Teaching and Learning

Teesville Primary School - Learning and Teaching Policy
Where…Little by little we all start small and end up big!

Introduction

At Teesville Primary School we believe in the concept of lifelong learning and the idea that both adults and children learn new things every day. We maintain that learning should be a rewarding experience for everyone; it should be enjoyable. 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. This policy highlights classroom practices and procedures that promote high quality teaching and learning.

Aims – “To keep the hope alive!”

At our school we aim to provide a rich and varied learning environment that allows children to develop their skills and abilities to their full potential by catering for those different learning styles.

Through our teaching we aim to:
  • Enable children to become confident, resourceful, enquiring and independent learners.
  • Foster children’s self-esteem and help them build positive relationships with other people.
  • Develop children’s self-respect and encourage children to respect the ideas, attitudes, values and feelings of others.
  • Show respect for all cultures and, in so doing, to promote positive attitudes towards other people and their possessions.
  • Enable children to understand their community and help them feel valued as part of this community.
  • Help children grow into reliable, independent and positive citizens.
  • Encourage children to learn to trust God for every aspect of their lives and their learning.
Effective Learning

We acknowledge that people learn in many different ways and we recognize the need to develop strategies that allow all children to learn in ways that best suit them. We take into account the different forms of emotional intelligence when planning teaching and learning styles in order that Pupils learn to:
  • Effectively acquire new knowledge or skills in their work, develop ideas and increase their understanding.
  • Show maximum engagement, concentration, application and productivity.
  • Develop skills and capacity to work independently and collaboratively.
We offer opportunities for children to learn in different ways that may involve the use of varied seating arrangements. The learning styles used include:
  • Independent work;
  • Paired work;
  • Group work;
  • Whole-class work;
  • Investigation and problem solving;
  • Independent and group research;
  • Asking and answering questions;
  • Debates, role-plays and oral presentations;
  • Watching and responding to live drama and musical presentations.
  • Creative activities;
  • Designing and making things;
  • Use of the I.C.T;
  • Use of games;
  • Outdoor work and visits to places of educational interest;
  • Use of audio visual resources
  • Participation in athletic or physical activity.
Effective Teaching

When teaching we focus on motivating the children by:
  • Providing a varied and exciting curriculum in line with the statutory requirements and principles of equal opportunity.
  • Ensuring there is a balance of appropriate teaching styles used and suitable teaching strategies.
  • Using interesting and good quality resources and visual aides to aide effective learning.
  • Building on their skills, knowledge and understanding of the curriculum.
  • Using the school curriculum plan to guide our teaching with clear learning objectives.
  • Ensuring the learning environment is stimulating to interest, encourage and engage pupils.
  • Make effective use of time and insist on high standards of behaviour.
  • Use Home-Learning effectively to reinforce and extend what is learned in school.
We use our knowledge of the children’s level of attainment to enhance our teaching. This knowledge is gained by:
  • Continually monitoring and assessing pupil progress to ensure that all tasks set are appropriate to each child’s level of ability;
  • Planning work for children with special educational needs, giving due regard to information and targets contained in the children’s Individual Education Plans (IEPs).
  • Close liaison with parents and all members of staff who are partners in the learning process.
Teaching & Learning Guidelines
Please see individual policies for further information

Assessment & Target Setting

We assess pupils’ work thoroughly and constructively, which enables us to:

  • Specifically target individual and groups of children for the following term.
  • Set individual, group and / or whole class targets in Numeracy & Literacy
  • Display these targets within each classroom and share them with children and parents through their home school diary & consultation evenings.
  • We assess and record the progress of each child in reading, writing, numeracy and science each term and these are evaluated with the head teacher.
  • Understand how well they are doing and how they can improve.
Planning

The curriculum is organised through long, medium and short-term plans.

The long term plans present an overview of the curriculum and are reviewed by curriculum leaders on an annual basis to ensure the delivery of a broad range of worthwhile curricular opportunities that cater for the interests, aptitudes and particular needs of pupils, and ensure progression in pupils’ learning. We ensure our plans:
  • Meet statutory requirements including RE and collective worship and PSHCE.
  • Provide well for pupils with special educational needs including Gifted and Talented pupils.
  • Are relevant including well-developed programmes of study.
  • Are inclusive ensuring equality of access and opportunity for all pupils.
  • Are shared with parents via the parents display board and Internet, to encourage partnership.
Medium term plans are designed to ensure continuity and progression through the different key skills, main drivers and are evaluated by the team at the end of each half term for:
  • Displayed or made available in class and shared with other adults and pupils.
  • Provide for a balance of learning styles to be used.
  • Motivate all the pupils, engaging and exciting them
  • Stimulating display work result from the half term
  • Cross curricular links that worked well
  • Use the local environment effectively or the local community.
  • Achieve all the objectives or was their too much in the plan.
Weekly numeracy and literacy plans contain specific information to assist pupils’ learning, including:
  • STP's identify differentiated tasks for core, moderated and extended learners, specifically G&T pupils
  • Resources needed, the key vocabulary and questioning to be developed.
  • The allocation of staff to particular groups.
  • Home-Learning set as part of extended learning opportunities.
  • STP’s are presented to the Head teacher for evaluating at the start of each week, with spot sampling by the Literacy & Numeracy coordinators
  • All plans are displayed within each classroom for the benefit of teaching assistants and supply teachers. 
All areas of the curriculum are delivered through a themed, cross-curricular approach, taking into account the individual, group interests alongside the cultures of the local community and environment. Key skills and drivers linked to the ethos of our school form the basis of each unit of planned work.

Discipline

All staff make considerable effort to establish good working relationships with the children in their classes.
  • We treat the children with kindness and respect.
  • We use firm but fair language to address children courteously and have high but realistic expectations concerning high standards of self -discipline.
  • We have a positive behaviour policy that sets out our expectations of the pupils and ensure that they are rewarded for good behaviour.
  • A copy of the Golden Rules, and both Get it Right procedures are displayed throughout school.
  • We set and agree with children the class code of conduct and expect all children to comply with these rules to ensure the best learning opportunities for all.
  • We praise children for their efforts and, by so doing, we help to build positive attitudes towards school and learning in general.
  • An awards chart is displayed in the classroom and a policy for rewards is followed.
Health & Safety

The health and safety of the children is our first priority
  • Pupils work in a healthy and safe environment.
  • We ensure that all tasks that the children undertake are safe and identify risks in the plans.
  • Educational visits are seen as an important way of enhancing the curriculum, but prior to any visit we consult the Head teacher and complete a risk assessment form.
  • Risk assessments are shared with both participating staff and pupils.
  • Parental permission for educational visits is always sought.
Classroom organisation & management

We encourage pupil involvement in the organisation and day to day management of classrooms. To that effect children in each class are given jobs to develop their sense of responsibility and independence. A list of these jobs together with associated names is displayed in each classroom.

Support Staff

Support staff are highly valued at Teesville Primary school. Teaching assistants are deployed in line with the needs of the school, individual staff strengths and school budget. The allocation of support staff is reviewed towards the end of each academic year to ensure the most effective use of available staff.

  • The distribution of Teaching Assistant’s hours during a week is planned strategically to meet the individual needs of specific learners and the school’s key priorities.
  • We aim to make the best use of assistant’s strengths and aim to support their professional development through both internal and externally organised INSET
  • The main responsibility of support staff is to work with individual or small groups of children, subject to the nature and requirements of each lesson.
  • Assisting in the preparation of resources, displaying of work and storage of materials.
  • Teachers spend time daily communicating and discussing the learning outcomes and specific expectations of any activity with support staff.
Our Classrooms are attractive learning environments

We believe that a stimulating environment sets the climate for learning.

An exciting classroom promotes independent use of resources and high-quality work by the children.
  • We change displays at least once a ½ term, to ensure that the classroom reflects the topics studied by the children.
  • We ensure that all children have the opportunity to display their best work at some time during the year.
  • We use interactive Numeracy and Literacy displays.
  • Additional displays include: Marking and Feedback Poster, Golden Rules, Get it Right and Fire procedures.
  • All classrooms have a range of dictionaries and fiction and non-fiction books, which are attractively labelled, as are all equipment stored in the classroom.
  • Resources and equipment stored in the classroom are readily available and attractively labelled to promote independent learning.
Teacher Development and INSET

All our teachers reflect on their strengths and weaknesses and plan their professional development needs accordingly.

We do all we can to support our teachers in developing their skills, so that they can continually improve their practice.
  • Meeting each term with the Head teacher to discuss pupil’s development.
  • Observation of a lesson each term and receive feedback to monitor and improve our performance.
  • Attend a staff meeting each week allocated to improving the teaching in our classroom.
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 used in terms of raising pupil attainment;
  • Ensure that staff development and performance management policies promote good quality teaching;
  • Monitor the effectiveness of the school’s teaching and learning policies through the school self-review processes. These include reports from subject leaders and the annual 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 do all we can to inform parents about what and how their children are learning by:
  • Supporting the home – school agreement.
  • Holding parents’ evenings to explain our school strategies for teaching literacy, numeracy and health education;
  • Sending 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.
  • Sending midyear and end of year reports to parents in which we explain the progress made by each child and indicate how the child can improve further;
  • Explaining to parents how they can support their children with homework. We suggest, for example, regular shared reading with very young children, and support for older children with their projects and investigative work.
We believe that parents have the responsibility to support their children and the school in implementing school policies. Teachers should encourage parents to:
  • Ensure that their child has the best attendance record possible;
  • Ensure that their child is equipped for school with the correct uniform and PE kit;
  • Do their best to keep their child healthy and fit to attend school;
  • Inform school if there are matters outside of school that are likely to affect a child’s performance or behaviour at school;
  • Promote a positive attitude towards school and learning in general;
  • Fulfil the requirements set out in the home/school agreement.
Teesville Primary School - Teaching & Learning Principles

Teacher must be:

  • Explicit about the purpose of the activity, and where it fits into the overall scheme of work.
  • Clear about the whole range of activities with which the child is to engage.
  • Able to ensure that appropriate equipment is available.
  • Explicit about how materials are organised, maintained and stored.
  • Teach the skill of equipment use and care.
  • Clear about her/his expectation about behaviour, pace of work, involvement, presentation.
  • Set up clearly-defined areas for quiet reading, art activities, writing etc.
  • Explicit about ‘help routes’
  • Regularly recording observations and collecting dated, significant samples of work.
  • Be able to give regular feedback to pupils as they engage in, and complete tasks.
  • Creating opportunities to ensure support, extension or consolidation; also for children to develop confidence and personal responsibility.
  • Valuing and building on children’s contributions and their current levels of knowledge, experience and ability.
  • Establishing that occasional failure is necessary to help learning.
Child needs to:

  • Have a clear understanding of the purpose of the task and how it fits into the rest of his/her work.
  • Know what to do after task completion.
  • Have ease of access to all necessary equipment and materials.
  • Know what to do with complete/incomplete work.
  • Know how to collect and return equipment.
  • Know how to use classroom equipment safely. 
  • Understand and appreciate reasons for the teacher’s expectations, and respond to them.
  • Understand what activity can and cannot happen in different parts of the room.
  • Know that the first stop for help is self, then classroom resources, other children, and adults in the room.
  • Know the teacher is monitoring work/progress
  • See feedback as a normal part of their daily work, and as a help to further tasks.
  • Work collaboratively or alone depending on the task, without interfering with others’ work.
  • Value her/his own work and others’ and be willing to extend it.
  • Be able to cope with occasional failure, and be able to learn from it.