Teaching and Learning Policy
Policy last reviewed:
Reviewed by: Matthew Ascroft
Agreed by governors:
Shared with staff:
Frequency of review: Annually
Date of next review:
Head Teacher: Matthew Ascroft
Leaders with responsibility for Teaching and Learning Policy
Curriculum : Victoria Noone
Reading : Holly Haines
Writing : Joanne Ward
Maths : Gary Bennett
Early Years – Carla Lapworth
Chair of Governors: Mr Bill Gallagher
Believe and Achieve!
Stoke Primary School seeks to ensure that every member of the community can
Believe and Achieve.
The learning systems that are established within this policy place each and every child at the centre of their learning. By empowering each child with skills, knowledge and learning systems, they can significantly impact on their own achievement and seek to be the best they can be.
2 Aims and Objectives
Mathematics is essential to everyday life. It intertwines many other disciplines and is critical to science, technology and engineering whilst being essential for financial literacy. The national curriculum aims to ensure that all children develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. At Stoke, we aim to achieve this by fostering a sense of enjoyment and curiosity about the subject. Children learn core concepts through using practical resources that underpin the quality teaching of all maths lessons. Developing children’s mathematical vocabulary is key to this and all lessons drive the use of accurate vocabulary and maths displays are built around this so that they become a crucial element of the learning. To plan and assess the children, teachers use the national curriculum and supplementary ready to progress guidance; key performance indicators that help to determine a child’s mathematical understanding.
3 Key Principles of Effective Learning at Stoke Primary
Stoke understands the importance of lifelong learning skills for all our children to enable them the chance to fulfill their dreams. To facilitate this we have three key aspects of effective learning.
Stoke Primary School recognizes that many elements of maths are best taught discretely however where we have immersive topics we seek those opportunities to make meaningful links to contextualise maths skills. Whenever possible, teachers also relate learning to the real world ensuring that children understand that maths is in the world all around them and not just the classroom.
Characteristics of Effective Learning
Stoke Primary School considers the Characteristics of Effective Learning, as defined in the EYFS, to be key components that lead to lifelong learning. Stoke Primary School applies a progression of these throughout all year groups as a structure that underpins good learning. The language and its application develops through school and our children learn to develop these characteristics throughout all their learning.
These characteristics support effective mathematical learning:
The 5 box sequence provides children with a goal to aim for. Children are encouraged to develop their perseverance to mathematical problems and to be proud of their achievements when overcoming adversity.
Playing and Exploring
Children are encouraged to become independent learners, selecting appropriate mathematical resources for themselves that will effectively support their learning and to use accurate mathematical vocabulary in their oral and written explanations.
Creating and Thinking Critically
Children are encouraged to share ideas and their different ways of approaching a question or problem. At Stoke, we are developing the children’s ability to choose their own appropriate ways to present their answers and working out.
A key part of maths teaching sequences is 5 Box Planning. This is a process where teachers define a clear and focused skill progression for each sequence of learning. This is shared with and referred to by the children regularly to ensure children understand both the skill area they are working towards but within a context of progression of steps. The length of time a sequence is taught is dependent on the skills being taught and can range from one day through to a week.
This process supports enhanced learning rates as it provides clear scaffolding for children to engage in their own learning progression.
Skill progression targeting attainment range in class
Next Step goal for highest attaining children
4 Planning and Assessment
We believe that planning and assessment are inextricably linked and are fundamental to effective learning. Teachers have the responsibility to assimilate core information to ensure that planned learning is tailored to meet the needs of the class and through effective assessment, progress can be clearly defined.
Stoke Primary School has two approaches to curricular topic planning.
Immersive topics seek to combine English and foundation subjects into an immersive and interconnected learning experience. Each curricular area supports and strengths the others with context and specific learning
Discrete topics enable teachers to ensure full coverage of all areas of the curriculum are supported, but in this context the elements do not necessarily link.
Immersive topic plans include maths skills where strong and secure mathematical development is supported. Stoke does not advocate tenuous maths connections being made in topics and instead promotes discrete maths teaching and learning.
Teachers plan in year groups and then tailor plans and resources for each class’s attainment needs. Teachers follow the ABBC long term plans which ensure national curriculum coverage. Weekly planning utilises the 5 box sequence to ensure that a cohesive sequence of learning is planned that will cater for the needs of all learners and develop the identified target skills.
Where monitoring identifies planning as insufficient for effective learning or has limited impact on pupil progress, support is provided by subject leaders with the use of established formats and guidance.
The National Curriculum Skills and Ready to Progress Criteria are the whole school system for Maths.
Assessment grids are used to assess and record attainment in mathematics. The grids contain key developmental skills and enable teachers to measure, track and share children’s attainment. They are used to record formative and summative assessment and provide the supporting evidence necessary to make age-related judgements on children’s attainment.
To aid maths assessment, structured summative assessments are used
NfER tests are used in year 1, 3, 4 and 5
SATs papers in years 2 and 6
Assessment information is used to support effective teaching and learning and to ensure than planning caters for the needs of the cohort.
Moderation is conducted within the network in line with county expectations and as part of professional development in school.
5 Policies that support the Teaching and Learning Policy
Safeguarding and Inclusion