Springfield School 

Learning and Teaching Policy

Statement of intent

Our Learning and Teaching policy supports the aims of the School.  In "Aiming for Excellence" our specific related objectives are:

‘To provide high quality teaching and individual support to enable each pupil to achieve their highest potential in academic and other aspects of school life.’

and

‘To provide a disciplined and stable environment for Learning and Teaching and to encourage self-discipline and responsibility.’

Successful learning depends on high quality teaching and pupils who are well-prepared and willing learners.  This policy sets out the ways we expect to achieve these objectives at Springfield. 

Our Policy is for staff to create an environment in which learners display the following characteristics:

·       Seeking independent learning opportunities to consolidate and enhance knowledge and understanding;

·       Being positive about their success;

·       Recognising that making mistakes is part of the learning experience;

·       Responding to teachers’ feedback, both verbally and in written work;

·       Having the confidence to ask questions if they do not understand;

·       Being prepared to help others in the learning and teaching process through peer and self assessment activities; 

·       Arriving at lessons on time and entering the classroom in an orderly manner;

·       Having all the correct equipment, books and homework for that lesson;

·       Understanding that a seating plan enhances their performance in lessons;

·       Completing all tasks to their own and their teacher’s satisfaction and expectations.

·       Listening carefully to other pupils and the teacher in order to learn;

·       Understanding that following teachers’ instructions maximises their learning opportunities.

Good teaching at springfield is expected to include the following characteristics:

·       The teacher having a secure knowledge and understanding of the subject;

·       The lesson having clear objectives which are shared with the pupils and put into the context of previous and forthcoming learning;

·       Teachers aiming to ‘hook’ pupils at the beginning of the lesson before delivering new content which pupils then try to apply in their own work;

·       Teachers having high expectations of their pupils, based on prior attainment and other relevant information, so as to appropriately challenge them and develop their knowledge and understanding;

·       Feedback being given to pupils to enable them to build on and consolidate previous knowledge and understanding;

·       Teachers using a range of questioning strategies and other techniques that recognise the range of learning styles of pupils and cater for a range of abilities;

·       Lessons that are well planned and appropriately resourced;

·       The teacher’s planning shows that departmental schemes of work are followed, including evidence of differentiation for groups or individuals;

·       Teachers being familiar with and following the appropriate school policies (see list at end of policy)

·       Opportunities are planned to develop independent and transferable learning skills;

·       Learners will have time to review and reflect on what they have learnt during the lesson and by completing homework that consolidates and widens the classroom experience;

·       An acknowledgment that learning takes place outside the classroom and is enriched through activities including, amongst others, Focus Days, field trips and visits;

·       Teachers having an up to date knowledge of both subject and pedagogical developments.

Teachers are expected to display the following characteristics of good classroom management:

·       Punctuality for lessons and expecting the same of pupils;

·       Supervising the entry and exit of pupils into and out of the room in an orderly and controlled manner;

·       Ensuring they have clear time-related targets for the lesson, establishing appropriate levels of pace and challenge for all pupils;

·       Optimise pupil involvement through organisation that promotes independent / collaborative learning with the majority of pupils on task and with a high level of engagement;

·       Ensuring the class is managed well, using praise and re-direction to promote confidence and high standards of behaviour and achievement;

·       Using a seating plan that optimises each pupil’s performance in the classroom.

·       Taking an attendance register;

The term ‘teacher’ is read to include Teaching Assistants, LSAs and adults other than teachers where appropriate.

Links with other policies

This Learning and Teaching policy should be read in conjunction with other related policies listed below.  These give guidance on the delivery of important aspects of Learning and Teaching.

·       Assessment Recording and Reporting policy

·       Anti Bullying policy

·       Behaviour and Discipline policy

·       Curriculum policy

·       Differentiation policy

·       Equal Opportunities and Racial Equality policy

·       Homework policy

·       Gifted and Talented policy

·       Literacy policy

·       Rewards policy

·       School Self Review policy

·       Performance Management policy

·       Numeracy policy

·       SMSCD policy

·       SEN policy

Monitoring Arrangements

Learning and Teaching is regularly monitored by Heads of Department, Curriculum Co-ordinators, SLT and where appropriate forms the focus of external inspection/advisory visits throughout the school year.  School Self Review (including Performance Management) provides us with additional methods of monitoring Learning and Teaching in order to provide relevant feedback and action points that are disseminated throughout departments.  Examples of the methods used are listed below:

·       Lesson observations;

·       Checking teachers’ mark books and record keeping;

·       Curriculum review meetings (including departmental self review and data analysis);

·       Departmental and whole school work sampling by a range of staff;

·       Keele pupil survey and other internal pupil surveys;

·       Focussed pupil monitoring e.g. pupil interviews.

Review Date: Summer 2012