Greenslade Primary School Teaching and Learning Policy

Greenslade Primary School Mission Statement

Respect Inspire Achieve

Greenslade is an exciting learning community where we aspire to maximise achievement for all through an inspiring, relevant and challenging curriculum. At Greenslade we hold high expectations of behaviour, attitude and achievement. Our aim is for all members of the Greenslade community to become independent and autonomous, lifelong learners who make a positive contribution to our community and society.Greenslade is a place where children and adults work together to celebrate each other’s similarities and differences. We are committed to promoting equality of opportunity for all, to treating every adult and child with equal respect regardless of gender, race, religion, ability, disability, culture or socio economic group. Discrimination of any kind is unacceptable and is challenged.

Principles of this policy

Learning

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Learning is the acquisition of new knowledge, concepts and skills when ideas are developed and understanding is increased. For successful learning to take place people must be fully engaged, challenged and extended by their experiences. We aim to develop learners to:

Be motivated to learn. Know how to learn, and acknowledge their various multisensory

learning styles. Be creative, reflective and to adapt, using transferable skills and

concepts. Investigate and solve problems. Be open to new ways of learning. Be self-aware and show empathy. Have effective social and communicative skills. Be resilient learners who are willing and able to take risks and who

make progress by responding to feedback. Organise and evaluate their learning. Learn independently or as part of group.

Teaching

High quality teaching relies on good subject knowledge, an understanding of what our children already know and what their next steps will be. We use a variety of imaginative and stimulating strategies that take account of different learning styles and a wide range of abilities. High quality teaching:

Creates an environment in which learners feel respected, valued, and able to take risks.

Is sensitive, flexible and responsive to children’s potential and needs. Inspires learning through a curriculum that is broad, rich and

stimulating and is enhanced by trips, visitors and real life experiences. Is dependent upon teachers having in depth and up to date subject

knowledge. Creates an environment which is inspiring and challenging, and in

which high quality resources support learning Promotes confident independent and collaborative learning. Ensures learning is relevant, meaningful, appropriately differentiated

and cross-curricular. Ensures that learning reflects and involves the wider community.

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Relies upon teachers and learners having high expectations of themselves and others in terms of attitude, achievement and behaviour.

The Curriculum

At Greenslade we believe that a high quality curriculum:

Is relevant, rich and broad. Is dynamic, inspiring and challenging. Is rigorous and progressive, integrated and

cross-curricular. Respects and actively promotes the cultural

differences and various abilities of our children.

Develops children’s generic thinking skills that can be applied in all curriculum areas.

Uses varied approaches and methods catering for differing learning styles and preferences.

We expect every lesson to be at least a good lesson.Our children deserve no less.

Aims of this policy

We raise standards, through continued and sustained improvement in the teaching and learning that takes place on a daily basis by:

providing consistency of teaching and learning across our school enabling teachers to teach as effectively as possible enabling children to learn as efficiently as possible giving children the skills to become effective lifelong learners providing an inclusive education for all children learning from each other through the adoption of a collaborative,

enquiry based approach to teaching and learning, where good practice is shared.

This policy outlines the key elements and broad structures for effective lessons, based on best practice and research into how we learn best. Within

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this there must be scope for spontaneity, creativity, imagination and individuality.

The wider curriculum

Children’s learning should be further enhanced and contextualized through the wider curriculum. This includes visits to museums, galleries, theatres, outdoor learning centres and other schools, as well as a range of visitors to school from outside agencies and educational groups. This is vital as it gives children access to opportunities they might not otherwise have and broadens their experiences and develops aspirations.

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What do successful lessons look like?

In a successful lesson the learning ‘flows’ because tasks are appropriately challenging; teacher input is minimal; the children have the necessary pre-requisite skills; the objectives are clear and worthwhile; feedback is immediate; independence and autonomy are expected and levels of engagement are high.

A successful lesson at Greenslade is one which is: creative, relevant, inspiring, fun and challenging, in which children are engaged, enthusiastic, focused, confident to take risks and take a key role in driving their own learning forwards. The focus should not be on what the teacher does but on what the learner learns.

Most of our lessons follow a basic structure which comprises 4 main elements:

Setting the scene: placing the learning in a wider context; linking to prior learning; reviewing the previous lesson; providing the ‘bigger picture’; sharing the learning intentions (we are learning ……because….)

Teaching: the pupils receive new information; instruction/exposition;modelling; developing success criteria

Learning: the pupils make sense of the new information through supported small group, independent and/or guided group activities

Assessment for Learning : new information is reviewed and misconceptions are addressed.

During a successful lesson these elements are likely to flow seamlessly together and teachers may return to elements more than once. For example, through the use of mini-plenaries to redirect learning or add more challenge. For successful learning to happen, reviews are woven through the entire lesson and success criteria are referred to and repeated throughout the lesson.

Teaching and learning is not the same thing. Encountering information is not the same as understanding it:

I hear and I forget;I see and I remember;I do and I understand;

I teach someone else and I know.

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Behaviour for learning

Appropriate behaviour must be modelled by staff. Children should be taught tools to cope with difficult situations so that they develop emotional and social skills, resilience and perseverance with problem solving and the desire to become curious and autonomous learners.

“consistent experience of good teaching engages pupils in their learning and this reduces instances of poor behaviour" (Steer report 2006)

We strive to achieve this throughout the school by providing stimulating learning environments in which is it safe for children to take risks in their learning and value the involvement of others, and by planning lessons which are relevant and engage all learners at an appropriate level. This policy explains how we achieve this. Rewards and sanctions are consistently applied in line with school policies. (please refer to Behaviour policy, Anti-bullying policy and SEN and Inclusion policies for more information)

A learning atmosphere

The classroom should be a stimulating, reassuring and organised environment which creates a climate that is conducive to learning. Teachers must be fully prepared for lessons by ensuring that resources are available and accessible at the start of and during the lesson. Other adults should be briefed in advance on the role they will play during the lesson and sensitively engage with any pupil who, at the start of the lesson, is ‘not yet ready to learn’.

The Learning Environment

The learning environment should support teaching and learning, resulting in progress and achievement

An effective learning environment will become a teaching tool in itself and promote autonomous learning.

Children must have access to and be encouraged to use appropriate supportive materials that are available at all times and stimulate enquiry and interest.

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DisplaysDisplays in classrooms and around the school should be of high quality and are used to:

Celebrate children’s work and their attainment Create a lively, colourful and interesting environment Show examples of expectations Develop interaction through the use of props, challenges, puzzles and

questions.

Generally, displays are used to stimulate learning at the start of a topic and to showcase published work at the end of a unit.

Interactive displays and role play

Role play

Participation in role play allows children to make decisions and empathise. It provides numerous opportunities for language production and development and is a crucial element of our talk for writing. It may take a range of forms including freeze frames, hot-seating, conscience alleys and simulation activities.

Many classes will have a role play area generally connected to a topic or text, where children will have opportunities to explore a range of roles and situations in a safe setting.

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Interactive displays

Interactive displays should be used to encourage investigation, enquiry, questioning and discovery. Children are able add to and take from these displays as the learning progresses.

Displays of published work

We believe that children should have opportunities across the curriculum to see their work published on display and to celebrate their achievement. We believe in a culture of sharing high quality work to:

create a sense of purpose and a real context for learning;

create a sense of pride and achievement; develop skills of perseverance and

persistence; show a broad range of learning across the curriculum providing good

models of high quality work.

We plan carefully for displays and publishing as part of our learning outcomes. We create interactive displays which contain learning questions, props or stimuli for drawing in the audience. All displays will be appropriately mounted

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and attractively presented. Written work will be displayed, where possible, at an appropriate height for children to read.

Learning/Working Walls

Teachers are expected to create spaces in their classrooms for Literacy and Maths Learning/Working Walls which are designed to:

Support children’s learning Evolve as a unit of work unfolds Show a process Be accessible to all children so that

they are able to contribute frequently to them and take ideas from them

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A learning/working wall should:

Be owned by the children Be taught to and at by the teacher Be added to and taken down

in consultation with the children.

Be a place to share good examples Be a source of continuous support

Be used in all parts of the lesson

Be located where it can be accessed by the children at all times Be added/adapted to over a series of lessons Be a storehouse of ideas, guidance, images, diagrams, models, plans,

vocabulary … Be a reinforcement of teaching points Link directly to targets and objectives Have visual impact but, above all, be a teaching tool

A Literacy Learning/Working Wall

This is generally a support for writing more than reading, supporting children’s independent writing using a workshop approach.

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It:

Identifies the main long term objectives and intended outcomes for published work (which will ultimately be displayed elsewhere)

Identifies the main features of the text type (annotated examples, checklists etc)

Includes examples of ‘What good looks like’ Includes examples of relevant spelling, punctuation and grammar Evolves as a unit of work unfolds – exemplifying and supporting the

writing process as children move from the ‘reading as a writer’ stage to the ‘nearly finished’ stage

Encourages children to add their own ideas and take (Magpie) from it e.g. post-it notes, sentence strips, pegs, whiteboards, pictures, story maps, annotated work, mind maps, redrafts etc.

A Maths Learning/Working Wall

Shows the teaching sequence and identifies the end goal (in a real-life context whenever possible)

Shows progression over time Links current work to previous skills taught to embed learning Includes examples of what good looks like Displays learning objectives and targets relevant to the unit being taught Shows methods and steps visually using photos, models, images,

drawings, diagrams, annotated examples Includes teacher and child generated examples Displays relevant vocabulary

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Links with table –top displays with interactive investigations and challenges

Links with permanent maths displays of on-going skills e.g. 100 square, number line, multiplication tables, RUCSAC etc.

The teacher scribes the summary of the children’s understanding of the lesson

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As a unit of maths progresses the working wall may be used to build up a step by step progression. Teachers should refer to NC guidance and Greenslade School Calculations Policy.

Use of available space should be maximized to create the most effective learning environment. This can be achieved in variety of ways:

Strings across the classroom

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A free standing board

A poster on a window or door

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Lesson Planning

Teachers have a choice over which planning format they use and a suggested range of planning formats are available to support this process. (Exceptions to this are Guided reading and Phonics and the Literacy Overview – teachers should use the School formats for these). Teachers should be aware that planning will be periodically collected for monitoring purposes and should be in a format that is accessible and legible to others. There should be evidence in lessons that, when planning, the teacher has taken the following into consideration:

prior learning and pre-requisite skills the context and/or bigger picture the starter activity Learning Objectives and Success Criteria and how these will be shared

with the children activities, differentiation, groupings types of support key questions Assessment for Learning activities including plenary activities

In addition, maths planning should include mental and oral activities and literacy planning should include word and sentence level work.

The Starter

Lessons should start by linking back to prior learning, for example: Think about the three most important things you learned in the last

lesson – now tell your partner In two minutes I am going to ask you what you learnt in the last lesson Today we are learning about…. Jot down on your whiteboard/tell your

partner anything you already know about….

Or should stimulate the children’s thinking by providing a puzzle or surprise: get into role have a ‘curiosity’/surprise item - a box with a secret content items with links between them a bottle with a message in or some sort of prop to engage them draw/make something as they enter

A surprise plays on the students’ emotional intelligence, and so they are more likely to remember!

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An adult hot seats as Florence Nightingale and then a child takes on the role.

A context for Learning/ The big picture

Research shows that the brain is more likely to absorb details when it can place them in a wider context.

New learning should be introduced

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with a brief explanation or discussion about how the learning can be applied to real life situations, how it relates to other aspects of the topic or how it builds on prior learning. Teachers should use a working wall or topic wall to gather relevant information to support this big picture. Children should be shown the final product they are aspiring to or a model of what ‘good’ work looks like so that they are clear about expectations.

Sharing learning intentions (We Are Learning To – WALT)

All lessons must be well planned, have focused learning objectives and success criteria which are clearly communicated to all children and adults involved in the lesson. In Key Stage 2 these should be displayed. In Key Stage 1 they should at least be shared orally but might also be displayed. The task must be appropriately matched to the learning intention.

In order for children to be successful, they need to know exactly what they are going to learn and what is expected of them by the end of the lesson. For example, the children may be analysing a text and this might be expressed more accessibly in ‘child speak’ by saying “we are having a close look like through a magnifying glass.”

For learning intentions to be shared effectively, teachers should:

Sometimes move away from saying “Today we are doing/learning…” and instead say “By the end of this lesson you will know/be able to do/understand…”

Make learning intensions clear and specific Use child-friendly language Write them down (Key Stage 2) Refer to them at the start of the lesson, during the lesson and in the

plenaries.

Strands from NC levels can be used to write objectives. Use the key terms in lesson objectives – or at least have them readily

accessible at all times

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Give particular attention when explaining objectives to the ‘groups’ in (SEN/G&T) etc, emphasising what you want them to do

Where possible objectives and success criteria should be on display throughout a lesson (especially in KS2) and returned to frequently.

Scientists have found that the brain is more likely to notice things if it has been primed to look for them. In sharing the learning intentions, teachers are able to alert the children to the important elements of the lesson that will ensure that they are successful in their learning, for example:

“Today, when I am reading, listen out for some really powerful adjectives that you can use in your own writing later on.”

or

“For homework this week I will be asking you to write down the different functions of parts of a plant. You will find out what they are in today’s lesson.”

Triggering the brain in this way has been found to be highly effective in capturing the imagination and stimulating curiosity early in the lesson which, research shows, remains at a heightened level throughout the lesson and creates a high quality learning experience.

However, on many occasions, it may be more effective for the learning intention to be shared later in the lesson. This is because children often need to be ‘captured’ at the start of the lesson by the context and your introduction and stimulus. In some cases the learning intention makes no sense if given too early especially if it is new area of learning.

On occasion, the learning objective may be purposefully withheld so that it can be generated with the children later as the lesson unfolds – (this encourages analysis and evaluation).

Success Criteria (What I’m Looking For – WILF)

‘ success criteria summarise the key steps or ingredients the students needs in order to fulfil the learning intention – the main things to do, to include or to focus on’ Shirley Clarke

Success criteria help the children to understand what a good outcome looks like and how they can achieve this. The children need to be absolutely clear about what they have to do to be successful and the criteria that will be used

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to judge their work. (‘How will we know…?’) Success Criteria must be clear and unambiguous so that the teacher can explain them in a way that makes sense to her and to the children.

As with the WALT it can be more effective for the children to create the success criteria for a number of lessons. This is particularly beneficial when the children have been involved in analytical activities which lead them into creating the WILF. The children then have even more of a stake in the learning process and are more likely to be able to be self-evaluative as they are working.

The success criteria should be referred to throughout the lesson.

Effective success criteria: Are linked to the learning objective Are specific to an activity Are discussed and agreed with and often by the pupils prior to

undertaking the activity Provide a scaffold, steps to success and focus for the pupils while they

are engaged in the activity Are used for the basis of feedback and peer/self assessment

The success criteria should be measurable – so that the teacher and the pupil can prove they’ve done them/achieved them by the end of the lesson. This can be achieved by avoiding phrases like ‘know’ and ‘understand’ as these cannot be easily judged. Instead active words such as ‘state’, ‘explain’, ‘outline’, ‘list’, ‘describe’ should be used.

Bloom’s taxonomy is useful in identifying layers of difficulty in presenting objectives

define/recall/describe/summarise explain/compare/discuss/compose analyse/evaluate/investigate (see Appendix)

Success criteria may be differentiated to different levels and this can be done using a continuum line. Therefore the final one must be challenging and something really to aspire to. Teachers should build opportunities into the lesson for learners to demonstrate the have fully understood the learning intention and engaged with the success criteria. This could be done in various ways:

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Asking the children to explain the learning intention in their own words Writing thought bubbles during a piece of work to show thought

processes or to summarise learning. In the plenary, ask the children to give three top tips they would give to

a younger child to be successful in that learning Peer and self assessment of work against success criteria.

Providing learners with new information or skills

The quality of input during this part of the lesson will have a large bearing upon the extent to which pupils understand information. High quality exposition does not automatically guarantee understanding but it does make it significantly more likely.

New information may be delivered in a wide variety of ways: Direct teaching Modelling - e.g. the teacher commentates while performing the task,

hence developing the children’s metacognition ( an understanding of thought and learning processes)

Audio-visual aids e.g. video clips, visualisers Diagrams, pictures ICT – Apps, Internet Books Drama/speaking and listening e.g. hot seating

Lessons should be appropriately paced and sensitive to the needs of the children in the class and the objectives of the lesson.

It should be noted that pupils have limited concentration spans (typically about two minutes in excess of chronological age) so periods of exposition should be short and punctuated by regular breaks or activities. Studies show that significantly more learning takes place if information is explained in chunks. This is because evidence shows that pupils tend to remember more from the beginning and end of an experience and, by teaching in chunks, new beginnings and endings are created more frequently, leading to a higher retention of information. For example, teaching something new in three bursts of 10 minutes is more effective that one 30 minute session. Teachers should exercise their professional judgement as to the positioning of the children for different parts of the lesson rather than being on the carpet for longer than necessary.

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Phrases such as “Now we are moving on to”, “The next activity is ..”, “I’d like you to come back to the carpet for the next part of the session” are supportive in creating new beginnings.

Therefore, the input phase of a lesson is generally more effective if punctuated with short activities.

For example, teaching how to write complex sentences. Following a brief explanation with modelling on the carpet,, the teacher might ask the children to work with a partner to write one together on a mini-whiteboard or complete a short related activity at their tables, before returning to the carpet for further instruction.

Individual Learning Styles (VAK)

We acknowledge that we all learn in different ways:

Visual – learning through watchingAuditory – learning through listeningKinaesthetic – learning through doing

Some of us have a preferred learning style, while others use a range depending on age, ability, maturity or task.

Lessons should cater for a range of individual learning preferences and needs. Differentiation is a key feature of successful lessons. The teacher must plan for all children to access learning within whole class lessons. This must be considered at all stages of the lesson, including the input phase. A verbal explanation may well be clear, concise and of high quality. However, some children may be working outside their preferred learning style or have English as an additional language and so struggle to grasp what is being said. So a verbal explanation is best when supported by a visual or kinaesthetic component such as modeling or images.

Recent studies show that in order to fully develop a breadth of learning skills and to become adaptive learners, children should experience a range of learning and teaching styles and not rely solely on their preference.

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Consequently, it is important, when planning to deliver new information, to consider ways to introduce it in more than one style. This may be achieved by a member of support staff demonstrating or recording what the teacher is saying or the teacher modeling the process while commentating.

Differentiation can be achieved through: Task - activities that increase in difficulty Choice – give students a choice of task for differentiation and to appeal

to different learning styles Visual aids and practical activities to cater for the needs of all learners

Teachers need to be responsive to the needs and reactions of the children in the class through using imaginative teaching techniques and being able to adapt immediately if necessary through:

Changing strategies in order to simulate and engage pupils. Changing strategies according to the demands of the matter being

taught. Changing strategies according to the needs of the pupils. Changing strategy when the first (second, third) doesn’t work. Remodelling of tasks – teachers should be unafraid of deviating from

lesson plans and are expected to remodel or reshape lessons as they go

Embedding, reinforcing and developing skills and understanding

This is the opportunity for children to make sense of information. This is achieved through carefully differentiated activities which provide a suitable level of challenge. During this phase children may spend time working independently, in pairs or small groups.

Adults play a significant role during this phase, encouraging, reassuring, prompting and challenging pupils to ensure that learning is developed and demonstrated.

Quality interactions between adults and children are crucial and may be developed through:

Using open ended questions Providing wait time – pupils need time to think through their answers

before replying (this may be supported by giving an advance warning such as “in two minutes I am going to ask you ….”)

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Allowing pupils to explore and articulate their thinking by giving them time to discuss their responses in pairs or groups. Pupils are then encouraged to respond with “We think that…”

Ensuring that pupils fully understand by asking them to say back or rephrase a question

Extending and deepening understanding by asking follow-up questions such as “What made you think that?”

Scaffolding thinking and answering – for example asking pupils to identify three possible answers and then select the best one (to avoid them always giving the first answer that pops into their head)

Lessons should include: Active, collaborative learning Intrinsically motivating and challenging tasks. Pace, routine and well-practised transitions. Supportive resources and practical activities – children must have

immediate access to resources e.g. through the use of resource banks on the tables.

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Strategies to develop vocabulary (using key words) Independence –pupils should have opportunities to find out the

information for themselves – they are far more likely to remember it that way – the teacher can then be the ‘guide from the side’ and can systematically check and facilitate the learning whilst the pupils are on task.

Some sort of immediate feedback – the teacher is not necessarily the only source of feedback (peer feedback, other adults etc)

An extension task Time for talk – the proportion of teacher: child talk should be 1:3 at

least.

A variety of techniques should be used to keep the learning fresh. For example by allowing the children to:

Explore an issue etc from another point of view Analyse information and judge how important it is

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Back up statements/opinions/conclusions with arguments and reasoning/quotes from text

Key word matching activities and fact-finding tasks - they are finding out the information for themselves. E.g. find evidence to either prove or disprove a statement.

Mind mapping individually, or with each student completing a different section of the same mind map within the group or each group working on one section of a class mindmap

Group work/collaborative learning.

Paired and small group work is crucial to prove that the students are able to work, on task, without adult supervision. This gives children opportunities to become owners of their learning so that the drive to learn becomes self-sustaining; develop resilience and perseverance; develop skills of collaboration and cooperation; and to seek further learning opportunities within the classroom and beyond. The grouping should be based on effective differentiation depending on the task/the outcome - children may be grouped according to:• Ability (either by matching similar abilities or having a range in each

small group)• Gender• Random groups• Expert groups• Pair discussion

Use team strategies to make sure everyone in the group is engaged and involved – such as allocating each child a ‘role’ within the groupIf time allows (it need only be a couple of minutes) get the group to establish some ground rules to achieve success before they start. Allow time for feedback from group work – ‘what we have learned/found out and how …’

Guided Groups

Most lessons will include a teacher-led guided group which has a clear focus in itself and can be regarded as a ‘lesson within a lesson’. Although the guided group lesson will focus on the main learning objective for the whole class

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lesson it may have its own set of refined success criteria that are specifically suited to the needs and abilities of the pupils in the group.

Teachers working with a guided group have a significant impact on the learning of the target children through:

Modelling Guiding discussion Questioning Assessing Challenging Observing Focusing Teaching

Other children in the class may be supported in small groups by additional adults. Sometimes supporting adults will also work with a guided group in a planned and focused way. At other times, additional adults may be used to support children generally in accessing the task, maintaining focus, providing new challenge and noting successes and/or misconceptions.

It is important that the class teacher retains responsibility for the learning of every child in the class (including those who are being supported in other ways) and keeps an overview of how the lesson is progressing.

Talk for Learning

Talking is central to learning. When we talk we do more than articulate our current level of understanding. The very act of talking forces us to organise our thoughts and so deepen our understanding. This is partly why we remember so

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much of what we teach to others. Teachers must be tuned into the children’s talk, however, to ensure that it is not being used to further reinforce misconceptions.

We place great emphasis on developing dialogic talk, where extended responses from children are expected, encouraged and supported and children are encouraged to take a lead in directing and developing their learning.

Teaching through dialogue enables adults and children to: build on ideas in sustained talk encourage children to listen to each other, share ideas and consider

alternatives build on their own and others’ ideas to develop coherent

thinking express their views fully help each other reach common understandings.

Teaching through dialogue can take place when a teacher or practitioner talks with an individual child, or when two children are talking together, or when the whole class is joining in a discussion.

We also value the learning potential of collaborative discussion, during which children are able to speculate, hypothesise and evaluate in situations where there may not be one right answer and where risk-taking is encouraged.

A number of talking and listening activities may be used at different times and for different purposes including:

envoying hotseating talk-pairs jigsawing role play expert groups adult in role mini-presentations snowballing socratic dialogue thought showers circle time group talk in which children are allocated specific roles (e.g. recorder,

director etc)

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Literacy circles

In order for talking to be successful, children need to understand that talk is valued as much as their written work and must be trained to use talk appropriately using agreed codes of conduct. These are agreed within individual classes.

The use of questioning to promote learning

Questioning is used to help teachers and pupils reflect on information and commit it to memory; develop thinking skills; clarify ideas; check recall of information; stimulate new ideas and encourage discussion.

The use of questioning is integral to the success of a lesson.

During a lesson a range of question types can be used to create the most effective learning environment. Question types may be broadly divided into two main types:

lower order factual recall questions. These tend to be ‘closed’ questions with a single or limited choice of right answers and are best used to assess what the children can remember from previous learning. They play an important role in checking and reinforcing knowledge.

higher order questions. These are more ‘open’ and have a range of possible answers. These questions are more thought provoking and can bring about a deeper level of understanding and challenge.

Teachers should use a mix of open and closed questions throughout a lesson. As a general rule, lower order closed questions are more likely to be used at the start of a lesson when children are being encouraged to reflect on previous learning and teachers use the information retrieved to check the children’s understanding and to set the context for the new learning that is about to happen. The benefit of this is that the questioning, if appropriately paced and matched to the individual children’s abilities, will keep the children alert and provide instant feedback to them about their prior knowledge and understanding.

However, a well-crafted higher order question may be appropriately used at the start of a lesson to stimulate the children’s brains and prepare them for the learning that they are about to do.

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Closed questions are predominantly used during the main input part of the lesson when the teacher is explicitly modelling and explaining the purpose of the lesson. Asking too many open ended questions at this point may distract from the main focus of the lesson as it can lead off onto tangents and cause some pupils (and the teacher) to lose their train of thought. As the focus of the lesson shifts onto the children working independently, in pairs or small groups, or in a guided group with an adult, higher order questioning may be used more effectively to extend and deepen understanding. We use Bloom’s taxonomy to frame open ended questions which are appropriate to the needs of the children and the subject being taught.

At points during the lesson (mini plenaries) and at the end (in the main plenary)questioning of both types can be used to check children’s understanding and identify misconceptions which can be quickly and effectively tackled and to provide further challenge and to deepen thinking.

Allow thinking time before taking responses.• Use ‘think, pair, share’ (30 seconds to think, 1 minute to pair and sharewith a partner).• Do not respond immediately after a child has replied – oftenthey will say more.• Challenge the response – ‘Tell me why …’, ‘But what about …?’ • Ask the child to elaborate – ‘Can you say more?’ or use Pose, Pause, Pounce, Bounce to move the question on and maintain involvement and focus.

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Lolly sticks with individual children’s names on can be drawn at random to ensure that a range of children are called upon to answer questions and give their ideas. This is particularly useful following peer discussions so that the children chosen at random are already primed with something to say.

Questions should be placed around the classroom to stimulate discussion and enquiry.

Assessment for Learning

Research indicates that the more we reflect on our own understanding and are able to share this with others the more deeply the learning is embedded:

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We learn 10% of what we read20% of what we hear30% of what we see50% of what we see and hear70% of what we discuss with others80% of what we experience95% of what we teach to others

(William Glaser, 1960s)

Assessment for learning is not the same as assessment of learning, which tends to be summative and is carried out periodically (e.g. at the end of a unit or year or key stage). Assessment for learning (AfL) is formative and takes place all the time in the classroom.

It is ‘the process of seeking and interpreting evidence for use by learners and their teachers to decide where their learners are in their learning, where they need to go and how best to get there’ (Assessment Reform Group 2002)

AfL should be used to identify gaps in pupil learning and then provide them with the advice and next steps needed to fill them. AfL helps teachers help students to take the next steps in their learning, but also helps students to do this for each other and themselves. AfL is the process of finding out where learners are within a learning continuum, where they need to go and how best to get there.

Therefore it is essential that teachers frequently check and evaluate learning and progress throughout the lesson ‘how far have you come?/how close are you to achieving your learning objective?’ (For example, through the use of mini-plenaries)

Assessment for learning:

is part of effective planning focuses on how pupils learn

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is central to classroom practice is a key professional skill is sensitive and constructive focuses on the work not the person emphasises progress and achievement rather than failure fosters motivation and self-direction promotes understanding of goals and criteria helps learners know how to improve and develops the capacity for self

and peer assessment recognises all educational achievement

AfL is particularly important during and after group work when the children can reflect on what they have learnt rather than a teacher telling them.Children may effectively record what they have learnt during the lesson (verbally; ticking on a checklist; highlighting/underlining their own successes etc). This may be done individually, in pairs, in groups – letting them take a role in their learning.

It should be very clear to any observer that students have made progress in learning and can demonstrate it. Where insufficient progress has been made it should be clear what the plan of action will be to address this next lesson. One of the most common criticisms is that teachers don’t use assessment outcomes to inform future planning. Make it clear that you can see what each and every student has learnt and what the next steps are to secure progress.

Effective assessment for learning involves:

The sharing of learning goals/intentions with pupils. These should be written in language appropriate for children.

helping pupils know and recognise the criteria for success providing feedback and marking that helps pupils to identify how to

improve - striking a balance between oral and written feedback A clear and consistent marking code used across Keys stages and phases.

All staff will implement it and train pupils in how to use it Staff and school building in time to give quality feedback, including use

of 1:1 conferencing where possible pupils learning self-assessment techniques to discover areas they need

to improve the use of effective questioning to assess progress

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both the teacher and pupils reviewing and reflecting on pupils' performance and progress and setting targets for improvement

recognising that both motivation and self-esteem, crucial for effective learning and progress, can be increased by effective assessment techniques.

Plenaries Plenaries can be seen as the review phases of the lesson and should not be reserved for the end of the lesson or seen as a summary. There should be opportunities to review and reflect on learning throughout the lesson, constantly referring back to the success criteria and encouraging children to consider their own progress within the lesson (Assessment for Learning). Plenaries are crucial in dealing with misconceptions, remodelling or reshaping a task, providing additional challenge and maintaining a good pace to the lesson.

They are most effective when the children are actively involved in discussing what they have understood and how, and in identifying what further support they require moving on.

Teachers should avoid summarising themselves what has been learned as the effect on pupils’ memories is relatively insignificant.

A final plenary can be used to encourage children to reflect on their learning and prepare for the next stage, through phases such as:

What did you do today that you found most helpful in your learning? What did you do today that you found less helpful? If you had to do the task again, how would you do it? If you had to give one piece of advice to someone doing the task

tomorrow, what would it be? Now that you are able to….., tomorrow you will learn how to ….

It is important to leave plenty of time for the final plenary (at least 10) minutes in order for learners to demonstrate their learning at the end and make assessments about whether they have succeeded in achieving the learning outcome. If they haven’t, this should be articulated and used as a way of ‘moving on’; it can become the starting point for next time. If necessary, other activities should be shortened to allow time for the final plenary. Use the plenary to set the scene for the next exciting lesson.

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Plenary dice, prepared with a variety of open –ended questions and ‘Tell me…’ phrases can be used to generate discussion (examples in the appendix)

Examples of a child’s work (scanned into the computer or placed under the visualiser with the agreement of the child) can be an immediate way for children to reflect upon the processes they have gone through and the learning they have done. This can serve as a summary of a lesson or a starter for the next (reviewing prior learning). Photos for children to annotate are also highly effective ways to encourage this reflection and evaluation.

Marking and Feedback

‘Marking has the power to be the most powerful, manageable and useful diagnostic record of achievement’ Clarke, S 2001

Feedback is one of the most important elements of a lesson as it gives pupils an immediate indication of their successes and of areas to develop further. This may take a number of forms – oral, written, formal and informal – and may be given on an individual and group basis.

Teachers should frequently look at child’s completed work as this will inform assessment, future planning and grouping. Not all work will be looked at but, as a general principle, work that has been looked at by an adult should be returned to a child with an acknowledgement in some way. Usually this will take the form of the teacher’s initials and note of the learning context as follows:

I = independent

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S = supported at some point in the lesson (teachers may choose to be more precise for their own information e.g. LSA/TA/LM/BCA = supported by a member of support staff individually or in a small group)

G = teacher’s guided group A note of any additional supportive resources used e.g. 100 square,

partner-work, numicon, word bank .. or OF = oral feedback given

Additionally, we acknowledge the importance of quality in-depth written feedback and aim to respond to children’s work in this way as follows:

Writing - Teachers will in-depth quality mark each child’s writing at the very least once every three weeks, or twice per half term (this accounts for times when the literacy focus is less focused on writing and more focused on gathering ideas e.g. drama, talk for writing). In-depth marking does not always need to follow a whole, completed piece of writing. Small chunks of writing can be responded to in-depth as well e.g. opening paragraph to a story.

When giving feedback about writing, teachers will:

• Give written feedback using a GREEN pen.• Use the agreed code for context (I = independent, S = supported, G =

guided) and note any practical resources used. • Highlight places in the writing to show the child where they have been

successful.• Use ‘P’ to show missing or incorrect punctuation.• Use ‘sp’ to show an incorrect spelling.• Use // to show where a new paragraph is needed.• Use * to show where an improvement needs to be made.• Write a comment helping the child to make the improvement (either

reminder, scaffold or example prompt – see marking policy)• Allow time for the child to make the relevant corrections and responses

in the following session (child’s responses should be in PURPLE ink).

There are times when Oral feedback is more appropriate (e.g. for younger children). Teachers should indicate where oral feedback has been given using OF or

Maths – Teachers will in-depth quality mark each child’s maths work at least once per fortnight or twice within a unit of work (where a unit lasts more than two weeks) in accordance with the marking policy, as follows:

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Use the agreed code for context (I = independent, S = supported, G = guided) and note any practical resources used.

Highlight or tick successes according to success criteria. Indicate with a dot (.) where the child has made a slip or a simple error

to indicate ‘try this again’ Indicate when oral feedback has been given (OF or ) Use close- the- gap (CTG) to address misconceptions/ move learning on:

Model (reminder)Image (reminder)Closed/ multiple choice question (scaffold)Finish the sentence (scaffold)Open question (example) Explanation and generalisation (example)

Use GREEN pen. Allow child time to respond using a PURPLE pen.

In depth marking can be time consuming. However, evidence from the Sutton Trust indicates that marking and feedback is one of the most highly effective and yet low cost ways of raising standards. Teachers are advised to mark in batches following pieces of unsupported work rather than trying to cover the whole class in one go.

Assessment, Recording and Reporting

We believe assessment to be an essential part of teaching and learning and our procedures for assessing, recording and reporting pupil progress reflect our educational philosophy and help us to celebrate a wide range of achievements.

Assessment is integral to learning and is continuous. It:

supports teachers, children and their parents in identifying strengths and areas for development and to make informed judgements about pupils’ future learning;

enables pupils to take responsibility for their own progress; helps teachers to evaluate the effectiveness of teaching strategies and

use of resources; provides the Headteacher, SLT and governors with information that

allows them to make judgements about the effectiveness of the school; complies with statutory requirements.

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Types of assessment

Formative: this is the on-going assessment carried out by teachers both formally and informally during a unit of work and has a direct impact on teaching. Results and observations are kept in the teacher’s own record books and in children’s work books

Summative: this is the systematic recording of information as a result of assessment (usually in the form of standardised testing) which takes place at a specific point in time. Summative assessments reflect a ‘best fit’ level of attainment for each child and provide an essential tool for tracking pupil progress over time.

Diagnostic: most assessment provides information which can be analysed. This diagnostic evidence helps teachers to uncover common misconceptions and gaps where understanding, skills or knowledge has not been fully acquired and applied by individuals and groups of pupils

Evaluative: evaluating the impact of teaching, planning and the curriculum, together with analysis of data, informs leaders in developing the strategic direction of the school.

The assessment cycle

Assessment for Learning is an on-going process and is central to all lessons and units of work. Teaching and support staff are involved in assessing children’s progress. Learning objectives are identified and shared with children and are reviewed at the end of the lesson. Many strategies are used to support and enrich this process.

These include:· Individual and group targets;· Learning objectives and success criteria (WALT, WILF) ;· Key questions;· Pupil self-evaluation;· Plenary discussion;· Self and peer marking· Marking and feedback

Any judgement about a child’s level of achievement will be based on teacher assessment which is informed by formal assessments and standardised tests.

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Children’s attainment is tracked using Assessing Pupil Progress (APP) in reading, writing, maths and science.

Reading

In KS1 an APP assessment for Reading is kept for every child. Evidence is gathered during guided reading sessions and other informal occasions. During Year 2 standardised tests are introduced when the children are working comfortably within level 2.

Phonics: individual systematic assessment and tracking takes place termly for every child in Reception and KS1. There is a standardised phonics ‘check’ of all children in Year 1 which takes place in June.

In KS2 a representative sample of children are assessed in reading using APPs (usually a total of 6 children although additional assessments and tracking will take place for children on intervention programmes). A combination of Teacher Assessment and results from termly QCA reading tests is used to determine a reading level for each child.

Children in KS1 and 2 who are working below national curriculum levels may be assessed using P-levels

Writing

An APP assessment for Writing is kept for every child in KS1 and KS2. Evidence is gathered from a range of sources including cross curricular writing. A secure judgement is made using evidence from unaided writing samples which should focus on a familiar genre and for which the children are briefly prepared but are not overtly taught.

Writing samples are kept for every child in Reception. Assessment systems include the EYFS assessment tools and the Ros Wilson assessment template.

Children in KS1 and 2 who are working below national curriculum levels may be assessed using P-levels or the Ros Wilson template.

Copies of writing samples, along with APPS, should be stored in a file so that it can be kept and passed on to the receiving teacher.

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In KS 1 an APP assessment for maths is kept for every child.

In KS2 In KS2 a representative sample of children are assessed in maths using APPs (usually a total of 6 children although additional assessments and tracking will take place for children on intervention programmes). Evidence is gathered from guided group work and formal assessments which take place at a time the teacher feels it is appropriate to the needs of the class( usually a week or two after a block of maths has been covered).

A combination of Teacher Assessment and results from termly QCA tests is used to determine a maths level for each child.

Science

In KS1 and 2 a representative sample of children are assessed in science using APPs (usually a total of 6 children). Judgements may be supported through the use of investigative assessment lessons which focus on scientific skills and enquiry.

Other curriculum subjects are assessed informally through workbooks, feedback, plenary discussions and questioning. Subject leaders are building portfolios of work samples for their subjects.

Please refer to subject policies, EYFS policy and EYFs Booklet for more information.

Moderation

Internal writing moderation takes place at each formal assessment point in the school year. We are developing a school portfolio of levelled and annotated work to facilitate this.

Additionally, staff teaching in Reception, Year 2 and Year 6 attend external moderation session held by the local authority.

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Data Tracking and Analysis

The time when assessment takes place is at the teacher’s discretion. However, there is a set date when data should be submitted.

At three points in the year (once per term) data is submitted for Reading, Writing, Maths and Phonics (Reception and KS1 only).

Pupil progress is mapped using the electronic pupil tracker (Target Tracker)

Teachers carry out diagnostic analysis of their own class data and outcomes are shared with the SLT and SENco during termly pupil progress meetings. This leads onto the development of appropriate intervention programmes and other strategies for support which are regularly measured for impact.

The SLT carry out whole school data analysis to identify the performance of specific groups which then feeds into the strategic development of the school.

Target setting

Following data analysis sublevelled end of year attainment targets are set in English and maths for each child using Target Tracker.

Academic targets are written during the Autumn term which are specific to the needs of each class.

These may be group or individual targets and are set and reviewed termly with the children’s involvement. Usually new targets are written mid-year following a review.

In writing targets focus on secretarial and editorial skills which can be applied across all types of writing. Writing targets are written for each individual child and show be available for the child during nay writing task (including cross- curricular writing). Commonly, copies of the child’s individual writing targets will be stuck into the back of the literacy book (for example on a fold out flap)

In maths targets focus on using and applying and number skills, such as mental maths. Maths targets are set for groups within the class or may be layered progressive targets that each child is encouraged to work through at an appropriate pace (bronze, silver, gold, platinum). These targets are displayed in the classroom and are referred to during relevant maths lessons.

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In reading targets are set more regularly during guided reading sessions. These are based on the genre being studied and are shared with the children, sometimes as objectives, at the start of the guided reading session. They are specific to the needs of the group.

Targets are shared with parents and carers formally during parents evening.

For children with SEND, for whom there may be other specific individual targets, teachers may meet parents and carers on additional occasions.

Involving parents and carers

We believe that parents and carers are their children’s first and best educators and so we work very closely with them to achieve the highest possible outcomes for our children. Parents and carers are invited to spend time in classes, for example through the early morning reading sessions in EYFS and KS1. We regularly run workshops for parents and carers to keep them up to date with latest initiatives and developments.

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In the EYFS parents and carers are invited to become part of the Parents as Early Education Partners (PEEP) project run by our Early Years Practitioner.

Learning at Home

We believe that:

• Homework should foster a positive attitude to learning.

• Homework is a vital aspect of children’s education.

• We all have a shared responsibility to ensure homework is successfully completed (completing homework is a Government expectation and we all have a duty to ensure it is done).

• Completing homework should be a valuable experience for our children, which therefore has a positive impact on their achievement.

• Homework should be regular and should reinforce and extend the work done in class.

• Homework should develop a wide range of skills and knowledge.

• Homework should develop the confidence to learn independently.

We are also aware that children need to have time at home to relax, play and take part in sporting and creative activities in order to develop into healthy, balanced and rounded young people.

All children are expected to spend some time reading at home every night. Reading is a significant strength of our school and will always be our priority. We send home a wide range of high quality texts and expect that every child spends an age appropriate amount of time reading with someone every night. Developing the skills to read independently has an enormous impact on all areas of learning.

Homework can take many forms and will tend to focus on Literacy and Numeracy. Examples may include:

• Learning spellings or number facts such as times tables.

• Writing book reviews or newspaper articles.

• Working on mathematical problems.

• Carrying out a simple scientific experiment.

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• Researching a famous person such as Florence Nightingale.

• Finding out about a city in another country.

• Activities could include cooking, gardening or finding something out whilst visiting the shops.

• Making a model

• Visiting an art gallery or museum.

• Completing homework online

Homework could involve completing an extended project over a number of weeks.

Maths homework can be set using the online MyMaths program for which each child has an individual log-in they can use to access differentiated homework covering all the strands of maths. Class teachers can use the Assessment Manager tool to set and review homework for the children in their classes.

Reporting to parents

Formal reporting to parents takes place through Parents’ Evenings in the Autumn and Spring terms, and written End of Year reports in the summer term, about which parents and carers are invited to comment.

In the EYFS parents and carers play an integral role in the assessment process by contributing directly to a body of evidence which is used to support staff in making judgements.

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Achievement for All

We are delighted to be part of the government funded Achievement for All programme which helps us to work with our lowest achieving and most vulnerable children and their families to explore and remove barriers to learning; develop confidences and attitudes; improve wider outcomes; create new opportunities and develop greater shared understanding through fully engaging with parents and carers.

We carry out termly structured conversations with selected parents focusing on the most significant issues affecting the child and exploring ways that the parents and carers can be empowered to help, through accessing support networks and setting realistic targets.

Currently, each KS2 class focuses on one or two families. However, to reflect our belief that early intervention is crucial to success, KS1 and EYFS teachers may choose 6-8 families to work with.

Outside agencies

We are committed to providing the best for our children and ensuring a fully inclusive approach to teaching and learning. Staff and parents/carers liaise regularly with a range of outside professionals including Educational Psychologists, Speech Therapists, Occupational Therapists, Counsellors and medical professionals.

Advice given is acted upon in a realistic, manageable way through the development of programmes which can be incorporated into daily teaching and can become part of a whole class approach, where possible.

See SEN and Inclusion Policy for more information.

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In a Nutshell

What Makes Successful Learning at Greenslade?

What do successful lessons look like?

All lessons must: Be well planned – taking into consideration previous learning and

assessment. Have focused learning objectives, success criteria and targets which are

clearly communicated to all children and adults involved in the lesson. Have a purposeful atmosphere. Encourage an appropriate level of independence. Cater for a range of individual learning styles and needs. Differentiation

is a key feature of successful lessons. Some children may be part of various support programmes but the class teacher must plan for all children to access learning within whole class lessons.

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Be well resourced in order to support and extend learning. Include opportunities for speaking and listening (including peer

discussion). Be well paced – sensitive to the needs of children in the class. Pace

should be appropriate to the learning and objectives. Include at least one mini plenary, where children have opportunities to

reflect on their learning and in which misconceptions can be challenged (assessment for learning).

Include a plenary at the end where children can reflect on what they have learned and their next steps.

Use any additional adults in a planned and focussed way to extend children’s learning.

Lessons will usually include: A teacher led “guided group” which has a clear focus in itself. “A lesson

within a lesson”. Clear modelling and examples of what good looks like. Appropriate use of ICT to support learning.

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