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Worsbrough Common Primary School & Rising Stars Children’s Centre Learning & Teaching Policy Autumn 2004 Reviewed September 2014 1
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Page 1: Learning and teaching policyupdate 2014

Worsbrough Common Primary School & Rising Stars Children’s Centre

Learning & Teaching PolicyAutumn 2004

Reviewed September 2014

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Page 2: Learning and teaching policyupdate 2014

WORSBROUGH COMMON PRIMARY SCHOOL

Learning and Teaching Policy

Teaching and learning is the business of the whole school

ContentsPage Nos

Section 1 Aims 2

Section 2 Ethos 3 Equal Opportunities 3

Section 3 Management of the School Day 4 Classroom management and organisation 5 Planning 6 Differentiation 6 Record-keeping and assessment 6 Screening 6 Monitoring and evaluation 7 Teaching styles/strategies 7 Resources 8

Section 4 Learning processes 9 Learning styles 9 Governors’ role 10 Parents’ role 10 Community role 11 The School’s role 11

ECM//Agenda

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Section 1

Aims

At Worsbrough Common Primary School we undertake to:

Raise levels of attainment and achievement for all learners enable them to achieve their personal best in all areas of school life.

Develop confident, disciplined and enquiring learners who have a love for learning and are able to make informed choices.

Use learning and teaching strategies which take account of, and develop, the learning styles of children and adults.

Foster self-esteem and personal responsibility, linked to respect for the needs and feelings of others.

Facilitate considerate and positive relationships between all members of the school community.

Ensure equal opportunities in relation to gender, race, class, special needs, disability and belief.

Value and respect all cultures. Provide a safe, happy and stimulating environment for all. Promote a thoughtful attitude towards the immediate and wider environment.

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WORSBROUGH COMMON PRIMARY SCHOOL

Section 2

Ethos:

The ethos and atmosphere underpin the agreed aims of the school. Teachers will provide a broad and balanced curriculum, which will develop the skills, concepts and knowledge necessary for future learning. In the course of their daily work the staff will contribute to the development of this ethos through:

Providing a calm, quiet and effective working environment in which each person can achieve his or her maximum potential.

Providing a welcoming environment, in which courtesy, kindness and respect are fostered.

Providing positive role models. Providing a fair and disciplined environment, in line with the school’s behaviour

Policy. Maintaining purposeful and informative planning, assessment and record-keeping

documents, in line with the school’s assessment policy. Effective management of their professional time. Providing children with meaningful, purposeful and enjoyable tasks, related to the

National Curriculum programmes of study and desirable learning outcomes. Valuing and celebrating learner’s success and achievements. Reviewing their personal and professional development and undertaking

appropriate INSET, training and support from colleagues, LEA and other sources to ensure a high level of professional expertise.

Developing links with the wider community. Welcoming, teaching and supporting the learning of students, parent helpers and

other adults.

Equal Opportunities:

In accordance with the school’s Equal Opportunities Policy (see school policies folder), all children at Worsbrough Common Primary School will be given full access to the National Curriculum. Staff will endeavour to help all children to reach their full potential irrespective of race, gender, age, ability or disability.

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Section 3

Management of the School Day:

I. The School Day

KS1 KS29.00 – 9.10 Registration 10 minutes 9.00 – 9.10 Registration 10 minutes9.10-9.30 Assembly 20 Minutes 9.10-9.30 Assembly 20 minutes9.30 – 11.00 Session 1 1 hour 30

minutes9.3 0-11.00 Session 1 1 hour 30

minutes11.00 – 11.15 Break 15 minutes 11.00 – 11.15 Break 15 minutes11.15 – 12.15 Session 2 1 hour 11.15 – 12.15 Session 2 1 hour12.15 – 13.10 Lunch 55 minutes 12.15 – 13.10 Lunch 55 minutes13.10 – 14.15 Session 3 65 Minutes 13.10 – 14.15 Session 3 65 Minutes14.15 – 14.30 Break 15 minutes 14.15 – 14.30 Break 15 Minutes14.30 – 15.30 Session 4 60 minutes 14.30 – 15.30 Session 4 60 Minutes

NB Assemblies are held on Mondays Wednesdays and Fridays for KS1 and KS2. EYFS classes attend celebration assemblies on a Friday.

Foundation 1 (Nursery) Day (am) 9.00 – 11.30 and (pm) 12.30 – 3.00.

Total Hours per School Day: 5 hours 35 minutes (excluding lunch times)

Total Hours per Week: 27 hours 35 minutes

II. Time Allocation

Curriculum time is planned as continuous study throughout the term, or as blocks of study. Work will be planned using the Whole School Long Term Curriculum Map and and Broad Medium term planning. Teachers will follow the agreed Schemes of Work* with reference to whole school planning to ensure that programmes of study are effectively covered.

We are committed to raising standards of Key Skills at Worsbrough Common Primary School. By Key Skills, we mean the ability to read, write and speak in English and to use mathematics and ICT at levels necessary to function and progress at work and in society in general.

Teachers will encourage learners to work within given time scales, and will facilitate the effective use of time through:

The provision of effective, appropriate and attractive resources Planning activities that offer sufficient challenge to all, are linked to the main

lesson objectives.

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Time Allocation per Week:

Literacy: 7.5 hours (5 x 1 hour sessions & 5 x 30 minute guided reading/phonics sessions)

Numeracy: 5 hours (5 x 1 hour sessions)Science: 60 minutes These times may beICT: 60 minutes blocked to ensureHistory/Geography 60 minutes relevant coverageArt: 60 minutes according to our crossMusic: 60 minutes curricular themes inPE 120 minutes (2 x 60 minute sessions) the long term planRE 30 minutes DT 60 minutes PSHE 60 minutes

The allocation of time for the computing curriculum will be incorporated into the planning for other areas of the curriculum, alongside planning of explicit computing lessons.

Classroom Management and Organisation:

I. ManagementThe learning environment will be managed in such a way as to facilitate different styles of learning, with particular regard to Special Educational Needs: Whole class teaching Group work, organised according to appropriate criteria (ie Ability, mixed ability,

interest, etc) One to one teaching Conferencing Collaborative learning in pairs or groups Independent learning Flexible groupings

All areas of the learning environment will be planned for, including the outside areas, in order to ensure opportunities for a range of practical activities, which will develop appropriate skills, concepts and knowledge.

Learning assistants, support teachers and external agencies will be employed to support children with Special Educational Needs and physical needs, as outlined on their Individual Education and Care Plans.

II. Behaviour ManagementAs outlined in the whole school behaviour Policy, each class will display reminders of expectations & rules , Playground Rules, Aims and Values.

III. OrganisationThe classroom will be organised to facilitate learning, the development of independence and transition through school. This may require flexibility in the

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organisation of furniture or access to resources and tools that are particularly relevant for certain groups, classes or year groups.

Tool sto support learning will be displayed throughout all classrooms in school and serve as prompts for learners independent application.

Writing resources will be available for use at all times, and from Foundation 2 upwards.

Classroom reading will be inviting, comfortable and attractive and encourage positive attitudes to reading.

Labels and posters should wherever possible reflect the language diversity in the school including communication tools such as communicate in print and makaton prompts where appropriate.

In Foundation and key stage 1 areas for imaginative play and continuous provision will change regularly, in order to give opportunities for a range of play and role-play which will contribute to learning in a purposeful manner.

Learners will be involved in the maintenance and care of all equipment and resources.

Planning:Medium term plans will be drawn up on a half termly basis showing coverage planned for all subjects for the coming half term. Content may be blocked into cross curricular projects or themes to allow for efficient use of curriculum time and should be linked to the long term curriculum plans.

Teachers and support staff will meet regularly to plan. The agreed Weekly Planning documents will be available for monitoring in planning files or stored on the staff shared drive. An agreed Individual Lesson Plan sheet is available for teachers to use if they wish.

Differentiation:Teachers will differentiate the curriculum by: Time Task Outcome Teacher/adult support Resources

Differentiated tasks will be detailed in core weekly planning. Learning objectives will be specified for all differentiated teaching. Detailed reference will be made in weekly plans to Individual Education Plans, and to Section 11 support for children with English as an additional language. Differentiation will be supported by in class intervention, flexible grouping and use of learning tools and resources.

Record-keeping and assessment:Regular assessments are made of learners’ learning in order to establish the level of attainment, and to inform future planning. Record-keeping and assessment procedures are defined in the Assessment Policy and Feedback Policy.

Screening:

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Foundation 1 learners will be screened using agreed Baseline Assessment within their first three days and agains within 2 weeks of starting school. All Reception learners will be screened using an agreed Baseline Assessment Format within 2 week of starting school.

Year 1 children will complete the statutory Phonics check at the end of Y1 (summer term)

Year 2 learners will be screened for Mathematics and English using Teacher Assessment and supported by Key Stage 1 Assessment materials published by the NCA.

Children in Y3, Y4 and Y5 will be screend using option assessment papers published by the NCA

Year 6 children will be screened for Mathematics and English using Teacher Assessment and Statutory Key Stage Assessments for Reading, Spelling, Punctuation & Grammar and Maths. Science, Computing & other subjects will be assessed using teacher assessment

Attitudes and Dispositions for learning will be assessed term;y and recorded on learner trackers

Learners will all be screened using Thrive Assessment framework during the first half term of the academic year to determine level of nurture or pastoral support that may be appropriate and to identify other learning, behaviour or emotional needs.

All results from these assessments will be analysed and used to inform future planning.

Monitoring and evaluation: Learners work will be monitored and moderated termly in each of the core

curriculum areas by the Curriculum leader teachers and the Deputy or Headteacher.

A termly review of this monitoring is held with all members of the teaching staff, and individual targets are agreed for each child through the process of learner progress meetings

Summaries of monitoring activity are reported to Leadership team in the termly RAP and are used to inform School Improvement activity for the following term where appropriate

Subject lead teachers will regularly monitor children’s books and folders. Observations of teaching in different curriculum areas will take place at least

termly and may form part of wider enquiry work.

Teaching Strategies:In order to ensure equality of access, and effective matching of tasks to needs, teachers will employ a variety of strategies:

An extensive and robust transition process for all new learners including Ready, Steady, Play for new starters in EYFS, pre vsitis and meeting with parents and carers for new learners in Y1 – Y6

Home visits, to initiate contact and a relationship between parent, child and teacher in Foundation 1.

Provision of an integrated curriculum both inside and outside the Foundation Stage unit

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The development of close links between Foundation Stage and the Children’s Centre

The involvement of subject lead teachers in the development of individual curriculum areas, in order to ensure continuity and progression between Foundation Stage and Key Stage 1 and Key Stage 2

Development of learning behaviours in all year groups with a focus on Learning Muscles and Building Learning Power

Teacher observation Discussion and questioning (open and closed as appropriate) First hand experiences Previewing and reviewing work Didactic teaching Interactive teaching Collaborative learning Conferencing Listening Brainstorming Providing opportunities for reflection by learners Flexible grouping & differentiated activities Pre learning and home learning to support learning in class Demonstrating high expectations Providing opportunities for repetition/reinforcement Providing encouragement, positive reinforcement and praise Making judgements and responding to individual need Intervening, as appropriate, in the learning process in order to encourage

development Provide all children with opportunities for success Use a range of communication strategies – verbal and non-verbal. Use of innovative new technology e.g. tablet devices, 1:1 devices, blogs,

Teachers will use a range of strategies in any one session.

Activities should show a balance in terms of individual, group and whole class work. Teachers should follow the accelerated learning lesson cycle in all subjects/sessions

Resources:Each classroom will be equipped with a basic set of resources and books appropriate to the age range. Specialist resources will be stored in the appropriate shared spaces and will be audited and replenished termly. Staff may request additional specialist materials which may need ordering.

Learners will be taught how to use all resources correctly and safely, with care and respect; and with regard for Health and Safety and waste.

Care will be taken to ensure that resources reflect the cultural and linguistic diversity of our society, and that all learners have equality of access.

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Section 4

Learning Processes:Children enter school at different stages of development. Children learn in different ways and at different rates of progress. In the course of learning children develop their skills through a variety of processes. These include: Investigation Experimentation Listening Observation Talking and discussion Asking questions Practical exploration and role play Retrieving information Imagining Repetition Problem-solving Making choices and decision-making Reflection Collaboration Imitation

At Worsbrough Common Primary School opportunities are organised to allow learners access to these processes, and for them to develop their own strategies to gain knowledge and skills. The process of learning is made explicit to all learners through the use of Building Learning Power and the language of learning muscles.

Learning Styles:At Worsbrough Common Primary school we acknowledge that there are often many and varied ways to learn. We never restrict children on one particular learning style but staff will make efforts to use a range of teaching & learning styles in order to enable all lerners to develop deep understanding and to reach their full potential.

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Section 5

Governors’ Role:It is the Governors’ role to monitor and review the policy and its practise through: Reporting to the Headteacher and teachers. Reporting to the curriculum sub-committee. Reporting to the Full Governing Body.

And as detailed in the Governors’ Document: To receive reports from the Headteacher and/or the Teacher Governor To attend INSET To receive reports from the Premises Officer on relevant issues, in particular

Health and Safety, and to follow up any relevant issues. To promote and ensure at all times equal opportunities in relation to race, gender,

class and belief. To promote and ensure at all times the practice of giving value and respect for all

cultures and faiths.

Parents’ Role:Parents are encouraged to support their children’s learning by: Ensuring that their child comes to school feeling confident and positive. Ensuring that their child arrives at school punctually and regularly. Sharing with the teacher or other appropriate member of staff any problems in

school that their child is experiencing. Supporting their child by attending Parents Evenings and other meetings &

events. Supporting their child and the teacher by becoming actively involved in the

operation of the Individual Education Plan, and any Special Educational Needs processes.

Ensuring that all contact addresses and telephone numbers are up to date and correct.

Ensuring that their child arrives at school wearing the correct uniform and bring the correct PE kit.

Agreeing to the home school agreement concerning their child’s behaviour. Supporting their child with home learning activities. Welcoming staff at home-visiting times, such as before starting in EYFS. Contributing relevant information to base-line assessment. Attending all medicals and health interviews when invited. Responding to letters sent home from school. Informing the school of reasons for their child’s absence. Informing the school of any significant matters at home which may affect their

child’s progress, happiness or behaviour. Supporting extra-curricular activities, such as visitors to school, concerts, visits

and fairs.

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Community Role:The community is invited to support the school by: Contributing to activities, such as assemblies, artistic events, specialist outings

and clubs. Presenting themselves as positive role models to be emulated. Providing positive role models with regard to behaviour. Supporting school events. Voluntarily helping in the classroom.

The School’s Role:In relation to each of the above areas the school will reciprocate by: Responding to all offers of support as far as it is able. Respecting all information given in confidence. Giving clear information on the aims and objectives of the curriculum and school

procedures. Setting up curriculum meetings. Ensuring that curriculum plans at all levels are available to parents and

governors. Giving reasonable/appropriate access to teaching staff. Working in partnership with parents and carers to ensure the success of their

child, and encouraging parental involvement in working out the way forward for their child’s educational future.

Review

This policy is a working document and, therefore, is open to change and restructuring as and when the need arises. To be reviewed by Autumn Term 2016

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