Limehurst Academy Policy Document Teaching & Learning Date approved by Governors:

February 2016

Review date:

February 2017

Headteacher’s signature: Chair of Governors’ signature:

Updated February 2016 - CO

Teaching and Learning Policy Teaching and Learning Policy Aims Limehurst Academy is committed to providing the highest levels of teaching and learning. Over 90% of lessons at Limehurst are Good or Outstanding (which is supported by the findings of Ofsted May 2013). The aim of the Teaching and Learning Policy is to support the continued improvement of teaching and learning at Limehurst Academy in order to ensure that students make sustained progress, learn exceptionally well and have the highest levels of achievement. Teaching and learning within the school is underpinned by a rigorous quality assurance process. This includes a coordinated approach to performance management, the continued professional development of classroom teaching and support staff, lesson observations, focussed learning walks, work scrutiny and data tracking. There are also regular quality assurance meetings between the SLT and Middle Leaders to review teaching and learning. This policy is supported by the Assessment and Reporting Policy and Literacy Policy which place the highest emphasis on high achievement and literacy levels. Key Focus Areas Learning and Progress Our aim is for outstanding teaching and learning at the school. Teaching should:   

ensure the highest levels of learning and progress for all students promote high levels of interest, enjoyment and engagement to ensure good learning and progress support all students, and groups of students, to learn exceptionally well

The quality of teaching and learning is monitored regularly through quality assurance meetings with SLT and Middle Leaders and at Department meetings with subject teachers. Within this process the evaluation of learning and progress is carried out through the scrutiny of all pupils’ progress data by subject, cohort, pupil group and teaching group, following assessments. This looks for progress over time and allows for timely interventions to be implemented addressing any underachievement such as mentoring, one to one provision and specialised SEN focus groups. In addition, scrutiny of students’ work ensures that there is consistency within departments and across the school in marking and target setting. Students receive regular feedback and know what they have to do to improve. The Quality of Teaching Teachers should ensure that lessons:    

are planned in line with departmental schemes of work within an effective curriculum at KS3 incorporate the skills, knowledge and understanding required in the KS3 Curriculum and new KS3 assessment system. In addition, introduce a grounding in the skills required at KS4 within the examination syllabi at KS4 lessons should teach the knowledge and skills required for success in the relevant examinations have a clear, focussed lesson plan which uses time well

are based on excellent subject knowledge

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Teachers should also:              

ensure that all students have challenging learning objectives have consistently high expectations for all students ensure that all students know their current and target levels and know how to improve to meet the target level employ a variety of challenging and well judged tasks which meet individual needs including for the Most Able, SEN, EAL, and other key groups of students use differentiated tasks to facilitate the sustained progress of all students ensure that support and interventions are focussed and timely and have a notable impact on the quality of learning utilise support from classroom support staff effectively make every opportunity to develop the crucial skills of reading, writing, communication and maths have timely, well judged plenaries which enable teachers and students to check understanding and show progress have student led activities to give every opportunity for students to develop engagement, interest, resilience, confidence and independence use creative questioning to enable students to extend their thinking and learning opportunities develop strategies which will compensate for differences in pupils ‘opportunities to access resources in, and from, their homes, for example by providing opportunities for pupils to use library, computer and Internet resources in school provide opportunities for students to consider, reflect on and develop understanding of social, moral, spiritual and cultural issues integrate opportunities to develop personal, learning and thinking skills wherever possible

The school uses focussed lesson planning forms to promote the progress of all groups of students (Appendix 1). Reading, writing, communication and maths receive particular emphasis within lessons and teachers should follow the guidelines of the Literacy Policy within lessons to extend, monitor and evaluate pupils’ reading, writing and communication skills (see Literacy Policy). In addition, the guidance from in-house Numeracy CPD should be followed to ensure a consistent approach to the promotion of maths skills across all subjects. The CPD cycle fully supports the promotion and improvement of the quality of teaching and learning. Lessons are monitored and supported through a range of formal SLT and line manager lesson observations, learning walks and also through the development of an informal peer lesson observation programme to share best practice across the school in a supportive environment. The rigorous performance management process, based on the Professional Teacher’s Standards, underpins the setting of professional objectives. The Annual Training Plan provides targeted CPD sessions based on the CPD needs identified for teaching staff from: the results of the Teachers’ Standards Audit, Development Points from lesson observations and the objectives identified within performance management meetings. The focus of the Training Plan is developing teaching and classroom support staff to raise pupil achievement. Assessment and Feedback Teachers are responsible for ensuring the following (in conjunction with the wider requirements of Limehurst’s Assessment and Reporting Policy, (Appendix 2):   

Planning is based on systematic and accurate assessment of prior learning using individualised student data tracking sheets and SEN/EAL information Understanding should be checked systematically and effectively throughout the lesson, anticipating the need for intervention Appropriate and regular homework should be set which contributes very well to students learning.

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Marking and feedback from teachers and other students should be frequent, constructive and of consistently high quality, following the guidelines of the marking policy to ensure consistency across the school. Assessments at KS3 should give grades in line with the new KS3 assessment system based on current attainment and also give a clear target so that students understand how to improve their work Assessment at KS4 should give a GCSE grade and give a clear target so that students understand how to improve their work Regular reporting to parents about students’ attainment, progress, strengths and targets to improve

Behaviour of Learners Excellent behaviour for learning is a key strength at Limehurst and was identified as Outstanding by Ofsted 2013. Good behaviour is frequently commented on by visitors to the school. Our aim is to continue to build on this strength through the high commitment of teachers and all adults within school to the care of our students and the promotion of excellent relationships with our students. Excellent behaviour for learning is promoted in lessons through:         

thorough planning and strong subject knowledge the fostering of very positive student engagement to gain high levels of enthusiasm for, participation in and commitment to learning promoting an atmosphere of respect and dignity. a consistent expectation that students will show very high levels of courtesy, collaboration and cooperation. lessons proceeding without interruption. consistent use of the well established school reward and behaviour policy. The use of the policy ensures that staff, students and parents have a clear understanding of expectations of behaviour and “value the reward system that recognises student effort and achievement” (Ofsted 2010) ensuring a safe and positive learning environment offering equality of opportunity to all students a consistent promotion of tolerance where students “understand and greatly respect each others’ faiths and cultures” (Ofsted 2010) to ensure confidence and a sense of community cohesion is instilled in all our students.

Excellent behaviour for learning is promoted outside of lessons through: 



the use of timely interventions to improve behaviour for learning for key cohorts of students where behaviour could limit progress. Examples of interventions include, Behaviour and team work sessions at the Moira Centre, Friendship groups to build confidence and self-esteem within school and the Loughborough University Mentoring Project ensuring that students’ behaviour around the school is outstanding and “produces a calm, friendly and relaxed atmosphere” (Ofsted 2013) to enable excellent learning to take place when students arrive in the classroom.

February 2016

Updated February 2016 - CO

LIMEHURST ACADEMY - LESSON PLAN Data sheet attached to show:

Date:

Group Current ability levels: Target levels Teacher:

Number in class:

Department:

Data sheet is used to: 

Inform lesson learning objectives



Arrange pupils in a seating plan (attached). Identifying: Pupil Premium, SEN, EAL Most Able, and students on Challenge lists. Be able to explain the reasoning behind your seating plan.

During the lesson the observer will focus on how well:  Tasks in lessons enable all students to learn and make progress in line with their target levels (SEN/EAL/Most Able/ Pupil Premium- differentiation used where necessary)  Ensure there is sufficient Challenge  Student interest, enjoyment and engagement promotes good learning and progress  Students are aware of their current and target levels and what they need to do to improve (individual student target sheets evident in books and regularly updated)  There is evidence of regular, quality marking of students’ work and student responses to marking  Students can explain their knowledge and understanding  The needs of statemented students are met through an awareness of the IEP Learning Objectives: By the end of the lesson pupils will (know, understand, be able to): Context and previous learning:

What this lesson will show: (Tick box only, no text required) Targeted Literacy skills: Reading

Targeted Questioning: to ensure a range of questions to develop students’ learning and verbal responses and/ or discussion.

Writing Communication Targeted mathematical skills

Updated February 2016 - CO

SMSC: (Spiritual, Moral, Social and Cultural)

LESSON PLAN ACTIVITIES

Targeted Learning Support Staff input during lesson:

A brief overview below or attach lesson Power Point Slides to show: Starter activities:

Main activities:

Plenary activities:

Homework tasks:

Updated February 2016 - CO

Updated February 2016 - CO