning in the last term to have a taste of what it is SALs to explain expectations, (attitude, responsibility, homework,…etc), in Secondary and support provided, (mentor, year leader…), in a Y6 assembly◊ to be in Secondary (Change of class, teachers, rhythm, …etc)◊ Feedback from Secondary teachers to Primary after 1st report on progress made so far in Y7◊ Peer observation between y5-6 and y7-8 teachers for teachers to observe where the students are coming from and going to◊ Y6 parents to be invited to PA meetings and receive secondary newsletters, Whole school teacher developments (ESLIM, Speaking and listening) Some teachers to join teacher developments in both Primary and Secondary phases

How do we continue learning?


Facilitating the transition process from class to class, from Primary to Secondary (including teacher exchanges, transfer of information etc.) and school to school by:◊ Keeping up-to-date Pupil Information Cards, ready for handover to new teachers◊ Organising handover meetings between class teachers and specialists to discuss key academic, social, physical or familial issues that influence the children’s learning. In cases where the following class teacher is new to the school, the handover meeting should take place during the first two days of the new school year. In cases where a teacher is leaving the school and needs to hand over to a newcomer, all handover information should be submitted in writing to the Team Leader◊ Sharing files on SEN stage 2 and 3 children with the next class teacher◊ SEN reviews to share information needed to be known by all teachers, to take place twice a year◊ Transferring formal and informal assessments and selected pieces of work to the next teacher◊ Reminding teachers that reports are accessible in each pupil’s record/file◊ Organising a “Moving up day” for the children to meet their new teacher in their classroom. Teachers leaving will cover for incoming teachers. Incoming teachers will e-mail a letter about themselves to be shared with the students on that occasion◊ Ensuring that accurate, up-to-date reports and records are sent on to subsequent schools so that the child’s learning continues as smoothly as possible after their move

Ensuring children maintain a portfolio of their work; this will include:◊ Promote self evaluation and pride in their own work by stimulating each child to keep a portfolio of quality work◊ Keeping a ‘school version’ portfolio of essential information about the child to be passed on to the next teacher or the next school, containing assessments, writing samples and reading records◊ Building up a ‘home version’ of a portfolio, containing samples of creative writing, Maths, I.P.C. and artwork (to be taken home at end of year)◊ Celebrate the child’s achievements by sharing portfolios with parents at the end of the school year◊ Investigating the benefits of an e-version of the child’s school portfolio

Ensuring our parent community are fully informed and involved in the learning process through:◊ Parent consultations twice a year (additional meetings with SEN)◊ Informal feedback after school with parents◊ Parental involvement in children’s homework◊ Parental agreements such as the home-school partnership◊ Sharing targets with parents in initial progress reports◊ Curriculum information evenings◊ Information on children’s learning in communication books and in weekly/fortnightly emails◊ Targets for pupils shared with parents◊ I.P.C. information letters at the beginning of each topic◊ Sharing of reading records◊ Fortnightly newsletters with evidence of children’s learning◊ Learning updates on the school website◊ Open days when parents can come into school and watch learning taking place◊ Children’s Portfolios (work sent home after each topic)


Promoting effective staff development and feedback through:◊ Job performance interviews – recognition of personal interests and talents and feedback during appraisal◊ Short term and long term staff development plans - personal development plan of each staff member to be examined within the framework of the general School Development Plan to identify gaps and areas of strength◊ Staff training - external training to be converted into internal training and development◊ Training and talents to be shared – feedback forms to be completed and analysed◊ Peer and co-teaching with Primary and Secondary colleagues

Being open to and aware of innovation and research through:◊ Creating and enhancing links with universities, curriculum authorities and other educational organisations◊ Providing staff training that focuses on new developments and initiatives in education◊ Personal commitment to professional development and research◊ Staff willingness to change their own practice in response to recent validated research◊ School commitment to fund and resource new developments

Implementing a successful teacher induction programme by:◊ Supporting staff with their personal needs outside of school◊ Organising an induction programme that focuses on current school strategies and practice, suggesting key contact personnel and offering support and communication throughout the first year◊ Providing individuals with sufficient relevant information to enable them to carry out their roles successfully◊ Allow new staff time to organise their planning, resources, teaching areas in preparation for the start of school

Most of the practices outlined in this policy exist now in school and are followed consistently. However, some are yet to be introduced and some are recent developments. The aim of this document is to create a set of conditions where learning is optimised and children thrive. Each section gives very clear policy and practice to follow. The policy will be reviewed in two years, taking into account further research, innovation and an evaluation of our practice.

Summary

Primary School

Wijndaelerduin 1

2554 BX The Hague

The Netherlands

Tel. +31 (0)70 338 45 67

Fax +31 (0)70 328 20 49

www.ishthehague.nl

[email protected]

[email protected]

http://http://ishthehague.nl/content/pri-moodle-log

www.ishthehague.nl

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