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
To engage children in all aspects of writing, so that they develop into confident and passionate learners who can be proud of writing that they create.’
At Stoke, we use The Write Stuff approach to writing as this supports the children in their development of using effective language, and accurate grammar and punctuation.
Teaching sequences fit between experience days and sentence stacking lessons. With modelling at the heart of them, the sentence stacking lessons are broken into bite-sized chunks and taught under the structural framework of The Writing Rainbow. Teachers prepare children for writing by modelling the ideas, grammar or techniques of writing.
Using The Write Stuff, children have a clear view of what high quality writing looks like and their learning is structured clearly and misconceptions dealt with. Pupils know how to improve their writing and make it more focused and actionable, regular feedback is provided to guide their learning in addition to focused editing and improving lessons which are tailored to the learning needs of each child.
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 recognises that children are better equipped to develop and apply their skills in writing when the learning is immersive and linked to other subjects, giving them a context and clear purpose. It is also acknowledged that some writing skills are better suited to discrete teaching which can then be applied across the curriculum.
This is facilitated by the following:
Contextualising learning with real experiences
Vocabulary-rich learning landscape
Characteristics of Effective Learning
These characteristics support effective learning in writing:
Children are involved in the development of writing, sharing their ideas and concentrating in order to achieve. All children have the opportunity to succeed at and beyond their stage of writing development.
Children share their writing and often ‘publish’ their work, showing satisfaction and being proud of what they have achieved.
Playing and Exploring
Children are encouraged make independent choices with their writing (vocabulary, grammar, composition and punctuation). They are challenged to ‘have a go’ with new vocabulary and punctuation, experimenting with sentence structure and creativity in writing.
Creating and Thinking Critically
Children develop their own ideas and are able to choose a way to present their writing. They develop their ability to ‘join the dots’, linking their writing to their learning in the wider curriculum.
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 develop through school and our children learn to develop these characteristics throughout all their learning.
A key part of each writing teaching sequence is 5 Box Planning. This is a process where teachers define a clear and focused skill progression for each sequence of learning, to ensure children understand both the skill area they are working towards but within a context of progression of steps. This is shared with and referred to by the children regularly. This sequence runs alongside the ongoing application and development of writing skills as defined by the National Curriculum, selected appropriately for the writing genre which is being taught.
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 strengthen the quality of writing by using foundation subjects to widen and contextualise vocabulary. Topic plans support sequences that build to high quality literary outcomes
Discrete topics provide an opportunity to teach writing skills that
The Write Stuff is the whole school approach to writing.
Teachers plan in year groups and then tailor plans and resources for each class’s attainment and development needs. Teachers plan each writing unit, with the modelled writing (sentence stacking) clearly structured. Each unit results in a shared outcome and an independent outcome which the children plan for themselves, implementing the skills taught.
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.
Writing assessment grids are used to assess and record attainment. 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 writing assessment, moderation of samples of writing takes place within school in addition to external moderation within the school’s network. This provides a clear and robust assessment procedure, enabling teachers to plan next steps.
5 Policies that support the Teaching and Learning Policy
Safeguarding and Inclusion