Teaching For Learning Policy 2007

Rationale

Our Teaching for Learning Policy sets out the ways in which teachers and teaching assistants prepare and deliver the curriculum.

The teaching staff work very closely when planning pupils' work, so that each child's learning progresses smoothly through the school. Each teacher carefully matches the work to the child and employs a wide range of teaching strategies to enable them to learn.

Children are taught as individuals, in groups and as a whole class. Within each classroom teachers use their skills to achieve the correct balance between these different grouping arrangements. This allows each child to reach their full potential.

Effective teaching takes place when teaching reflects the commitment and determination of all staff to ensure that every student succeeds. Effective learning takes place when students acquire knowledge, skills and understanding, with the capacity to work independently, collaboratively and productively.

The principles of teaching for learning which guide the work of this policy are:

• Expanding the teacher’s range of teaching and strategies and techniques to make learning worthwhile and enjoyable
• Including all students in a culture of high expectations
• Promoting assessment for learning
• Infusing learning skills across the curriculum
• Establishing literacy, numeracy and ICT across the curriculum to reinforce the basics

Good teaching fosters good learning

Good teaching results when teachers:

• Show good subject knowledge
• Use positive language & praise
• Share lesson objectives & outcomes with students
• Focus and structure their teaching so that students are clear about what is to be learned (learning objective) and how it fits with what they know already
• Actively engage students in their learning so that they make their own meaning from it
• Develop students’ learning skills so that their learning becomes increasingly independent
• Assess students’ work thoroughly and constructively to inform their planning and target setting to meet the needs of individual students and groups
• Use assessment for learning to help students reflect on what they already know, reinforce the learning being developed and set targets for the future
• Have high expectations of the effort that students should make and what they can achieve
• Make the learning motivating by well paced teaching using stimulating activities matched to a range of learning styles
• Use summative data when planning a series of lessons
• Create an environment that promotes learning in a settled and purposeful atmosphere
• Make effective use of other support (teaching assistants/other adults)
• Use homework effectively to reinforce and extend what is learned at school

At Whitgift we believe that learning is the process by which pupils gradually acquire and assimilate knowledge, concepts and attitudes to enable them to make greater sense of the world. We believe that effective teaching achieves this through a well-planned and structured approach and needs to be supported through positive strategic management and a shared vision of excellence.

Pupils learn most effectively when teachers and teaching assistants:

• Environment
• provide a secure and educationally stimulating environment in which a positive attitude to learning is maintained;
• Expectations
• set appropriate and demanding expectations so as to challenge pupils and deepen their knowledge and understanding;
• make use of opportunities to contribute to the quality of the pupils’ wider educational development, including their personal, spiritual, moral, social and cultural development;
• set high expectations for all pupils, taking into account individual differences, including gender, cultural and linguistic heritage;
• evaluate own teaching critically and use this to improve effectiveness;
• strive to achieve objectives set within the school’s Performance Management framework;
• foster positive relationships between all individuals in the school;
• foster positive relationships and good communication between home, school and community.
• set appropriate homework, when homework is timetabled
• Planning
• plan thoroughly to ensure continuity and progression within the curriculum, matching the work to the needs of pupils;
• present activities in the context of a broad, balanced curriculum through continuous, blocked and linked modules of work;
• provide clear structures for lessons, and for the sequence of lessons in the short, medium and long term;
• Provision for SEN, EAL and Able Pupils
• identify pupils who have special educational needs, are very able or are not yet fluent in English;
• Subject Knowledge
• have a secure knowledge and understanding of the subject areas they teach;
• stimulate intellectual curiosity, communicate enthusiasm for the subject being taught, and foster pupils’ motivation;
• Teaching Methods
• regularly employ a range of appropriate teaching strategies within a lesson which are appropriate to the subject matter and which sustain the momentum of pupil enthusiasm and work;
• structure information well. This includes the outlining of content and aims, signalling transitions and summarising key points as the lesson progresses;
• present content clearly around a set of key ideas, using appropriate subject-specific vocabulary and well chosen illustrations and examples;
• use clear instruction, demonstration and accurate, well-paced explanation;
• exploit opportunities to improve pupils’ basic skills in literacy, numeracy and ICT, and the individual and collaborative study skills necessary for effective learning, including information retrieval from libraries, texts and other sources;
• provide opportunities to develop pupils’ wider understanding by relating their learning to real and work related examples;
• Management of Pupils
• enable pupils to work regularly as individuals, in groups of various sizes and as a whole class;
• set high expectations for pupil behaviour, establishing and maintaining a good standard of discipline through well focused teaching and through positive and productive relationships;
• give pupils frequent opportunities to achieve success. Value and praise pupils' efforts and achievements;
• encourage pupils to become increasingly independent in planning, organising, selecting resources and evaluating their own work;
• Marking, Assessment & Target Setting
• mark pupils’ work constructively, paying careful attention to pupils’ errors and misconceptions, and help to remedy them;
• assess pupils' work regularly, using the results to inform future planning;
• set clear challenging targets and share these with pupils;
• maintain accurate records and produce effective reports;
• listen carefully to pupils, analyse their responses and respond constructively in order to take pupils’ learning forward;
• Use of Time & Resources
• ensure that the pace of lessons is sufficiently challenging and that pupils' time is used effectively;
• select and make good use of text books, Information and Communication Technology, and other learning resources and environments, which enable learning objectives to be met;
• provide opportunities for pupils to consolidate their knowledge and maximise opportunities, both in the classroom and through setting well focused homework to reinforce and develop learning.

Teaching and learning are most effective when pupils:

• adhere to all school policies and routines regarding behaviour and positive attitude to work;
• demonstrate respect for the rights of those around them (other pupils and staff);
• have the highest expectations of themselves and their work;
• consider the impact of their actions on others;
• understand the need to take responsibility for their own learning appropriate to their age and ability and extend their learning beyond the classroom;
• are self evaluative of their progress towards learning targets and feel that their achievements are recognised and celebrated;
• attend school regularly and are punctual every day;
• respond positively and appropriately to the full range of learning opportunities provided.

Roles and Responsibilities

Governors’ Role

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 in terms of raising pupil attainment;
• ensure the school policies promote good quality teaching.
• keep themselves informed through regular meetings with staff as part of the link governor system

The Teacher / Assistant Lead Learner Role

To help children achieve their potential they will:

• provide a balanced curriculum and meet individual needs;
• provide a caring, stimulating and happy learning environment;
• keep parents informed about the school curriculum and events;
• keep parents informed about their child’s achievement and progress through regular reports and meetings;
• let parents know about any concerns or problems that may affect their child’s work or behaviour;
• contact parents if there is a problem with attendance or punctuality;
• encourage children’s enthusiasm for learning and provide opportunities for them to develop their work at home.
• support staff development through the performance management system
• monitors the quality of teaching and learning

The Leadership Team Role

• Monitor Teaching and Learning in line with the schools monitoring framework and observation calender
• Use relevant Ofsted criteria to inform observation and monitoring procedures
• Provide meaningful and purposeful feedback to staff and managers following observation
• Provide / instigate effective support to staff in danger of failing to meet the schools standards
• To provide relevant and supported feedback to the Leadership team to inform standards

The Pupils’ Role

Pupils who are actively involved with promoting their learning learn best when they:

• Are fully prepared for lessons
• Complete work to the best of their ability, within the time set, at school and at school
• Ensure they focus on their learning,
• Seek support for areas which they find difficult

Parents’ Role

In line with our home school agreement parents/carers are encouraged to support their children’s learning by:

• ensuring children attend school regularly and punctually and give reasons for any absence;
• ensuring children are properly prepared and quipped for school;
• supporting children at home with reading and other opportunities for home learning;
• keeping the school informed about concerns or problems which may affect children’s behaviour;
• attending parent consultations and taking advantage of other opportunities to find out about and support the work of the school;
• presenting a positive image of the school to the child.