|Policy last reviewed||September 2022|
|Reviewed by||Matthew Ascroft|
|Agreed by governors||September 2022|
|Shared with staff||September 2022|
|Frequency of review||Annually|
|Date of next review||June 2023|
|Head Teacher||Matthew Ascroft|
Leaders with responsibility for Teaching and Learning Policy
|Curriculum||Victoria Noone (AHT)|
|Early Years||Carla Lapworth|
|SENDCo||Lucy Pater (DHT)|
|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
This teaching and learning policy places teaching staff as lead practitioners in determining the implementation of key principles to ensure high standards in all teaching and learning to enable all pupils to achieve strong outcomes in a broad and balanced curriculum.
We aim to achieve the following:
3 Key Principles of Effective Learning at Stoke Primary
Stoke understands the importance of ensuring our children develop their curricular skills within a framework that supports the development of lifelong learning to enable them the chance to fulfill their dreams. To facilitate this we have three key aspects of effective learning.
Stoke Primary School acknowledges that our children have wide ranging experiences that they bring to their learning. We also understand that many children have had very limited experiences prior to starting at Stoke.
It is integral to our systems that we always seek to ensure we create the widest context and ensure we broaden the understanding for all our children. This forms a key basis for immersive topic approaches.
This is facilitated by
Children at Stoke Primary School are taught to recognise the Characteristics of Effective Learning as key components that lead to lifelong learning. Children learn how the characteristics of effective learning enable them to:
Stoke Primary School applies a progression of these qualities throughout all year groups as a structure that underpins good learning. The language and its application develops through school and our children develop these qualities understanding how the characteristics help them learn.
The qualities look different for different children in each year group. We teach children that the qualities can be applied to all learning situations and that within each quality they can use the Characteristics of Effective Learning to give them the more detailed language they may need. Alongside this, it is vital that children are given metacognitive strategies to help them learn.
A key part of any core subject 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 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
In the teaching of Maths teachers use the progression from The White Rose as identified in the Steps.
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.
Teachers plan in year groups and then tailor plans and resources for each class’s attainment needs. Teachers plan using two formats: topic planning, weekly planning.
Stoke Primary School has two approaches to curricular topic planning.
Topic planning is the key vehicle to contextualise, systematically develop and apply curricular skills. The format for planning is designed to ensure that all topics are tailored to the specific learning needs of the cohort.
Immersive topic learning is understood to be an effective way of building secure and robust skills. Where appropriate, topics should include close links to the English skills being taught.
These plans are available on the school website.
Weekly planning utilises the 5 box sequence for core subjects. Teachers then build sequences of learning that enable the children to develop the identified target skills.
Where monitoring of planning identifies it 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.
Whole school systems include
Assessment grids are used to assess and record attainment in reading, writing and 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 reading and maths assessment structured summative assessments are used
Skills assessment grids are used in all foundation subjects. These are used by teachers to ensure topic planning is meeting the needs of the children in both coverage and attainment level. These grids are also used by middle leaders to evaluate strength and quality of subject provision across school.
5 Policies that support the Teaching and Learning Policy