Teaching and Learning Policy

Date Chair of Management Committee

Date approved April 2017 Sue Cain

Review date April 2018

Bishopton vision statement

Principles of this policy:

This policy reflects the school values and philosophy in relation to teaching and learning. It sets out a framework within which all staff can operate and gives guidance on practice within school. Its purpose is to impact positively on classroom practice and to ensure that it promotes high expectations of staff and pupils about pupil achievement, teaching standards and the learning environment. We recognise that all pupils possess unique skills, abilities and aptitudes and all have an entitlement to access a broad, challenging and appropriate curriculum. Every pupil is entitled to experience a variety of teaching and learning styles which enable them to reach their full potential.

All teachers have a responsibility to plan and deliver lessons where teaching and learning is of the highest quality, with effective pace and challenge in all lessons and where the learning needs of all pupils are met.

Aims of this policy:

 To promote learning and raise progress  To develop young people  For all pupils to make a successful transition to their next stage of learning  To ensure high quality teaching and learning experiences  To provide coherence of approach and consistency of expectation  To provide practical guidance and clear procedures  To inform stakeholders about the aims and processes of teaching and learning

The document is structured into four sections which are based on five key areas which teaching should be understood to include:

 Planning and Implementation of learning  Assessment for Learning  Setting of appropriate homework  Impact of teaching on the SMSC development of pupils

Planning and Implementation of Learning

It is important that teachers plan and deliver lessons that enable pupils to work towards the learning objective and make progress towards the success criteria. It is acknowledged that different teachers have their own preferred styles of teaching but it is imperative that the agreed criteria are followed to ensure the best outcomes for our young people.

Medium term and Long term planning will at least:

 Clarify objectives and outcomes (including success criteria) for progress over time

 Include different learning styles so that all Pupils are able to learn in their preferred style

 Identify clearly the subject knowledge to be taught

 Include differentiation to ensure all pupils are challenged in line with their ability

 Provide opportunities for independent learning

 Detail literacy, numeracy and communication opportunities and how they will be taught

 Include opportunities for a variety of assessment for learning strategies

 Identify opportunities for homework

 Medium term planning is uploaded to the staff shared area at the beginning of each half term Daily Planning and Preparation

The purpose of teaching is to promote learning and to raise standards of achievement. Teaching includes the whole range of activities that a teacher employs to promote learning and progress. This includes:

Prior to the lesson

 Interactive teaching including the use of ICT should be planned for

 Work should be pitched at the level that is appropriate to the pupil. Pupils should find tasks challenging at their own level

 Teachers demonstrate flexibility in their approach and be prepared to deviate from the lesson where appropriate

 Opportunities to develop literacy, numeracy and communication skills should be planned and taught in all lessons

 Strategies and tasks should enthuse Pupils

 The pace of learning should be optimised throughout the lesson. As a result almost all pupils make rapid and sustained progress

 There is a quick start to the lesson with an engaging starter activity, ensuring learning is evident

 Learning activities are organised into chunks in order to maintain student engagement and support progress towards expected outcomes

 Planning is linked with short, medium and long term assessment opportunities

 Questions should be designed to tease out Pupils understanding

 The work for each individual student should be adapted in the light of any misconceptions

 The Bishopton PowerPoint and planning grids should be used every lesson providing a consistent approach to teaching and learning

 Teachers should have high expectations of all pupils

 Planning makes provision for the effective use of TAs

 There should be a purposeful and effective learning environment, including resources and displays of pupil’s work which support the curriculum During the lesson

 The learning outcomes and success criteria are shared with pupils, to ensure pupils understand what they are doing and why

 Relationships between teachers and pupils are positive and respectful

 The teacher should meet and greet pupils on arrival

 Establish a positive climate for learning in lessons to encourage interest and engagement

 Ensure a high standard of behaviour and learning. Behaviour is recorded on Cpoms daily End of the Lesson

 The teacher creates the time to review lesson objectives and learning outcomes  Pupils have the opportunity to assess their own progress and set themselves appropriate targets (not always necessarily done at the end)  Pupils receive supportive feedback from the teacher or their peers where appropriate  Opportunities are provided to celebrate success  Links are made to future lessons, learning activities and assessment opportunities as appropriate  The end of the lesson is prompt and orderly, allowing for efficient transition between lessons  Books are marked every lesson. Pupil response marking (yellow boxes) must be used at least weekly. Marking should explain what the pupil has learnt during the lesson and provide detail of how the work can be improved. Yellow boxes should be used to reinforce prior knowledge or introduce the next step

 Homework should be planned for individuals on a weekly basis in Maths and English. This should be marked and feedback given to pupils Assessment for Learning:

 Feedback will sometimes include quality written comments which recognise the strengths of a piece of work and identify targets for improvement in a constructive, personalised way in line with marking and feedback policy  Pupils are able to act upon the advice they are given to improve their performance providing a response to the feedback they are provided with  All Pupils are aware of their target levels/grades. These are also displayed on stickers on the front of their books, and updated termly; inside the front cover the half termly assertive mentoring targets should be annotated  Frequent opportunities are taken within lessons to provide immediate verbal feedback  Use half termly assessments to set tasks that are matched to pupils’ prior attainment.

 Half termly assessments should be uploaded to SIMS by the end of the penultimate week before the end of term. Recording and reporting assessment is seen as a vital part of the learning process  Baseline assessments are carried out upon entry to the school  Pupils are encouraged to critically, but supportively, judge the performance of others within their group  Levels of work are modelled through display and explanation

Regular monitoring of teaching and learning takes place at Bishopton to ensure the highest standards and therefore, outcomes for the pupils. Teachers are expected to have planning folders available in all quality assurance visits.

Monitoring

Monitoring of teaching and learning is quality assured through a model…..The annual quality assurance model of teaching and learning is as follows:

 QA visits are completed by SLT or members of the LA on a fortnightly cycle. This includes short lesson observations, book scrutinies, planning scrutiny, data capture and pupil voice interviews. A pupil will be identified during morning briefing on the day of the QA visits

 Questionnaires with staff, pupils/parents

 Half termly progress meetings

 There may be instances where additional monitoring is required such as where a teacher is identified as requiring additional support or where a teacher is newly qualified The outcomes of monitoring and reviews will be shared with staff. Where standards of teaching and learning fall below expectations, appropriate support will be given and further monitoring will take place as appropriate. If concerns continue, further action will be taken in line with the teacher appraisal and capability policy.

Support for teachers

Teachers have a responsibility to reflect on their practice, enhance and update their professional knowledge and skills. This is to ensure that consistently high standards of teaching and learning are maintained and national teacher standards are met. Staff are supported in improving their teaching in the following ways:

 Observing good practice from colleagues

 Coaching and Mentoring

 CPD sessions  External courses when necessary

 Use expert subject knowledge and general knowledge of changes to education policy

Pupil and Parent Involvement

The views of pupils about lessons will be sought as part of the QA cycle. Parents have a considerable contribution to make to pupils’ success in school. They are strongly encouraged to attend parents open days, support pupils in responding to school feedback and create the right environment and routines at home.

Section 2 - Setting of appropriate homework

Rationale

Home learning is an essential part of a successful education and helps support pupils’ ability to learn in a variety of contexts. Home learning not only reinforces classroom learning, it also helps pupils to develop skills and attitudes they need for successful lifelong learning. It promotes independent learning skills, including the habits of inquiry and investigation. At Bishopton, we consider home learning to be any task or activity that contributes to the learning set by staff for students to complete outside of their normal day.

Nature of home learning

At Bishopton we believe that home learning tasks should not prevent pupils taking part in other after-school activities. It should be flexible so it can be completed at the family’s convenience. Homework should be enjoyable for pupils, parents and carers. Pupils have a week to complete their homework at a time of their convenience.

Effectiveness of home learning:

Here at Bishopton, we have adopted a ‘Take-away’ homework approach where the students are given a range of learning activities to choose from. Each activity is personalised to the child’s ability and includes different levels of challenge. Teachers must ensure that home learning is purposeful and that it enhances the pupils’ learning journey. Home learning is most effective when:

 Tasks are structured, linked to the scheme of work and their purpose is clearly explained to Pupils  There is consistent practice across subjects  Home learning is regular so that everyone knows what to expect each week  Pupils and their parents or carers are clear about what they need to do and what the outcome will be  There are high expectations  Feedback is clear, focussed and constructive  Where appropriate, homework is marked according to the school marking policy.

Rewards and sanctions

Home learning will be rewarded through the points system. Additionally, Pupils will be rewarded at the commendation assemblies or awards evening for their efforts. On the occasions that Pupils regularly fail to complete their home learning, parents will be contacted for their support. If the issue persists, faculty detentions may be necessary.

Pupil and Parent Involvement

Parents have a considerable contribution to make to Pupils’ success in school. They are strongly encouraged to support their children with their home learning by creating the right environment and routines at home to enable home learning to be completed. Parents will be contacted if Pupils regularly do not engage with home learning.

Section 4 – Spiritual, moral, social and cultural development of Pupils

Rationale

School is about far more than learning the curriculum. Spiritual, Moral, Social and Cultural development is the term used to embrace this broader dimension. It ranges from teaching in religious studies and citizenship through to sex and relationship education and a wide range of extra-curricular and out-of-school activities. Importantly these vital dimensions of life and growth should be present across the entire curriculum.

Spiritual development

To help Pupils in their positive spiritual development, all lessons and additional learning activities should be designed, wherever possible to:

 Promote Pupils’ self-esteem by valuing and rewarding their achievements  Encourage Pupils to reflect on their learning and allow them to question and explore  Provide opportunities in and out of lessons for them to discuss and exchange views  Be supportive of those who seek faith or wish to strengthen it

Moral development

In order for teaching and learning to be effective, Pupils at Bishopton must adopt a shared moral code of respect. This moral code is taught through Personal, Social, Health, and Citizenship Education (PSHCE):

 The necessity of and the importance of following appropriate rules is seen as vitally important in setting an orderly learning environment  Pupils are encouraged to take on responsibility for their own learning and for that of others through peer support Social development

As part of engaging lessons and activities, Pupils are expected to interact with their peers and other members of the community. Consequently, their social development is of great importance. When planning teaching and learning activities, staff should always try to promote an environment where there is:

 a willingness to co-operate with other pupils by balancing individual and collective needs  a readiness to celebrate others’ achievements  a feeling of mutual respect and tolerance

Cultural development

As well as developing an awareness of their own cultural roots, Pupils should also be able to appreciate the diversity and evolution of cultural traditions. In comparison to other local schools, Bishopton has a limited cultural mix of Pupils. Therefore, it is particularly important that the following should occur as part of their learning journey:

 In lessons pupils should be helped to understand, respect and appreciate other beliefs, social circumstances and cultures and their impact  Further opportunities for the above should take place in extra-curricular activities and school trips

Appendix 1 Marking and Feedback

Aims

To establish a broadly consistent approach to the way pupils are given strategies to improve their learning and how pupils will respond to the feedback given. They will become confident in both Summative and Formative Assessments as a result of their consistent application throughout the School.

Rationale

Feedback is most effective when the pupil knows:

 The purpose of the task  Lesson objectives and learning outcomes  How far they have achieved this  How to move closer towards their goal of learning

The core aims of the marking of Pupil’s work are:

 The focus of feedback is on helping Pupils gain a clear understanding of how well they have gained knowledge, concepts and skills  To provide opportunities to give praise and support to improve self esteem

 To motivate and encourage pupils to produce high quality work and make progress

 To reinforce to pupils, their areas of strengths and furnish them with confidence and strategies, in order for them to improve areas of weakness

 To ensure that teaching has been effective and both summative and formative assessments are used to inform future planning of teaching and learning

 To challenge the pupils to think for themselves and enhance their progress

 To provide a record of both summative and formative assessments for pupil reviews

In their purest definitions:

 Formative Assessment is FOR learning

 Summative Assessment is OF learning

Effective Formative Assessment should:

 Provide timely if not immediate feedback

 Provide evidence for teachers to inform planning

 Help pupils evaluate their own learning

 Provide assistance in reaching targeted learning goals

 Allow pupils time to revise, reflect, reshape, and/or restate

 Not necessarily be for a grade (emphasize learning over points)

 Foster dialog

 Personalise any feedback by using the pupil’s name

Effective Summative Assessment should:

 Take place at the end of a topic

 Demonstrate effectiveness of teaching and learning  Identify areas for individual pupil development

 Inform Pupil Progress Reviews that will take place every half term with class teacher to determine what progress has taken place, what strategies have been effective and what additional strategies need to be implemented to ensure progress in learning Effective Learning Environment

Displays are used to support AfL Grade and level descriptors are visible in rooms

Seating is organised to support peer and Exemplar work is made available to Pupils in self-assessment order to see what they need to be able to do at each grade

Marking should promote self esteem Marking and feedback links into behaviour policy – Rewards section

Target Levels

All books or folders should have the grading criteria and the pupil’s current and target level or grade clearly displayed on the front, inside cover.

Please state on work whether the

I Worked independently

T Worked with teacher

TA Worked with support

Spelling, Punctuation and Grammar – all work needing corrections, should be marked and discussed sensitively

Sp = in the margin and word Gr = grammatical error P = punctuation needed underlined. Encourage pupils to learn some corrected spellings

// = new paragraph needed WW in the margin and the ^ = word or letter missed out word underlined = wrong word used

Research evidence suggests that ‘just giving feedback to Pupils without requiring them to actively engage with it is likely to have only limited effect’ (Price and Rust, 1999: The impact of Assessments on Student Learning) With this research in mind and as our pupils generally require instant feedback, then Formative Assessment within our classrooms would usually see teachers having one to one formative discussions with Pupils during lessons and this should be recorded as 'Oral Feedback Given' or ‘OFG’ and add 'Two Stars and a Wish'. Pupils should then state two areas that they have been successful with and one area that they need to improve.

Showing success:

‘Two Stars’ - The teacher finds two best places in the pupil’s work at pertinent points in the unit of work, which link with the learning objective and then highlight these. These successes should be in the context of the full ability range, so those different pupils could have anything from one word/answer to a couple of areas highlighted.

Indicating improvement:

‘A Wish’ - A squiggly line is used to indicate precisely where on the work improvement could be made. The improvement is then made at the end of the pupil’s work.

Giving an improvement suggestion:

Peer and self-assessment - an improvement suggestion is written/asked for/by the teacher/self/another pupil to help the pupil know how to make the specific improvement.

There are three main types of improvement prompts:

The reminder prompt - Simply reiterates the learning objective.

The scaffold prompt - Involves the teacher/pupil making a suggestion on what could be written and giving it back to the pupil.

The example prompt - Models a choice of possible improvements, but asks if the pupil has an idea of his or her own.

Marking and Evaluation

It is the responsibility of all teachers to ensure the agreed marking and feedback policy is being consistently implemented across the school

Appendix 1a Examples of poor feedback

Feedback What does this mean to the child?

“Develop these ideas further” “Yes, but how?”

“More detail needed” “Yes but I’d thought it had all the details it needed so now I’m not clear.” “You must try harder” !!!!

“Ask” “About what?”

“A lovely story” “So it is perfect, then?”

“Good work” “How good. In what way?” “Spellings” “Which?”

“Use paragraphs” “Yes but I don’t know how, which is why I didn’t do it in the first place.”