Teaching & Learning Policy
Our Vision
Shine from the inside out
John 8:12
12 When Jesus spoke again to the people, he said, “I am the light of the world. Whoever follows me will never walk in darkness, but will have the light of life.”
We choose Shine from the inside out as our vision because we want to demonstrate the love of Jesus in our world through our Christian values. We want all members of our school community to thrive and be a light in our world, so they make a positive difference today and in the future.
Context
In order to achieve our vision we need to ensure that we have broad agreement on what is necessary and desirable for effective teaching and learning to take place. This policy has been drawn up to reflect best practice as described by OFSTED. It has been discussed with teaching and support staff.
General Principles
Teachers need to establish a positive, pleasant classroom ethos where children work hard and feel that their best efforts are recognised. The ethos should ensure that children feel safe and confident to tackle new experiences and express opinions or give answers in front of others. Children need to be treated fairly and consistently in line with agreed classroom rules. They should receive abundant praise for good behaviour and should know and expect clear consequences for transgressions. An atmosphere of trust, support and respect should be fostered between all class members. Child protection should be carefully considered at all times – please see the Child Protection Policy for further details.
Classroom Organisation and environment
- Classrooms should have well labelled and accessible resources to contribute to independent learning.
- There should be a stimulating and orderly working environment.
- All children should be able to see and hear the teacher at all times
- Teachers should regularly reflect on the optimum use of classroom size and layout.
- Teachers should reorganise their classrooms to accommodate changing requirements/strategies as lessons demand.
- It is important for our school ethos to generate a sense of ownership by the children. They should be encouraged to tidy up after activities and take pride in their classroom; contribute to displays, pick up fallen objects, tuck chairs under quietly, treat property with respect etc.
Teaching & Learning Non-Negotiables
As a staff we have recognised that in order for children to make the best possible progress within lessons the minimum standard of teaching must be ’Good’.
We have agreed that a good lesson must include:
- Information from assessments used to set tasks that are well matched to groups of pupils’ prior attainment.
- Work is pitched at a level that is achievable for all children but provides sufficient challenge to ensure progress is made within the lesson.
- Resources, including teaching assistants where applicable, are well deployed to support learning for groups of pupils regardless of their aptitudes and needs so that all such groups make at least good progress.
- Pupils with specific learning needs receive support that allows them to work independently and make good progress during the lesson. More able children are provided with sufficient challenge.
- Pupils find the strategies and tasks interesting and enjoyable. They concentrate well and pay full attention to the teacher.
- Only the briefest of reminders is required to refocus any pupils whose attention may have wandered.
- The pace of learning is good throughout the lesson as no time is wasted. The teacher provides support for groups as appropriate and they do not have to wait for such input.
- The teacher demonstrates a good degree of subject knowledge when framing and answering questions.
- Questions tease out most pupils’ understanding so that the teacher is aware of the degree to which most pupils are secure.
- Lessons are adapted in response to misconceptions that are brought to light through questioning or checks on pupils’ work.
- Opportunities are made to allow children to reflect on their learning and consider the next steps. Adequate opportunities are provided to allow children to work effectively independently and make good progress.
- Progress is visible by the vast majority of children within the lesson. The vast majority of children understand how learning builds on previous learning and recognise the next steps in their learning journey.
- Lessons have clear objectives that are understood by all children.
- Classroom environment is utilised to enhance the learning process; providing support in specific tasks and celebrating the learning achieved.
- Teachers are able to choose and utilise a range of teaching styles that allow all children to engage fully with the lesson and make good progress.
Teachers are also aware of the DFE Teachers’ Standards 2012 and recognise that these too are non-negotiable and are requirements of the all members of the teaching profession.
For lessons to be judged as outstanding they need to be at least good, as described above, in all major respects and exemplary in significant elements:
Classroom management
Matching task to the needs of pupils
Assessment for learning
A context that is relevant and imaginatively used to stimulate and engage the children
Furthermore lessons need to show an impact on pupil learning over time.
