Whitehorse Manor Junior School Learning and Teaching Policy
Learning and Teaching Policy
1
Introduction
1.1
At Whitehorse Manor Junior School we believe in the concept of lifelong learning, and
in the idea that both adults and children learn new things every day. We think of ourselves as
a learning community and maintain that learning should be a rewarding and enjoyable
experience for everyone; in short, it should be fun. Through our teaching we equip children
with the skills, knowledge and understanding necessary to be able to make informed choices
about the important things in their lives. In accordance with the aims of ‘Every child matters’
and the Children’s Act 2004 we want our children to learn to be healthy, to stay safe, to enjoy
and achieve, to make a positive contribution and to be prepared for future economic wellbeing.
We believe that appropriate learning and teaching experiences help children to lead happy
and rewarding lives.
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Aims
2.1
We believe that people learn best in different ways. At our school we provide a rich
and varied learning environment that allows all children to develop their skills and abilities to
their full potential.
2.2
Through our teaching we aim to:
a) enable children to become confident, resourceful, enquiring and independent
learners;
b) foster children’s self-esteem, and help them to build positive relationships with
other people;
c) develop children’s self-respect, encourage them to understand the ideas, attitudes
and values of others, and teach them to respect other people’s feelings;
d) show respect for a diverse range of cultures and, in so doing, to promote positive
attitudes towards other people;
e) enable children to understand their community, and help them feel valued as part of
it;
f) help children grow into reliable, independent and positive citizens.
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Effective learning
3.1
Research tells us a lot about how to maximise learning. We know that people learn in
many different ways, and respond best to different types of input (visual, auditory and
kinaesthetic); we must therefore deliver teaching in different ways to address the needs of all
our learners. We take into account the different forms of intelligence (for example,
mathematical/logical, visual/spatial, interpersonal, musical) when planning our teaching and
plan questioning for critical thinking.
3.2
We ensure the best possible environment for learning by developing a positive
atmosphere where pupils feel safe and feel they belong, where they enjoy being challenged,
but where they enjoy learning, and know that they will succeed (because they know the
challenge will have been set at the right level). We therefore:
a) pay attention to stimulating display,
b) use ‘brain gym’ at appropriate points in the lesson to refocus children’s attention,
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Whitehorse Manor Junior School Learning and Teaching Policy
c) make sure that the children have access to drinking water (as part of our ‘Healthy
schools agenda).
d) use motivational posters to try to engender the right attitude to learning.
e) have instructions, labels and displays in languages that reflect our multicultural
community
f) think about the setting and groupings for each lesson (see 3.4). It may be
appropriate to arrange the classroom differently
3.3
Concerning the structure of a lesson, learning-theory tells us:
a) to connect the learning with previous work;
b) to give learners the ‘big picture’ of the whole lesson;
c) to explain the learning objectives, and why the lesson is important;
d) to present the information in a range of styles;
e) to allow opportunities for the pupils to build up their own understanding through
various activities;
f) to review what has been learnt, and so increase recollection;
g) to provide feedback, celebrating success and reviewing learning strategies;
h) to outline the next step in the learning before moving on.
3.4
We offer opportunities for children to learn in different ways. These include:
a) investigation and problem-solving;
b) research and discovery;
c) group work;
d) paired work (including response partners in early part of literacy and numeracy
sessions)
e) independent work;
f) whole-class work;
g) asking and answering questions;
i) use of ICT;
j) fieldwork and visits to places of educational interest;
k) creative activities;
l) watching television and responding to musical or tape-recorded material;
m) debates, role-plays and oral presentations;
n) designing and making things;
o) participation in athletic or physical activity.
p) setted groups (for instance in preparation for KS2 SATs)
q) emotional literacy (through SEAL activities)
3.5
We encourage children to take responsibility for their own learning, to be involved as
far as possible in reviewing the way they learn (through systems like individual target setting
and talking about their work with their teachers) and to reflect on how they learn – what helps
them learn, and what makes it difficult for them to learn.
3.6
We recognise that the use of classroom resources is an important aid to learning. All
resources that are used in the classroom should be kept in good order and should be
assessed to ensure that they reflect the diversity of cultures in the classroom and, more
broadly, the society in which we live e.g. posters, story books etc. Resources should be:
a) accessible for all users and clearly labelled and identified.
b) differentiated to meet the range of needs within the classroom
c) available for children to act independently in choosing, collecting and returning
where appropriate.
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Whitehorse Manor Junior School Learning and Teaching Policy
d) reflective of current developments. Subject co-ordinators liaise with staff regarding
their needs. They control the budgets for their subjects and order necessary
resources.
e) Part of the responsibility of the children in each class who should be involved in the
organisation and maintenance of the classroom (the rotation of roles of responsibility
allows children to undertake different tasks and to contribute to the good order of the
classroom)
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Effective teaching
4.1
When we are teaching we focus on motivating all the children, and building on their
skills, knowledge and understanding of the curriculum, so that they reach the highest level of
personal achievement. We use the school curriculum plan to guide our teaching. This sets out
the aims, objectives and values of the school, and details what is to be taught to each year
group.
4.2
Teachers make ongoing assessments of each child’s progress, and they use this
information when planning their lessons. It enables them to take into account the abilities of all
their children. Our prime focus is to develop further the knowledge and skills of all our children.
We strive to ensure that all tasks set are appropriate to each child’s level of ability. When
planning work for children with special educational needs, we give due regard to information
and targets contained in the children’s Individual Education Plans (IEPs). Teachers modify
teaching and learning as appropriate for children with disabilities and children on the gifted and
talented register. We value each child as a unique individual, and teachers are familiar with the
relevant equal opportunities legislation covering race, gender and disability. We will strive to
meet the needs of all our children, and to ensure that we meet all statutory requirements
related to matters of inclusion.
4.3
We set academic targets for the children in each year, and we share these targets
with children and their parents. We review the progress of each child at the end of the
academic year, and set revised targets. These are included on reports home to parents and
become the basis of target setting for the child in the next academic year. We ensure that
targets are SMART (Specific, Measurable, Achievable, Realistic and Time-related) and may
use prompts from ‘IEP writer’ to ensure this.
4.4
We plan our lessons with clear learning objectives. We take these objectives from the
National Curriculum or the national literacy or numeracy strategies. We make these clear to
children at the start of each lesson, expect most children to note these at the start of their
recording and make judgements as to whether they have achieved them in our marking. Our
lesson plans contain information about the tasks to be set, the resources needed, and the way
we assess the children’s work.
4.5
We evaluate all lessons, so that we can modify and improve our future teaching.
Please see planning and assessment policy.
4.6
Each of our teachers makes a special effort to establish good working relationships
with all the children in the class. We treat the children with kindness and respect. We
recognise that they are all individuals with different needs, but we treat them fairly, and give
them equal opportunity to take part in class activities. All our teachers follow the school policy
with regard to behaviour. We set and agree with children the class code of conduct, and we
expect all children to comply with the rules that we jointly devise to promote the best learning
opportunities for all. We praise children for their efforts and, by so doing, we help to build
positive attitudes towards school and learning in general. We insist on good order and
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Whitehorse Manor Junior School Learning and Teaching Policy
behaviour at all times. When children misbehave we follow the guidelines for sanctions as
outlined in our policy on behaviour.
4.7
We try to ensure that all tasks and activities that the children perform are safe. When
we plan to take children out of school, we follow a strict set of procedures to ensure safety: the
venue is visited, risk assessments are completed, and various permissions are obtained. We
inform parents, and obtain their permission, before the visit takes place.
4.8
We deploy teaching assistants and other adult helpers as effectively as possible. The
sole criterion for this deployment is the needs of the children. Sometimes they work with
individual children, and sometimes they work with small groups. Our Teaching Assistants are
also expected to support the teacher in preparing materials, support the curriculum and
support the school by abiding by agreed policy.
4.9
Our classrooms are attractive learning environments. We change displays regularly
so that the classroom reflects the topics studied by the children. We ensure that all children
have the opportunity to display their best work at some time during the year. All classrooms
have a range of dictionaries, thesauruses and both fiction and non-fiction books, as well as
displays relating to literacy and numeracy. We also use displays as learning prompts for the
children. We believe that a stimulating environment sets the climate for learning, and that an
exciting classroom promotes independent use of resources, which results in high-quality work
by the children.
4.10
All our teachers reflect on their strengths and weaknesses, and plan their
professional development accordingly – taking guidance from the CPD co-ordinator. We do all
we can to support our teachers in developing their skills, so that they can continually improve
their practice. The CPD co-ordinator is responsible for ensuring that TAs are up to date with
current educational developments.
4.11
for all.
We conduct all our teaching in an atmosphere of professionalism, trust and respect
4.12
We acknowledge that inspirational teaching will be the most memorable for children.
‘The mediocre teacher tells. The good teacher explains. The superior teacher
demonstrates. The great teacher inspires’ - William Arthur Ward
4.13
We realise the importance of repeating and consolidating learning including learning
about morals and social behaviour. ‘We are what we repeatedly do. Excellence, then, is
not an act, but a habit’ - Aristotle
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Differentiation/ Provision for children with SEN/ Gifted and Talented
5.1
Differentiation is the practice of matching your teaching to the different learning needs
of the children in your class. It is about:
a) how to teach the NC and school curriculum to mixed ability classes
b) how to meet the needs of individual children.
c) how you teach as well as what you teach
5.2
You differentiate because:
a) children learn at different rates and in different ways
b) children start off with different knowledge, skills and understanding
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Whitehorse Manor Junior School Learning and Teaching Policy
c) all children are entitled to access to a broad and balanced curriculum
d) it enables you to teach the NC to mixed ability classes
e) it helps raise standards by enabling children to reach their full potential
f) it contributes to job satisfaction through seeing the results of raising standards
g) it helps to keep behaviour difficulties to a minimum. Children who are well
motivated and on task, doing activities that are closely matched to their skills and
abilities are less likely to misbehave.
5.3
At Whitehorse Manor Junior School we consider differentiation in our planning by:
a) pace. You can organise children in the class to work on similar tasks with each
progressing at a pace appropriate for them. The starting point of the lesson might be
a whole class lesson followed by an activity for all children to complete. We would set
some kind of additional activity for children who finish quickly. We use extension
activities to stretch the most able and will provide additional consolidation and
revision for others as appropriate.
b) activity. We may often have to arrange for some children to do quite different
activities from other children in the class. This might be because they have been
away, because they haven’t mastered what was done before, because of the level of
their ability or because of the way in which they work best. Or it might be because
they have already achieved what you want the rest of the class to achieve.
c) outcome. The same task may be set but we will expect different outcomes e.g. for
a writing task you will expect some to write quite detailed and accurate accounts, and
others to write just a few sentences. The important thing is to know what will be an
indication of a child’s success.
d) support. This might be a human resource (Teaching assistants) or perhaps
technological e.g. concept keyboard, spell-checkers.
e) intervention programmes. Class teachers liaise with the SENCo to consider
whether intervention programmes would be appropriate for a child and how these
might be supported.
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The role of governors
6.1
Our governors determine, support, monitor and review the school’s approach to
teaching and learning. In particular they:
a) support the use of appropriate teaching strategies by allocating resources
effectively;
b) ensure that the school buildings and premises are used optimally to support
teaching and learning;
c) seek to ensure that our staff development and our performance management both
promote good quality teaching;
d) monitor the effectiveness of the school’s teaching and learning approaches through
the school’s self-review processes, which include reports from subject leaders, the
Headteacher’s termly report to governors, and a review of the in-service training
sessions attended by staff.
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Whitehorse Manor Junior School Learning and Teaching Policy
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The role of parents
7.1
We believe that parents have a fundamental role to play in helping children to learn.
We do all we can to inform parents about what and how their children are learning:
a) by holding parents’ evenings to explain our school strategies.
b) by sending a ‘pacing sheet’ to parents, at the start of each term, which outlines the
topics that the children will be studying during that term at school;
c) by sending parents regular reports in which we explain the progress made by each
child, and indicate how the child can improve further;
d) by explaining to parents how they can support their children with homework, and
suggesting, for example, regular shared reading with younger children, and support
for older children with their projects and investigative work.
e) by being responsive to parental requests for meetings.
7.2
We believe that parents have the responsibility to support their children and the
school in implementing school policies. We would therefore like parents:
a) to ensure that their child has the best attendance and punctuality record possible;
b) to ensure that their child is equipped for school with the correct uniform and PE kit;
c) to do their best to keep their child healthy and fit to attend school;
d) to inform school if there are matters outside of school that are likely to affect a
child’s performance or behaviour;
e) to promote a positive attitude towards school and learning in general;
f) to fulfil the requirements set out in the home-school agreement.
8. Equal opportunities
8.1
All staff should be aware of the major religious festivals and seek opportunities to
include these in planning (there should always be an up to date calendar in the staffroom)
Children often take part in these festivals with their families and we aim to be sensitive and
supportive to these celebrations and encourage those children to share their experiences
with the other children. The RE co-ordinator will ensure that an up to date festivals calendar
is always visible on display in the staffroom and in the school. We do not organise learning
by gender (for instance grouping girls together for an activity) with the possible sole
exception of SRE. We seek to participate in events that reflect our school’s cultural diversity
(for instance black history month) and include this in planning as appropriate.
9. Monitoring and review
9.1
We are aware of the need to monitor the school’s teaching and learning policy, and to
review it regularly, so that we can take account of new initiatives and research, changes in the
curriculum, developments in technology or changes to the physical environment of the school.
We will therefore review this policy every two years, or earlier if necessary.
Signed:
Date:
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