Teaching and Learning Policy Garden City Academy Introduction At Garden City Academy we believe in the concept of lifelong learning and the idea that both adults and children continue to learn new things every day throughout the course of their lives. We maintain that learning should be a rewarding and enjoyable experience for everyone. Through our teaching we aim 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 to lead happy and rewarding lives. This policy should be read in conjunction with the Handwriting, Presentation, Feedback and Marking, Positive Behaviour and SEN policies Aims and objectives At our school we aim to provide a rich and varied learning experience that allows children to develop their skills and abilities in order to reach their full potential. Through our teaching we aim to: • enable children to become confident, resourceful, enquiring and independent learners; • foster children’s self-esteem and help them build positive relationships with other people; • develop children’s self-respect and encourage children to respect the ideas, attitudes, values and feelings of others; • show respect for all cultures and, in so doing, to promote positive attitudes towards other people; • enable children to understand their community and help them feel valued as part of this community; • help children grow into reliable, independent and positive citizens. Our overall aim is to develop children who are effective, kind and considerate, prepared for education and life beyond Garden City Academy. Independent life-long learning: Our practice is based on the principles of Building Learning Power (BLP) developed by Prof. Guy Glaxton. BLP is about helping young people to become better learners both in school and out. Building learning power is based on three fundamental beliefs: • that the core purpose of education is to prepare young people for life after school; helping them to build up the mental, emotional, social and strategic resources to enjoy challenge and cope well with uncertainty and complexity • that this purpose for education is valuable for all young people and involves helping them to discover the things that they would really love to be great at, and strengthening their will and skill to pursue them • that this confidence, capability and passion can be developed since real-world intelligence is something that people can be helped to build up. These three core beliefs are particularly relevant in societies that are full of change, complexity, risk, opportunity and individual opportunity for making your own way in life. 1

See Appendix 1 Through this policy we aim to ensure that children learn effectively. The characteristics of effective learning are when pupils make good progress, respond well to challenging tasks and adjust well to working in different contexts. To be effective learners children need to work in a sustained manner with commitment and enjoyment, be confident in raising questions and have perseverance when answers are not readily available. Also, children need to be able to evaluate their own work, select appropriate methods, organise resources and when appropriate, help each other. We take into account different learning styles when planning our teaching and learning. We offer opportunities for children to learn in different ways. These include: • investigation and problem solving • research and finding out • group work • pair work • independent work • whole-class work • asking and answering questions • use of the computer, laptops and cameras • fieldwork and visits to places of educational interest • creative activities • watching television and responding to musical or recorded material • debates, role-plays and oral presentations • participation in athletic or physical activity • designing and making Effective teaching This is when teachers challenge and inspire pupils, expecting the most of them, with good subject knowledge and technical competence in teaching phonics and other basic skills. We believe that there are six criteria critical to good teaching: • Interactivity and engagement • Modelling – shared, guided sessions • Differentiation - of tasks, input, plenary – accurate assessment • Learning behaviours • Questioning • Feedback and marking Every Second Counts: As teachers we organise the day to ensure that maximum use is made of every second. As soon as children enter the classroom they are entering in to the learning environment and teaching and learning begins immediately. The organisation of the classroom must reflect this by: • pupils beginning their learning within one minute of entering the classroom • effective routines developed so children move from place to place smoothly and efficiently • all resources ready and available • early morning work available from 8.45 – this must support or reinforce previous or future learning and most often can be recorded in general notebooks eg questions, 2

•

spellings, mental maths, key skills, knowledge and understanding of the world etc (not colouring exercises, or word searches) etc. every second of adult time must be planned to ensure that teaching is effectively used to support the learning

The best teachers use a variety of methods to enable all pupils to learn effectively and will manage pupils well, insisting on high standards of behaviour. They will assess pupils’ work thoroughly and use assessments to help and encourage pupils to overcome difficulties. As well as planning effectively, setting clear objectives that pupils understand and they use time, support staff and other resources effectively. At Garden City Academy we base our teaching on our knowledge of the children’s level of attainment, using ‘Assessing Pupil Progress’ grids (APP) and other assessment frameworks, for every child, for speaking and listening, reading, writing and maths. We strive to ensure that all tasks set are appropriate to each child’s level of attainment. 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) or individual records. We have high expectations of all children. We set whole school and individual targets for children in each academic year. We review the progress of each child at the end of each term and set revised targets. For some children this review is half termly. We plan our lessons with clear learning objectives. We take these objectives either from The Creative Learning Journey or Numeracy and Literacy strategies. Our lesson plans contain information about the tasks to be set, the resources needed, the strategies we will employ to make sure the needs of all pupils are met and the way we assess the children’s work. We evaluate lessons so that we can modify and improve our teaching in the future. See Appendix 3 All teachers work hard to establish good working relationships with all children in the class. We treat the children with kindness, fairness, and respect giving them equal opportunities to take part in class activities. All our teachers follow the school policy with regard to behaviour and discipline. We set and agree with children the class code of conduct at the beginning of each academic year and we expect all children to comply with these 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 behaviour at all times. When children misbehave we follow the guidelines for sanctions as outlined in our school behaviour policy. We ensure that all tasks and activities that the children do are safe. When we plan to take children out of school, we first inform parents and obtain their permission. We also carry out detailed risk assessments. 3

We deploy learning support assistants, special needs assistants and other adult helpers according to identified needs across the school. Sometimes these adults work with individual children and sometimes they work with small groups. Sometimes under the direction of the class teacher and sometimes under the direction of the SENCO. Every child with an IEP will come under the management of the SENCO. On occasion, the school’s Higher Level Teaching Assistants will teach whole classes. All teachers reflect on their strengths and weaknesses and plan their professional development needs accordingly. The Senior Leadership Team support the development of teaching and learning in a supportive way to ensure the development of positive relationships. Structure of lessons and teaching methodologies. As a principle we do not believe in grouping children according to attainment (we do not use the term ‘ability’ – which implies fixed intelligence). We develop growth mindsets in the children, we develop in the children an understanding of their learning and how best they learn. We may use lesson research projects to support and refine the above and within this framework we will: • where applicable - present three levels of challenge, with extension activities at appropriate points, each child self-selects (with support for choice as appropriate). These 3 levels incorporate all levels of attainment within the class. Children can decide to move within these levels • develop independence through selection of resources • develop independence through the very careful scaffolding of tasks – children should be able to access any task independently from the outset • keep whole class adult led to a minimum and include more direct teaching to groups or individuals • develop more collaborative learning; from teachers, other adults, other children • vary the session length according to the needs of the learning - time fits the learning; the learning does not fit the time • use greater flexibility and adaptability to ensure effective learning takes place Use of specialist teachers: Some Physical Education (P.E.), Music and French will be taught by specialist teachers. These teachers have excellent subject knowledge and will use this expertise to provide excellent teaching for children. Collaborative learning strategies: We believe that children can learn from each other and that we should provide regular opportunities for children to work together and share ideas. In every lesson teachers will use learning partners, whereby children work together to test out each others thinking and explain answers. Inclusion The use of challenge levels and extension activities must meet the needs of all the children within the classroom. The school will provide extension and acceleration programmes for higher attaining pupils when appropriate. Similarly the SEN team will 4

support individual pupils with specific needs where their needs cannot be met through quality first teaching eg speech and language programmes. See SEN Policy Learning environment: We work hard to ensure our classrooms are attractive learning environments. We change displays regularly, to ensure 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 and fiction and non-fiction books, as well as displays relating to literacy and numeracy and foundation subjects. We believe that a stimulating environment sets the climate for learning, and a well organised classroom promotes independent use of resources and high-quality work by the children. (see Appendix 2 – Learning Environment ) Resouces should be: • the best available to support the learning • kept in very good condition eg pencils always sharpened • organised effectively to maximise learning time • children’s exercise books readily available, always neat well presented See Presentation Policy Curriculum The curriculum is all the planned activities that we organise in order to promote learning and personal growth and development. It includes not only the formal requirements of the National Curriculum, but also the range of extra-curricular activities that the school organises in order to enrich the experience of the children. It also includes the ‘hidden curriculum’, or what the children learn from the way they are treated and expected to behave. We aim to teach children how to grow into positive, responsible people, who can work and co-operate with others while developing knowledge and skills, so that they achieve their true potential. The aims of our school curriculum are: • to enable all children to learn and develop their skills effectively • to promote a positive attitude towards learning, so that children enjoy coming to school, and acquire a solid basis for lifelong learning • to teach children the basic skills of literacy, numeracy and information and communication technology (ICT) • to enable children to be creative and to develop their own thinking • to teach children about their developing world, including how their environment and society have changed over time • to enable children to be positive citizens in society • to fulfil all the requirements of the National Curriculum • to teach children to have an awareness of their own spiritual development, and to understand right from wrong • to help children understand the importance of truth and fairness, so that they grow up committed to equal opportunities for all • to enable children to have respect for themselves and high self-esteem, and to be able to live and work co-operatively with others. We use the Creative Learning Journey to support our topic approach. 5

We plan our curriculum at three levels: Whole School level – long term At whole school level we have an agreed two year rolling programme curriculum map . This indicates what topics are to be taught in each term, and to which groups of children. This is organised as follows: Y1 and 2 together Y3 and 4 Y5 and 6 Although the topic (the vehicle for delivering the curriculum) is the same across two year groups, the skills taught are differentiated as appropriate. Our curriculum is fully integrated. It also encompasses development of key skills. These skills, we believe, form the basis of success in all aspects of school life and are vital to life long learning. We teach key skills through all curriculum subjects, and we also develop them within the pastoral curriculum. Key skills form a cornerstone of curriculum planning throughout the school. For example, we give the children many opportunities to develop the application of number key skill in their geographical studies, and when we teach physical education we stress the importance of working with others. The six key skills that we aim to develop are: • Personal, social and emotional • Communication, language and literacy • Problem solving, reasoning and number • Knowledge and understanding of the world • Creative • Physical Many skills are interwoven across these areas eg use of ICT, problem solving, creativity, BLP and SEAL (social and emotional aspects of learning).

Year Group level – medium term We use the Creative Learning Journey wheels to develop our medium term plans. These clearly show the skills and objectives to be taught. For literacy and numeracy we also use the appropriate strategies. Class level – short term (See Appendix 3) N.B. We use APP grids and other assessment frameworks, IEPs, provision maps and policies to inform and support all our planning. Our short-term plans for literacy and numeracy are written on a weekly basis. We use these to: • set the learning objectives and steps to success for each session • identify what teaching strategies will be employed, how teaching time will be used to ensure maximum impact • identify what differentiation there will be and how tasks will be scaffolded • identify assessment opportunities • key questions incorporating a range of higher level questions (Bloom’s Taxonomy) 6

•

plan resources including other adults

These plans are evaluated at the end of the week and used to inform future planning. For other subjects, at present, teachers may develop a medium term plan at the beginning of each half term, or complete plans weekly as for literacy and numeracy above. Planning does not stop once these plans have been written, the planning process continues up to and during the session. Future plans may be adjusted following careful assessment during and after each session. All plans are stored on the Internal Server system. Teacher’s Planning Files must include: • Long term plans • Medium term plans • Timetable • Short term plans from previous weeks • Provision map (with updates) • IEPs with updates • Calculation Policy and Expectations • Question starters prompt • Relevant policies to hand • Assessment information to hand Medium term plans to be e-mailed to SLT before beginning of term Short term plans to be e-mailed to SLT by Monday morning 8.20 Files to be available in classrooms at all times for monitoring purposes Assessment, recording and reporting We believe that effective assessment provides information to improve teaching and learning. We use APP grids and other assessment frameworks in speaking and listening, reading, writing and maths. We give our children regular feedback on their learning so that they understand what it is that they need to do better. We use information collected from assessments to allow us to plan lessons based on detailed knowledge of each pupil. We strive to ensure that all tasks set are appropriate to each child’s level of attainment. Our lesson plans make clear the expected outcomes for each lesson. We make a note of those individual children who do not achieve at the expected level for the lesson, and we use this information when planning for the next lesson. We also keep this information as a record of progress made by the class. We give parents regular reports on their child’s progress so that teachers, children and parents are all working together to raise standards for all our children. (See Feedback and Marking Policy) Procedures used by the school: National statutory tasks and tests These are externally produced and are taken at the end of the Key Stages 1 & 2. They enable us to compare pupils’ and the school’s performance against local and national benchmarks. We use this information to set targets for improvement. In KS1 we use this information to support teacher assessment and to determine next step. 7

National non-statutory tasks and tests (optional SATS): See Appendix 4 These are externally produced and we administer them in Years 3, 4, 5 and 6 to enable us to keep track of children’s progress and to set targets for improvement. National Phonics Tests These are externally produced and implemented in Years 1 and 2 Early Years Foundation Stage Profile: Children are assessed against this at the end of Reception. In Y1 for those children still working within these bands this will be used as the assessment format. Early Years Foundation Stage Ages and Stages: On a day to day basis and for half termly assessments children’s progress will be tracked against these criteria. Marking: This concentrates on learning objectives and focuses on how well the learning objective has been achieved as well as giving guidance for future improvement. See Feedback and Marking Policy Teacher assessment: This is used to provide ongoing information about how well children are achieving in each subject. In Literary, Numeracy and Science it supports information gathered from formal tests. In all other subjects it is the main way in which judgments about children’s attainment are made. Tracking data: We use assessment data to track the progress of individual children and also groups of children, including those that are considered vulnerable. This information is reviewed at regular intervals during Pupil Progress Meetings, where strategies are implemented to support the learning of all children. This also includes assessment data for phonics. Annual reports: These show assessment in all curriculum areas for all pupils, written by class teachers with contributions from support teachers as well as learning assistants. For each key subject area targets will be set for the next year. The school has a statutory responsibility to inform parents of their children’s progress in all subjects every year. The school has an annual cycle of assessment, recording and reporting which means that across the year children’s attainment in all subjects is systematically assessed. Children requiring special provision The curriculum in our school is designed to provide access and opportunity for all children who attend the school. If we think it necessary to adapt the curriculum to meet the needs of individual children, then we do so in consultation with their parents. This may include children who have special needs, children with English as an additional language of children who are gifted or talented in some way. See Special Needs Policy See Gifted and Talented and Higher Attaining Pupil policy Within our school we recognise that we have children who could be termed gifted’ or ‘talented’. Also we have higher attaining children. Special provision and policy are currently under review. The role of parents and carers in our teaching and learning partnership 8

We believe that parents and carers 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 two termly parents’ evenings to explain our school strategies for teaching and learning and to provide information about children’s attainment; • sending information to parents at the start of each term in which we outline the topics that the children will be studying; • sending annual reports to parents in which we explain the progress made by each child and indicate how the child can improve further; • explaining to parents how they can support their children with home learning. We suggest, for example, support with key skills, regular shared reading, projects and investigative work We believe that parents have the responsibility to support their children and the school in implementing school policies. We require parents to: • ensure that their child has the best attendance record possible; • ensure that their child is equipped for school with the correct uniform and PE kit; • 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 at school; • promote a positive attitude towards school and learning in general; • fulfil the requirements set out in the home/school agreement. The role of Governors in teaching and learning The school governors determine, support, monitor and review the school policies on teaching and learning. In particular they: • support the use of appropriate teaching strategies by allocating resources effectively • ensure that the school buildings and premises are best used to support successful teaching and learning • monitor teaching strategies in the light of health and safety regulations • monitor how effective teaching and learning strategies are in terms of raising pupil attainment • ensure that staff development and appraisal policies promote good quality teaching • monitor the effectiveness of the school’s teaching and learning policies through the school’s self-review processes Governors at Garden City Academy are actively involved in supporting and monitoring teaching and learning. They do this in a number of ways including receiving reports from subject leaders which gives them information about the current status of their subject. The Teaching & Learning Committee monitors implementation of the school improvement plan, evaluates and advises on schemes of work and reviews policies. The full Governing Body receives a termly headteacher’s report. Governors also carry out focus visits to the school to look at a specific aspect of teaching and learning. Monitoring and review We are aware of the need to review the 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. 9

We will review our policy on an annual basis or in the interim if appropriate. Date: January 2013 Appendix 1

Building Learning Power

Resilience: stickability and tenacity • Tolerating confusion and frustration • Being patient – ‘negative capability’ • Enjoying challenge • Being curious - asking questions • Getting rapt • Minimising distraction Resourcefulness: learning in different ways • Getting informed – data, details and patterns • Experimenting – messing about • Imagination – visualisation, mental rehearsal, metaphor • Intuition – hunches, inklings, glimmerings • Hard thinking – analysis, logic, criticism • Scavenging and capitalising Reflection: planning and adapting • Taking stock – ‘is it working?’ • Planning – being methodical • Opportunism • Knowing yourself as a learner • Using the rhythms of ‘hard’ and ‘soft’ – Hunch breaks – Walks – Holidays Relationships: making the most of other people • Standing your ground • Supports and sounding boards • Collaboration – teams are more than the sum of their parts • Other people’s shoes - empathy • Models • Critics and commentators

10

Appendix 2

The Environment

The environment supports the positive learning ethos in a creative and stimulating way and the high expectations that we promote within the school. Everyone shares responsibility for ensuring that the whole school environment is well organised, safe and accessible to all. Aims • To support and scaffold learning. • To encourage independent learning. • To provide a clean, tidy and safe environment. • To provide a welcoming building. • To support the whole school community, taking account of all needs. • To create interest and raise questions. • To ensure resources are well organised and accessible, to enable children to be ready to learn. • To support and develop creativity. • To celebrate the children and all they achieve. • To celebrate diversity. • To develop people’s ability to respect and care for their environment. • To ensure that the learning environment caters for a variety of learning styles. Teaching Staff Responsibilities; • To share the responsibility of making sure that the whole school environment is safe, well organised and well resourced. • To develop an exciting physical environment that reflects the children’s interest and achievements. • To provide and encourage an interactive and supportive learning environment, so everything around meets the needs of all the learners. This must include: • To teach and to model the skills of how to care for, respect and look after the school environment. • To report unsafe equipment or property as per the health and safety policy. • To provide an inclusive environment. Display Boards • Classroom boards, walls, windows, ceilings must include: o working walls for English, maths, topic and SEAL showing examples of good learning o class rules o number line, number square, mathematical vocabulary and symbols, days of the week, months, times tables (all age appropriate) o phonics/spelling aids including phoneme charts, alphabet, examples of Nelson letter formation (lower and upper case), key vocabulary, high frequency words, o steps to success for handwriting, presentation o stuck poster or similar o BLP and SEAL vocab • New displays must be backed with new paper and border roll. • All staples and blue tack must be removed. • The learning boards must be in view of the children. • Children’s work must be at least single mounted, where appropriate, to enhance a display to best effect. • Boards should not be left blank for more than 24 hours, unless they are a work in progress. • Keep boards well maintained. 1

• •

Fonts, whether typed or hand written are down to the teacher’s discretion. Good hand writing and grammar should be modelled. Display high quality work.

2

Appendix 3 Garden City Academy Mental/oral LO

Activity

Maths Planning

Class:

Week beginning:

Unit focus:

Main Teaching LO and S2S

OAs and resorces Assessment opportunities including key questions

Introduction Main activity

M

Challenge 1 Challenge 2 Challenge 3 Evaluation: Mental/oral L.O T

Activity

Main Teaching L.O and S2S

OAs and resources Assessment opportunities including key questions

Introduction Main activity Challenge 1 Challenge 2 Challenge 3

Evaluation:

1

Garden City Academy

Literacy Planning

Unit focus:

Purpose of unit:

Class:

Week beginning: Unit focus:

Unit objectives:

Day Mon

LO and S2S

Main teaching Introduction

Assessment opps, key questions, planned plenaries

OAs and resources

Assessment opps, key questions, planned plenaries

OAs and resources

Assessment opps, key questions,

OAs and resources

Challenge 1 Challenge 2 Challenge 3 Evaluation

Day Tue

LO and S2S

Main teaching Introduction Challenge 1 Challenge 2 Challenge 3

Evaluation

2

Day Wed

LO and S2S

Main teaching Introduction

planned plenaries

Challenge 1 Challenge 2 Challenge 3 Evaluation

3

Garden City Academy

Medium Term Plan

Date / Time

Learning Objective S2S

Main teaching

Lesson 1

.

Introduction Main activity

Evaluation

Lesson 2

Introduction Main activity

Evaluation

Lesson 3

Introduction Main activity

4

Class:

Topic/subject:

Assessment opportunities. Key Questions Planned plenaries

Resources/OAs

Appendix 4 Use of Optional Tests and Practise SATs tests Objectives: • To support formative assessment • To use to plan next steps • To support summative assessment • To support skills necessary for children to successfully undertake formal tests in Y6 For all years the tests are to be used to find out what the children know and don’t know and to inform planning as a result. The tests should be administered in the least stressful way possible, but from Y3 the children must be told they are being tested. We want to develop resilience around the taking of tests so that the children feel very secure by the end of Y6 and do not see these as a threat. Year group

2

3

*

Time

Spring term

February Y2 tests

4

February Y3 tests

5

February Y4 tests June Y5 tests

6

End of September and as necessary

Test Reading, maths For children working at Level 2 or 3

Reading and maths NB for Sep 2012, only, writing test to be given too. Age appropriate tests except for children working at level 1 or on P levels. Children who are low level 2 to be given KS1 tests. Reading, writing and maths. Age appropriate tests except for any child at level 1 or on P levels

Reading, writing and maths. Age appropriate tests except for any child at level 1 or on P levels

Reading, writing and maths Exceptions identified

Organisation All children to be supported by an adult, either 1:1 or in small groups. All maths to be read aloud. No time limits – find out what children know and don’t know, but consider their stamina. All children to be supported by an adult, either 1:1 or in groups. All maths to be read aloud even to confident readers.* No time limits – find out what children know and don’t know, but consider their stamina.. Mental maths tests should be stress free allow as much time as is needed, within reason.**

Whole class for children confident to deal with tests independently. Small groups or 1:1 for rest. All maths to be read aloud – even to confident readers.* No time limits – find out what children know and don’t know, but consider their stamina.. Mental maths tests should be stress free allow as much time as is needed, within reason. ** Whole class for children confident to deal with tests independently. Small groups or 1:1 for rest. All maths to be read aloud – even to confident readers.* Progress from flexible timings to formal timings for final assessments in summer term. ** Whole class for children confident to deal with tests independently. Small groups or 1:1 for rest. All maths to be read aloud – even to confident readers.* Timing to be flexible or formal as appropriate. **

Use the reading of questions as a teaching opportunity to develop skills of reading carefully, checking

back etc.

** This applies to all tests, but in particular mental maths tests. It is essential that children have time to develop the necessary skills and that all tests are used as teaching opportunities. Children should not be put under undue stress and hopefully by the end of Y5 they will feel confident in dealing with tests in a more formal situation.

Tests papers are centrally stored.

1