Teaching and Learning Policy

Christ Church CEVC Primary School

(currently under review with the Curriculum and Learning Committee)

1 Introduction

At Christ Church CEVCP School we believe in the concept of lifelong learning and the idea that both adults and children learn new things every day. 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.

2 Aims
We believe that people learn best in different ways so we aim to provide a positive and varied learning environment that allows children to develop their skills and abilities to their full potential.
Through our teaching we aim to:

•enable children to become confident, resourceful, enquiring and independent learners;
•develop children’s self-respect and encourage children to respect the ideas, attitudes, values and feelings of others;
•foster children’s self-esteem and help them build positive relationships with other people;
•show respect for all cultures and 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.

3 Effective teaching

3.1 When teaching we focus on motivating the children and building on their skills, knowledge and understanding of the curriculum. We use the school curriculum plan to guide our teaching and the Creative Learning Journey and to track coverage of all of the National Curriculum areas for all children, and will be adapted as necessary by teachers according to the mix of year groups within each class. We aim to off Quality First Teaching in all lessons.

3.2 We base our teaching on our knowledge of the children’s level of attainment. We strive to ensure that all tasks set are differentiated accordingly. When planning work for children with special educational needs we use their IEPs and provision maps to structure their tasks appropriately, so that all children are included in the lesson.

We have high expectations of all children.
3.3 We set end of year targets for the children in each academic year which we use in our tracking and school improvement processes. In addition, each child is set targets in Reading, Writing and Maths as their next step in learning, and these are shared with children and parents.

3.4 We plan our lessons with clear learning objectives and success criteria. We take these objectives from the National Curriculum and the Primary Framework. Our lesson plans contain information about the tasks to be set, the resources needed, and the way we may assess the children’s work. We evaluate all lessons so that we can modify and
improve our teaching in the future.

3.5 We value our good working relationships with our children and their parents. We treat the children with kindness and respect. We treat them fairly and give them an equal opportunity to take part in class activities.

Our staff follow the School Behaviour and Discipline Policy, including the use of a zone board, which has been shared with children and parents.
We have three school rules and some classes may set and agree with children the class code of conduct. We expect all children to comply with the rules, 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.

3.6 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/ carers and obtain their permission and carry out a Risk Assessment.

3.7 We use Teaching Assistants and other adult helpers both in and out of the classroom in a variety of effective ways including phonics and intervention times.

3.8 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 wide range of resources appropriate to the age range and, and are set out to promote independent learning.

3.9 All our teachers reflect on their strengths and weaknesses and plan their professional development needs accordingly and in the light of the School Development Plan. We support our staff in developing their skills, so that they can continually improve their practice.

4 Effective learning

4.1 We acknowledge that people learn in many different ways and we recognize the need to develop strategies that allow all children to learn in ways that best suit them, taking account of aspects such as Visual, Auditory or Kinesthetic learning. We take into account these differences when planning teaching and learning styles.

4.2 We offer opportunities for children to learn in different ways. These include:
•investigation and problem solving;
•finding out and exploration
•group work;
•pair work including talk partners;
•independent work;
•whole-class work;
•asking and answering questions;
•use of a wide range ICT to enhance learning;
•fieldwork and visits to places of educational interest;
•visitors into school;
   Quality opportunities for home learning including Brainbuilders and DB Primary
•debates, role-plays and oral presentations;

4.3 We encourage children to take responsibility for their own learning, to be involved as far as possible in
reviewing the way they learn, and to reflect on how they learn – what helps them learn and what makes it difficult for them to learn.

5 The role of Governors

5.1 Our Governors are an integral part of the leadership and management of the School. Governors monitor the effectiveness of the school’s teaching and learning through the school self-evaluation processes. These include reports from subject leaders and the termly Head teacher’s Report to Governors. There is also a Governor assigned to each subject area of the School Development Plan priorities and this Governor may monitor and review their subject alongside the Subject Leader.

6 The role of parents and carers

6.1 We believe that parents 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 Parents’ information sessions to explain our school strategies for teaching and learning and consultation evenings to report on each child’s progress, targets and attainment;
•sending information to parents at the start of each term in which we outline the topics that the children will be studying during that term at school;
•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 homework (see Homework Policy);
•holding Parents’ Consultation evenings to report on each child’s progress;

6.2 We believe that parents have the responsibility to support their children and the school in implementing school policies in order for children to learn effectively. We would like parents to:

•ensure that their child has the best attendance record possible; including avoiding time off for holidays in term time;
•ensure that their child is equipped for school with the correct uniform and PE kit;
•do their best to keep their child clean and healthy 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, including homework

Date: May 2013
Review date: