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Gomersal St.

Marys Primary School: Teaching and Learning Policy Our Mission Statement
At Gomersal St. Marys Primary School we believe in lifelong learning and the idea that adults and children learn new things every day. We believe that learning should be a rewarding, enriching and enjoyable experience for everyone. Our school motto, Learning the Christian way, is fundamental to our approach and underpins our teaching practice. As a Church of England school, we aim to endow our pupils with strong moral values that enable them to be careful, caring and courteous children. Through our teaching we endeavour to equip children with the skills, knowledge and understanding necessary to be able to make informed choices about the important things in their lives. We believe that appropriate teaching and learning experiences help children and adults to lead happy, healthy and satisfying lives, and that every child has an entitlement to benefit from teaching of the highest quality. This policy sets out the criteria that will be the expected standard for all out teaching. Teachers will be given the professional responsibility to ensure that their teaching meets this standard. The Head Teacher, senior management team, and other key members of staff, will monitor teaching to see that this high standard is met. This policy should be read in conjunction with the schools Policy for Staff Appraisal and the schools Policy for Monitoring.

The aims of this policy are closely allied to the aims of the school which are set out below: To teach children to become independent and enthusiastic learners To educate and develop the whole child To foster good self-esteem in both staff and pupils To provide teachers and school leaders with a framework for monitoring, evaluating and reviewing their own teaching practices To provide a safe, happy and stimulating environment To build positive relations with parents and the wider community To develop responsible citizens for the future To encourage lifelong learning To enable both staff and children to reach their fullest potential through purposeful feedback that celebrates strengths and identifies areas for development.

Effective Teaching
In order for teaching to be most effective we believe that teachers must: Base their teaching on secure subject knowledge and pedagogy. Teach basic skills effectively within and across subjects. Plan lesson that have clear objectives expressed in the knowledge, skills and understanding that the pupils need to acquire. Include, as strong features of their lessons- clear explanation; good use of language; a wide range of questioning; building on prior learning; use of investigations; pace. Provide challenges and inspire pupils of all ability levels. Set high expectations. Use an appropriate range of teaching methods to enable all pupils to learn effectively. Manage pupils well and insist on high standards of behaviour. Ensure that time, support staff and other resources, especially ICT are used effectively. Assess pupils work and progress thoroughly and use their assessments to help pupils overcome difficulty and to inform future plans. Help to build in children a positive attitude towards school and learning in general. Create an atmosphere where pupils feel secure in challenging themselves and taking risks in their learning. Provide opportunities for children to take part in curriculum enrichment activities in order to offer children experiences that support our curriculum drivers-community; enterprise; environment; spiritual and moral development (KS2 only); and personal and social development (EYFS and KS1 only). Reflect on their strengths and weaknesses and plan their professional development needs accordingly. Use homework effectively to reinforce and extend what is learned in school. Model and uphold the Christian values central to our schools ethos.

Gomersal St. Marys Primary School: Teaching and Learning Policy

Recognise that childrens learning is enhanced by positive relationships between parents and school and provide guidance, information and support in order to sustain the school/ parent partnership.

Effective Learning
We believe that children learn most effectively when they: Are happy, healthy and secure. Enjoy their learning. Are encouraged to make positive contributions and to take a pride in their achievements. Are able to achieve and recognise their potential. Are given tasks which match their ability. Are aware of the learning objectives, success criteria and their personal targets. Have the confidence to ask questions, challenge themselves and to learn from their mistakes. Are in a well ordered and stimulating environment. Are aware of behavioural expectations. This will result in pupils who: Acquire new knowledge, skills and understanding well. Apply intellectual, physical or creative effort to their work. Are productive and work at good pace. Show interest in their work, sustain concentration, and think and learn independently. Understand what they are doing, how well they have done and how they can improve. Have an enthusiasm for learning and a curiosity about the world around them. Feel secure and valued as a member of the school community. Have aspiration. Are resilient, persistent, reflective and resourceful. Are able to work well with others. Have strong moral values.

The Curriculum
We ensure that our curriculum is enticing, memorable and relevant. Through our planning, delivery, creative use of resources and personnel, professional development and training, we aim to make teaching and learning outstanding. We set targets for the children in each academic year and we share these targets with children and their parents. We review the progress of each child termly and set revised targets. In the Nursery and Reception, teachers work from the Foundation Stage, Early Learning Goals. In years 1 to 6, teachers plan lessons with clear learning objectives that are shared with the children. They take these objectives from the National Curriculum and the National Literacy and Numeracy Strategy. Lesson plans are based on an agreed curriculum map of work used throughout the school, which ensures continuity and progression. Where possible, foundation subjects are taught through cross-curricular themes and are underpinned by our four school-specific curriculum drivers. We regard parents as partners in education and therefore we inform parents of curriculum coverage through termly curriculum newsletters and via our school website.

Monitoring of Teaching and Learning

In order to provide the best possible outcomes for pupils and staff, senior leaders and other key members of staff will do all they can to support teachers in developing their skills, so that they can continually improve their practice. All teaching is conducted in an atmosphere of trust and respect for all. This process is linked with the revised teaching standards in order to provide a clear picture of the quality and consistency of practice across school. When evaluating teaching and learning in school, leaders may consider: Information gathered from classroom observation Quality of the learning environment

Gomersal St. Marys Primary School: Teaching and Learning Policy

Quality of pupils work Quality of planning Accuracy of assessments Pupils views Information gathered from learning walks

Code of Practice for Classroom Observation

On most occasions teachers should know in advance that they are to be monitored, though on some occasions teachers should expect to be monitored without being given prior notice. Observers need to be trained in classroom observation techniques. Observers should be unobtrusive when they are in classrooms. Observers should be polite, friendly and should put the teacher at ease before, during and after the observation. Observers should give oral feedback as soon as possible once the monitoring is completed. Feedback should be given privately. Feedback should be brief (no more than 5 minutes). Feedback should be clear, constructive and the teacher should be given the strengths and points for development. Development points should be backed by examples. Clarification should be given where it is requested. Feedback should be exactly that feedback. It should not become debate or argument. Any disagreement should be noted on the record of monitoring e.g. The teacher did not agree with the points for development. The head will promptly follow up and moderate any disagreement. Teachers should be given a copy of the Self-Evaluation Record (SERF) to keep in their own self-evaluation file. The Head Teacher will have a copy of every Self Evaluation Record (SERF) to keep in the school monitoring file. Lessons should not be graded. Feedback should avoid Ofsted descriptors e.g. satisfactory. Self-Evaluation Record (SERF) should be used to record all observations of teaching and learning.

Policy Review Agenda

Last reviewed September 2012 We are aware of the need to review the school teaching and learning policy regularly so that we can take account of new initiatives, changes in the curriculum, developments in technology or changes to the physical environment of the school. We will review our policy during the autumn term 2013.