WarrenRoadPrimary School (Academy)

Teaching and Learning Policy

1.Introduction

General

The role of this policy is to set out the school’s aims, and to show how curriculum organisation and management meet those aims. It is based on the view that the ways in which pupils acquire their sets of understanding in the different curricular areas have more similarities than differences. This policy does not replace individual subject policies but forms an over-arching structure beneath which each subject operates.

The content and structure of National Curriculum subjects is open to on-going changes. This process of change will be manageable if set within a more consistent, overall, school-based framework. Further changes and initiatives will be more easily assimilated if placed within an overall approach to learning. Similarly, our mission, “to provide exciting and challenging educational opportunities to all children”, is fundamental to the aims of the policy. In order to achieve this aim we are striving for consistently improving standards.

Document References

“The best primary schools combine high standards with a broad and rich curriculum. In these schools, children are engaged by learning that develops and challenges them and excites their imagination. The learning and teaching environment … is shaped by an excellent understanding of what children can achieve and by teaching that is focused on their individual learning needs.”

“Excellence and Enjoyment”, DfES, 2004

2.Curriculum Planning

Planning within year groups is a vital part of the whole school working towards consistent and high standards. Planning takes place weekly within year groups. The curriculum for each year will be planned to give consistency within and across year groups. It is organised into Long, Medium and Short-Term plans. Teachers within year groups must follow the plans for that year. Year group meetings will be led by Year Group Leaders who report to the relevant Key Stage Deputy Headteacher.

Long Term Planning

Long-term curriculum plans follow the National Curriculum for KS1 and KS2 and the Early Learning Goalsfor Reception. All years follow the national strategies for Numeracy and Literacy. For Numeracy, staff use the Heinemann Teaching scheme, the NNS unit plans and Target Maths to deliver the learning.

Medium Term Planning

Medium term planning is completed in year groups and addresses the teaching and learning requirementsfor individual subject policies. The National Curriculum guidelines, as interpreted by the Qualifications and Curriculum Authority are broadly followed, with any changes agreed with the Key Stage Deputy prior to implementation. Plans are submitted to the Key Stage Deputy at the start of each term for monitoring and evaluation.

Short-term Planning

Short term planning covers weekly and daily detailed planning. It is the means by which class teachers translate the “what” of Schemes of Work into the “how” of daily classroom activities. There is no standard format for this planning but plans should include the following:

  • Learning Intentions and Success Criteria
  • Differentiation for learning
  • Opportunities for assessment for learning
  • Opportunities to develop creativity throughout the curriculum
  • Opportunities for Drama within all curriculum areas
  • Cross curricular links
  • Outdoor learning opportunities and Sustainability
  • Learning styles
  • Resources need to deliver teaching including ICT
  • Homework opportunities as necessary
3.Teaching and Learning

Effective Teaching

NCSL and Ofsted outlinegood practice in teaching skills where practitioners

  • set high expectations
  • are good at planning and set clear objectives for each lesson
  • employ a variety of methods and strategies throughout the lesson
  • differentiate for learning
  • have clear strategies for pupil management
  • manage time and resources wisely
  • employ a wide range of assessment techniques and
  • link homework to work done in the lesson and set and mark it regularly.

Effective Learning

NCSL and Ofsted outline effective learning by the extent to which pupils:

  • are allowed to see the purpose of what is to be learned
  • deepen their knowledge and develop new cognitive skills
  • are lead through a well-sequenced structure to the handling of greater complexity
  • make clear connections with other subject areas and other learning activities
  • are encouraged to listen to the ideas and views of others
  • are provided with opportunities to apply any new knowledge to practice
  • are stimulated through the application of initiative and imagination to solve real-life problems
  • set time aside for reflection and the establishment of further lines of enquiry and
  • develop self-esteem and self-sufficiency in their own learning.
  1. Curriculum Leadership

Curriculum subject Co-ordinators are responsible for the development and delivery of the National Curriculum in their given area and for the monitoring and evaluation of this following the guidelines as set out under Quality Assurance below. They are encouraged to be creative in developing the learning and teaching in their area and to work with year group leaders and other colleagues in achieving this.

5.Quality Assurance

A cycle of QA is outlined in the SIP. These form the basis of each curriculum subject

review and are fed back to the SMT. It is the responsibility of the subject Coordinator to undertake

the QA. The monitoring and evaluation can take the form of lesson observations, work scrutiny, data

analysis and pupil conferences. The key considerations and questions when undertaking any

monitoring or evaluation process should be accountability (where is the evidence of quality of

teaching and learning?) and development (how will this improve quality of teaching and learning?).

The purpose of Quality Assurance is to

  • acknowledge the contributions of staff in implementing agreed policy;
  • celebrate and share good practice in order to improve standards;
  • maintain commitment to building quality into the curriculum in action;
  • engage in informed dialogue on specific aspects of practice;
  • extend existing insights into the complexities of teaching and learning and go below the surface of classroom practice;
  • generate a common language relating to teaching and learning;
  • identify and provide what forms of support and development are needed;
  • extend teachers’ repertoire of teaching styles and strategies.

In order to enable teachers to raise standards it is important that they be allowed access to classrooms in which teachers are practising high quality teaching. Appropriate use of the Standards Fund should allow supply cover to be provided in order to do this.

Review

This is a broader and less precise process than either monitoring or evaluation. It involves examining an aspect of existing practice by collecting data on it and using the data to form opinions about the practice. The purpose of a review is to provide information upon which to take decisions about whether further actions are required and if so, the form they should take.

  1. Equal Opportunities

Teachers must ensure that equal opportunities are offered to all children, regardless of gender,

Social or Ethnic background, academic abilities or personality.

  1. E – safety

7.1 As with all forms of harm or abuse, there is no exhaustive list of signs or indicators to watch out for. But these can include: changes in children’s behaviour, demeanour, physical appearance and presentation, language or progress.

7.2 If you are concerned that a child’s safety is at risk because you suspect someone is using communication technologies (such as social networking sites) to make inappropriate contactwith the child

  1. Report to and discuss with the named child protection officer in school and contact parents
  2. Advise the child on how to terminate the communication and save all evidence
  3. Contact CEOP
  4. Consider the involvement police and social services
  5. Inform LA e-safety officer

7.3 Children should be confident in a no-blame culture when it comes to reporting inappropriate incidents involving the internet or mobile technology: they must be able to do this without fear.

For further guidance please see related policy document ‘ICT e-safety’

  1. Safeguarding

Teachers aim to ensure that children are growing up in circumstances consistent with the provision of safe and effective care. Any concerns are recorded and reported to the safeguarding Officer. (See Safeguarding policy for further guidance.)

  1. Other references

The following policies impact on Teaching and Learning and should be referred to.

  • Marking
  • ICT
  • Assessment
  • Reporting to Parents
  • Special Educational Needs
  • Equal Opportunities
  • Safeguarding
  • ECM (Help Children Achieve More)

Teaching and Learning Policy

Reviewed S Palmer

October 2012

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