Teaching and Learning

The most important purpose of teaching is to raise pupils’ achievement. As part of our whole school monitoring systems, we consider the planning and implementation of learning activities across the whole of the school’s curriculum, together with teachers’ assessment and feedback to pupils. We evaluate activities both within and outside the classroom. We also evaluate intervention strategies and the impact that teaching has on the promotion of pupils’ spiritual, moral, social and cultural development. When evaluating the quality of teaching in the school, we consider the extent to which:

• The teaching in all key stages and subjects promotes pupils’ learning and progress across the curriculum.
• Teachers have consistently high expectations of pupils.
• Teachers improve the quality of learning by systematically and effectively checking pupils’ understanding in lessons and planning appropriate interventions.
• Teachers and other adults create a positive climate for learning in which pupils are interested and engaged.
• Feedback, including marking, from teachers contributes to pupils’ learning.
• Teaching strategies, together with support and intervention, match individual needs.

Expectations

Teachers have high but achievable expectations of learning and progress for all pupils. High expectations of learning and behaviour are evident in the classroom and through standards in books. Expectations are evident through the learning pupils produce. For example, pupils who are levelled as a secure Y2 writer should always produce writing of at least that level in every circumstance.

Feedback - written and verbal 

Teachers have a good understanding of where each child is in their learning and give quality feedback to ensure all children make progress. Where written feedback is given and next steps set, children should have opportunity to respond. These opportunities for reflection are planned into the day. Live feedback and whole class feedback is encouraged and used within the lesson when misconceptions occur. Marking with the child and verbal feedback is recognised as good practice.

Quality of Inclusion 

Lessons should be well planned and adapted, where appropriate, according to personal need. Children are only placed in ability groups during guided reading and these remain fluid. Learning is planned to provide support, experience and challenge. Word/picture banks are used to stimulate ideas for MLL/SEN learners. iPads are used to support learners in recording their ideas and accessing resources.