Teaching and Learning Policy - Churchfields Junior School ... · that pupils image of themselves as...

Churchfields Junior School TEACHING AND LEARNING POLICY Reviewed by the Curriculum Committee Page 1 of 30

Teaching and Learning

Policy

November 2016

Approved by GB: November 2016 Next review due: November 2019

1. Through our teaching we aim to:

▪ enable children to become confident, enthusiastic and independent learners, actively engaged in their own learning

▪ foster high self-esteem so children build positive relationships with peers and adults

▪ develop children’s self-respect and encourage their respect for the cultures and values of others

▪ encourage children to be responsible citizens willing to make a positive contribution to society

▪ develop the key skills, knowledge and understanding as laid out in the NC and have a particular focus on language and communication skills

▪ develop personal skills that underpins future success such as self-reliance and independence, decision making and initiative, resilience and persistence as per the school Social Register

▪ provide a rich and broad curriculum that is stimulating and creative

▪ set high expectations for children that extend their learning and encourage the celebration of effort as well as success

2. Effective Teaching – the 4 P’s

PROGRESS

▪ The vast majority of pupils are seen to make good PROGRESS in the lesson and it is clear that pupils work hard. Key Question: What do pupils know at the end of the lesson that they did not know at the beginning?

▪ Has clear Learning Objectives and Success Criteria for pupils with learning structured and differentiated to need.

▪ All staff give constructive, accurate and positive feedback to every child through use of Assessment for Learning (AfL) techniques such as mini plenaries so pupils know what they need to do next to improve.

▪ Is outcomes focused. Pupils know what ‘good’ work looks like and how to achieve it. PITCH

▪ Is well prepared and carefully planned with accurate assessment of pupils’ prior skills that challenges the top attainment level in the class and scaffolds learning for others, for example with practical apparatus.

Key Question: What is the maximum learning I can get from this lesson? Key Question: What do pupils already know about this topic?

▪ Involves every child and is differentiated to their needs.

▪ Has clear learning objectives and expectations that are shared with pupils so they understand what needs to be done to achieve. This does not necessarily need to be at the beginning of a lesson.

▪ Has a brisk pace that challenges. Teacher Talking Rule: Speak No Longer Than The Age of The Child.

▪ Starts and finishes on time and in good order.

▪ Reflects on previous learning and looks ahead to next time. Staff plan and prepare pupils for the next instalment of learning.

PLANNING AND PREPARATION

▪ Is well organised with high quality resources.

▪ Uses planned key vocabulary, written up on the whiteboard and explained and accurately demonstrated to pupils.

▪ Uses all adults constructively to support learners. Key Questions: Have support staff understood the planning?

Have the support staff discussed the expectations of outcomes with you? PRODUCTIVITY

▪ Pupils work hard and clearly understand the outcomes expected by the teacher.

▪ Outstanding feedback and marking ensure pupils understand expectations.

▪ Pupils usually produce 3 pieces of written work in maths and English each week.

▪ Pupils have high standards of presentation because teachers set clear expectations.

▪ The vast majority of pupils’ work reaches a standard above national expectations.

▪ Pupils transfer skills of one subject to another e.g. maths in geography.

3. A good teacher at CJS ensures that:

▪ Ensures that most pupils make excellent progress in their class.

▪ Is organised in all aspects of their role.

▪ Creates a positive, ordered and stimulating learning environment with high quality resources.

▪ Has clear learning objectives and outcomes in the form of success criteria.

▪ Is able to make accurate assessments of pupils progress using a range of tools such as high quality questioning and other AfL techniques.

▪ Is able to plan a series of lessons with appropriately challenging tasks to develop skills, knowledge and understanding in subject areas.

▪ Is creative and can re-shape a lesson in the light of pupils’ responses.

▪ Is flexible and creates a sparkling classroom.

▪ Is clear and succinct in their exposition.

▪ Has good subject knowledge

▪ Has high expectations and expects pupils to participate and work hard.

▪ Promotes personal qualities such as perseverance and independence.

▪ Promotes the school ethos aims.

▪ Is adaptable and flexible and works well in a team.

▪ Is a reflective practitioner.

▪ Organises learning for pupils in bite size chunks.

4. Teaching Strategies

4.1 Start of the day Pupils have an engaging activity at the start of the morning session to ensure they are engaged in learning as soon as they arrive. This can be an activity on the IWB or practical apparatus on table tops. OR children can address the diagnostically marked work from teachers and action any points, corrections made. 4.2 Engaging Starters: Variety Adds Interest Start all lessons with a hook to grab attention. Routines can help settle behaviour and establish your expectations. However, too much routine can lead to boredom. So keep pupils on their toes by changing routines in the following ways:

▪ Start the lesson with a mystery. This can be a puzzle, a piece of film, an example of a mistake in a piece of work. Ask pupils to help solve the mystery.

▪ Show them an interesting artefact and pupils pose questions. If you often do this then vary the lay out of your room, change groupings. Also try:

▪ Think of Five! Recall of five features or things linked to the topic.

▪ Ask pupils to devise a starter for the class. This is a good way of challenging those who are high attaining.

▪ Give out cards with a number of different ideas on. Pupils put them in rank order and state reasons for their choice.

4.3 Engaging Lessons Each teacher will have a learning objective and success criteria for each lesson. Teachers will use a variety of creative methods to ensure pupils understand the LO and SC. These may include:

▪ Explaining the LO and SC at the onset of the lesson - add variety by

Starting the lesson and reveal the LO and SC during the lesson Starting the lesson with an activity – flipping the lesson

• Children to try and generate the success criteria to personalise their own learning in lessons

Lessons should be engaging. Start them with a creative touch and think outside of the box:

▪ Do not be confined to the classroom. Use other spaces such as the tables outside the hall, the field, the playground, the garden or the practical room.

▪ Use music to generate mood.

▪ Use a guest speaker.

▪ Use outdoor learning to engage students. All sessions should include a range of interactive strategies and significant modelling by the teacher. Lessons should make maximum use of active learning techniques such as:

➢ talk partners to rehearse their response.

➢ use of small whiteboards - do not overuse as this limits evidence of work in books and impacts on our recording of progress.

➢ fan numbers, number lines, flip flops and other SHOW ME techniques.

➢ role play and drama e.g. hot seating.

➢ games such as maths loop games.

➢ group work to promote the sharing of ideas

➢ to explicitly use cross curricular links in lessons.

➢ staff to take risks in lessons

4.4 A variety of teaching methods should be employed, thereby matching methods to needs- including:

▪ Team working with specific roles given to pupils such as team and deputy team leader, editor and sub-editor, scribe. Teams can be mixed or ability grouped.

▪ Note taking – either dictated by the teacher or made individually.

▪ Question and Answer – verbal enquiry by the teacher with response from pupils.

▪ Whole class discussion – teacher led, in which a problem is discussed. No hands up for whole class discussion instead use lollipop sticks with pupils’ names on.

▪ Forum – audience questioning following a speaker, video or film.

▪ Projected visuals –e.g. video, slides, digital whiteboards, films.

▪ Films of the pupils themselves e.g. when pupils getting changed for PE watching a film of themselves during a P.E. lesson to enable thinking about how to improve their technique.

▪ Non-projected visuals – e.g. posters, leaflets which supplement a verbal presentation.

▪ Research project – individual study of a problem, for presentation either written or oral.

▪ Questionnaires – groups or individuals construct a questionnaire or use one previously constructed to find out factual information, opinion etc.… of class members, parents or other members of the community.

▪ An attitude scale – a series of statements on scale between strongly agree/disagree, true/false/don’t know, to which students have to react.

▪ Open ended technique – partially stated question or statement which has to be completed.

▪ Demonstration by teacher and pupil to illustrate and reinforce particular teaching points. Pupils are encouraged to reflect on their progress.

▪ Modelling by teacher e.g. writing. 4.5 Pupil Groupings: Pair, Share, Explain and Challenge Pupils should be given the opportunity to work in different groups and with different pupils. Pupils should be given the opportunity to work in mixed ability groups. Care should be given to seating arrangements.

▪ These should be mixed boys and girls, although numbers may be uneven.

▪ Table groups of 4 pupils are the most productive

▪ Focus pupils being supported by an adult. Children may sit in groups, though the work may be completed individually or they may need to work co-operatively. Teaching children to work co-operatively (collaborative group work) needs to be developed and each teacher needs to plan opportunities for this as well as strategies to build upon existing skills. Children should be used to having assigned roles e.g. team leader, note taker. Give pupils the opportunity to group themselves. This allows them to consider what makes a good group member i.e. not always a friend. Changing groups two or three times in a lesson adds variety and keeps pupils engaged.

Where pupils sit should be based on all of the following criteria: ability, gender, compatibility, Special Educational Needs and collaboration.

You must be able to justify the decisions you make about seating arrangements on educational grounds. The class should not be seated in ability tables and pupils should not feel that they are moving up or down based on where they sit. The problems with ability grouping are long established and focus on the fact that such descriptions are perceived as a permanent description of ability. Research evidence shows that pupils’ image of themselves as learners is affected by ability grouping, and thus labelling. In Learning without Limits (Hart, Dixon, Drummond and McIntyre 2004), the authors, with nine collaborating teachers, note that all forms of ability labelling, whatever the intentions, give implied messages to pupils and teachers about the pupils’ potential for future achievement.

5. Differentiation

Indicators of differentiation:

1. Differentiation is not a case of ‘individual programmes of work for all children’. In some instances differentiation might equate to individual work programmes, but this would clearly not differentiate successfully for any child who learns more effectively in a group rather than in isolation.

2. Differentiation is concerned with attempting to match learning opportunities with individual learning needs and to make targets achievable for children.

3. Children vary in their learning needs, so a range of different teaching methods should be employed.

4. Differentiation involves skilful teaching, it depends as much on a perspective, professional rapport with the children as it does on planning and preparation.

5. Differentiation involves providing resources for learning which are appropriate: careful selection and evaluation are required.

6. Differentiation involves effective assessing of children’s ability and building appropriate expectations into future work.

7. Differentiation involves teachers sharing learning objectives and success criteria with children so that they can:

▪ assume greater responsibility for their own learning

▪ measure their own success and achievement

▪ identify more clearly their own learning needs

▪ assist the teacher in meeting those needs

▪ identify areas for improvement

So how can we improve in differentiation within the classroom? The following is an effective model for planning and implementation. The Good Differentiator

Detailed

knowledge of

Pupils as learners Detailed

knowledge

Detailed

planning

assessment

Use of

language

Established

learning

routines

Flexibility

grouping

Fitness for

purpose

Teaching

6. Planning, Assessment and Evaluation Skills

Good planning is essential to effective Learning and Teaching. The school plans in three ways:

a. The Long Term plan is the curriculum framework, the school’s schemes of work which breaks down the programmes of study into blocked and continuing units. This ensures full coverage of the national curriculum as well as continuity and progression.

b. Medium Term completed for each half term breaks down the schemes of work further into broad learning objectives, differentiated activities, experiences and learning outcomes. This curriculum map showing linkage between subjects.

c. Short Term plans are the final part of the cycle. Teachers plan weekly to ensure specific learning

objectives, success criteria and outcomes for each session. Assessment opportunities are planned for and provide the formative evidence for future planning.

We base our teaching on our knowledge of the children’s level of attainment. We plan some subjects in a cross curricular way to make learning meaningful.

▪ We build upon their skills, understanding and knowledge by ensuring the tasks we set children are appropriate to each child’s current level of ability.

▪ When planning work for children with special educational needs we use the information and targets set out in the child’s Individual Education Plan (IEP). Pupils with IEPs are identified within the planning and evaluation to match their performance against set objectives. All pupils with IEPs have weekly targets broken down from their IEP.

▪ We provide appropriate challenge for Gifted and Talented children.

▪ We set agreed curricular targets in English and mathematics with children.

Teachers in each year group meet in the previous term to plan the content and delivery of the curriculum to their classes. Children will then be involved in the planning process. They will be asked for contributions and suggestions on the prospective theme. Teachers will meet every half term to monitor progress. They also hold a weekly planning meeting in year groups to assess the week’s learning and use those assessments to inform the teaching and learning for the following week. Teachers continuously evaluate their planning to ensure that work is on track and fitting into time scales. Good planning balances what is expected of a child across a day or a week to make the most of their willingness to learn.

7. Evaluation and Assessment

Good assessment and evaluation improves the quality of teaching and learning and as such is integral to the whole process. School procedures should be followed carefully. Please see the school policy on Feedback and Marking. The school particularly values assessment as an on-going process and uses Assessment for Learning strategies.

Assessment for Learning includes:

➢ Learning objectives and success criteria explained to pupils.

➢ Staff to encourage students to self-assess and peer assess their work against the LO strips.

➢ Staff to encourage a good dialogue between students and themselves in books.

➢ Structured lessons with lots of clear examples of how to improve work.

➢ Edit and improve lessons in English to have a greater focus of exchanging outstanding work amongst students.

➢ No hands up policy as appropriate to the task - use of lollipop sticks for targeted questions.

➢ Use of the plenary which should refer clearly to the learning objective. It should be an opportunity to reflect upon what has been learned and to revisit teaching points. It is also an opportunity for the teacher and Learning Assistant to assess learning. The plenary may lead into the next lesson and can be used to prepare pupils for what they will be learning next; this may include setting homework or the giving of new targets. Mini plenaries will also be used at any stage during a lesson in response to pupils’ learning.

➢ Staff to use reflective coaching model to assess their own teaching and learning at the end of lessons.

8. The Effective Management of Teaching Staff and Resources

8. 1 Learning Support Assistants

▪ We deploy Learning Assistants as effectively as possible. They must be informed of the specific needs of children and of medium term and weekly planning in order to organise the resources they require and to understand the role they are to carry out. They must be given clear and explicit instructions as to your expectations and to pupil outcomes. There must be good communication between the teacher and learning support assistants. It is the responsibility of each teacher to ensure this takes place and this must be supported by the learning support assistant.

▪ The support staff should know the learning objective of the activity. 8 .2 Some suggested strategies for working successfully with other adults are:

▪ Actively taking part in our team ethos at CJS.

▪ All staff are familiar with the planning and expected outcomes.

▪ Listen to other teacher/adult whilst you are working with the children.

▪ Adults should work in partnership to deliver various aspects of the lesson.

▪ Take turns to do daily tasks e.g. register.

▪ Make roles within the lesson explicit to children.

▪ Agree support roles within the classroom and divide teacher focus accordingly during activities.

▪ Watch for signs of children not understanding and choose an appropriate time to help children to understand what the other teacher/adult has said.

This document is a working document for all members of our school community. As such it should encourage reflection and self-evaluation which in turn will improve the quality of Learning and Teaching at CJS. 8.3 An inspiring and well-ordered learning environment The school’s ethos is one of creating an environment where children can learn and be challenged. There is order, purpose and consistency across the school. Displays celebrate, support and extend learning. Children will be able to explain if they have been successful in their learning. Always have practical apparatus available for pupils to use. Ensure all resources are of high quality. DISPLAYS

All staff are responsible for maintaining and improving the ‘Visual Learning Environment’. All work should be mounted and include explanatory labels and ‘open’ questions. Teachers should reflect the broad nature of the curriculum in their display work. No work should be stapled or sellotaped to walls. Work should be limited largely to display boards. Avoid wallpapering classrooms with laminated signs printed off from commercial websites.

The main purpose of a display is to value the work of pupils, and contribute towards the learning process. Therefore, every child should have written work on display. Every 5 to 6 weeks this written work is changed and the previous written work is put into the pupil’s writing portfolio. In classrooms, there should always be a Working Wall which is updated each week with current work. Displays should reflect the current series of work being undertaken.

A flipchart should be used for modelled writing and examples of calculations for the pupils to refer back to.

The Learning Environment

The environment in which pupils work, plays a crucial role in the way they learn. We strive to provide an environment which is orderly, stimulating and conducive to learning. Classrooms (and corridors) must be kept tidy and pupils should be trained to tidy up after themselves and take a pride in their classroom. Teachers update and change classroom displays regularly (at least each term) to reflect the needs of the pupils and the curriculum studied.

Staff to change their working wall display weekly in English and in Maths. Middle leaders to monitor classroom practice through:

Photographic evidence

Observations

Learning walks Create a learning environment that stimulates interest and discussion to challenge children’s knowledge and understanding of the world. A high quality learning environment has a direct impact on the standards and attitudes of the pupils in school. Celebrate achievement and raise self-esteem for all Use display and resources to positively impact on learning; through consolidation / reminder of previous learning and introducing new information and knowledge. Encourage pupils to have pride and achievement in their work Stimulus displays should be encouraged in all classrooms. Examples of these include: - Key questions and key vocabulary related to topics / specific subject areas - Posters with accompanying questions to stimulate the children’s interest - Pupil led work on walls to highlight students achievement

Displays in schools usually fall into the following categories:

The 3 ‘tions’ of display

INFORMATION

timetables, lists, charts which relate to organisation

learning aids e.g. text type features, aspects of grammar, visual aids

prompts regarding what pupils should do when they have finished a task

behavior rules and rewards

CELEBRATION

We show our appreciation by publishing pupils’ work

appropriately mounted

including explanations /context for the work

questions

pupils’ comments

photographs Displays should be interactive, include key questions and questions generated by the pupils This is where we visually show what we value in school!

INSPIRATION

May include:

a quote /thought for the week (this could be a whole school theme)

a visual record of questions considered in Philosophy

a visual conscience tunnel which relate to a topic covered in class

book corners which inspire pupils to read

The majority of displays should be of pupils’ work as a celebration of their achievements and learning.

Please ensure the following:

Every pupil should have something displayed using a range of work.

All pupils current writing is on display.

Displays of pupils’ work should be of a high standard, should be mounted, (cut using a paper trimmer) and labelled with the child’s FULL name. (Work sheets should not be displayed).

There should be a balance between computer generated labels and hand written labels. When hand writing labels please model the school handwriting script, for computer generated labels please use the Comic sans font as this is most easily accessed by pupils with EAL & SEND

TIDINESS

General tidiness throughout the school is the responsibility of everyone. Pupils should be trained to share this responsibility. The classroom will be left in a suitable condition for the cleaners to be able to clean efficiently e.g. pens, pencils, etc clear from the floor and surfaces. Tables should be cleared.

The classroom must be tidy and should not have a cluttered appearance. Only keep resources that you need regularly. Teachers should allow enough time at the end of the day to tidy their classroom. Teachers must insist that pupils clear floors and tables. Everything should be returned to the correct location in the classroom. Pupils’ trays should be checked regularly to prevent the accumulation of paper and objects.

Pupils who are found to be responsible for vandalism will be required, as far as possible, to make good any damage. Parents will be informed.

Coats and P.E. kits will be hung on hooks. Each class should have monitors who ensure the coats and bags are tidy.

Pupils should be encouraged to keep outside areas litter-free by using the bins provided.

Curriculum leaders will organise equipment and resources in such a way that it is easily accessible and systematically arranged.

Appendix 1 - Questioning When you plan use this chart to consider the type of questioning you may use.

Classifying Which of these go together? Why? Can any of these be put together? How are these things alike/ similar/ different? What could you call these groups? What are the characteristics of all these things in this group? What criteria have been used to classify these? How could you rearrange …? How could you compare … and …? Can you find another way to …?

Explaining Why does…? How do you…? Why did this happen? Why do you think that…? What caused this? What might be the result of…? Why do you think so? Can anyone think of another reason/ explanation? Can you explain…?

Describing What is … like? What can you see? What did you notice about…? How would you describe …?

Generalising What is true about all of these? What can you tell us about…? What have you found out about…? What seems to be generally true about…? What have you learned about…? What conclusions can you draw now? What does this tell you about…?

Evaluating Do you think this is a good thing/ bad thing? Why? How do you feel about this? Why? Is there anything you would have done differently? Why was this done? Do you think that it was a good idea? What were the reasons for this? Do you think this is just/ fair/appropriate? Why? What do you think is important about this? Why? How could this be improved? How could you justify this? Can you take another point of view about…? How would you feel if you were …? Is this the best way to …?

Inferring Can you explain from this how…? / why…? What do you think might be happening here? Why? What do you think might cause this? Why do you think they did this? How do you imagine they are feeling? Can anyone think of a different idea?

Predicting and Hypothesising What are we going to see at …? What would/ might happen if …? If…, what do you think would be the result? What would it be like if…? What would you do if…? How would you plan for …?

Recalling Information How many …? Where is …? In which year did…? Why did…?

Appendix 2 – What should be in your teaching and learning file

▪ Timetable showing curriculum areas to be covered, support in class.

▪ Class list indicating ethnic grouping, language spoken at home

▪ Allergy, medical condition list

▪ Record of concern and any information on pupils referred to SENCo.

▪ IEPs

▪ Curriculum map for year group

▪ Medium term plans and weekly plans. Annotation and evaluation of planning

▪ Targets set for class- group/individual. Any behaviour targets set.

▪ Examples of homework set

▪ Copies of letters sent home to parents

▪ Attainment profile of class

▪ List of pupils receiving intervention strategies

▪ Targets set for pupils and progress checks.

Appendix 3 – Basic resources for teaching mathematics at CJS

Essential, clearly labelled and are readily available to the children in order to promote independent learning.

▪ 1-100 number square/grid

▪ 1-100 number line/track, also a blank number line 1-100

▪ Place value counters

▪ Dienes equipment

▪ Counting stick marked off into 10 sections

▪ Rulers- high quality with easy to read markings

▪ 2 sets of digit cards (0-9) or number fans

▪ Small whiteboards with water based markers

▪ Place value cards

▪ Dice – 10 sided, 6 sided and blank

▪ Counters, coins, dominoes

▪ Individual wipeable number squares

▪ Blank playing cards and playing cards

▪ Maths dictionaries

▪ Counting stick and bead strings

▪ 2D and 3D shapes

▪ Symbol cards

▪ Protractors

▪ Tracing Paper

▪ Calculators

▪ Hearts in ‘love’ appropriate to year group e.g. pairs to 10 KS1, bonds to 100 Y3 and 4, fractional number bonds to 1 Y5 and 6

Appendix 4 – Classroom Learning Environment and Organisation Monitoring

Class Teacher: Date: Completed by: The areas of success within your Learning Environment have been ticked and the areas for development have been highlighted for you to address as soon as possible.

General ✓ Comments

Your room is tidy, organised and free from clutter

Surfaces (other than pupil desks) are used to enhance learning (displaying books, resources or artefacts)

Pens, Pencils and other stationery are cared for and available for all to use.

Pencils are sharp

Furniture ✓ Comments

Due thought and reflection has been given to the layout of the tables and chairs

All children can see the interactive whiteboard and/or flipchart

Tables and chairs are of the correct size & aligned

Seating is used flexibly to support working in different contexts and for different purposes

If you have a teachers’ desk it is placed against the wall

Seating is well spaced and with adequate workspace for every child - observed in lesson time

The classroom does not contain any surplus or additional tables, chairs or other random furniture

Exercise Books ✓ Comments

Pupils take pride in their books and front and back covers do not contain doodles or graffiti

All work books are labelled according to school policy, and are stored neatly in an easily accessible location

Maths Area ✓ Comments

There is a wide range of organised maths resources available for use by the children

Maths working wall reflects what the children are currently learning

Reading Areas ✓ Comments

There is a wide range of books that are well organised and labelled

The book area is attractive and inviting for all levels of readers

There are displays and/or shelf top arrangements focusing on: authors, themes, illustrators and include children’s own reviews

Resources ✓ Comments

Resources reflect the range of learners and their needs in an inclusive manner

Resources are of a high quality and have a designated place

All children are aware of storage and trained to keep and leave the classroom tidy – observed in lesson time

Displays (See Display Policy) ✓ Comments

Teacher board includes key information including CP, care plans and Health and Safety procedures

Displays reflect the learning process across the curriculum, not just finished work

There are prompt posters /displays reminding children how to improve their work

Diversity in all its forms is visibly celebrated

Curriculum displays include statements & questions to highlight key learning points

Key vocabulary/language structures displayed

Outstanding work is celebrated in your room, with indications on what makes work outstanding

There is a board listing monitors & their responsibilities

LOs, key questions, key vocabulary and modelled work and scaffolding in evidence

Appendix 5 - Summative Work Scrutiny feedback – standard of work, quality of feedback, marking and children’s response

Teacher’s name:

Year: Subject:

Observed by: Date:

Outstanding

Evidence of acknowledge/celebrate the achievement of targets in children’s work

There is evidence in children’s work that they have made accelerated progress over time

High standard in the quantity and quality of pupils work and responses to marking

There is some subsequent response from the teacher after children respond to marking

Two thirds of marking and feedback is in depth, focused and diagnostic

Children actively demonstrate understanding through peer and self-assessment

Differentiation is always evident, supports independent work and challenges every child

All children are set relevant, accurate next steps and targets for improvement

Children respond to all next steps in purple editing pen

There is evidence that self-assessment is a regular activity: children know what they are good at and what they need to do to improve

There is evidence in children’s work that they have made progress over time

Every piece of work is marked with three tick system and a small comment

At least one piece of work is marked in depth, each week, in literacy, maths and topic

Differentiation is common place, provides scaffolding and challenge for individuals

Requires Improve

Some relevant targets are set

Children show how well they have done in relation to the success criteria

Green / orange highlighters show achievement against the LO

Marking helps to build confidence

The majority of marking is about recognising success

Work is marked regularly, using the three tick system

Some work is marked in depth, but most is superficial

Differentiation is apparent, however there is little variety or challenge

The teacher’s handwriting is easy to read

The teacher’s spelling and use of Standard English is accurate

There is sufficient work in the children’s books to allow marking to have impact (reflecting a well-planned curriculum)

Inadequate

Marking is likely to be inadequate if it does little to help children improve. The key features of inadequate marking are the opposite of satisfactory marking:

No relevant targets are set/ targets are poorly chosen

Marking is not linked to the objective

Children are not aware of how well they have done – no self-assessment, little praise

Little evidence of teacher challenging poor presentation or secretarial skills

Marking does not help to build confidence

The majority of marking is not about recognising success

Work is not marked regularly

The three tick system is not used

Children’s progress over time is inadequate

The advice given to children is inaccurate

There is no differentiation in evidence between pupil’s task or outcome

The teacher’s handwriting does not always model cursive script

The teacher’s spelling and use of Standard English are inaccurate

There is insufficient work in the children’s books to allow marking to have impact

Other strengths and comments on any previous areas for development Areas for development Marked very infrequently and superficially - work must be marked on a regular basis Every piece of work for literacy, maths and science should be marked with the three ticks system Children are given very little idea of how well they are doing - marking must indicate this (praise) Marking does little to help pupils to improve - it needs to help secure improvements (next steps) Next steps need to be a feature of every long writing task Next steps need to be shown for at least one piece of work a week in literacy, maths and topic Next steps should be shown with the green foot stamp

AfL: Develop opportunities for children to be involved in self / peer assessment AfL: Do remember to allow them time to respond to your comments AfL: Do respond to some of their comments Set targets for children using the school templates Ensure children are involved in setting targets Ensure that the curriculum is planned to allow children opportunities to achieve targets Celebrate / acknowledge when targets have been achieved in their work Editing task – children should have time to edit their work Ensure some spellings errors are identified and children correct Handwriting - yours- could be better- try to write legibly and model cursive script Differentiation should be varied Differentiation should encourage independence for all learners Differentiation should facilitate challenge for all learners Standards attained are not high enough within some groups Some of the worksheets restrict children's responses / writing - always consider carefully whether a worksheet is needed Children need to be a doing an extended writing task every week Other areas for development:

Appendix 6 - Planning scrutiny feedback – quality of planning

Teacher’s name:

Year: Subject (s):

Observed by: Date:

Outstandi

Progression through previous / future learning is always clear and well thought out Reference to NC / Strategies / QCA unit is always clear School, class and individual targets are regularly indicated Activities fully match the LO, and are stimulating Differentiation shows challenge and is stimulating for individuals and all groups - SEN, LA, MA, HA Adult focus indicates stimulating challenge for all children Higher order thinking questions are often included Plenaries indicate AfL strategies Annotations are a regular feature and indicate progress against the LO and task Annotations indicate next steps by group and individuals Learning Objectives use consistent language, are short, child friendly and focus on one thing Learning Objectives indicate the outcome, but not the context Success Criteria reflect the process and not the product Success Criteria encourage independent learning and empower pupils Planning shows consistency with the year group, but enriching differentiation for individuals and groups

Progression through previous / future learning is appropriate Reference to NC / Strategies / QCA unit is commonplace School, class and individual targets are indicated Activities match the LO and would fully engage the pupils Differentiation shows scaffolding which ensures all pupils meet the LO All groups – SEN, LA, MA, HA - have materials and resources which support independent learning Adult focus indicates support for all children A variety of open questions are used regularly Plenaries are used to recap and extend objectives Links are made to future learning in plenaries Annotations are common and indicate how the lesson went overall Some annotations indicate next steps by group or focus children Learning Objectives are child friendly, with consistent language Learning Objectives focus on the outcome rather than the context Success Criteria provide scaffolding for the activity Planning is consistent, but not the same as others in the year group and refers to both individuals and groups of children

Satisfactory

Progression through previous / future learning is sufficient Reference to NC / Strategies / QCA unit is rare Activities show reference to the LO Differentiation of task or outcome in evidence Some use of independent support materials and resources Adult focus indicates lackluster activities for some children Questions are indicated but lack challenge for the children Plenaries have a distinct teaching session but lack reference to objectives or to future learning Annotations are apparent with some indications of next steps, but no real focus Learning Objectives focus on the context rather than the outcome Learning Objectives not child friendly Success Criteria are present but do not clearly scaffold learning Planning is differentiated from main year group planning

Inadequate

No indication of progression through previous / future learning Progression through previous / future learning is dubious No reference to NC / Strategies / QCA unit Activities fail to match the LO No differentiation of task or outcome in evidence Use of independent support materials and resources not indicated There is no focus or clear direction indicated for adults No questions are listed Plenaries have a distinct teaching session but lack focused information Annotations are rare and indicate how the lesson went overall, with no reference to next steps No clear Learning Objectives and aims No clear Success Criteria No differentiation from year group planning

Other strengths

Planning must be consistent, but not the same, across your year group Progression through previous learning should be explicit and appropriate Make NC, National Strategies and / or QCA references Activities should match the LO The LOs should be short and focus on one thing LOs should indicate outcome, but not context LOs to start “To…”; SC “I can…” SC should be punchy and should scaffold the activity Planning file should be a working document – annotations showing progress should be a regular feature Annotations need to show next steps for groups and individuals Plenaries should point to next steps Plenaries and mini-plenaries should indicate AfL opportunities Questions should be stated Questions should facilitate open answers Questions should facilitate higher order thinking – refer to school questions Adult focus should be indicated Adult focus needs to indicate more (stimulating) activities Differentiation should show scaffolding and challenge for all learners – SEN, LA, MA, HA Differentiation should be through task (outcome) AND support materials A variety of resources should be used, rather than too many worksheets or too much text book time

Appendix 7 - Teaching & Learning Observation

Name of teacher: Class: Date:

Subject: Observer: Observation Focus:

PREPARATION

Effective planning

Objectives: clear, challenging, linked to assessment data

Differentiation which provides support, challenge and extends learning for all pupils

BEGINNING

Reference to previous learning

Objectives shared with pupils

MAIN TEACHING

Relevant success criteria shared by teacher/pupils

Teacher modelling

Pupils demonstrating

Learning styles catered for

Good pace (10% Teacher talk)

Range of questioning used

Pupil involvement is maximised

Teacher works with a focused group

Talk partners used appropriately

Links made to other subjects

Good subject knowledge

Good use of resources/ LSA impacting on quality of learning

Appropriate use of ICT

Pupils encouraged to interact

High expectations

PLENARY

Recap objectives

Pupils have made very good progress

Pupils carry out self/peer assessment

Pupils are provided with next steps for learning/steps for improvement

LEARNING ENVIRONMENT

Pupil have an expectation of quality learning

Relevant vocabulary used and displayed

Positive atmosphere created (activities enjoyed)

Good standard of behaviour

Classroom organisation

Grouping/seating arrangements

Safe learning environment

This lesson had the following STRENGTHS DEVELOPMENT CONSIDERATIONS

Teacher comment

Observer: Teacher:

Signed: Signed:

What do children know now that they did not know at the beginning of the lesson? Plan L0s not TASKS. Expect children to be independent. Do not spoon feed ideas.

CHALLENGE RULE ▪ Challenge at the beginning of every

lesson

▪ Pitch to the top end. REMEMBER: What is the maximum I can get out of this lesson?

▪ Find out what children know beforehand. Teach to the top end.

▪ Move learning on by re-shaping lessons using plenaries and

open-ended questioning. DO NOT Leave the plenary until the end. Extend learning through treasure boxes, challenge cards and exciting extension activities.

TALKING RULE

Do not talk longer than the age of the child!

Most outcomes should be in books

Expectation is: Pupils usually produce 3 pieces of written work in maths and English each week.

Marking Slim down to closing the gap. Raise expectations by pupils responding to your comments.

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Teaching and Learning Policy - Churchfields Junior School ... · that pupils image of themselves as...

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