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Teaching Policy

A Policy for Teaching & Learning
Rationale

For good learning there must be good quality teaching and children need to be in an appropriate physical and emotional state to be challenged. This essential policy seeks to ensure that teaching and learning practice is of a consistently high standard throughout the school and results in improved rates of progress for all pupils from their relative starting points. We maintain that learning should be a rewarding and enjoyable experience for everyone and believe that appropriate teaching and learning experiences help children to lead happy and rewarding lives. The complete implementation of this policy by all staff is necessary to ensure a consistent approach to teaching and secure learning opportunities for all at Eastling Primary School.
This policy gives a framework to which all staff, teaching and non-teaching, and Governors, work.
Aims
This policy seeks to improve the quality of teaching and ensure a consistent approach is fully implemented.
Monitoring
The application of this policy is the responsibility of the whole school staff and will be monitored by the Headteacher and senior teachers.
ALL MEMBERS OF STAFF will be responsible for furthering our aims and helping the school community in every way possible to achieve this.
STRATEGIES
The school should
 Provide adequate CPD opportunities for staff, including in-house training and meetings
 Have high expectations of learning and teaching, using learning and teaching observations as a tool for improvement, giving staff next steps in their learning
 Provide parents with the opportunity to keep up to date with curriculum changes e.g. Phonics, maths workshops etc
 Ensure parents are kept up to date with their child’s progress and current targets
 Ensure budgets are in place for subjects and monitor these
 Ensure subject leaders have time and resources to implement and monitor the impact of their subject in the development and delivery of the curriculum
 Provide opportunities for children to engage with and experience the wider community at a local, national and international level
Teachers should
 Inspire and motivate people to learn
 Aim for outstanding learning through their excellent teaching
 Provide a bright and accessible classroom which promotes independence e.g children collect and choose their own resources
 Model good learning behaviours, listening and expectations of all children
 Ensure all work is neatly presented and in line with the school policy
 Produce a current timetable, long, medium and weekly plans
 Provide Wave 1 provision (targeted intervention) to meet the needs of children in the class
 Contact parents if there is a concern about attendance, behaviour or progress
 Be vigilant regarding safeguarding and Child Protection
 Ensure that guided teaching/assessment focus is used as a teaching tool in English and Maths lessons
 Produce a risk assessment for each off site activity which will be reviewed by the Headteacher
 Keep up to date with developments and have read all Statutory Policies
Support staff should
 Support teachers will the aims of the school
 Have a consistent approach across the school e.g. behaviour, marking
 Be kept informed of individual children’s needs and observe their behaviours
 Utilise plans provided by the teachers
 Take an active role in lesson introductions, supporting children’s learning
 Teach and work with groups in each lesson, observing, recording, questioning and marking
 Support two way conversations with teachers, keeping one another informed
Readiness for learning
We cannot teach effectively and children cannot learn effectively if we have not secured and optimised the children’s readiness for learning.
A. Physical readiness
We need to be aware that children should be well fed and adequately hydrated with both a good night sleep and rest breaks built into the school day for learning efficiency to increase.
Improved co-ordination and attention to task needs to be taught so that children understand that this helps them to learn more.
We will seek advice to help us provide for children who have medical conditions that may affect their learning, behaviour or concentration.
If a child is deemed not to be physically ready for learning then we will take measures to improve this during the school day and inform parents.
B. Emotional readiness and Well-being
We need to ensure that we provide security to the children so that they feel safe from physical/emotional threats and are encouraged to voice concerns to staff that will act on those worries.
We will teach and model examples of positive self-worth, empathy, morality and recognise that these may be affected by external factors such as bereavement, major news stories, extreme weather and teachers should adapt their approach to deal with these events.
We will model enjoyment in learning with the children and design worthwhile activities that make success more likely promoting genuine pleasure in both personal achievement and the achievement of others.
Teaching & Learning
Underlying principles of learning
Pupils’ concentration span is their chronological age plus about 2 minutes
Children learn in different ways, they may need to visualise and use spatial cues, others are logical and sequential, some rely on the language aspect of the learning to make sense for themselves.
Children learn when they know it’s acceptable to make mistakes and can learn from such mistakes.
Children learn if their teacher has good subject knowledge and can promote demanding work.
Children learn when they are challenged by an enthusiastic teacher.
Children learn in small steps with success celebrated at every opportunity.
Effective Teaching:
 Each lesson/series of lessons should be typified by clear progress; even when children are consolidating their learning: they should show progress in their understanding and of greater confidence in the task. At the end of each lesson pupils should have moved their learning forward with the aid of effective teaching.
 High expectations by all members of staff will ensure that pupils make the progress that is expected of them and better.
 Pupils’ work should reflect the good clear progress and development the children are making both within the lesson, over the week and long term.
 Pupils will be able to clearly self-assess their performance and understand what they need to do in the next lesson to further improve.
 Teachers should have a clear understanding of the National Curriculum and the expectations of each subject taught to enable them to provide good quality teaching.
 ICT should be a key skill which is utilised as and when appropriate.
 Lessons/learning should be engaging and typified by exciting, challenging, engaging and stimulating teaching strategies and tasks for pupils to complete that meet a range of learning styles.
Tasks given to pupils should be appropriately differentiated and linked to achieving the learning goal. They should not be too easy or too hard and provide the appropriate degree of challenge/support, tempered with high expectations, that is needed for all pupils to succeed
Guided group work should form an integral part of every lesson and is designed to support, extend and challenge all pupils. Guided sessions can be led by CT and TA and should be with all ability groups across the week. All pupils including the more able, SEN and middle attaining pupils need opportunities to work both independently and alongside an adult throughout the week.
Additional adults are used effectively to move learning forward- all adults need to be taking an active role in the teaching and learning of either their designated child or groups of children and the whole class. Adults should contribute to all parts of the lesson.
A range of questioning should be utilised in order to ensure that the most able are challenged effectively and the least able supported appropriately.
Intervention and resolving any misconceptions will take place regularly so that children’s understanding is checked and they are able to move forward.
Learning
Effective learning happens if the majority of points on the checklist below are in place.
1. Welcome from the teacher
2. Stimulating environment
3. Relaxed but challenging atmosphere
4. Effective beginning
5. Unusual, unexpected activity
6. More than one activity
7. Variety within activities
8. Pupils are engaged – required to do
9. Reflection and review are built in
10. Encourages children to do their best and promote a positive attitude to work
Keeping attention levels high
Break session into several parts.
Mix physical activity with more sedentary learning.
Allow breaks, take children outside for a break if you feel it can be justified in order to freshen the learning activity – you must ensure adequate supervision of pupils.
Allow/encourage children to drink water to aid brain function.
Try to keep room well ventilated and avoid extremes of temperature.
Children do not need to show their understanding knowledge and skills by writing about them, expression of learning can be through various media, writing, graphics, dance, music, speech etc.
If recording is by writing then children should be grouped appropriately.
Responsive planning
We ensure that planning is responsive to success and difficulties. There is no point in pursuing a plan if the children have not succeeded in their earlier learning.
Plans should include:-
 Clear learning objectives
 Activities designed to meet LO/ELGs
 Subject specific language to be used
 Deployment of other adults
 Special resources
 Indications of differentiation
 Assessment details for individuals, groups or whole class
 Links to provision mapping where relevant
 Evaluation notes
 Pupil self-assessment

The Learning Environment Checklist
Effective learning takes place in an environment which is:
 Safe, caring, happy, challenging and stimulating
 Peaceful, calm and tidy
 organised and well resourced
 encouraging and appreciative
 Clear surfaces
 Labelled trays/resources for children to access independently
 Reading corner
 Targets displayed
 Number lines/hundreds squares are displayed and used
 Alphabet on wall
 Working walls and displays are used to support learning in class, they are up to date, relevant, useful, referred to and accessible by pupils.
 Resources including ICT are used as when appropriate
Displays should be current and used to create an attractive and stimulating environment. The work displayed should be of a high standard and use both 2D and 3D in a variety of media. They should be frequently changed, reflect the individual child’s efforts as well as ability and can be interactive.
Presentation of Pupils’ Work
We would expect the best possible standards from all children all the time
Each piece of work should be:-
 dated (use the numerical format for Maths and the full wording for all other work)
 marked using the school’s marking policy
 completed in pencil or a handwriting pen
 in a cursive style from year 2 onwards, to utilise all their previously-acquired handwriting skills, and to encourage accurate spellings and letter formation.
 any errors can be crossed out with a single horizontal line to indicate an error
In addition, pupils should act upon the guidance given through teacher’s marking from previous pieces of work.
Marking and Assessment
Marking is most effective as an activity during the lesson. In this way, misconceptions, inappropriate targets and the need for further extension activities becomes apparent when it can be acted upon.
Some marking will be undertaken after the activity so each classroom needs to display the school’s marking code. In this way, children can decipher their teacher’s response to work marked after lesson-time. Always allow time for children to respond to your marking and benefit from it.
Marking should always be developmental and encourage high standards. Marking should indicate to the child a way they can improve. Pupils should therefore have opportunities to respond to this marking. Always return marked work, as it sends a message that the work is valued.
At Eastling Primary School we recognise the importance of good quality feedback between teachers and children. Our marking is an integral part of the teaching and learning experience that we provide for our children – For more information please see marking policy.
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