Teaching and Learning Policy

• Pupils will be enthused to learn from a broad and exciting curriculum which nurtures talents, interests and creativity
• Pupils’ learning inspires them to ask questions and further their knowledge and skills independently
• Whenever IT is used or discussed in lessons it must be done so in accordance with the e safety policy

We learn:

10 percent of what we read; 20 percent of what we hear;

30 percent of what we both see and hear; 50 percent of what we discussed with others;

80 percent of what we experience personally;

95 percent of what we teach to someone else.

—William Glasser

• Teachers will ensure they have high levels of knowledge linked to all lessons they teach
• Teachers use effective questioning to probe pupil understanding and tease out misconceptions
• Teachers have high expectations of all and know their pupils’ end of year targets and how they are progressing towards them
• Key skills in English, Maths and computing are taught across the curriculum
• Promoting healthy lifestyles and caring for the environment permeate all teaching
• A range of interventions are used to support individuals and groups in need including those with SEND and EAL. Children are assessed on an individual basis for targeted support
• Lessons are delivered to the top of the class with support systems used to close the gap from the bottom
• The class work together on the main objective making their own choices about tackling the ‘could’ and ‘challenge’

• Rooms are well maintained, furnished and decorated
• Furniture is an appropriate size and good quality
• Necessary and high quality resources are available
• Displays are helpful, attractive, celebrate a range of pupils’ work and reflect current and recent learning
• Current Learning Objectives and Success Criteria are always on display

WAYCROFT MAT

Teaching and Learning Policy

• All planning will be written as detailed by curriculum leaders and SLT
• Long term plans will be written and agreed before the beginning of each academic year and only changed after consultation with SLT1
• Lessons will be delivered according to agreed plans in all MAT schools
• Plans will be appropriate for all learners and include planning for out of step children and a must, could and challenge activity, which relates to Bloom’s Taxonomy
• All planning will be saved on the school network as agreed
• Plans will ensure that pupils learn key knowledge and skills delivered in a variety of ways

• Pupil talk will be effectively balanced with adult talk
• All pupils will know the objective and have involvement in developing success criteria
• ‘Must, could and challenge’, tasks, interventions and outcomes address differentiation and will link to the main objective unless a child is agreed to be ‘out of step’ and in need of individualised plans
• BLP skills will be taught, practised, discussed and acknowledged
• Verbal feedback is a prevalent feature of all lessons
• Pupils SMSC development will be addressed whenever appropriate
• Pupils understanding of the UNCRC will be developed whenever appropriate

• Adults will be good role models and create positive relationships
• All achievements are valued
• The UNCRC underpins every moment in school
• Diversity and courtesy are celebrated
• The academy is fully inclusive
• There is a supportive non judgemental atmosphere where children are confident to take risks
• All achievements are valued and celebrated

• Assessment for Learning is used to inform planning and delivery within and between lessons and units of work
• Marking focuses on what has been done well, next steps and correcting misconceptions as agreed in the Marking policy
• Pupils take part in the assessment process through peer and self-assessment
• All pupils are tracked against expected progress and discussed at pupil progress meetings three times a year
• Assessment methods include observations, verbal responses, reviewing independent work and results of tests and specific tasks

• Governors are kept fully informed of the Waycroft curriculum and have opportunities to make suggestions for its improvement
• Governors know the standards of teaching and learning and raise questions about this
• Governors have the opportunity to observe teaching and learning in action on a regular basis

• Subject leaders ensure high quality resources for their subject are in place
• Subject leaders monitor planning and pupils work and are a point of contact to further improve teaching and learning
• Subject leaders have an annual log to support their monitoring
• Subject leaders monitor lessons in their subject annually
• Subject leaders will use subject leader time to further develop their subject area

• Parents are kept informed of curriculum plans through the website, induction evenings, open days, curriculum events and parents’ evenings
• Parents’ evenings and reports at Christmas and in the summer will keep parents informed of their children’s progress and provide opportunities to see their work
• Parents’ can arrange with the office to talk to teachers at any mutually convenient time