Brookfield Junior School

Reviewer
HT and
all staff / BROOKFIELDJUNIORSCHOOL
Teaching & Learning Policy / Review date
September 2014

Introduction

Our teaching and learning practices are developed in accordance with national requirements to promote consistent and effective practice.

Our expectation is for consistently good teaching, recognising that good teaching impacts positively on the learning process and stays with individuals throughout their lives.

This policy will ensure children receive a consistent and inclusive entitlement and will influence how the curriculum is taught.

Rationale

Teaching and learning is a co-operative process involving staff, pupils and their parents, governors and others in the community.

We at BrookfieldJuniorSchool are committed to secure and sustain effective teaching and learning throughout our school and we regularly evaluate the quality of teaching and standards of pupils’ achievements.

Good Quality Teaching is the top priority in every lesson. We believe that it is the quality, variety and effectiveness of their daily experiences that maximise a child’s learning potential.

This policy outlines the good practice expected of all staff and seeks to encourage professional discussion and personal reflection by individuals about their own strategies and teaching styles.

The manner in which we work, in co-operative year groups and as a supportive and collegiate staff helps to provide the environment in which pupils feel secure, valued and able to achieve. We:

Provide a safe, secure and stimulating environment in which everyone is aware of behavioural expectations.
Value each child as an individual and respecting their individual rights, values and beliefs.
Use careful planning and assessment in order to maintain high standards.
Foster good relationships and a sense of belonging to the school community.
Work as a team supporting and encouraging one another.
Offer equal opportunities in all aspects of school life recognising the importance of different cultures.

Learning environment:

We encourage positive attitudes to learning and we acknowledge that pupils learn best in an environment in which:

Confidence and self-esteem are valued and promoted.
Relationships between pupils and adults are good, with mutual interaction and respect.
The attitudes of tolerance, consideration, responsibility and self-discipline are promoted.
School organisation encourages pupils’ independence.
Learning is enhanced by being inclusive, stimulating and well organised.

BROOKFIELD JUNIOR SCHOOL
PLANNING
GOOD
Plans show a sequence:- referring to previous learning (recall/remind/comfort) then moving on and spending time developing new concepts and consolidating learning, then providing challenge (for all groups of children, to take them out of their comfort zone).
There is a ‘flow’ to the planned activities and learning. Progression in learning is clear.
Plans develop a range of skills across the curriculum.
Plans include opportunities for active and practical learning and a variety of learning styles.
Pupil achievement data and targets for progression are used when planning the lessons.
Plans show clear differentiation where appropriate to meet the different needs within the classroom.
Groupings are flexible to allow children to make as much progress as possible.
Plans are clear for teacher/HLTA to follow and to lead good quality learning.
Plans meet the needs of all learners with links to strategies identified on Provision Maps.
Plans show clear directions for PALLs and other adults regarding their support throughout the lesson. This can include key messages, the focus for the group, questions to ask, expectations of the group, how and what to record.
Plans indicate that class teacher supports different groups within the class.
High quality questions are planned ~ questions that stretch the children’s knowledge and probe their thinking.
Examples of effective questions that gauge children’s understanding.
OUTSTANDING
Cohesive planning can be seen across the curriculum
Lessons are planned that are pertinent to the needs of all the children for the entire lesson.
Plans are creative. The lessons are an experience ~ ‘something to write home about’.
Children are given plenty of opportunities to use their initiative.
Plans facilitate exceptional learning across the curriculum.
TEACHING and LEARNING
GOOD
Children are enjoying the lesson and show positive attitudes to their learning. They are focussed and engaged and show excellent concentration.
They feel safe and their well-being and involvement is high.
Children listen actively and collaborate well in team/group activities.
There are very secure and respectful relationships within the classroom ~ child:child, child:adult, and adult:adult.
The learning outcomes are clearly explained and Steps to Success are used to help children assess and evaluate their learning.
The lesson runs at an appropriate pace ~ sometimes brisk, sometimes with time given for thinking/planning. Not a moment of learning is lost.
Opportunities are incorporated for children to develop their independence.
Excellent level of teacher subject knowledge is evident.
Teacher modelling is of a high standard.
There are high expectations of attitude and learning and they are shared clearly with the children.
All children are learning, moving on in the lesson and making good and accelerated progress.
Language used towards the children is positive and encouraging, pertinent and stretching. Children have opportunities to interact and discuss.
There is a smooth transition from teacher input to group/individual activity.
Teachers continuously assess the children’s learning throughout the lesson and adapt the plans accordingly when necessary.
Misconceptions are dealt with and used as opportunities for learning.
Strategies are used effectively to keep children focussed and on task and any inappropriate behaviour is dealt with effectively.
Children receive effective feedback which enables them to improve their performance and have opportunities for self-evaluation and reflection.
Resources are well prepared, of a high quality and they are real and relevant to the children’s needs and the planned activities.
Most of the lesson is pupil-led (children talking and thinking and working = 80%); a small proportion of the lesson is teacher-led (20%).
OUTSTANDING
Imaginative teaching strategies provide stimulating content which directly impacts on children’s exceptional progress and learning across the curriculum.
High expectations of behaviour result in all children being self-motivated and self-regulating with total involvement throughout the lesson.
Children take responsibility for their own learning and are increasingly self-reliant.
Children are highly committed to their achievements and success across the curriculum and through all aspects of school life.
In the lesson, children clearly understand what/how they are learning ~ rather than what they are ‘doing’, and they can explain this.
All children have a realistic understanding of how well they have achieved. They clearly understand their targets to improve and know what they are doing to meet those targets.
Resources make a marked contribution to the children’s learning.
Progress is good for all children and exceptional for some.
BOOKS and MARKING
GOOD
All books are presented neatly ~ following ‘We take pride in all our work’ expectations. It is clear that the children do take pride in their work and its presentation.
Books show evidence of a variety of activities and methods of learning.
It is clear to see when a child has been assisted by an adult, has worked independently or within a group.
All adults write neatly in children’s books, setting an example of expectations regarding presentation.
Marking is regular.
School procedures are followed for pupil self-assessment ~ faces next to the LQ.
School procedures are followed for staff assessment ~ highlight colour through the LQ letters.
Steps to Success are clearly used.
Written feedback comments refer to the Steps to Success.
Written feedback comments are individual and address the child’s needs.
Positive comments are used to praise and acknowledge achievement relating to the Steps to Success. These comments are written in green at the bottom of the page.
Comments to highlight the child’s next step for improvement ~ ie: a ‘thinking point’ or ‘learning point’ are written in pink at the bottom of the page. These comments do not outweigh the positive green comments.
In books ~ spelling corrections and maths corrections are addressed.
When verbal feedback is given, this is indicated by the ‘Verbal Feedback’ stamper.
There is evidence of challenge ~ eg: not all the child’s work is highlighted as green.
OUTSTANDING
Children’s work in their books is consistently of a high standard with regard to quality and quantity.
The learning journey is evident and easy to follow. The child’s learning journey is referred to in the marking comments.
Consistently high quality marking and constructive feedback has a direct impact on children’s rapid progress.
Pupils are expected to respond to marking comments and staff make sure that they do.
Pertinent peer marking ~ showing that children have been taught how to peer assess ~ ie: what to look for and how to comment.
PUPIL PROGRESS
GOOD
Good rate of progress over time shown in the children’s work and class data records.
80-90% of the children in the class are making accelerated progress during the year:- Yr3 = 3APS; Yr4 = 4APS; Yr5 = 4APS; Yr6 = 3APS (14+APS).
There is evidence of positive impact on learning and levels through differentiation and provision of support as identified on plans and during lesson observations.
OUTSTANDING
The number of children in the class on track to attain a combined L4+ or L5+ at SATs has increased by between 5-10%.
(L4+ = Reading L4B, Writing L4, Maths L4B)
(L5+ = Reading L5B, Writing L5, Maths L5B)
High achievers in the class are making rapid and sustained progress, on track for:- Yr3 = 4APS; Yr4 = 5APS; Yr5 = 5APS; Yr6 = 4APS.

Review

At the beginning of each new academic year we shall confirm our procedures and practices to ensure consistency throughout the school.

This policy has been agreed by teaching and support staff at Brookfield.

Issue
Number
7 / Page 1 of 5 / First Issued
January 2003
Last reviewed
October 2013