Position Statement for Learning and Teaching.
Every member of the school community has the basic entitlement to:
Believe that they can succeed; Believe that they can make progress, Realise those beliefs. Feel self-respect. Feel self-worth Feel a valued member of the school community Feel that their time in school is valuable
They are a basic entitlement because without them, effective learning will not take place.
With these entitlements comes a basic responsibility for all members of the school community to support these basic entitlements.
Learning opportunities should enable all to learn, achieve and grow, irrespective of social background, culture, race, gender, differences in ability and disabilities.
Learning experiences must equip learners with the essential learning skills of literacy, numeracy and information & communication technology, and help them to develop enquiring minds and the ability to think rationally.
They should also promote spiritual, moral, social and cultural development, creative and critical thinking and respect for others and the environments in which they live. Physical skills and aesthetic sensitivities must also be developed in order to support their personal and social well-being.
Learning experiences should stimulate enjoyment of, and commitment to learning as a means of encouraging the best possible progress and the highest attainment for all pupils, preparing them effectively for the next steps in their education and future life.
Learning and Teaching Policy for Pyrgo Priory Primary School
Introduction.
The central commitment of Pyrgo Priory Primary School is the development and enhancement of the learning of all its stakeholders. This is reflected in the school aims, its structures, policies and ethos. Of integral importance to the development of pupils’ learning is the quality of teaching within the school. The school recognises this and so this policy links its approaches to teaching with a clear understanding of pupils’ learning. Teachers recognise their responsibility for the progress the pupils make in their own class and a general responsibility for the overall progress made through the school.
1. The Aims and Rationale of the Policy
1.1 This policy is a statement of the principles and strategies that underpin teaching and learning at this school. It is fundamental to our approach to the whole curriculum and is the context in which all other policies should be understood.
1.2 The aims of this policy are to:
" establish the principles and practices for teaching in school;
" ensure that high standards of teaching are maintained and improved;
" ensure consistency of practice.
1.3 We believe that children are entitled to a high quality education, based on a sound curriculum, taught by committed, professional and caring staff supported by appropriate resources, in a building suited to the curriculum being offered.
1.4 We are convinced that while children bring much with them from home when they come to school, school does make a difference. Not just school in general, but our school in particular, will affect the educational and personal development of our pupils. This places a significant responsibility upon us.
1.5 However, we do not regard a child's education as our responsibility alone. The partnership with parents is seen as vital and they are encouraged to play a full part in this partnership.
1.6 In addition, children have a vital role to play in their own education and the school seeks to develop in them a respect for learning and the ability to take increasing responsibility for their own learning and behaviour.
1.7 Children are encouraged to work together, to care for each other and to take pride and pleasure in their contribution to the life of the school.
1.8 Our approach to teaching, while reflecting a host of important principles, is essentially pragmatic. Methods are adopted not to serve a prevailing dogma, but, first and foremost, to meet the needs of children. Every effort is made to ensure that our work is effective, reflects good practice and serves to achieve our stated goals.
2. School Organisation
2.1 The organisation of the school day and school routines are set up to maximise the opportunities for effective teaching and learning.
3. The Curriculum
3.1 The school is committed to achieving high standards across a broad and balanced curriculum. This is reflected in its planning over key stages and in weekly timetables.
3.2 The school recognises the importance of literacy and numeracy, as important subjects in their own right and as tools to serve the rest of the curriculum.
3.3 However, the school is just as committed to high achievement across the curriculum, in sport and in the arts. Crucially, we believe, that high standards in literacy and numeracy depend upon pupils' experiencing and succeeding in the wider curriculum.
3.4 ICT is seen as a key tool in our drive to enrich the curriculum, to enhance learning and teaching and to provide our children with up to date technologies in order to make an effective contribution to their own lives and to society.
3.5 The school regards environmental education as crucial and to promote its aims in this area seeks to take full advantage of the opportunities offered by the extensive and beautiful school grounds through a programme of enhancement of those grounds.
3.6 The school recognises the significance of "learning by doing" and, whenever possible, in all areas of the curriculum, children are offered opportunities for relevant, purposeful, practical work.
3.7 Every opportunity is taken to enrich the curriculum, with visitors to school, visits off-site, special events and residential experience in Key Stage 2.
3.8 Extra-curricular activities are seen as an important part of school life. However, governors are well aware of the pressures on staff and they seek to encourage out of school hours activities that are consistent with that awareness and with the resources available.
4. Staff
4.1 The school recognises that staff are the single most important resource available to children and is committed to the appointment of high quality staff, the maintenance, whenever possible, of low pupil teacher ratios and the provision of well qualified, effective teaching assistants to support teachers and pupils.
4.2 Governors are aware of the value of employing high quality staff to support the work of teachers and will set a budget that reflects that view.
4.3 Class teachers bear the overall responsibility for teaching their own class, but teachers' specialist skills are valued and taken advantage of wherever practical and appropriate, for example through subject leadership and, occasionally, by specialist teaching.
4.4 The school has a management hierarchy of head, deputy and year group, who work together in the SLT. In addition, all teachers are expected to take responsibility for subjects and aspects of school organisation.
“Pupils learn best when teachers have a secure knowledge and understanding of the subjects or areas they teach - and Pyrgo Priory is committed to providing continued Professional Development.”
To take pupils on in their learning, teachers need to have a thorough knowledge and understanding of those areas of the National Curriculum, the agreed syllabus for religious education, the areas of learning for pupils under five and the school syllabuses relevant to the children they are teaching. The abilities to organise the sequence of learning, to ask the type of pertinent questions, which will challenge pupils, to develop childrens’ thinking skills, to create a stimulating learning environment and to demonstrate and foster skills and positive attitudes are closely related to the teacher’s command of a subject or area.
In light of this:
a) teachers are responsible for ensuring that their programme of professional development meets their needs in developing their knowledge and understanding across all the areas they are to teach;
b) the school is responsible for assisting teachers to develop their expertise;
c) co-ordinators and other teachers with curriculum responsibilities have a duty to share their expertise;
d) all teachers have a professional duty to adopt a co-operative approach to planning and the sharing of ideas and knowledge.
5. Pupil Standards
“Pupils learn best when teachers set high standards so as to challenge them, thereby deepening their knowledge and understanding.”
5.1 The school maintains high standards of behaviour and we ensure that children are made aware of what is expected of them and that these standards are achieved. All staff are expected to follow the School's Behaviour Policy consistently and fairly.
5.2 This policy is based on an Assertive Discipline approach to behaviour management and celebrates success of pupils in each class within weekly celebration assemblies.
5.3 The development by pupils of a sense of responsibility for their own behaviour and achievements is central to this policy.
5.4 The school has invested in Behaviour Mentors that can intervene in situations where learning is disrupted by individual pupils. Behaviour Mentors work in classes assisting teachers and children, and are available ‘on call’ to any class where learning is disrupted by poor behaviour.
5.5 The School also has Learning mentors that are available for children and for referrals made by teachers to engage with disaffected children – those children whose learning capacity is affected by external pressures.
Pupils respond to a challenge that stretches them but which they perceive as achievable. When the expectations are pitched at the correct level and the teacher provides stimulation, enthusiasm and an appropriate level of support and encouragement, pupils respond and their achievements are enhanced.
In light of this, teachers are expected to:
a) have a good knowledge of what pupils have already achieved;
b) have an understanding of how their pupils are to be moved on in their learning;
c) pitch appropriately the content, activities, questions, time for reflection and learning resources;
d) provide tasks, questions, activities for pupils of different abilities, both extension and support;
e) ensure that pupils are aware of what is expected of them and why;
f) insist on pupils meeting high expectations in terms of the pupils’ application, accuracy and the presentation of their work;
g) recognise the importance of children being aware of the objectives of teaching. Ensure that lesson learning intentions are explained to children, and sometimes written down, at the beginning of lessons and that the criteria for success are explored with the children. Ensure that children are given targets to achieve in reading, writing and maths;
h) be aware of the 'Accelerated Learning' progress and ensure that principles drawn from Accelerated Learning are incorporated in their teaching;
i) ensure that displayed work, in classrooms and the 'public' areas of school is recognised and given priority;
j) encourage children to play a significant part in judging their own success, through self and peer assessment, topic evaluations, brain storms and awareness of their own progress against targets.
k) recognise the importance of Assessment for Learning and that the Assessment Policy timetables a detailed structure for assessment in School that is required every term. There is a detailed Marking for Learning Policy, which staff are expected to adhere to;
l) maximise the use of ICT in their teaching.
“Pupils learn best when their work is carefully planned for and structured.”
5.6 The school is committed to a delivery of the curriculum which incorporates a mix of:
" Termly Topics:- Topics have a strong subject emphasis based on science, history and geography. However, all topics draw from other curriculum areas where possible, so as to provide a holistic, cross curricular flavour to the children's work. Art, DT and ICT are planned as subjects, but are also taught through the topics.
" Subject Based Teaching:- English, maths, Science RE and PE are largely, but not completely, subject based.
Pyrgo Priory has adopted national strategies in both Literacy and Numeracy, but has adapted them to meet the needs of our pupils. An emphasis is given to creating cross-curricular links to provide real contexts, particularly for writing, but also to help manage the time requirements of a crowded curriculum.
" Environmental Education:- Classes work in the school grounds regularly. Living Processes', AT3 of the Science NC is largely taught with the use of outdoor learning opportunities wherever possible.
“PE and Performing Arts are given a high profile to support ‘Healthy School’, Specialist Status in both areas and SDP identified priorities.”
5.7 Our approach to the teaching of individual subjects is expressed in a range of Subject Policies.
Having a carefully organised, structured and sequenced approach to the curriculum and to individual lessons enables pupils to make progress in the acquisition of knowledge and skills and the development of understanding and positive attitudes.
The planning practice that the school has adopted is designed to assist teachers in providing for progression in pupils’ learning. At all levels, there is recognition that being clear about specific learning intentions for areas of the curriculum and for particular lessons or sessions enables teachers to focus on the pupils and their learning. The learning intentions cover what the pupils are learning in terms of knowledge, understanding, skills, concepts and attitudes. In the case of short term planning, these intentions will be specific to the pupils in the class and, where appropriate, take into account the differing needs of pupils. The planning will also show how the work will be extended or adapted to suit pupils who learn at different rates.
6. Inclusion
6.1 Many children will, at some stage in their school career, experience learning/emotional difficulties which can make access to the Curriculum difficult. For some, these difficulties will persist throughout their time in school, for others they will be temporary. Our approach to assessment is described in full in the School's Policy on SEN.
6.2 Every effort is made to both identify children with high ability and special talents and meet their particular needs with a curriculum, which is appropriately challenging. This is articulated in our Policy on Gifted and Talented Pupils.
7.Planning
7.1 The School has developed a planning structure which reflects the different needs of the early years and both key stages and is comprised of 3 levels:
7.2 Long Term Planning. Long term planning is based on schemes of work on a 2 year rolling programme. These schemes of work are to help direct teachers in the more detailed planning of day to day activities. These plans are being changed to reflect the increasing roll at Pyrgo Priory. As the 2 form entry cohorts move through the school, the 2 year rolling programme will be phased out in favour of a year group specific curriculum.
7.3 Medium Term Planning. Medium term planning is carried out each term and is based on the schemes of work. Teachers working collaboratively in their year groups, and in conjunction with subject co-ordinators, will contribute to the medium term plan for their year groups.
7.4 Short Term Planning. There is a weekly planning meeting for each year group. However, each individual teacher is responsible for translating the medium term plan into day by day plans for their own class/set.
7.5 Pyrgo Priory provides time for preparation, planning and assessment for teachers within the school week.
7.6 All levels of planning are monitored and evaluated by the Head, Deputy and Year Group Leaders.
Further details on the school’s approach to planning are to be found in the school policy for writing termly/weekly plans.
In light of this, teachers are expected to:
plan in accordance with the school’s policy;
co-operate in the planning process;
ensure that short term planning is specific to the learning needs of their own class/set.
8.Learning and Teaching
“Pupils learn best when teachers employ methods and organisational strategies matched to the needs of the pupils and the learning objectives.”
8.1 We recognise that children learn in different ways and at different speeds; that children have a preferred learning style and have different life experiences and interests.
8.2 Every effort is made to help children develop the will to learn, the maturity to take increasing responsibility for their own learning and effective learning skills.
8.3 Teachers should employ methods and organisational strategies to give pupils opportunities to experience a wide range of learning styles and so enhance the learning of all pupils.
8.4 Teaching methods and organisational strategies may be dictated by the nature of the learning intentions for individual lessons. Some methods are more appropriate for developing skills than others and some methods encourage discussion better than others. The teacher’s skill resides in choosing methods that are fit for the purpose of achieving high standards of work and behaviour.
Further details on the school’s approach to methods and organisational strategies are to be found in Appendix 2.
In light of this, teachers are expected to: