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Stone St Mary's CE Primary School

Treat Others as you wish to be treated - Luke 6:31

Caring Growing Shining Together

Aletheia Anglican Academies Trust

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Learning and Teaching

A Policy for Learning and Teaching

UNICEF Convention on the Rights of Children Article 3
(The best interests of the child must be a top priority in all
actions concerning children)

Rationale High quality teaching leads to successful learning therefore any teaching that is not ‘GOOD OR BETTER’ according to Ofsted standards is unacceptable at Stone St Mary’s.

We believe that our “Teachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive professional relationships; and work with parents in the best interests of their pupils.”   (National Standards for Teachers 2012)

At Stone St Mary’s CE Primary School, we believe in the principle of lifelong learning for both pupils and adults. The learning and teaching processes lie at the very heart of our school vision. The nature and quality of classroom practice are the single most important factors, determining pupils’ achievement, which lie within our control. We maintain that learning should be a rewarding and enjoyable experience, whereby pupils fully engage and develop positive learning habits. In order to achieve this, we provide personalised learning programmes within a rich and varied environment that allow children to acquire knowledge, develop understanding and learn and practise skills exceptionally well.

Through our teaching we aim to:

??ensure that progress is at least good in each key stage, key subjects and for different groups. For some children progress will be exemplary.
??raise standards of pupil attainment
??establish across the school an agreed range of ‘outstanding practices’ in respect of teaching and learning
??enable children to become confident, resourceful, enquiring and independent learners
??foster children’s self-esteem and help them build positive relationships with other people – both peers and adults
??develop children’s self-respect and encourage children to respect the ideas, attitudes, values and feelings of others
??enable children to understand their community and help them feel valued as part of this community
??help children develop resilience when tackling challenging activities in a range of subjects.

Effective Learning
We acknowledge that individuals learn in many different ways and we recognise the need to use a range of different teaching styles to ensure learning is fully embedded.
We offer children opportunities to extend and improve their learning through:
??Investigation and problem solving
??Research and finding out
??Group work
??Talk partners
??Pair work
??Independent work
??Whole-class work
??Asking and answering questions
??Use of ICT

??Fieldwork and places of educational interest
??Creative activities
??Watching media, responding to musical and recorded material
??Designing and making
??Participation in athletic or physical activity
??After school clubs
??Guest visitors and performers

Effective Teaching
At Stone St Mary’s CEP, we strongly believe that outstanding teaching equates to exceptional pupil progress. When teaching we focus on inspiring and motivating children and building on their knowledge and skills so that they can reach the highest levels of personal achievement. The Learning and Teaching policy has been formulated to provide a basis for staff to evaluate the quality of learning in their classroom across the school.
Our children receive targeted support in English and mathematics on a daily basis. Teachers and other adults are aware of their pupils’ capabilities and of their prior learning and understanding, and plan very effectively to build on these. We strive to ensure that all tasks 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 Individual Education Plans (IEPs). Teachers modify learning and teaching as appropriate for children with disabilities. If necessary Intervention Programmes are put in place to ensure children make accelerated progress to reach age expected levels. Marking and dialogue between teachers, other adults and pupils are of a very high quality, specifically in core subjects. Pupils understand how to improve their work and are supported in doing so. Teachers systematically and effectively check pupils’ understanding throughout lessons, anticipating where they may need to intervene.
Teachers with subject specialisms are deployed where appropriate, as we recognise that good subject knowledge is necessary for successful learning. Good working relationships between pupils and adults are formed. We treat pupils equally with kindness and respect. All adults follow the school behaviour code with regard to discipline and classroom management. We expect all children to comply with the behaviour code that we jointly devised to promote the best learning environment 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 have very high expectations of pupil behaviour at all times.

We use a range of strategies to build up a picture of the children’s achievement. Strategies include:
Formative Assessment
??Ongoing formal assessment
??Assessment through quality marking
??Assessment for Learning techniques
??Assessing Pupil Progress (APP)/Foundation Stage Profile

Summative Assessment
??Use of tests or tasks to verify or challenge judgements

Learning Environment
We strive to create an ethos and environment in which children can enjoy learning, reflect, improve and grow in confidence. We regularly change displays, to ensure that classrooms reflect 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. We believe that a stimulating environment sets the climate for learning, and an exciting classroom with up to date learning walls promotes independent use of resources and high quality work by the children.

Role of the Head Teacher and Governing Body
The governing body and senior leaders will:
??support the use of appropriate teaching strategies by allocating resources effectively
??reward and celebrate effort and achievement
??ensure that the school buildings and premises are best used to support successful teaching and learning
??monitor how effective teaching and learning strategies are in terms of raising pupil attainment
??ensure that staff development and performance management policies promote good quality teaching.

Role of the Parents/Carers
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 by:
??holding parents’ evenings to discuss progress and achievement
??sending an annual report to parents in the summer term
??supporting parents with homework
??holding parent information sessions
??giving advice and information on our school website and through weekly newsletters

We believe that parents have a responsibility to support their children and the school in implementing school polices. We expect our parents to:
??ensure that their child has the best attendance record possible
??ensure that their child is equipped for participation in activities
??do their best to keep their child healthy and fit to attend school
??inform school if there are matters outside of school that are likely to affect a child’s performance or behaviour
??promote a positive attitude towards school and learning in general

??ensure their child has support to complete homework
??fulfill the requirements set out in the home/school agreement

Monitoring and Evaluation
All our teachers reflect on their strengths and weaknesses and plan their professional development needs accordingly. We do all we can to support our teachers in developing their skills, so that they can continually improve their practice.
We conduct all our teaching in an atmosphere of trust and respect for all. This process is linked with the Ofsted evaluation schedule for teaching and learning in order to provide a clear picture of the quality and consistency of practice across school. When evaluating teaching and learning in school, we have agreed to consider:
??Lesson observation
??Classroom environment
??Sampling pupils’ work
??Sharing pupils’ work with colleagues, agreement trialing and celebrating successes
??Regular monitoring of pupils’ progress (using APP for writing, reading and mathematics
??Discussion with pupils

Race Equality and Equal opportunities
All children have equal access to the curriculum regardless of their gender, disability or ability. We plan work that is differentiated for the performance of all groups and individuals and are committed to creating a positive climate that will enable everyone to work free from intimidation and harassment to learn and achieve.
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.

The Head teacher and staff will review this policy annually.








Appendix 1

Learning Intentions

Learning Intentions must:
• In age appropriate language
• Be specific and not confused with content

• So pupils know what is expected of them
• To raise the level of learning
• To give meaning and purpose to what they are learning
• To make links to previous and future learning
• So pupils know and understand what they are going to learn
• To set challenging learning opportunities

Shared When?
• Initially
• Prior to pupils beginning activities – with questions to ensure understanding
• Revisited during clearly linked pupil activities to address misconceptions
• Plenary
• At the end of the day (FS/KS1)

Shared How?
• Orally
• Visually
• Model concept
• With discussion about subject specific vocabulary

Why the Plenary (mini plenary)?
• To recap on learning and to identify key areas to be remembered
• To assess pupil learning and understanding
• To link to the next stage of learning
• To show how the LO/LI can be linked to other situations

Pupil recording LO/LI:
• Efforts must be made so this action does not impinge on completing activities
• To take the place of a title in most pieced of work
• To be short and concise
• To take maximum of two minutes (including date)
• SEN pupils to have it written for them if necessary
• Year 2 AA/A to begin recording LO/LI during the year
• Vary time in lesson for pupils to record LO/LI

Success Criteria

All teachers to use terminology to include “success”, “successful”

Children should recognise that high expectations of presentation and correct spelling of key words and high frequency words are to be seen in all work

Should be planned by the teacher as form essential ingredients for
modelling and teaching

Must be:

• Focused and precise
• In small steps
• Differentiated (mostly)
• Limited in number
• Referred to during activities/tasks
• Discussed with pupils
• Displayed as a check list if appropriate
• Used by pupils for self-assessment/self-evaluation
• Devised with the assistance of pupils when possible
• In written and pictorial form (Years R/1)
• Only in written form
• Shared orally or pre-prepared and included in task (Years 2/6)